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TheNAPSTERofLegalEducation 17 - 01 May 2008 - Main.GideonHart
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Let's conduct a thought experiment. "If someone you loved were entering as a 1L in September of 2008, how would you help that person do better than you did?"
Pretend that the person you love wants out of law school the same thing you wanted out of law school. It's too late to ask, "how could we have done better?" We can only ask, "how can we help the next generation do better?" Multiple suggestions, multiple comment boxes. | | | 1) Isn't the important part of law school the process of figuring out the law from the noise? Give someone the perfect outline, and they won't do as well as the person who created the perfect outline, or even the person who tries to make their own outline from the source materials, not the other outlines. Good lawyers don't have kickass outlines, they know how to read, comprehend, and create working knowledge of their source materials.
- But, Joseph, I am very skeptical that law schools are trying to teach us to be good lawyers, given that 95% of us need to go to law firms to learn to be good lawyers. Hypothesis: good lawyers know how to get other lawyers to give them kickass outlines. -AG
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- I think your hypothesis might be correct for 2L, 3L, beyond, and maybe even spring of 1L. However, someone could know every bit of information in the best outline ever, and still do terrible on first semester exams because they never learned how to write a law school exam, analyze multiple issues quickly, and apply concepts to fact patterns in a logical fashion. I think that skill is learned by struggling through the material during the fall (as painful as that may be). Collaboration helps (especially when synthesizing material come exam time), but a lot of that process is internal at first. GH
| | | 2) Many teachers do grade on absolute terms and then tweak the boundaries to the curve. I know Robert Scott's class... the highest grade was something around 50% of the absolute score.
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