If you write a book for young people on how to play basketball or a sci-fi novel, your "readers" will be easily identifiable. For example, you could have written for a group of age between 7 and 11; readers would be interested in basketball; and they would be, say, from beginner to intermediate capacity and sophistication in the sport. In the second example, you could Google the demographics that buy sci-fi novels, and get a fairly good idea of who might buy your book. Identification of the audience is critical, whenever you write - and this is the case when you write responses to the law school test exam questions as well.
When you write the answer to a question of law school test, your hearing is fictitious. Think about your audience (reader) as an enlightened attorney or a colleague (law student) who is very familiar with the nature and purpose of the law in General; who has read the pattern of fact; and who has knowledge from the right of the subject (torts or contracts, for example), but there need be reminded of the rules of the Act. Then proceed as if you are explaining the situation to this person.
For example, this person would not need to read that often hunting knives have sharp edges, if a person is the Director of the grocery store, it can be assumed that she is the person who should be responsible for store, or that there is a difference between the tortuous battery and criminal battery that is punishable by a term of imprisonment.
In addition, because the fictitious reader read the fact pattern, it is not necessary to repeat sections or sentences of the question. In other words, if the question, "when Mr. Slocum entered the airport he noticed the scent of something of combustion - and this has immediately concern"... then there is no need to include in your essay, "" when Mr. Slocum entered the airport he noticed the scent of something of combustion - and this has immediately concern."" (Instead, you may designate location of Slocum, refer to the aroma, or refer to the concern of Slocum, if made key in your argument-no need to repeat what the reader has just read in the question.)
Although each step of your legal analysis must be in the trial, should not waste your limited time by explaining that your audience can be expected to know.
Now look at the "real" audience: your teacher. Always write with your professor in mind. In General, the characteristics of a response from category "A" include identification of all issues, special attention to the "grey areas", the incorporation of high-level technical argument (example: using the argument "sliding"), the integration of the principles of law and the facts of the hypothetical with notions of good sense and political support for a position taken.
However, teachers differ in what they consider the "A" grade material. Therefore, it is very important to obtain not only the old questions review your teacher has filed, but also-if available-the quality of the answers her examples. You must study these responses carefully, because you will find the qualities your rewards Professor with notes.
You should also discuss with your teachers what they are looking for in the responses of the examination in the Office visits. You will get also a little of this information in the class - be sure to put in your notes! To do this with each of your professors to learn what he or she expects a real review. All you find is that in practice! Then incorporate the suggestions of your teachers in your responses to review practice.
Questions from the audience in all what you write and the public write you when you call the answers in law examination test school questions are likely to be a determining factor in the category that you receive!
Law students are now starting to practice being the kind of lawyer you would hire to represent you if your life or your fortune depended on having the best lawyer working on your behalf.
No comments:
Post a Comment