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« An Honest Conservative | Main | My Intentional Tort »

January 25, 2005

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Listed below are links to weblogs that reference Law Exam Grading -- My Take:

» A Few Thoughts on First-Year Law School Grades: from The Volokh Conspiracy
'Tis the season in which law school grades are announced, which means that tens of thousands of law students around the country are trying to figure out what their grades mean. The VC has a lot of law student readers, so I thought some comments about... [Read More]

Comments

Mike

I think it encouraged me to write a very difficult evidence final

One prof would say: "I make the exam so hard that the 'A' students says, 'I'm glad I studied,' but not so hard that they say, 'Why did I even bother studying?'" (With the intonation being on the, why bother because the exam was impossible.) That always seemed like a good way to look at the exam-writing process.

Brian

115 students in evidence? WOW!! I don't even have 115 students total in my entire first-year class at U of New Mexico. I love the smaller size.

Jay

I appreciate your honesty. I think professors should spend more time on teaching students how to write. I'm a tactile, right hemisphere type learner that has problems with organization. The act of outlining a written response is notoriously difficult for me. It's hard for me to organize things quickly in order for a professor to understand my writing well. They just assume my analysis is poor or get turned off by the lack of organization. This leads to poor grades.

I believe I got an A- in Civil Procedure because I memorized the analytical framework of a different professor. I threw in some headings too. It was basically fill in the blank analysis. I didn't understand Civil Procedure any better than my other classes, the teacher just understood what I was saying because the writing was better. Sometimes, The problem isn't so much understanding the law, it's knowing how to organize your response when the facts are ambigious and complex.

Also, I only had one professor, Civ Pro, to really emphasize that the rules shouldn't be isolated from the fact scenarios. The teaching generally came across as if the rules were the single most important thing and facts of the cases were useless after extracting the rule. Not to mention, the policy of rules was virtually ignored. How can you apply a rule correctly if you don't know the scope of the application of the rule and how it was intended to be used? It's tough but this is something people have to learn the hard way when no one tells them.

Nike Air Max 2011

A lot will come out over time but the truth has been out there for a long time as well but that doesn't give you what you want so this dance just goes on and on.

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