elements review session: order of proceeding general info on preparation & my exam exam...
TRANSCRIPT
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ELEMENTS REVIEW SESSION:
ORDER OF PROCEEDING• General Info on Preparation & My
Exam • Exam Technique
– Generally– QI: Issue-Spotter– QII: Strength of Analogy– QIII: Opinion/Dissent
• Logistics• Questions MUSICMUSIC
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General Info on
Preparation& My Exam
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General Preparation Advice
• Two Thoughts on Curves & Class Rank Two Thoughts on Curves & Class Rank – Long RunLong Run– Short RunShort Run
• Pace Yourself for Three Week Pace Yourself for Three Week AdventureAdventure– Leave “Gas in Tank” for Last Exams Leave “Gas in Tank” for Last Exams – Do Some Advance Work on TortsDo Some Advance Work on Torts– Immediately Before Each Test, at Least 48 Immediately Before Each Test, at Least 48
Hours Exclusive Attention to that SubjectHours Exclusive Attention to that Subject– Can’t Do Useful Work for 4-5 Hours After Can’t Do Useful Work for 4-5 Hours After
Tests (Good Option: Unchallenging Movies)Tests (Good Option: Unchallenging Movies)
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Elements Preparation:Best Prep is Old Exam Qs
• Do some of each Q under exam Do some of each Q under exam conditions.conditions.
• Review in groups if possible.Review in groups if possible.• Read comments even for ones you don’t Read comments even for ones you don’t
dodo• Model answers neither complete nor Model answers neither complete nor
perfect perfect • Use to see organization/style I like Use to see organization/style I like • Use to see some possible ways to analyzeUse to see some possible ways to analyze
• More recent Qs/Comments/Models better More recent Qs/Comments/Models better indicators of what I’m looking forindicators of what I’m looking for
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Structure of Exam
• Three Questions– One of Each Type I’ve Shown You– Must Do All
• Three Hours and a Half– One hour to read Qs, take notes, outline (no
computers or bluebooks)– 2.5 hours to write answers (50 Minutes per Q)
• Closed book with condensed syllabus attached. – I’ll post this version of syllabus on Course Page – Try working with it when you do Practice Qs
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Using Your Reading Period
• 1st 15 Minutes– Read test – Hyperventilate– Choose what order in which to write Qs (I/II v. III)
• Next 45 Minutes (I’d Recommend…)– Use about 15 minutes on each Q– Read it again carefully– List major points you’d like to discuss– Choose order to make rough outline– Do last in reading period Q you want to write first
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Exam Instructions• I’ll post instructions page of exam on Course
Page to read in advance
• Important instruction for students doing exam on computers:– Between each Question, put in a hard page break
(hit Control + Enter), so that each Question begins at top of a new page.
– Saves my assistant much time and stress!!!– No need to start new page between…
• Parts of Question I
• Opinion & Dissent in Question III
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Exam Technique: Generally
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Exam Technique: Generally
• My Exam Technique Lectures:– Podcasts on Academic Achievement
Website– Slides on Course Page
• Some Repetition Here, But Focused on Problems Commonly Arising on Old Exams
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Exam Technique: Generally
Testing Ability to Use Tools, Not Testing Ability to Use Tools, Not Just Whether You “Know” Just Whether You “Know”
MaterialMaterial
• Only provide info that you are using to make arguments. E.g., – Don’t simply recite legal tests; apply them – Provide details of facts of cases only if
using those facts to make specific arguments
• Show me all necessary steps of arguments.
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Exam Technique: Generally
Testing Ability to Use Tools, Not Testing Ability to Use Tools, Not Just Whether You “Know” MaterialJust Whether You “Know” Material
• Wizard of Oz (Because, Because, Because)– Provide support for key assertions– E.g., why a particular fact helps one party– E.g., why a particular factual similarity or
difference matters
• Must use authorities/rules correctly– E.g., Second Part of Test from Shaw– E.g., Mullett & Abandonment
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Exam Technique: Generally
Draft, Not Final Product Draft, Not Final Product • Getting lots of ideas on paper much
more important than style• Be concise (paid by the idea, not by
the word)– Can use telegraph English– Can use bulleted lists (e.g., of
evidence supporting one side of an argument)
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Exam Technique: Generally
Draft, Not Final Product Draft, Not Final Product • No formal introductions & conclusions• Use headings & sub-headings to
replace topic sentences & transitional phrases
• Use abbreviations – Party names 1st Initial– Recurring phrases NL DIBE
• Use single party name to refer to cases (e.g., Pierson, Shaw, Taber, Mahon, Penn Central)
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Exam Technique: Generally
Reality TV Challenges • Use pre-selected components to
complete assignment in unrealistic time frame
• Qs are hard to resolve; don’t try to make them easier than they are
• Do the challenges– Specific Task Given (Different Q = Different
Task)– Specific “Ingredients” Given (Read
Carefully)– Time Frame Given (Adhere Compulsively)
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Exam Technique: Question I Issue-Spotter Using Animals
Cases (ACs)
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Question I: 2014 Special Instructions
Based on the Fact Pattern Below, (a)Discuss whether, in resolving the dispute between Julian and Kayla, the custom of [xxx] should be treated as legally binding?(b)Assuming the custom of [xxx] is not legally binding, discuss whether, under the First Possession Animals Cases, Julian or Kayla owns MLE-2D?(c)Discuss whether, under the Escaping Animals Cases, Nick or Stephanie owns ZAC-3B?
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Question I: 2014 Special Instructions
Based on the Fact Pattern Below, (a)Discuss whether, in resolving the dispute between Julian and Kayla, the custom of [xxx] should be treated as legally binding?(b)Assuming the custom of [xxx] is not legally binding, discuss whether, under the First Possession Animals Cases, Julian or Kayla owns MLE-2D?(c)Discuss whether, under the Escaping Animals Cases, Nick or Stephanie owns ZAC-3B?
•Write the response to each sub-question separately from the others. Clearly indicate in your answer where your response to each sub-question begins
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Question I: 2014 Special Instructions
Based on the Fact Pattern Below, (a)Discuss whether, in resolving the dispute between Julian and Kayla, the custom of [xxx] should be treated as legally binding?(b)Assuming the custom of [xxx] is not legally binding, discuss whether, under the First Possession Animals Cases, Julian or Kayla owns MLE-2D?(c)Discuss whether, under the Escaping Animals Cases, Nick or Stephanie owns ZAC-3B?
•The three sub-questions will be weighted roughly equally; allot your time accordingly.
– [Means about 18 minutes each]– [Meaning of “Roughly”]
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Question I: 2014 Special Instructions
Based on the Fact Pattern Below, (a)Discuss whether, in resolving the dispute between Julian and Kayla, the custom of [xxx] should be treated as legally binding?(b)Assuming the custom of [xxx] is not legally binding, discuss whether, under the First Possession Animals Cases, Julian or Kayla owns MLE-2D?(c)Discuss whether, under the Escaping Animals Cases, Nick or Stephanie owns ZAC-3B?
Cons of Sub-QuestionsCons of Sub-Questions
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Question I: Use of Authority
Primary AuthoritiesFirst Possession ACs: Pierson, Liesner, Shaw, ~Swift, ~GhenEscaping ACs: Manning, Mullett, Albers, Kesler, Taber, Bartlett, ~Ghen
Apply individually or collectively to specific facts from Fact Pattern to
make arguments about which party should get Property Rights.
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Question I: Use of Authority
Primary Authorities
Use of Custom: Swift, Ghen, ~Bartlett, ~Pierson
Apply individually or collectively to specific facts from Fact Pattern to make arguments about whether
custom should be binding as law.
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Question I: Use of Authority
Other Authorities (NOT “ACs”)
Demsetz & Rose: Can use to support policy arguments or particular interpretations of ACs, but don’t use as primary authorities.
Oil & Gas Cases: Can use as examples of how you might apply ACs, but don’t use as primary authorities.
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Question I: What I’m Looking For
For Each Sub-Question:1. Identify the Most Important Issues
2. Quality of Analysis
3. Clear Presentation
4. Quantity of Relevant Points Made
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Question I: What I’m Looking For
1. Identify the Most Important Issues• Not enough time to discuss everything
• Need to choose among topics
• Focus on most contested issues – Serious arguments on both sides– Look for topics with a lot of facts– If lawyers wouldn’t fight about it, address it
quickly or not at all.
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Question I: What I’m Looking For
2. Quality of Analysis• Arguments for both sides of contested
issues (assume 2 sides on each sub-Q)
• Try to use all the facts in the problem
• You can note missing facts/evidence that could help determine outcome (if not inconsistent with facts you do have)
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Question I: What I’m Looking For
2. Quality of Analysis• Work with/compare relevant authority
• Defend key positions thoroughly
• Push toward resolutions (Limit)
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Question I: What I’m Looking For
3. Clear Presentation• Discuss one issue at a time
• Use headings to indicate transitions
• Make logic of arguments apparent
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Question I: What I’m Looking For
4. Quantity of Relevant Points Made• Used primarily as tie-breaker if answers
otherwise similar
• A little bit of credit for quick citations to relevant authority, but thorough analysis of contested issues yields the most points
• To save time, use abbreviations, headings, bullets
• Outline at end if more to say
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Question I: Common Problems
• Use of Analogy– Try to Go Beyond Literal for Factors Like
Mortal Wounding or Natural Liberty– Explain How Your Analogies Work (Why does
being called on class = “mortal wounding”
• Specific Customs adopted in Swift & Ghen are not precedent for anything.
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Question I: Preparation
• Be very solid on authorities.
• Review– Pre-Midterm Exam Tips in Info Memo #2– Comments on Assmt#1 & Assmt #2
• Look at comments/models for XQ1s.
• Do some under exam conditions
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Exam Technique: Question II
Assess Application of ACs by Analogy
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Question II: TaskDiscuss whether the Animals Cases constitute a good set of tools for
resolving disputes like the one in the Fact Pattern.
•Not “Who Wins?,” but “What Rules Should We Use to Decide?”
•May help to view as report to Legislature.
•Infomercial Analogy: “Beverly, how did you like using ACs instead of your regular products?”
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Question II: 2014 Special Instructions
I will give you ONE of the following:I will give you ONE of the following:
•Assuming the custom of [xxx] is not legally binding, discuss whether the First Possession Animals Cases constitute a good set of tools for resolving disputes [like the one between Julian and Kayla over XXX].
•Discuss whether the Escaping Animals Cases constitute a good set of tools for resolving disputes [like the one between Nick and Stephanie over XXX].
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Question II: Use of Authority
First Possession ACs: Pierson, Liesner, Shaw, ~Swift, ~GhenEscaping ACs: Manning, Mullett, Albers, Kesler, Taber, Bartlett, ~Ghen
•Discuss whether, collectively, these cases make up a good set of tools for addressing problems like the one in the Fact Pattern. •You can refer to individual cases as examples of how the tools operate, but don’t apply them to make arguments about which party should win.
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Question II: Use of Authority
Use of Custom: Discuss in Question I Only
Demsetz & Rose: Can use to make arguments about how best to address problems like the one in the Fact Pattern
Oil & Gas Cases: Can use as examples of how you might apply ACs and the strengths and weaknesses of doing so, but don’t treat as part of the ACs.
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Question II: When Grading, I Reward …
• Identification of Key Factual Similarities & (Especially) Differences (Especially) Differences and Thoughtful Discussion of Why and Thoughtful Discussion of Why They Might Matter. They Might Matter. – Sunken TreasureSunken Treasure: Historic Significance : Historic Significance
& Interest of Third Party (Aztecs)& Interest of Third Party (Aztecs)– Fern RootsFern Roots: Cancer Cure: Cancer Cure– Computer ProgramsComputer Programs: Useful/Necessary : Useful/Necessary
Labor from Both PartiesLabor from Both Parties– Human GesturesHuman Gestures: Maybe : Maybe No No Useful Useful
LaborLabor
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Question II: When Grading, I Reward …
• Identification of Key Factual Similarities & (Especially) Differences (Especially) Differences and Thoughtful Discussion of Why and Thoughtful Discussion of Why They Might MatterThey Might Matter
•Thoughtful Discussion of Pros & Cons of Applying ACs’ Factors (Sometimes Two Sides on Particular Factor)
• Identification of One or More Plausible Alternatives and and Thoughtful Discussion of Pros & Cons Thoughtful Discussion of Pros & Cons as Against ACsas Against ACs
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Question II: Common Problems & General Advice
Drift Back Into Q1•Warning Signs:
– References to Specific Facts of Fact Pattern
– References to Specific Parties (X would argue…)
– Details re Facts of ACs– Arguments re Who Gets Property
Rights
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Question II: Common Problems & General Advice
Drift Back Into Q1•Warning Signs (Try to Fix By….):
– References to Specific Facts of Fact Pattern Talk About, e.g., Treasure Cases Generally
– References to Specific Parties Talk About, e.g., Colonial Powers & Modern Treasure Hunters
– Details re Facts of ACs Talk About ACs as a Group
– Arguments re Who Gets Property Rights Talk to Legislature, Not Court
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Question II: Common Problems & General Advice
Could v. Should•Not Enough to Argue that Factor from ACs Could Apply to the New Situation
– Good lawyer could use almost any test to some extent
– Possible to open a wine bottle with a hand grenade, but not great idea
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Question II: Common Problems & General Advice
Could v. Should•Not Enough to Argue that Factor from ACs Could Apply to the New Situation•Discuss Whether It Should Apply
– Does it address some concern that’s important in the new situation?
– Is it easy to use?– Does it tend to lead to results we like?
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Question II: Common Problems & General Advice
Could [Not] v. Should [Not]•Be Careful Arguing that Factor from ACs Couldn’t Possibly Apply to the New Situation
– Even if it doesn’t work literally, it might work in a metaphoric way.
– Try out a metaphor and see what happens
– Then discuss whether that approach should be used.
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Question II: Common Problems & General Advice
Could [Not] v. Should [Not]•Be Careful Arguing that Factor from ACs Couldn’t Possibly Apply to the New Situation•Common [Problematic] Argument: “Property in Q is Not Alive, So Can’tCan’t Have NL.”
– Not Thoughtful: Hammonds: Natural Gas has NL
– I argued NL for dead whales different than for livev whales
– Maybe NL for sunken treasure different from regular treasure (being on ocean bottom)
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Question II: Common Problems & General Advice
Addressing Alternatives
•Choose Alternatives that seem Plausible– Some Real Pros Compared to ACs. – Not Lotta Credit for Telling me that a Really
Stupid Alternative is, well, “Really Stupid.”•Compare Alternatives to ACs as a Group, Not to Single Factor or Case
– OK to say a “Con” of an Alternative is It Doesn’t Address a Key Concern Covered by an AC Factor
– BUT if 1-2 ACs Factors Don’t Work Well, Doesn’t Mean Alternative is Better (Swiss Army Knife)
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Question II: Preparation
• Be Solid on Operation of ACs Tests & Factors Their Underlying Purposes
• Practice Working with Common Alternatives
• Review Comments & Best Answers on Assmt #3 (& Ask Qs if Unsure)
• Look at comments/models for XQ2s.
• Do some under exam conditions
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BREAK
Music:
The Miseducation of The Miseducation of Lauryn Hill (1998)Lauryn Hill (1998)
My Anagram of Title:
Flirtation Healed Unholy Flirtation Healed Unholy MusicMusic
Can You Do Better?Can You Do Better?
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Exam Technique: Question III
TakingsOpinion/Dissent
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Instructions for QIII:Compose drafts of the analysis
sections of a majority opinion for the U.S. Supreme Court and of a shorter dissent, deciding whether
[xxx] was an unconstitutional Taking of Ashley’s property.
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Question III
Compose drafts …• As with issue-spotter, can include
headings, bullet points, abbr., etc.
• Present concise versions of arguments, not rhetoric (don’t get carried away with role)
• Don’t need fancy language, transitions, etc.
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Question III
… of the analysis sections …• No need for – Introduction– Statement of facts– Procedural history – Separate history of the legal issue– Conclusion
• Do make clear which side would win. – Good way to start: “Affirmed” or “Reversed”
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Question III
… of a majority opinion … and of a shorter dissent …
• Articulate arguments on both sides of key disputed questions.
• Can disagree as to what rule should be or as to application or both
• Each opinion needs to justify the particular positions it takes.
• Each opinion should try to deal w other side’s best arguments.
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Question III… of a majority opinion … and of a
shorter dissent …• Must be 2 separate opinions• Some flexibility in arranging arguments– Can put pro arguments in majority & con in
dissent– Can do back and forth in long majority, then do
very short dissent explaining different conclusion.
• May be helpful to write simultaneously.• I don’t care who wins
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Question III
… for the U.S. Supreme Court …• Awareness that deciding law for whole
country, not just case in front of you
• Can adopt or modify existing rules, but must defend either decision.
• Can use “Counsel” for Parties to Raise Arguments You Don’t Feel Very Sure of
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Question III
… deciding whether [xxx] was an unconstitutional Taking ….”
• Treat my facts as given (don’t argue with Question)
• Think about why particular facts are there
• Can use particular case you’re given as example or as counterexample– “The case before us demonstrates why …”– “We think this case is not typical because …”
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Question III
… deciding whether [xxx] was an unconstitutional Taking ….”
• Address arguments made by lower courts– Guiding you to some available arguments– At least have side that rejects say why
• Don’t make cute legal or procedural arguments to allow you to avoid addressing the hard Qs
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Question III: Organization
•Almost always will need –some discussion of harm to claimant’s property rights (loss of use or value)
–some discussion of strength of state purpose
•Might think about how different arguments can be combined under one of these categories for efficiency.
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Question III: Organization
•Try to set up answer so that you end up with 2-sided discussion of all important contested issues.
•Example: 2001 & Parking Garages– Big Denominator Q– If Looking Separately, Does Purpose Justify Interference w DIBE?
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Question III: Organization (2001)
One Opinion•View as Separate•If Separate, Intf w DIBE
Other Opinion•View Together•If Together, No Loss
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Question III: Organization (2001)
One Opinion•View as Separate•If Separate, Intf w DIBE•Gov’t Purpose Insufficient to Justify
Other Opinion•View Together•If Together, No Loss•Because No Loss, No Need to Address Purpose???
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Question III: Organization (2001)
One Opinion•View as Separate•If Separate, Intf w DIBE•Gov’t Purpose Insufficient to Justify
Other Opinion•View Together•If Together, No Loss•If Separate …
– Could Concede re DIBE
– OR Enough Left so OK?
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Question III: Organization (2001)
One Opinion•View as Separate• If Together,
Concede No Loss = OK
•If Separate, Intf w DIBE
•Gov’t Purpose Insufficient to Justify
Other Opinion•View Together•If Together, No Loss: OK
•If Separate …– Could Concede re
DIBE– OR Enough Left so
OK?
•Gov’t Purpose Sufficient to Justify
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Question III: Use of Authority
Major Cases: Hadacheck, Mahon, Miller , Penn Central
Other Cases: Kelso, Euclid, Nectow, Causby
Theorists: Sax, Epstein, Michelman, Ackerman
Apply to specific facts of “case” described in Q, showing that you recognize how any points you make fit into the line of cases
viewed together.You then can choose, in one opinion or the other, to adopt or reject what the SCt had
done.
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Question III: Use of AuthorityApply authority to specific facts of “case”
described in Q, showing that you recognize how any points you make fit into the line
of cases viewed together. EXAMPLE:•Brandeis dissent in Mahon says look at whole parcel top to bottom regardless of who owns pieces.•Penn Central seems to reject this position by reading Mahon to as resting on destruction of “rights reserved” by coal cos. (without considering surface rights).
You then can choose, in one opinion or the other, to adopt Brandeis dissent instead.
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Question III: Use of AuthorityApply authority to specific facts of
“case” described in Q, showing that you recognize how any points you make fit into the line of cases viewed together.
EXAMPLE: Airspace Solution
•Denominator Q: Kelso Mahon PCentral
•Purpose: Hadacheck Miller PCentral
•Physical Invasion: Penn Central (Causby)
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Question III: Preparation
• Be very solid on what authorities say invidually and together.
• Look at old comments/models.
• Do some under exam conditions
• And finally ….
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Question III
If you choose to give names to your judges (you don’t have to) …
Majority (Sophocles, J.):Dissent (Homer, J.)
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Question III
Don’t use your name as the name of one of the judges!!
D’oh!
Majority (Sophocles, J.)Dissent (Homer, J.)
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Logistics:
Before
& After
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Logistics: BeforeMy Availability
•I will respond to E-mail Qs sent before 6pm on Tue 12/2 IFIF
– Reasonable NumberReasonable Number– Manageable (Manageable (NOT NOT “Please Explain Demsetz”)“Please Explain Demsetz”)
•Remaining Office Hours (on Course Page):– Saturday 11/29 @ 1-5 pm– Sunday 11/30 @ 1-5 pm– Monday 12/1 @ 10 am-2pm; 4-8 pm– Tuesday 12/2 @ 9 am-1pm; 2-6 pm 2-6 pm (recheck)(recheck)
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Logistics: Before
To Be Posted on Course Page•Before Thanksgiving @ NoonBefore Thanksgiving @ Noon
– Exam Instructions & Condensed Exam Instructions & Condensed SyllabusSyllabus
– These SlidesThese Slides– Sample Briefs for Whaling CasesSample Briefs for Whaling Cases– Comments & Models re Assignment #3 Comments & Models re Assignment #3
from 2012from 2012– 11stst Installment of Feedback on Your Installment of Feedback on Your
Assmt #3Assmt #3
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Logistics: Before
To Be Posted on Course Page•Any Updates on Office Hours for Any Updates on Office Hours for Tues 12/2Tues 12/2
•Before Tuesday 12/2 @ 6pmBefore Tuesday 12/2 @ 6pm– Info Memo with Write-Ups of Some DQsInfo Memo with Write-Ups of Some DQs– More Feedback on Assmt #1 & Assmt More Feedback on Assmt #1 & Assmt
#3#3– Responses to Individual Student Qs (if Responses to Individual Student Qs (if
needed)needed)
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Logistics: After
Generally•By tradition, I’ll be on the bricks at the end of the scheduled exam time•I’ll post grading progress on Course Page (more regularly than I have been )
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Logistics: After
Assignments/Briefs•Once you’ve taken test, I’ll no longer post comments on course page. •Starting after your last after your last examexam, as I complete assignments/briefs, we’ll e-mail comments & scores to you.
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Logistics: After
Exam Feedback•Once grades are posted, I’ll put together a packet for you to pick up with:
– Copy of your test– Exam Qs, My Comments & Best Answers– Explanation of Grading & Your
Individualized Scores (& stickers where applicable!)
•I’ll set a schedule of times to meet with you to review your work if you wish.
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Very Last Slide!
Qs on Exam Structure or Logistics?
Qs on Technique for Particular XQs?