Experiential Learning: Moving Forward in Teaching Oral Advocacy Skills by Looking Back at the Origins of Rhetoric

37 Pages Posted: 10 Sep 2018

Date Written: 2017

Abstract

What could make all the difference in a law student’s employment potential in today’s legal market? The answer is skills training. The American Bar Association (ABA) has required that law students be better prepared for practice by implementing experiential learning requirements for law students, which they must complete before graduation. One way to fulfill this experiential requirement is through oral advocacy.

This Article exemplifies how giving law students opportunities to orally advocate will help fulfill the experiential learning requirement and produce practice-ready graduates. It will explain the reasons that oral communication is so important and will give directives on how law schools, in compliance with the ABA standards, can help achieve the goals of graduating students who are ready to begin a legal practice from the minute they receive their bar results. This Article is among the first to explore the boundaries of experiential learning under the new ABA standards. It employs an historical analysis of the classical foundations of oral advocacy in order to develop best practices for law schools in “shifting the curriculum” to both comply with the ABA standards and to help students become successful practitioners in today’s global society.

Suggested Citation

Vaughan, Stephanie A., Experiential Learning: Moving Forward in Teaching Oral Advocacy Skills by Looking Back at the Origins of Rhetoric (2017). South Texas Law Review, Vol. 59, No. 1, 2017, Stetson University College of Law Research Paper No. 2018-7, Available at SSRN: https://ssrn.com/abstract=3246001

Stephanie A. Vaughan (Contact Author)

Stetson University College of Law ( email )

1401 61st Street South
Gulfport, FL 33707
United States
727-562-7892 (Phone)

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