Download This PaperTake a (Cognitive) Load Off: Creating Space to Allow First-Year Legal Writing Students to Focus on Analytical and Writing Processes
57 Pages Posted: 30 Apr 2014
Date Written: April 29, 2014
Abstract
This article examines the ways in which excessive cognitive load interferes with the process of learning analytical doctrine, with a particular focus on the doctrine of legal writing. It suggests methods for reducing cognitive load to bring law students’ undivided attention to the acquisition of doctrine.
Keywords: cognitive, legal writing, sample, analytical process, writing process, scaffolding, discovery learning
JEL Classification: K1, K10, K19
Suggested Citation: Suggested Citation
Enns, Terri L. and Smith, Monte, Take a (Cognitive) Load Off: Creating Space to Allow First-Year Legal Writing Students to Focus on Analytical and Writing Processes (April 29, 2014). Ohio State Public Law Working Paper No. 242, Available at SSRN: https://ssrn.com/abstract=2430741 or http://dx.doi.org/10.2139/ssrn.2430741
Terri L. Enns (Contact Author)
Ohio State University (OSU) - Michael E. Moritz College of Law ( email )
55 West 12th Avenue
Columbus, OH 43210
United States
Monte Smith
Ohio State University (OSU) - Michael E. Moritz College of Law ( email )
55 West 12th Avenue
Columbus, OH 43210
United States
Do you have negative results from your research you’d like to share?
Feedback
Feedback to SSRN
If you need immediate assistance, call 877-SSRNHelp (877 777 6435) in the United States, or +1 212 448 2500 outside of the United States, 8:30AM to 6:00PM U.S. Eastern, Monday - Friday.