57 Pages Posted: 30 Apr 2014
Date Written: April 29, 2014
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