« on: March 22, 2008, 11:01:44 PM »
This thread has actually relieved me quite a bit.
I've had similar frustrating experiences in my legal writing class, this semester more than last. Last semester I actually ended up getting the highest grade in the class on my memo, but it was NOT due to our in class "exercises" (which were the extra CREAC exercises that were unrelated to our assignment).
My teacher definitely "hides the ball". So, in response I just hassled and emailed her constantly, painfully extracting semblances of answers rather than anything definitive. When I met with her in person, she would sort of guide me if I was off track, but a lot of the time I had to pay attention to subtle innuendo like body language to pick up on when I was on point in my analysis. It was quite frustrating, but I ended up learning how to write a memo pretty much by myself, w/o any sort of meaningful classroom experiences.
This semester is even worse though... we have even less class time and our teacher really hasn't taught us how to organize our briefs at all. She focused mainly on subtle "persuasive techniques" that are really only helpful once you've figured out how to structure the damn thing. On top of that, the issues we're dealing with are substantially more complicated that what we dealt with last semester.
That being said, I'm starting to feel more confident with the format, after reading several briefs on Westlaw. But I don't really think I've learned one thing inside that classroom. If they just gave me the book and my teacher's email address I probably would be at the same place I am right now.