Legal Argumentation (2022 ed., fall 2021 version)

This is the second, and still profoundly drafty, version of the legal-writing textbook that I premiered last year. You can read all about it in last year’s blog post. I welcome your feedback. I’m really hoping to have all the chapters finished before next year’s edition. Here it is:

LARW II timeline

Here is a quasi-infographic representation of the weekly schedule for my spring 2019 LARW II course. On the left are indications of what we’ll focus on in class sessions, and on the right are explanations of the graded assignments, showing when students are working on them and (roughly) their due dates.

Choice of name in short forms for cases

In short forms for cases in citation sentences in practice documents, the Bluebook permits the use of only one party’s name but in that event requires it to be the first party, unless that party is “a geographical unit, a government official, or another type of common litigant.” See rule B10.2. Note that this permits the author to use only one party’s name but does not require it, so using both names is still permissible. Consider this example: You previously cited King v. Bassindale, 220 P. 777, 779 (Wash. 1923), and you wish to cite the case again at page Read More …

1L legal brief and oral argument competitions

A couple weeks ago, I asked on the LRWPROF-L mailing list for folks to describe their 1L brief and oral argument competitions and promised to summarize what I learned and share it back. I thought it might make a good blog post, so here it is. Though I have given this summary the attention I can spare right now, I have not collated responses particularly thoroughly or carefully. This was also by no means a comprehensive study, so the report is somewhat anecdotal . A more thorough, careful survey of the field on this question will require someone else to Read More …

My spring 2016 teaching reflection

I love to hear from students at the end of the semester how they felt the semester went. It provides me an opportunity to reflect on my teaching style and to focus on areas where I can improve. In the interest of complete disclosure, I’ve embedded the aggregate teaching evaluations here, and below that, I’ve written some thoughts about the semester Overview This semester surprised me in some ways: I expected much poorer reviews in LMC 3412 than I got (my first 5/5 overall effectiveness rating!). But it reassured me in others: My efforts to get students in LMC 3403 comfortable Read More …