Legal Profession Commons^™

Spring 1985

Transcript

No abstract provided.

Point/Counterpoint: A Debate On Irony And Interpretation, Richard Lempert, Peter Westen

Law Quadrangle (formerly Law Quad Notes)

Can irony play a role in the construction of statutes? In the following articles, legal scholars Richard Lempert and Peter Westen debate the point, taking, as their context, the Supreme Court decision in United Steelworkers v. Weber, a 1979 affirmative action case that brings to the fore the moral dilemmas posed by such programs.

Professor Lempert's initial article originally appeared in Ethics 95 (October 1984), published by the University of Chicago Press. Professor Westen's response, and Lempert's rejoinder to it, were written especially for Law Quadrangle Notes.

Richard Lempert is a graduate of Oberlin College and the University of …

Point/Counterpoint: A Debate On Irony And Interpretation, Richard Lempert, Peter Westen

Law Quadrangle (formerly Law Quad Notes)

Can irony play a role in the construction of statutes? In the following articles, legal scholars Richard Lempert and Peter Westen debate the point, taking, as their context, the Supreme Court decision in United Steelworkers v. Weber, a 1979 affirmative action case that brings to the fore the moral dilemmas posed by such programs.

Professor Lempert's initial article originally appeared in Ethics 95 (October 1984), published by the University of Chicago Press. Professor Westen's response, and Lempert's rejoinder to it, were written especially for Law Quadrangle Notes.

Richard Lempert is a graduate of Oberlin College and the University of …

Fairness In Teaching Advocacy, Charles W. Joiner

University of Michigan Journal of Law Reform

The questions I address are these: Is fairness related to advocacy? Is fairness a concept that law teachers should address in their teaching, in particular in courses involving advocacy? By "courses involving advocacy" I mean courses that teach both law and practice techniques involving the direct protection of the rights of clients, particularly in the courts-for example, civil and criminal procedure and evidence.

Clinical Legal Education: Is Taking Rites Seriously A Fantasy, Folly, Or Failure?, Steven D. Pepe

University of Michigan Journal of Law Reform

This article assesses the primary product of law schools-the practicing lawyer-and reviews the criticisms of the adequacy of the initial training for attorneys that law schools provide. After a brief. review of goals of legal education and goals of clinical teaching methods, the article argues that properly structured clinical programs are not based on flawed premises and that the nation's law schools, particularly the leading schools, should not abandon their clinical experiments without further efforts to help clinical legal education achieve its unfulfilled promises. The premises and assertions of this article are not new. Indeed, they are reiterations of a …

Virtues And Vices In Practical Legal Education: Address Given On The Occasion Of The 1985 Commencement Of The Dickinson School Of Law, Charles A. Morrison Q.C.

Penn State International Law Review

This Article is the Commencement Address given to the Class of 1985 at Dickinson Law School.

The Nobel Prize For Law, Alfred F. Conard

University of Michigan Journal of Law Reform

There is no Nobel prize for law. This lack is not in itself a cause for concern, since the discipline of law is replete with its own rewards. But some cause for concern inheres in the implication that law provides very few examples of the kinds of contributions to humanity that merit Nobel prizes.

Is Thinking Like A Lawyer Enough?, Sallyanne Payton

University of Michigan Journal of Law Reform

Every year that I attend meetings of the Law School's Committee of Visitors I ask members of the committee how the school might improve the training that we give to our graduates. Every year until this one the lawyers who have responded to this question have given a standard answer: the young lawyers are smart, they say, smarter in many respects than their seniors, but they don't know how to write well. This response usually leads to a discussion of the proper place of skills training in the law school curriculum; lawyers and professors engage in a little jousting over …

A Matter Of Principle, 19 J. Marshall L. Rev. 237 (1985), Donald L. Beschle

UIC Law Review

No abstract provided.