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Nena Street

Use Logic to Win Arguments: A Primer for Lawyers

March 1, 2010

Arguments are the primary tools of our trade and we cannot use them effectively unless we understand and obey the rules of logic. Despite their import, most students do not have an opportunity to study the principles of logic in law school. I find this tragic and believe that logic should be a required course for all law [...]

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Tips for Adjuncts: Balancing Practice and Teaching

January 29, 2010

Teaching a law school course is a ton of work, but, it is well-worth the investment. I am about to start my third semester teaching a law school course while practicing full-time as a mid-level associate in a large law firm. It is not easy to maintain your quality of life while balancing practice and teaching, [...]

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How to Become an Adjunct Professor of Law

January 27, 2010

I recently explained why lawyers should teach. This post offers a road map for lawyers interested in teaching a law school course as an adjunct professor. Although tenure-track law professorships are scarce and fiercely competitive, it is comparatively easy to become an adjunct professor of law. Design a course that you are qualified to teach and that [...]

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Teaching Makes You a Better Lawyer

January 19, 2010

As lawyers, we teach all the time. Legal practice requires that we learn, analyze, teach and persuade. We teach juries, judges, clients, adverse parties, and colleagues. A good lawyer is a good teacher. If you enjoy the teaching part of practice, pursue teaching opportunities, whether as an adjunct professor of law or a regular on the [...]

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How to Channel Your Professor

December 2, 2009

Increase your chances of success on law school exams by learning to ”channel your professor.”  At the most basic level, this simply means that you should write for your audience, i.e., your professor. Consider what your professor wants. First, your professor wants you to demonstrate your knowledge and fluency of course concepts . Second, your professor wants exams [...]

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Clearly, the Answer is not “Obvious”

November 14, 2009

Professors craft complex and nuanced fact patterns for their exams. They spend a great deal of time drafting exam problems without clear answers, problems that allow students to differentiate themselves based on their grasp of the material. Do not insult them by including words or phrases like the following in your answers: ”clearly,” “obviously,” “the only sensible [...]

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