Me and the Man

I just got back from Florida State, where I presented a paper at a faculty workshop.  (Many thanks to Professor and PrawfsBlawger Dan Markel for being a terrific host.)  In the paper, I propose a new type of specialized drug court built around restorative justice principles.  (The paper is not on SSRN yet, but look for it soon.)  The FSU folks had a lot of helpful comments and questions.  In one of the more interesting exchanges, my interlocutor raised a concern that restorative justice, with its focus on personal accountability, would detract from a broader social justice agenda, drawing attention away from the structural inequalities in society that contribute to the prevalence of crime in low-income communities.  It’s a fair point, although I think my proposed RJ program, which would draw lay community representatives into conferences with drug offenders, is capable of contributing to the sort of community mobilization and political activism that my interlocutor favors.  In any event, I was a bit surpised to find myself defending RJ from a social justice challenge.  RJ proponents sometimes present themselves as the vanguard of a revolutionary social movement.  How ironic, then, that when I first advocate an RJ solution to an important social problem, it is suggested that I am really acting as (to use Chad Oldfather’s phrase) “Agent of the Man”!

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Science Explores the Power of Storytelling to Persuade

I read an interesting article from the Scientific American blog this morning, The Secrets of Storytelling:  Why We Love a Good Yarn.  As the article states, “Psychologists and neuroscientists have recently become fascinated by the human predilection for storytelling. Why does our brain seem to be wired to enjoy stories? And how do the emotional and cognitive effects of a narrative influence our beliefs and real-world decisions?”

As a legal writing professor, the most interesting part of this research is the way it is confirming, with good evidence, what good litigators have long recognized: “stories have a unique power to persuade and motivate, because they appeal to our emotions and capacity for empathy.”  I try to teach my students to think about the role of narrative in their legal analysis from the beginning of their work with a legal problem.  Of course, legal arguments must be based upon the law, but the best legal arguments are the ones that find a legal backbone for an appealing story.  (We are fortunate to have on the faculty at Marquette a leading scholar who has written extensively about narrative in legal discourse, David Papke.)

If you are interested in reading more specifically what the science shows, you could start with the “Happily Ever After” section of the article I am discussing, which discusses a few recent findings.  Some law professors are studying this stuff, too.  Kathryn Stanchi from Temple University (who had a long and strong litigation practice before going into teaching) has written two good articles on the subject: The Science of Persuasion:  An Initial Exploration and Playing with Fire:  The Science of Confronting Adverse Material in Legal Advocacy.  

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Podcasting Legal Writing Lessons

Over the course of the six years I have taught here, the Law School’s technological resources have gotten better and better. For instance, every classroom in which I teach now has equipment that allows me to project documents onto a screen at the front of the classroom, working on edits as we discuss them in the classroom. I can project from the web as I discuss legal research tools, such as the law library’s helpful start page. I can play audio or video files for the class, such as tapes of oral arguments from oyez.org or from the Wisconsin Supreme Court site for my appellate writing and advocacy class.

Most recently, with the help of our IT department I have been using digital recording technology (a headset microphone and audacity software) to record some of my instruction and make it available for students to work through at their convenience. The podcasts are especially effective for material that some students need more help with than others, such as citation, grammar and punctuation, or editing for conciseness. Last semester, my students’ responses to the podcasts was overwhelmingly positive.

The pioneer podcaster among the legal writing faculty was Alison Julien, who, I understand, has moved on to “webcasting,” i.e., digital videorecordings of her instruction.

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