Take 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  

Terri L. Enns

Ohio State University (OSU) - Michael E. Moritz College of Law

Monte Smith

Ohio State University (OSU) - Michael E. Moritz College of Law

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

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

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