Law Reviewers

Every year, law students across the country participate in the “write-on competition” for a shot at membership on the law review or on a specialty law journal. Many, however, enter the competition uninformed and unprepared. Making Law Review is designed to help students become familiar with how the competition works, how to prepare for it, and how to write a winning submission paper.

Author Wes Henricksen interviewed dozens of current and former law review members at many of the top law schools to learn their secrets to success in the write-on competition. This book synthesizes those students’ experiences into a comprehensive body of valuable advice, and reveals the surprising and innovative techniques students have used to excel in the competition. This updated and expanded Second Edition addresses several topics not covered in the last edition, and includes a new Afterword by the author.

The US 4th Circuit Court of Appeals has no jurisdiction to impose Reciprocal Discipline when the original entity imposing discipline lacked subject matter jurisdiction to impose discipline on an attorney practicing law in the Commonwealth of Virginia, USA.

Labor Law – 3 questions
i. Basic principles
ii. Existence of employer-employee relationship, test
iii. Termination of employment
iv. Requirements for valid labor-only contracting
v. Rights of employees and of labor organizations; membership in unions
vi. Management prerogative
vii. Illegal recruitment of overseas Filipino workers
viii. Remedies (labor standards violations)

Qualifications, Disqualifications, Selection of the President, Senators, Members of the House of Representatives, Justices and Judges, Ombudsman, and Constitutional Commissions; Immunity of the President, privileges of Senators and Members of the House of Representatives

This story of the evolution of legal evaluations from the seventeenth century to the close of the twentieth depicts English influences on American law student evaluations, which have waned in the twentieth century with the advent of course-end examinations. Seventeenth- and eighteenth-century English examinations given to conclude a legal degree were relatively ceremonial exercises in which performance was often based on the demonstration of rote memory. As examination processes evolved, American law schools adopted essay evaluations from their English counterparts. Examinees in the nineteenth century were given a narrative, requiring the recognition of particularly appropriate legal doctrines, enunciation of the component requirements of the doctrines, and the prioritized application of those components to the facts. One function of this type of examination procedure was to emphasize applications of the law to particular situations rather than to reward memorization. In response to new educational theory in the twentieth century, greater concern about the validity of measurement in law school examinations led to the development of short-answer, true-false, and multiple choice questions. Moot courts, once a popular source of legal instruction in England and America, changed considerably in the twentieth century with the development of interschool competitions and with graded moot court programs. Grades, allowing for the ranking of students, became an essential function of the modem law school examination. In the 1980’s and 1990’s, law schools have markedly reduced the rigor of their grades and diminished the level of academic attrition. The current method of using course-end exams as the sole method of grading has profound disadvantages and has been met with many calls for reform.

The most pertinent reason that a law student should try to get on law review is that in the West, employers, particularly large law firms and judges selecting law clerks, prefer to interview students who have participated in law review, especially as an editor. Obviously, in Bangladesh the picture is quite different. Here the practice is yet to be introduced and developed.

This story of the evolution of legal evaluations from the seventeenth century to the close of the twentieth depicts English influences on American law student evaluations, which have waned in the twentieth century with the advent of course-end examinations. Seventeenth- and eighteenth-century English examinations given to conclude a legal degree were relatively ceremonial exercises in which performance was often based on the demonstration of rote memory. As examination processes evolved, American law schools adopted essay evaluations from their English counterparts. Examinees in the nineteenth century were given a narrative, requiring the recognition of particularly appropriate legal doctrines, enunciation of the component requirements of the doctrines, and the prioritized application of those components to the facts. One function of this type of examination procedure was to emphasize applications of the law to particular situations rather than to reward memorization. In response to...

* Associate Professor, Thomas M. Cooley Law School. I thank the editors of the UMKC Law Review for their invitation to write this article; without their exhibition of blind faith in agreeing to publish the unwritten, it would have remained so. I am also grateful to the Thomas ...