Just like with self-improvement, you can’t change something about yourself unless you first notice and are aware of it. The same is true for learning language skills as well as skills for law school.
Law school is notoriously sink-or-swim. And the teaching approach tends to be very top-down with students expected to intuitively know how to absorb, analyze, and synthesize large amounts of information and then figure out how to present it in ways that match professors’ expectations.
This carries over into teaching international students who need language support.
They are frequently asked to do things like read cases, write case briefs and IRAC memos, and understand and recognize plagiarism. We ask them to take notes, summarize, paraphrase. But we don’t always recognize that these are in many ways actually vaguely defined tasks. Continue reading