HOW TO READ A

LEGAL OPINIoN
A GUIDE FOR NEW LAW STUDENTS

Grin S. Kerr

This essay is designed to help new law students preparefor the

firstfew weeks of class. It explains what judicial opinions are,
how they are structured, and what law students should look
for when reading them.

I. WHAT’S IN A LEGAL OPINION?

W hen two people disagree and that disagreement leads to a

lawsuit, the lawsuit will sometimes end with a ruling by a
judge in favor of one side. The judge will explain the ruling in a
written document referred to as an “opinion.” The opinion explains
what the case is about, discusses the relevant legal principles, and
then applies the law to the facts to reach a ruling in favor of one side
and against the other.
Modern judicial opinions reflect hundreds of years of history and
practice. They usually follow a simple and predictable formula. This

Orin Kerr is a professor of latv at the George Washington University Law School. This essay
can befreely distrthutedfor non-commercial uses under the Creative Commons Attribution
NonCommercial-NoDerivs 3.0 Unported license. For the terms of the license, visit creative
commons. org /licenses/by-nc-nd/3. 0 /legalcode.

11 GREEN BAG 2D 51

Electronic copy available at: http://ssrn.com/abstract=1160925

The first part of the case is the title of the case, known as the “cap
tion.” Examples include Brown v. Board of Education and Miranda v.
Arizona. The caption usually tells you the last names of the person
who brought the lawsuit and the person who is being sued. These
two sides are often referred to as the “parties” or as the “litigants” in
the case. For example, if Ms. Smith sues Mr. Jones, the case caption
maybe Smith v. Jones (or, depending on the court,Jones u. Smith).
In criminal law, cases are brought by government prosecutors on
behalf of the government itself. This means that the government is
the named party. for example, if the federal government charges
John Doe with a crime, the case caption will be United States v. Doe.
If a state brings the charges instead, the caption will be State v. Doe,
People v. Doe, or Commonwealth v. Doe, depending on the practices of
that state.
The Case Citation
Below the case name you will find some letters and numbers. These
letters and numbers are the legal citation for the case. A citation
tells you the name of the court that decided the case, the law book
in which the opinion was published, and the year in which the court
decided the case. For example, “U.S. Supreme Court, 485 U.S. 759
(1988)” refers to a U.S. Supreme Court case decided in 1988 that
appears in Volume 485 of the United States Reports starting at page
759.
The Author of the Opinion
The next information is the name of the judge who wrote the opin
ion. Most opinions assigned in law school were issued by courts

English criminal cases normally ‘will be Rex v. Doe or Regina i’. Doe. Rex and
Regina aren’t the victims: the words are Latin for “King” and “Queen.” During
the reign of a King, English courts use “Rex”; during the reign of a Queen, they
switch to “Regina.”

52 11 GREEN BAG 2D
“per curiam” instead of a judge’s name. Per curiam means “by the
court.” It signals that the opinion reflects a common view among all
the judges rather than the writings of a specific judge.

The Facts of the Case

Now let’s move on to the opinion itself. The first part of the body
of the opinion presents the facts of the case. In other words, what
happened? The facts might be that Andy pulled out a gun and shot
Bob. Or maybe Fred agreed to give Sally $100 and then changed his
mind. Surprisingly, there are no particular rules for what facts a
judge must include in the fact section of an opinion. Sometimes the
fact sections are long, and sometimes they are short. Sometimes
they are clear and accurate, and other times they are vague or in
complete.
Most discussions of the facts also cover the “procedural history”
of the case. The procedural history explains how the legal dispute
worked its way through the legal system to the court that is issuing
the opinion. It will include various motions, hearings, and trials that
occurred after the case was initially filed. Your civil procedure class
is all about that kind of stuff; you should pay very close attention to
the procedural history of cases when you read assignments for your
civil procedure class. The procedural history of cases usually will be
less important when you read a case for your other classes.

The Law of the Case

After the opinion presents the facts, it will then discuss the law.
Many opinions present the law in two stages. The first, stage dis
cusses the general principles of law that are relevant to cases such as
the one the court is deciding. This section might explore the history
of a particular field of law or may include a discussion of past cases
(known as “precedents”) that are related to the case the court is de

AuTulviN 2007 53
why the court is ruling for one side and against the other.

Concurring and/or Dissenting Opinions

Most of the opinions you read as a law student are “majority” opin
ions. When a group of judges get together to decide a case, they
vote on which side should win and also try to agree on a legal ra
tionale to explain why that side has won. A majority opinion is an
opinion joined by the majority of judges on that court. Although
most decisions are unanimous, some cases are not. Some judges
may disagree and will write a separate opinion offering a different
approach. Those opinions are called “concurring opinions” or “dis
senting opinions,” and they appear after the majority opinion. A
“concurring opinion” (sometimes just cafled a “concurrence”)
piains a vote in favor of the winning side but based on a different
legal rationale. A “dissenting opinion” (sometimes just called a “dis
sent”) explains a vote in favor of the losing side.

II. COMMON LEGAL TERMS

FOUND IN OPINIONS

N ow that you know what’s in a legal opinion, it’s time to learn

some of the common words you’ll find inside them. But first a
history lesson, for reasons that should be clear in a minute.
In 1066, William the Conqueror came across the English Chan
nel from what is now France and conquered the land that is today
called England. The conquering Normans spoke French and the de
feated Saxons spoke Old English. The Normans took over the court
system, and their language became the language of the law. for sev
eral centuries after the french-speaking Normans took over Eng
land, lawyers and judges in English courts spoke in French. When
English courts eventually returned to using English, they continued
to use many French words.

54 11 GREEN BAG 2D
attorney, counsel, court, verdict, party, appeal, evidence, and jury.
These words are the everyday language of the American legal sys
tem. And they’re all from the French, brought to you by William
the Conqueror in 1066.
This means that when you read a legal opinion, you’ll come
across a lot of foreign-sounding words to describe the court system.
You need to learn all of these words eventually; you should read
cases with a legal dictionary nearby and shoi.ild look up every word
you don’t know. But this section will give you a head start by intro
ducing you to some of the most common words, many of which
(but not all) are French in origin.

Types of Disputes and the Names of Participants

There are two basic kinds of legal disputes: civil and criminal. In a
civil case, one person files a lawsuit against another asking the court
to order the other side to pay him money or to do or stop doing
something. An award of money is called “damages” and an order to
do something or to refrain from doing something is called an “in
junction.” The person bringing the lawsuit is known as the “plaintiff’
and the person sued is called the “defendant.”
In criminal cases, there is no plaintiff and no lawsuit. The role of
a plaintiff is occupied by a government prosecutor. Instead of filing
a lawsuit (or equivalently, “suing” someone), the prosecutor files
criminal “charges.” Instead of asking for damages or an injunction,
the prosecutor asks the court to punish the individual through either
jail time or a fine. The government prosecutor is often referred to
as “the state,” “the prosecution,” or simply “the government.” The
person charged is called the defendant, just like the person sued in a
civil case.
In legal disputes, each party ordinarily is represented by a law
yer. Legal opinions use several different words for lawyers, includ

AuTUMN 2007 55
refer to themselves as “the Court.”

Terms in Appellate Litigation

Most opinions that you read in law school are appellate opinions,
which means that they decide the outcome of appeals. An “appeal” is
a legal proceeding that considers whether another court’s legal deci
sion was right or wrong. After a court has ruled for one side, the
losing side may seek review of that decision by filing an appeal be
fore a higher court. The original court is usually known as the trial
court, because that’s where the trial occurs if there is one. The
higher court is known as the appellate or appeals court, as it is the
court that hears the appeal.
A single judge presides over trial court proceedings, but appel
late cases are decided by panels of several judges. for example, in
the federal court system, run by the United States government, a
single trial judge known as a District Court judge oversees the trial
stage. Cases can be appealed to the next higher court, the Court of
Appeals, where cases are decided by panels of three judges known
as Circuit Court judges. A side that loses before the Circuit Court
can seek review of that decision at the United States Supreme
Court. Supreme Court cases are decided by all nine judges. Su
preme Court judges are called Justices instead of judges; there is
one “Chief Justice” and the other eight are just plain “Justices”
(technically they are “Associate Justices,” but everyone just calls
them “Justices”).
During the proceedings before the higher court, the party that
lost at the original court and is therefore filing the appeal is usually
known as the “appellant.” The party that won in the lower court and
must defend the lower court’s decision is known as the “appellee”
(accent on the last syllable). Some older opinions may refer to the
appellant as the “plaintiff in error” and the appellee as the “defendant

56 11 GREJ BAG 2D
higher court is called the “respondent.”
Confused yet? You probably are, but don’t worry. You’ll read so
many cases in the next few weeks that you’ll get used to all of this
very soon.

III. WHAT You NEED TO LEARN FROM

READING A CASE

Q kay, so you’ve just read a case for class. You think you under
stand it, but you’re not sure if you learned what your profes
sor wanted you to learn. Here is what professors want students to
know after reading a case assigned for class:

Know the Facts

Law professors love the facts. When they call on students in class,
they typically begin by asking students to state the facts of a particu
lar case. Facts are important because law is often highly fact-
sensitive, which is a fancy way of saying that the proper legal out
come depends on the exact details of what happened. If you don’t
know the facts, you can’t really understand the case and can’t un
derstand the law.
Most law students don’t appreciate the importance of the facts
when they read a case. Students think, “I’m in law school, not fact
school; I want to know what the law is, not just what happened in
this one case.” But trust me: the facts are really important.2

If you don’t believe me, you should take a look at a few law school exams. It
turns out that the most common form of law school exam question presents a
long description of a very particular set of facts, It then asks the student to “spot”
and analyze the legal issues presented by those facts. These exam questions are
known as “issue-spotters,” as they test the student’s ability to understand the facts
and spot the legal issues they raise, As you might imagine, doing well on an issue

2007 57
agreement. The lawyers, not the judges, take the lead role in fram
ing the issues raised by a case.
In an appeal, for example, the lawyer for the appellant will ar
ticulate specific ways in which the lower court was wrong. The ap
pellate court will then look at those arguments and either agree or
disagree. (Now you can understand why people pay big bucks for
top lawyers; the best lawyers are highly skilled at identifying and
articulating their arguments to the court.) Because the lawyers take
the lead role in framing the issues, you need to understand exactly
what arguments the two sides were making.

Know the Disposition

The “disposition” of a case is the action the court took. It is often
announced at the very end of the opinion. for example, an appeals
court might “affirm” a lower court decision, upholding it, or it
might “reverse” the decision, ruling for the other side. Alterna
tively, an appeals court might “vacate” the lower court decision,
wiping the lower-court decision off the books, and then “remand”
the case, sending it back to the lower court for further proceedings.
For now, you should keep in mind that when a higher court “af
firms” it means that the lower court had it right (in result, if not in
reasoning). Words like “reverse,” “remand,” and “vacate” means
that the higher court though the lower court had it wrong.

Understand the Reasoning of the Majority Opinion

To understand the reasoning of an opinion, you should first identify
the source of the law the judge applied. Some opinions interpret the
Constitution, the founding charter of the government. Other cases

spotter requires developing a careful and nuanced understanding of the impor

tance of the facts. The best way to prepare for that is to read the fact sections of
your cases very carefully.

58 11 GREEN BAG 2D
 In your first year, the opinions that you read in your Torts, Con
tracts, and Property classes will mostly interpret the common law.
Opinions in Criminal Law mostly interpret either the common law
or statutes. finally, opinions in your Civil Procedure casebook will
mostly interpret statutory law or the Constitution. The source of
law is very important because American law follows a clear hierar
chy. Constitutional rules trump statutory (statute-based) rules, and
statutory rules trump common law rules.
After you have identified the source of law, you should next
identify the method of reasoning that the court used to justify its
decision. When a case is governed by a statute, for example, the
court usually will simply follow what the statute says. The court’s
role is narrow in such settings because the legislature has settled the
law. Similarly, when past courts have already answered similar
questions before, a court may conclude that it is required to reach a
particular result because it is bound by the past precedents. This is
an application of the judicial practice of “stare decisis,” an abbrevia
tion of a Latin phrase meaning “That which has been already decided
should remain settled.”
In other settings, courts may justify their decisions on public pol
icy grounds. That is, they may pick the rule that they think is the
best rule, and they may explain in the opinion why they think that
rule is best. This is particularly likely in common law cases where
judges are not bound by a statute or constitutional rule. Other
courts will rely on morality, fairness, or notions of justice to justify

The phrase “common law” started being used about a thousand years ago to refer
to laws that were common to all English citizens. Thus, the word “common” in
the phrase “common law” means common in the sense of “shared by all,” not
common in the sense of “not very special.” The “common law” was announced in
judicial opinions. As a result, you will sometimes hear the phrase “common law”
used to refer to areas of judge-made law as opposed to legislatively-made law.

AuTUMN 2007 59
 applying a clear rule of law that is new to that particular case. That
rule is known as the “holding” of the case. Holdings are often con
trasted with “dicta” found in an opinion. Dicta refers to legal state
ments fri the opinion not needed to resolve the dispute of the par
ties; the word is a pluralized abbreviation of the Latin phrase “obiter
dictum,” which means “a remark by the way.”
When a court announces a clear holding, you should take a min
ute to think about how the court’s rule would apply in other situa
tions. During class, professors like to pose “hypotheticals,” new sets
of facts that are different from those found in the cases you have
read. They do this for two reasons. first, it’s hard to understand the
signfficance of a legal rule unless you think about how it might apply
to lots of different situations. A rule might look good in one setting,
but another set of facts might reveal a major problem or ambiguity.
Second, judges often reason by “analogy,” which means a new case
may be governed by an older case when the facts of the new case are
similar to those of the older one. This raises the question, which are
the legally relevant facts for this particular rule? The best way to
evaluate this is to consider new sets of facts. You’ll spend a lot of
time doing this in class, and you can get a head start on your class
discussions by asking the hypotheticals on your own before class
begins.
finally, you should accept that some opinions are vague. Some
times a court won’t explain its reasoning very well, and that forces
us to try to figure out what the opinion means. You’ll look for the
holding of the case but become frustrated because you can’t find
one. k’s not your fault; some opinions are written in a narrow way
so that there is no clear holding, and others are just poorly reasoned
or written. Rather than trying to fill in the ambiguity with false cer
tainty, try embracing the ambiguity instead. One of the skills of top
flight lawyers is that they know what they don’t know: they know

60 11 GREEN BAG 2D
 Understand Any Concurring and/or Dissenting Opinions
You probably won’t believe me at first, but concurrences and dis
sents are very important. You need to read them carefully. To un
derstand why, you need to appreciate that law is man-made, and
Anglo-American law has often been judge-made. Learning to “think
like a lawyer” often means learning to think like a judge, which
means learning how to evaluate which rules and explanations are
strong and which are weak. Courts occasionally say things that are
silly, wrongheaded, or confused, and you need to think independ
ently about what judges say.
Concurring and dissenting opinions often do this work for you.
Casebook authors edit out any unimportant concurrences and dis
sents to keep the opinions short. When concurrences and dissents
appear in a casebook, it signals that they offer some valuable insights
and raise important arguments. Disagreement between the majority
opinion and concurring or dissenting opinions often frames the key
issue raised by the case; to understand the case, you need to under
stand the arguments offered in concurring and dissenting opinions.

IV. Wi-jy Do LAW PROFESSORS

USE THE CASE METHOD?
conclude by stepping back and explaining why law professors
I’ll
bother with the case method. Every law student quickly realizes
that law school classes are very different from college classes. Your
college professors probably stood at the podium and droned on
while you sat back in your chair, safe in your cocoon. You’re now
starting law school, and it’s very different. You’re reading about
actual cases, real-life disputes, and you’re trying to learn about the
law by picking up bits and pieces of it from what the opinions tell

AuTu1N 2007 61
practical.
The Historical Reason
The legal system that we have inherited from England is largely
judge-focused. The judges have made the law what it is through
their written opinions. To understand that law, we need to study
the actual decisions that the judges have written, further, we need
to learn to look at law the way that judges look at law. In our sys
tem of government, judges can only announce the law when decid
ing real disputes: they can’t just have a press conference and an
nounce a set of legal rules. (This is sometimes referred to as the
“case or controversy” requirement; a court has no power to decide
an issue unless it is presented by an actual case or controversy be
fore the court.) To look at the law the way that judges do, we need
to study actual cases and controversies, just like the judges. In short,
we study real cases and disputes because real cases and disputes his
torically have been the primary source of law.

The Practical Reason

A second reason professors use the case method is that it teaches an
essential skill for practicing lawyers. Lawyers represent clients, and
clients wtli want to know how laws apply to them. To advise a cli
ent, a lawyer needs to understand exactly how an abstract rule of
law will apply to the very specific situations a client might encoun
ter. This is more difficult than you might think, in part because a
legal rule that sounds definite and clear in the abstract may prove
murky in application. (for example, imagine you go to a public park
and see a sign that says “No vehicles in the park.” That plainly for
bids an automobile, but what about bicycles, wheelchairs, toy
automobiles? What about airplanes? Ambulances? Are these “vehi
cles” for the purpose of the rule or not?) As a result, good lawyers

62 11 GREEN BAG 2D
ticular facts you’ll encounter as a practicing lawyer.
Good luck!

AunuviN 2007 63