Suchergebnisse

Intro -- Title Page -- Contents -- Introduction -- What Classes I Took and When: The Class Decoder Ring -- The Short & -- Plain Statements -- Pre-Law School -- 1L -- 2L -- 3L -- 4L -- Reintegration to Society: Life Post Law School/Bar Exam Prep -- Post Bar Exam -- Acknowledgements -- Other Books By The Author.

On the surface, law schools today are thriving. Enrollments are on the rise, and their resources are often the envy of every other university department. Law professors are among the highest paid and play key roles as public intellectuals, advisers, and government officials. Yet behind the flourishing facade, law schools are failing abjectly. Recent front-page stories have detailed widespread dubious practices, including false reporting of LSAT and GPA scores, misleading placement reports, and the fundamental failure to prepare graduates to enter the profession.Addressing all these problems an

This Essay explores the values, limits, and adverse effects of our system of law school examinations. Law school examinations encourage or require students to acquire certain knowledge while measuring a kind of knowledge as well. Importantly, this process occurs within a context of political relationships between law schools, law firms, the legal profession, and the state, as well as between law school administrators, faculty, and students. This system of "power/knowledge"relationships constitutes the law school's basic mechanism of self-regulation or, more generally, a mechanism of social control over legal education. In this era of substantial uncertainty about purposes and methods in legal education, an inquiry into law school examinations and their political contexts is both timely and potentially fruitful. Prior studies have developed important criticisms of law school examinations, but these studies have been partial or limited critiques. These studies have uncritically accepted conventional beliefs about law school practices and have overlooked certain values and disadvantages of the current examination system. This Essay provides a "systemic analysis" and a "total critique" by assessing the structure, contextual relationships, values, and adverse effects of law school examinations. This Essay seeks to improve our understanding of law school exams in three basic ways. First, Part II presents a new interpretation of what the modern law school examination requires and measures of student performance. This interpretation emphasizes the reading and grading methods that are used by most contemporary law professors, the implications of these methods for the thought and writing style of examination writers, and the personal attributes that are required for examination success. Second, Parts III, IV, and V consider the law school examination in context in order to assess the values, limits, and disadvantages of the examination system. This analysis focuses initially on relationships of law school exams with ...

The first days -- Maintaining a healthy mental approach to law school -- Reading and briefing cases efficiently -- What your classes will be like -- Taking notes : a three-step process -- Creating a course outline -- Legal synthesis -- Legal analysis and answering the question "why?" -- "However, . ." constructing your counterarguments -- Legal writing -- Study groups, study aids, and study schedules -- Law school exams -- Résumés and writing samples -- Acing your job interview.

Abstract: To prepare law students for a tougher, rapidly changing legal world, European law schools need to reinvent themselves. This article argues that European legal educators should focus on equipping students with a broader skillset enabling them to become successful advocacy experts, effective legal risk analysts and creative legal problem-solvers. As part of a new, thoroughly interdisciplinary curriculum, legal education should concentrate on the acquisition of rhetorical skills and social-scientific tools allowing students to apprehend legal rules as the product of social dynamics as well as as instrument of social organization. To preserve their commitment to free, mass legal education, European law schools should also embrace full-scale digitalization to free up time and scarce teaching resources for more interactive and more experiential forms of learning.