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How to Write a First-Class Law Essay

Studying law at university entails lots of essay writing. This article takes you through the key steps to writing a top law essay.

Writing a law essay can be a challenging task. As a law student, you’ll be expected to analyse complex legal issues and apply legal principles to real-world scenarios. At the same time, you’ll need to be able to communicate your ideas clearly and persuasively. In this article, we’ll cover some top tips to guide you through the process of planning, researching, structuring and writing a first-class law essay with confidence. 

1. Start In Advance

Give yourself plenty of time to plan, research and write your law essay. Always aim to start your law essay as soon as you have the question. Leaving it until the last minute does not only create unnecessary stress, but it also leaves you insufficient time to write, reference and perfect your work.

2. Understand The Question

Do not begin until you fully comprehend the question. Take the time to read the question carefully and make sure that you understand what it’s asking you to do. Highlight key terms and annotate the question with definitions of key concepts and any questions that you have have. Think about how the question links back to what you’ve learned during your lectures or through your readings.

3. Conduct Thorough Research

Conducting thorough research around your topic is one of the most fundamental parts of the essay writing process. You should aim to use a range of relevant sources, such as cases, academic articles, books and any other legal materials. Ensure that the information you collect is taken from relevant, reliable and up to date sources. Use primary over secondary material as much as possible.

Avoid using outdated laws and obscure blog posts as sources of information. Always aim to choose authoritative sources from experts within the field, such as academics, politicians, lawyers and judges. Using high-quality and authoritative sources and demonstrating profound and critical insight into your topic are what will earn you top marks.

4. Write A Detailed Plan

Once you’ve done your research, it’s time to plan your essay. When writing your plan, you’ll need to create an outline that clearly identifies the main points that you wish to make throughout your article. Try to write down what you wish to achieve in each paragraph, what concepts you want to discuss and arguments you want to make.

Your outline should be organised in a clear, coherent and logical manner to ensure that the person grading your essay can follow your line of thought and arguments easily.  You may also wish to include headings and subheadings to structure your essay effectively This makes it easier when it comes to writing the essay as starting without a plan can get messy. The essay must answer the question and nothing but the question so ensure all of your points relate to it.

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5. Write A Compelling Introduction

A great introduction should, firstly, outline the research topic.  The introduction is one of the most crucial parts of the law essay as it sets the tone for the rest of the paper. It should capture the readers attention and provide the background context on the topic. Most importantly, it should state the thesis of your essay.

When writing your introduction, avoid simply repeating the given question. Secondly, create a road map for the reader, letting them know how the essay will approach the question. Your introduction must be concise. The main body of the essay is where you will go into detail.

6. Include A Strong Thesis Statement

Your thesis should clearly set out the argument you are going to be making throughout your essay and should normally go in the introduction. Your thesis should adopt a clear stance rather than being overly general or wishy-washy. To obtain the best grades, you’ll need to show a unique perspective based upon a critical analysis of the topic rather than adopting the most obvious point of view.

Once you’ve conducted your research and had a chance to reflect on your topic, ask yourself whether you can prove your argument within the given word count or whether you would need to adopt a more modest position for your paper. Always have a clear idea of what your thesis statement is before you begin writing the content of your essay. 

7. Present the Counter-argument

To demonstrate your deeper understanding of the topic, it’s important to show your ability to consider the counter-arguments and address them in a careful and reasoned manner. When presenting your counterarguments, aim to depict them in the best possible light, aiming to be fair and reasonable before moving on to your rebuttal. To ensure that your essay is convincing, you will need to have a strong rebuttal that explains why your argument is stronger and more persuasive. This will demonstrate your capacity for critical analysis, showing the reader that you have carefully considered differing perspectives before coming to a well-supported conclusion.

8. End With A Strong Conclusion

Your conclusion is your opportunity to summarise the key points made throughout your essay and to restate the thesis statement in a clear and concise manner.  Avoid simply repeating what has already been mentioned in the body of the essay. For top grades, you should use the conclusion as an opportunity to provide critical reflection and analysis on the topic. You may also wish to share any further insights or recommendations into alternative avenues to consider or implications for further research that could add value to the topic. 

9. Review The Content Of Your Essay

Make sure you factor in time to edit the content of your essay.  Once you’ve finished your first draft, come back to it the next day. Re-read your essay with a critical perspective. Do your arguments make sense? Do your paragraphs flow in a logical manner? You may also consider asking someone to read your paper and give you critical feedback. They may be able to add another perspective you haven’t considered or suggest another research paper that could add value to your essay. 

10. Proofread For Grammatical Mistakes

Once you’re happy with the content of your essay, the last step is to thoroughly proofread your essay for any grammatical errors. Ensure that you take time to ensure that there are no grammar, spelling or punctuation errors as these can be one of the easiest ways to lose marks. You can ask anyone to proofread your paper, as they would not necessarily need to have a legal background – just strong grammar and spelling skills! 

11. Check Submission Guidelines

Before submitting, ensure that your paper conforms with the style, referencing and presentation guidelines set out by your university. This includes the correct font, font size and line spacing as well as elements such as page numbers, table of content etc. Referencing is also incredibly important as you’ll need to make sure that you are following the correct referencing system chosen by your university. Check your university’s guidelines about what the word count is and whether you need to include your student identification number in your essay as well. Be thorough and don’t lose marks for minor reasons!

12. Use Legal Terms Accurately

Always make sure that you are using legal terms accurately throughout your essay. Check an authoritative resource if you are unsure of any definitions. While being sophisticated is great, legal jargon if not used correctly or appropriately can weaken your essay. Aim to be concise and to stick to the point. Don’t use ten words when only two will do.

12. Create a Vocabulary Bank

One recurring piece of advice from seasoned law students is to take note of phrases from books and articles, key definitions or concepts and even quotes from your professors. When it comes to writing your law essay, you will have a whole range of ideas and vocabulary that will help you to develop your understanding and thoughts on a given topic. This will make writing your law essay even easier!

13. Finally, Take Care of Yourself

Last but certainly not least, looking after your health can improve your attitude towards writing your law essay your coursework in general. Sleep, eat, drink and exercise appropriately. Take regular breaks and try not to stress. Do not forget to enjoy writing the essay!

Words by Karen Fulton

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Law Essay Examples

10+ Winning Law Essays Examples | Boost Your Grades Now

Published on: May 8, 2023

Last updated on: Jan 30, 2024

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Are you looking for inspiration to get started on your law essay? If so keep reading! 

As a law student, you're expected to have excellent writing skills. Your essays should be well-structured, articulate, and persuasive. However, it's not always easy to know where to start or how to approach your writing. 

That's where law essay examples come in - they provide a valuable resource that can help guide you through the process.

In this blog, we'll explore the law essay examples on different topics. Moreover, we will analyze the structure and format of a law essay. 

So, let's get started!

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What is a Law Essay? 

A law essay is a written assignment that requires the writer to analyze and evaluate legal issues, cases, or concepts. 

The purpose of a law essay is to demonstrate a student's understanding of the subject matter. It also shows the student's ability to present an argument in a concise manner. 

Want to gain more knowledge on how to write a high-quality law essay? Check out this video for insightful tips!

University Law Essay Examples

Let's take a closer look at some excellent university law essay examples that highlight the proper use of references.

Law Reflective Essay Example

Law Enforcement Essay Example

Law Reform Essay Example

Law Research Essay Example

Below, you will find some additional law essay samples that you may come across in your university assignments.

First Class Law Essay Example

Law School Transfer Essay Example

Law School Why X Essay Example

Law Essay Format and Structure

A well-structured and formatted law essay is essential for receiving high marks. Here are some key elements that should be included:

1. Introduction

• The introduction should introduce the main arguments of the essay.
• The first sentence should be attention-grabbing.
• The introduction should provide concise information about the broader significance of the topic.
• It should lead into the body of the essay.
• Each paragraph should have a clear topic sentence.
• The paragraph should include supporting evidence and analysis.
• The paragraphs should be logically connected.

3. Conclusion:

• The conclusion should summarize the main arguments of the essay.
• It should not introduce new information.
• It should demonstrate the significance of the arguments.

Let's take a look at an example of a well-structured law essay:

Check out the following pdfs for a better understanding:

Law Essay Format pdf

Law Essay Introduction Example pdf

Specific Law Essay Topics

Let's take a look at some specific law essay topic examples that can provide a foundation for deeper analysis.

Criminal Law Essay Example

Case Law Essay Example

Law Case Analysis Essay Example

Contract Law Essay Example

Ilac Law Essay Example

Public Law Essay Example

Critical Analysis Law Essay Example

Contract Law Essay Example Offer Acceptance

Additional Law Essay Samples

Let's explore some of the most frequently assigned law essay topics for writing assignments.

Development of Welfare Legislation for Animal Testing

Legal Analysis of Donald Trump's Leadership Style

Torts of Negligence and Battery in Medical Law

The Frustration of Contract in the Coronation Cases

Effectiveness of Gun Control Laws in the United States

The Unjust Intersection of Police Brutality and Racism

Nike Faces Gender Discrimination Lawsuit

A Dream to Become a Lawyer

Hate Crime Laws

Law Essay Writing Tips and Best Practices

Writing a law essay can be a rewarding and fulfilling experience. Here are some tips and best practices to help you write a successful law essay:

• Understand the assignment: Before you start writing your essay, make sure you understand the assignment requirements. This includes the topic, formatting requirements, and any specific instructions from your professor.
• Research extensively: A good law essay requires thorough research on the topic. Make use of primary and secondary sources, such as case law, legal journals, and academic articles, to support your arguments.
• Plan your essay: Before you start writing, plan your essay structure. This includes an introduction, body paragraphs, and a conclusion. The body paragraphs should be organized logically, with each paragraph focusing on a specific point or argument.
• Use clear and concise language: The language used in a law essay should be clear, concise, and precise. Avoid using jargon or technical terms that may be unfamiliar to the reader. Use plain language that is easy to understand.
• Cite your sources: In a law essay, it is important to cite your sources properly. Use the appropriate citation style, such as APA or MLA.  Make sure to include a bibliography or reference list at the end of your essay.
• Use reputable sources: Ensure that your sources are reputable and reliable. Use academic databases, such as LexisNexis or Westlaw, to find legal cases and journal articles.
• Seek feedback: It can be helpful to seek feedback from your professor or a peer before submitting your essay. This can help you identify any areas that need improvement and ensure that your arguments are persuasive and well-supported

Common Mistakes To Avoid In Law Essay Writing

Here are some most common mistakes to avoid when writing a law essay:

• Failing to answer the question: Make sure that your essay clearly answers the question posed.
• Lack of clarity: Ensure that your essay is clear, concise, and well-organized.
• Plagiarism: Avoid plagiarism by properly citing all sources used in your essay.
• Inaccurate legal analysis: Ensure that your legal analysis is accurate and supported by legal authority.
• Poor syntax: Use proper grammar and syntax to ensure that your essay is well-written and easy to understand.

How To Edit And Proofread Your Law Essay 

Here are some great tips to perfect your law essay:

• Take a break: Take a break before editing and proofreading to ensure a fresh perspective.
• Review for clarity: Review your essay for clarity, ensuring that your arguments are well-supported and easy to understand.
• Check for accuracy: Check your essay for accuracy, including legal analysis and citations.
• Check for grammar and spelling: Check for proper grammar, spelling, and punctuation.
• Read aloud: Read your essay aloud to catch any errors or awkward phrasing.

To sum it up!

Writing a law essay requires careful planning, extensive research, and attention to detail. Throughout this blog, we have explored different law essay examples. We have also discussed the format and structure of a well-written law essay. 

By avoiding common mistakes and following best practices, you can write a successful essay. However, if you find yourself struggling with your law essay, do not hesitate to seek help from CollegeEssay.org .

We offer top-quality essay writing service to students at all academic levels. 

Get in touch with our law essay writing service now and say ' write my essay ' and let us help you achieve your academic goals!

Also, give our AI essay writing tools a try!

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As a Digital Content Strategist, Nova Allison has eight years of experience in writing both technical and scientific content. With a focus on developing online content plans that engage audiences, Nova strives to write pieces that are not only informative but captivating as well.

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Liverpool Law School

Essay-writing: tips & hints for success.

Posted on: 28 February 2022 by Kirsten Ward in Blog

At several points during your degree, you may be asked to write an essay. In some modules, essays form a key component of your summative assessment. To celebrate National Essay Day on 28th February, we have collated a set of hints & tips, designed to help you succeed in achieving a higher mark in your essay-based assessments.

So, what makes a great essay? Great essays are not just discursive but also analytical. Done well, essays not only communicate your understanding of a topic to the examiner, but can be learning processes in themselves, encouraging you to organise relevant material and think in new and creative ways. To impress an examiner, essays must be appropriately referenced and carefully framed, using academic language, and be free from typographical errors. For these reasons, you are strongly encouraged to start your essays early, leaving enough time for thorough proofreading with fresh eyes.

At a base level, your essay is a reasoned answer, supported by evidence, to the question set. The evidence for your argument comes from your wider reading. The way you select and interpret this evidence and explain how this helps you to answer the question, demonstrates your own thinking to the examiner. Producing a well-organised and evidence-based critical discussion, that directly answers the question set, is not an easy task. You will find that your essay writing improves with practice as you progress throughout your degree. However, developing good habits from the outset can go a long way in helping you to achieve success in your essay-based assessments.

Reading with Purpose

When you first receive the essay question, it is important to avoid rushing into the writing process. Although you may wish to show off the breadth of your knowledge to the examiner, writing down everything that you know about a topic, without a clear plan or structure, is likely to reduce the strength of your argument. Aim to make your examiners life as easy as possible, by grouping ideas together, and considering your overarching narrative, before putting pen to paper.

The first key tip is to ensure you answer the question. As with writing, do not rush into research. Instead, dedicate some time to understanding exactly what the question is asking. Consider the question within its context: what wider debates and issues may it be touching on from your lectures and seminars? Is there a specific viewpoint, or angle, that the question takes, or wishes you to explore? Is the question part of a wider discussion, perhaps one that is ongoing within the academic literature? Your lecturer may encourage you to narrow the question down, particularly if there is a tight word-limit. If you choose to focus on a particular area, ensure that you explain your choice to the examiner. Show them that you understand that, whilst there may be wider issues at play, you have chosen to conduct a deeper analysis within a certain area, given the constraints of the word limit. Likewise, if the question retains a narrow focus, ensure that you stay within the defined limits, and try not to entertain tangential debates.

Re-reading the question and underlining key words can help in clarifying what your answer should cover. Look out for any subject-specific terms that are used, and check that you fully understand them. You may also wish to highlight the type of analysis that the question is asking you to undertake. For example, are you being asked to compare and contrast or to critically analyse, possibly by reference to key cases or academic papers? If in doubt, break the question down. Ask, why is this topic important? Set yourself an orderly plan for research. What do you need to find out first? Breaking the question down into bitesize research tasks can prove useful when you come to plan your essay. You will then already have done a lot of the work in determining what each aspect of your argument adds to the assessment.

Once you have considered what the question is asking, you may wish to note down your initial thoughts, including: (a) what you already know about the topic (b) any aspects that you may need to research further and (c) your preliminary conclusion. This begins the process of formulating your argument and is likely to help you in prioritising your reading. Once you have completed your research, you may wish to repeat this process. By bringing together key ideas from your wider reading, you can clarify: (a) what you have found out and (b) whether your initial conclusions have changed. Remember when conducting your research, make sure you jot down a brief citation for each academic source. This will prove useful when collating your bibliography prior to submission.

Developing as a Researcher

Good essays are underpinned by sound critical analysis. Your aim when conducting preparatory research is to analyse material and evaluate the contribution it makes to your argument. Although critical analysis may seem, at first sight, a high-level skill, we make reasoned decisions every day. Critical analysis involves two main tasks: (a) weighing up the evidence supporting a certain idea to determine whether it is convincing, and (b) explaining why the evidence is, or is not, convincing. You may find it useful to approach your wider reading with a list of questions to trigger a critical approach, including (i) what is the author’s viewpoint and could it be biased? (ii) could the intended audience have influenced the way that the information is presented? (iii) what is the author’s main argument and what evidence is used in support? (iv) is the argument convincing and what are the challenges that could be waged against the conclusions made? Critical analysis does not necessarily mean disagreeing with an argument. It is equally important to be able to explain why you agree with a certain line of reasoning.

Post-it notes on a wall show one method of essay planning.

Planning with Intent

Writing with a plan often increases the overall coherence and structure of an essay. Because you know your end point and have undertaken the complex reasoning needed to bring logic to your argument, a plan allows you to focus on effectively communicating your ideas to the examiner. It also avoids the common pitfall of changing your line of reasoning halfway through writing your argument. Becoming comfortable with leaving aspects out of your essay is a skill. Remember, your word count means that it is impossible to cover everything. Your examiner is instead assessing your ability to harness and bring order to a tailored set of evidence.

Each of us adopts our own style of planning. Most commonly, you may wish to brainstorm your ideas, and arrange them into three or four groups, reflecting the key sections within your essay. Remember, not all ideas will fit neatly into this structure, so be prepared to discard them if necessary. Many writers find it helpful to store less relevant ideas within a separate Word document. Likewise, some students prefer visual plans, such as spider diagrams or mind maps, with key ideas springing out from a central question. Ideas can then be numbered, or colour coded, to structure the creative brainstorm. Others prefer a linear style, such as bullet pointing. Once you have your plan, a quick overview can often indicate whether you have too much, or too little, information. As always, be prepared for your exact line, or structure, of your argument to change as you write. You may notice new connections and patterns within, or between, your ideas. However, a plan is easily adaptable. Having an initial overarching structure will ensure that you can quickly see where any new thoughts or arguments fit into your essay.

The main purpose of planning is to set out what you will focus on in each section. This will include an introduction, where you will address: (a) what the question is asking (b) why this is interesting for your examiner and (c) how you plan to answer it. If you are struggling to get started, write down each question you are seeking to answer in turn, and take one at a time. Some students prefer to write a summary before they begin, setting out the central thesis of their essay within one or two sentences, to ensure they have a strong, overarching direction. Others prefer to write their introduction last, once they have a clear idea of their argument within the essay. You may choose to begin with the paragraph you feel most confident about and build momentum from there. Your outline should also address the main body of your essay, focusing on how each paragraph will build your argument. You may wish to try out different sequences for your groups of ideas, to determine which structure is the most persuasive. Remember that your key aim is to answer the question set. One useful tip is to focus each paragraph on one argument only. You may wish to break your plan down into more detailed sub-sections, noting the evidence from your wider reading which supports each point. Finally, your plan should bring your ideas together into a conclusion, where you summarise your arguments and show how you have addressed the question set.

Writing for Success

With a structured plan, you should have a good idea of what role each paragraph plays within your overall argument. This should help you to gauge what evidence you need to include within each section and how your essay fits together as a whole. Remember, introductions and conclusions serve key purposes within your assessment: they can make a good first and last impression. Both are core structural devices to guide the examiner through your argument. Introductions should also set out the conceptual and theoretical framework underpinning your essay. Ask yourself what the examiner needs to know, to be able to follow your argument, and how best you can draw them in from the outset. Likewise, consider what message you wish to leave the examiner with, and whether your main argument comes through clearly in your conclusion.

Remember, your introduction is the gateway into your essay. It is a map that guides the examiner, identifying the main route, and positioning your argument within the wider academic landscape. The main body of your essay should then develop the ideas that you have outlined in your introduction. The key to a successful essay is to integrate your own arguments with evidence from your wider reading. Generally, it is better to discuss fewer points, in more depth. The strongest approaches also tend to adopt a thematic analysis, integrating the arguments which can be advanced on both sides of a debate, as opposed to addressing one after the other. Remember that your essay should be analytical as opposed to descriptive. Try to only include background details where they add directly to your argument. It can prove a useful exercise once you have a first draft, to highlight areas of description in one colour and areas of analysis and evaluation in another. This will allow you to check that you have an appropriate balance.

Whilst everyone has their own style of writing, each paragraph should adopt a strong structure. Beginning with a topic sentence, the paragraph should signal to the examiner what it adds to the essay. The introductory sentence should then be supported by evidence and critical analysis. You should seek to interpret the evidence, explaining how, and why, your wider reading supports your main line of argument. Avoid simply letting the evidence ‘speak for itself’ or relying on sweeping generalisations. Instead, use case studies and specific examples. Counterarguments though, can be turned to your advantage. The strongest essays do not ignore opposing viewpoints, but rather address them head-on.

Each paragraph should then finish with a mini conclusion, linking the paragraph back to the question set. Remember that each idea should be supported by a fully cited reference from your wider reading. You should also pay close attention to the advice given by your lecturer, who may share their own style preferences, including the use of subheadings, first person and indentation. Always keep the question in front of you during the writing process. Be ruthless in discarding irrelevant material: a lack of succinctness may cost you marks. Finally, signpost your reader by using appropriate connecting phrases, guiding them through the overarching narrative of your answer.

Your conclusion should capture the journey your examiner has undertaken in reading your essay. It should allow for reflection on the main issues discussed, and directly relate back to the question set, showing how you have reached your answer. If the question asks you to make a judgment call, then you should clearly outline your reasoning. Whilst a nuanced conclusion may be appropriate, you should try to avoid ‘sitting on the fence’ or combining several sides of an argument into a muddled conclusion. Importantly, you should not introduce new material into a conclusion. Instead, focus on ‘closing the circle’ of your discussion by answering the questions raised in your introduction. You may wish to comment speculatively regarding future developments, although some writers prefer to include these discussions as part of their analysis. Similarly, although it may be appropriate to comment on the limitations of your analysis, you should avoid ending your argument on a negative or a rhetorical question. Ultimately, your conclusion should leave the examiner with a clear and positive view of your main argument.

Developing as a Writer

Writing is not an easy task. If at any stage, you become stuck, it may be useful to revisit your main ideas. Try writing one or two sentences, explaining what you are trying to get across to the examiner, without worrying about the exact phrasing. It may also help to explain the idea out loud. A trusted friend or family member can highlight any aspects which need further exploration. Do though, pay careful attention to academic integrity guidelines. After submitting a few essays, you will begin to understand what type of writer you are. You can then adapt your planning and writing habits to suit your needs. For example, if you are a slow writer, perhaps because you seek perfection in each sentence as you write, you may wish to explore writing a rough draft and beginning the editing process from there. In any event, redrafting is unavoidable, and time spent on editing and proofreading can make a real difference to your final mark.

Essays should be written in a formal academic style, avoiding the use of cliches, contractions and subjective descriptions. Common pitfalls include overreliance on ‘academic-sounding’ words and the use of overly long sentences. Both inhibit clear and accurate communication. Ideally, leave a day between finishing your essay and proofreading to gain some distance from your work. Try reading your essay aloud or using the ‘read aloud’ function on Word. This will ensure you focus on each word, highlighting sentences that are too long or dense. Check too, that your argument flows and makes sense as a cohesive whole. Do not be afraid to restructure, even at this late stage, or to cut information that is not directly relevant to the question. Remember, the examiner is looking for a focused argument. Put yourself in their shoes. Can you follow the argument clearly? Are there gaps in the reasoning? Is the argument signposted? You also need to check your references and bibliography, adopting a consistent formatting style throughout. Finally, pay close attention to any feedback you have received on previous essays. Do not be afraid to approach your lecturer or academic adviser with any questions you may have. Good luck!

Keywords: Essay Writing , National Essay-Writing Day , Essay planning , writing for success , developing as a writer , Reading , research , Research writing .

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The University of Chicago The Law School

In their own words: admissions essays that worked.

Throughout this issue, countless examples show why we are so proud of the students at the law school. One might think that we get lucky that the students the admissions office chose for their academic accomplishments also turn out to be incredible members of our community, but it’s really all by design. Our students show us a great deal more in their applications than just academics—and we care about a lot more than their numbers. In these pages, meet five of our students in the way we first met them: through the personal statements they wrote for their law school applications. And through their photos, meet a sixth: Andreas Baum, ’12, the talented student photographer who took these pictures for us.

Tammy Wang, ’12

EDUCATION: Johns Hopkins University, BA in International Relations, concentration East Asian Studies, with honors (2007) WORK EXPERIENCE: AsianFanatics.net LAW SCHOOL ACTIVITIES: University of Chicago Law Review, Immigrant Child Advocacy Project Clinic, APALSA, Admissions Committee, Law School Film Festival I fell in love for the first time when I was four. That was the year my mother signed me up for piano lessons. I can still remember touching those bright, ivory keys with reverence, feeling happy and excited that soon I would be playing those tinkling, familiar melodies (which my mother played every day on our boombox) myself. To my rather naïve surprise, however, instead of setting the score for Für Elise on the piano stand before me, my piano teacher handed me a set of Beginner’s Books. I was to read through the Book of Theory, learn to read the basic notes of the treble and bass clefs, and practice, my palm arched as though an imaginary apple were cupped between my fingers, playing one note at a time. After I had mastered the note of “C,” she promised, I could move on to “D.” It took a few years of theory and repetition before I was presented with my very first full-length classical piece: a sonatina by Muzio Clementi. I practiced the new piece daily, diligently following the written directives of the composer. I hit each staccato note crisply and played each crescendo and every decrescendo dutifully. I performed the piece triumphantly for my teacher and lifted my hands with a flourish as I finished. Instead of clapping, however, my teacher gave me a serious look and took both my hands in hers. “Music,” she said sincerely, “is not just technique. It’s not just fingers or memorization. It comes from the heart.” That was how I discovered passion. Beethoven, Mozart, Mendelssohn: the arcs and passages of intricate notes are lines of genius printed on paper, but ultimately, it is the musician who coaxes them to life. They are open to artistic and emotional interpretation, and even eight simple bars can inspire well over a dozen different variations. I poured my happiness and my angst into the keys, loving every minute of it. I pictured things, events, and people (some real, some entirely imagined— but all intensely personal) in my mind as I played, and the feelings and melodies flowed easily: frustration into Beethoven’s Sonata Pathétique, wistfulness into Chopin’s nocturnes and waltzes, and sheer joy into Schubert. Practice was no longer a chore; it was a privilege and a delight. In high school, I began playing the piano for church services. The music director gave me a binder full of 1-2-3 sheet music, in which melodies are written as numbers instead of as notes on a music staff. To make things a bit more interesting for myself—and for the congregation—I took to experimenting, pairing the written melodies with chords and harmonies of my own creation. I rarely played a song the same way twice; the beauty of improvisation, of songwriting, is that it is as much “feeling” as it is logic and theory. Different occasions and different moods yielded different results: sometimes, “Listen Quietly” was clean and beautiful in its simplicity; other times, it became elaborate and nearly classical in its passages. The basic melody and musical key, however, remained the same, even as the embellishments changed. The foundation of good improvisation and songwriting is simple: understanding the musical key in which a song is played—knowing the scale, the chords, the harmonies, and how well (or unwell) they work together—is essential. Songs can be rewritten and reinterpreted as situation permits, but missteps are obvious because the fundamental laws of music and harmony do not change. Although my formal music education ended when I entered college, the lessons I have learned over the years have remained close and relevant to my life. I have acquired a lifestyle of discipline and internalized the drive for self-improvement. I have gained an appreciation for the complexities and the subtleties of interpretation. I understand the importance of having both a sound foundation and a dedication to constant study. I understand that to possess a passion and personal interest in something, to think for myself, is just as important.

Josh Mahoney, ’13

EDUCATION: University of Northern Iowa, BA in Economics and English, magna cum laude (2009) LAW SCHOOL ACTIVITIES: Student Admissions Committee, flag football, Tony Patiño Fellow The turning point of my college football career came early in my third year. At the end of the second practice of the season, in ninety-five-degree heat, our head coach decided to condition the entire team. Sharp, excruciating pain shot down my legs as he summoned us repeatedly to the line to run wind sprints. I collapsed as I turned the corner on the final sprint. Muscle spasms spread throughout my body, and I briefly passed out. Severely dehydrated, I was rushed to the hospital and quickly given more than three liters of fluids intravenously. As I rested in a hospital recovery room, I realized my collapse on the field symbolized broader frustrations I felt playing college football. I was mentally and physically defeated. In South Dakota I was a dominant football player in high school, but at the Division I level my talent was less conspicuous. In my first three years, I was convinced that obsessively training my body to run faster and be stronger would earn me a starting position. The conditioning drill that afternoon revealed the futility of my approach. I had thrust my energies into becoming a player I could never be. As a result, I lost confidence in my identity. I considered other aspects of my life where my intellect, work ethic, and determination had produced positive results. I chose to study economics and English because processing abstract concepts and ideas in diverse disciplines was intuitively rewarding. Despite the exhaustion of studying late into the night after grueling football practices, I developed an affinity for academia that culminated in two undergraduate research projects in economics. Gathering data, reviewing previous literature, and ultimately offering my own contribution to economic knowledge was exhilarating. Indeed, undergraduate research affirmed my desire to attend law school, where I could more thoroughly satisfy my intellectual curiosity. In English classes, I enjoyed writing critically about literary works while adding my own voice to academic discussions. My efforts generated high marks and praise from professors, but this success made my disappointment with football more pronounced. The challenge of collegiate athletics felt insurmountable. However, I reminded myself that at the Division I level I was able to compete with and against some of the best players in the country.While I might never start a game, the opportunity to discover and test my abilities had initially compelled me to choose a Division I football program. After the hospital visit, my football position coach—sensing my mounting frustrations—offered some advice. Instead of devoting my energies almost exclusively to physical preparation, he said, I should approach college football with the same mental focus I brought to my academic studies. I began to devour scouting reports and to analyze the complex reasoning behind defensive philosophies and schemes. I studied film and discovered ways to anticipate plays from the offense and become a more effective player. Armed with renewed confidence, I finally earned a starting position in the beginning of my fourth year. My team opened the season against Brigham Young University (BYU). I performed well despite the pressures of starting my first game in front of a hostile crowd of 65,000 people. The next day, my head coach announced the grade of every starting player’s efforts in the BYU game at a team meeting: “Mahoney—94 percent.” I had received the highest grade on the team. After three years of A’s in the classroom, I finally earned my first ‘A’ in football. I used mental preparation to maintain my competitive edge for the rest of the season. Through a combination of film study and will power, I led my team and conference in tackles. I became one of the best players in the conference and a leader on a team that reached the semi-finals of the Division I football playoffs. The most rewarding part of the season, though, was what I learned about myself in the process. When I finally stopped struggling to become the player I thought I needed to be, I developed self-awareness and confidence in the person I was. The image of me writhing in pain on the practice field sometimes slips back into my thoughts as I decide where to apply to law school. College football taught me to recognize my weaknesses and look for ways to overcome them. I will enter law school a much stronger person and student because of my experiences on the football field and in the classroom. My decision where to attend law school mirrors my decision where to play college football. I want to study law at the University of Chicago Law School because it provides the best combination of professors, students, and resources in the country. In Division I college football, I succeeded when I took advantage of my opportunities. I hope the University of Chicago will give me an opportunity to succeed again.

Osama Hamdy, '13

EDUCATION: University of California, Berkeley, BA in Legal Studies, AB in Media Studies (2010) LAW SCHOOL ACTIVITES: BLSA, Intramural Basketball I was a shy thirteen-year-old who had already lived in six locations and attended five schools. Having recently moved, I was relieved when I finally began to develop a new group of friends. However, the days following September 11, 2001, were marked with change. People began to stare at me. Many conversations came to a nervous stop when I walked by. However, it wasn’t until one of my peers asked if I was a terrorist that it really hit me. Osama, my name is Osama. I went from having a unique name that served as a conversation starter to having the same name as the most wanted man in America. The stares and the comments were just the beginning. Eventually I received a death threat at school. I remember crying alone in my room, afraid to tell my parents in fear that they might not let me go to school anymore. My experience opened my eyes up to racial and religious dynamics in the United States. I started to see how these dynamics drove people’s actions, even if some were not aware of the reasons. The more I looked at my surroundings with a critical eye, the more I realized that my classmates had not threatened me because of hate, but because of fear and ignorance. This realization was extremely empowering. I knew that mirroring their hostility would only reinforce the fear and prejudice they held. Instead, I reached out to my peers with an open mind and respect. My acceptance of others served as a powerful counter example to many negative stereotypes I had to face.With this approach, I was often able to transform fear into acceptance, and acceptance into appreciation. I chose not to hide my heritage or myself, despite the fear of judgment or violence. As a result, I developed a new sense of self-reliance and self-confidence. However, I wasn’t satisfied with the change that I had brought about in my own life. I wanted to empower others as well. My passion for equality and social justice grew because I was determined to use my skills and viewpoint to unite multiple marginalized communities and help foster understanding and appreciation for our differences and similarities alike. The years following September 11th were a true test of character for me. I learned how to feel comfortable in uncomfortable situations. This allowed me to become a dynamic and outgoing individual. This newfound confidence fueled a passion to become a leader and help uplift multiple minority communities. During the last two summers I made this passion a reality when I took the opportunity to work with underprivileged minority students. All of the students I worked with came from difficult backgrounds and many didn’t feel as though college was an option for them. I learned these students’ goals and aspirations, as well as their obstacles and hardships. I believed in them, and I constantly told them that they would make it. I worked relentlessly to make sure my actions matched my words of encouragement. I went well above the expectations of my job and took the initiative to plan several additional workshops on topics such as public speaking, time management, and confidence building. My extra efforts helped give these students the tools they needed to succeed. One hundred percent of the twenty-one high school juniors I worked with my first summer are now freshmen at four-year universities. I feel great pride in having helped these students achieve this important goal. I know that they will be able to use these tools to continue to succeed. Inspired by my summer experience, I jumped at the opportunity to take on the position of Diversity Outreach Ambassador for the San Francisco Bar Association Diversity Pipeline Program. In this position, I was responsible for helping organize a campus event that brought educational material and a panel of lawyers to UC Berkeley in order to empower and inform minority students about their opportunities in law school. In this position I was able to unite a diverse group of organizations, including the Black Pre-Law Association, the Latino Pre-Law Society, and the Haas Undergraduate Black Business Association. Working in this position was instrumental in solidifying my desire to attend law school. The lawyers who volunteered their time had a significant impact on me. I learned that they used their legal education to assist causes and organizations they felt passionate about. One of the lawyers told me that she volunteered her legal services to a Latino advocacy association. Another lawyer explained to me how he donated his legal expertise to advise minority youth on how to overcome legal difficulties. Collaborating with these lawyers gave me a better understanding of how my passion for law could interact with my interest in social justice issues. My experiences leading minority groups taught me that I need to stand out to lead others and myself to success. I need to be proud of my culture and myself. My experiences after September 11th have taught me to defeat the difficulties in life instead of allowing them to defeat me. Now, whether I am hit with a racial slur or I encounter any obstacles in life, I no longer retreat, but I confront it fearlessly and directly. I expect law school will help give me the tools to continue to unite and work with a diverse group of people. I hope to continue to empower and lead minority communities as we strive towards legal and social equality.

Eliza Riffe, '13

EDUCATION: University of Chicago, AB in Anthropology, with honors (2006) WORK EXPERIENCE: Sarbanes-Oxley coordinator and financial analyst, ABM Industries Harper Library, situated at the center of the main quadrangle at the University of Chicago, resembles a converted abbey, with its vaulted ceilings and arched windows. The library was completed in 1912, before Enrico Fermi built the world’s first nuclear reactor, before Milton Friedman devised the permanent income hypothesis, and well before Barack Obama taught Constitutional Law. Generations of scholars have pored over Adam Smith and Karl Marx in the main reading room, penned world-class treatises at the long wooden tables, and worn their coats indoors against the drafts in the spacious Gothic hall. Abiding over all of these scholars, and over me when I was among them, is an inscription under the library’s west window that has served as my guiding intellectual principle: “Read not to believe or contradict, but to weigh and consider.” Per this inscription, which is an abridgement of a passage by Sir Francis Bacon, we readers ought to approach knowledge as a means of enhancing our judgment and not as fodder for proclamations or discord. The generations of scholars poring over Marx, for example, should seek to observe his theories of economic determinism in the world, not immediately begin to foment a riot in the drafty reading room at Harper. The reader may contend, though, that too much weighing and considering could lead to inertia, or worse, to a total lack of conviction. The Harper inscription, however, does not tell its readers to believe in nothing, nor does it instruct them never to contradict a false claim. Instead it prescribes a way to read. The inscription warns us to use knowledge not as a rhetorical weapon, but as a tool for making balanced and informed decisions. On the cruelest days in February during my undergraduate years, when I asked myself why I had not chosen to pursue my studies someplace warmer, I would head to Harper, find a seat from which I would have a clear view of the inscription, and say to myself: “That is why.” On such a day in February, seated at a long Harper table with my coat still buttoned all the way up, I discovered how much I appreciated Carl Schmitt’s clarity and argumentation. I marveled at the way his Concept of the Political progressed incrementally, beginning at the most fundamental, linguistic level. As an anthropology student, I wrongfully assumed that, because Schmitt was often positioned in a neo-conservative tradition, I could not acknowledge him. That day in February, I took the Bacon inscription to heart, modeled its discipline, and was able to transcend that academic tribalism. I added the kernel of The Concept of the Political , Schmitt’s “friend-enemy” dichotomy, to an ever-growing array of images and ideas that I had accumulated, among them Marx’s alienation, C. S. Peirce’s indexicality, and Pierre Bourdieu’s graphical depiction of social space. This patchwork of theories and descriptive models, when weighed and considered, informs my understanding of new ideas I encounter. The academic dons who decided to place the Bacon quote under the western window intended that the idea would transcend the scholastic realm of its readers. Indeed, in my work as a financial analyst for a publicly traded company, it is often a professional touchstone. Though each day in the world of corporate finance is punctuated with deadlines and requests for instantaneous information, I am at my best as an analyst when I consider all of the data thoroughly and weigh the competing agendas. Like emulsified oil and vinegar that separate over time when left undisturbed, the right answer will emerge from among all of the wrong answers when I take the time to consider all of the possibilities. An extra hour spent analyzing an income statement can reveal even more trends than could a cursory glance. Moreover, the more I weigh and consider when I have the opportunity, the more I enhance the judgment I will need to make quick decisions and pronouncements when I do not have time.With inner vision sharpened by years of consideration, I am able to “see into the life of things,” as Wordsworth described in writing of “Tintern Abbey.” Wordsworth’s memory of the abbey provided him much-needed transcendence in moments of loneliness or boredom. The memory of the inscription under the west window at Harper—“Read not to believe or contradict, but to weigh and consider”—has a similar function. For Wordsworth, Tintern alleviated emotional anguish; for me, the Bacon inscription reaffirms a sense of intellectual purpose. The words under the window, their meaning, and the very curvature of the letters in the stone are fixed in my mind and will continue to be as I enter the life of the law. What intrigues me most about legal education is the opportunity to engage simultaneously in the two complementary processes the Harper inscription inspires in me—building a foundation of theories and descriptive models while enhancing my judgment with practice and patience.

Evan Rose, '13

EDUCATION: University of Otago (New Zealand), BA in Philosophy (1999) WORK EXPERIENCE: Ski and Snowboard Schools of Aspen/Snowmass, Eurospecs Limited (NZ) LAW SCHOOL ACTIVITIES: LSA 1L Representative, BLSA, Student Admissions Committee As I tumble through the air, time seems to slow. I have fallen hard many times before, but even before I hit the ground I can tell this fall is different. I complete one and a half back flips and slam shoulders-first into the slope. As I lie on the hill, the snow jammed into the hood of my jacket begins to melt, and icy water runs down my back. I do not yet know that the impact has broken my neck. I grew up only a short drive from some of New Zealand’s best ski resorts, but my family could never afford ski vacations. My first opportunity to try snowboarding came on a trip with my university flatmate.With expectations shaped purely by the media, I left for the trip assuming snowboarding was a sport for adrenaline junkies, troublemakers, and delinquents. Much to my surprise, I instead found that it provided me with a sense of peace that defied these preconceptions. Anxiety had been a constant companion throughout much of my childhood. I had not always been this way, but years of physical and psychological abuse at the hands of my stepfather had taken their toll. My once carefree demeanor had changed, leaving me fearful, panicky, and timid. On a snowboard these feelings faded into the background for the first time in years, and the difference was profound. I never truly realized the pain I had endured until riding gave me the opportunity to escape it. I sought out every possible opportunity to go riding, and through the sport I pushed the limits of both my physical and mental courage. Snowboarding became a vehicle for regaining the confidence and self-worth that had been taken from me through the injustice of abuse. Even as I began to ride competitively in boardercross racing and halfpipe, launching myself into the air over sixty-foot jumps, the sense of peace I gained during my first day on a snowboard stayed with me. It did, at least, until that April afternoon. As I lay in a hospital bed a few hours after my accident, an overwhelming sense of fear replaced any confidence that snowboarding had instilled in me. I faced the prospect of a lengthy and complicated surgery, with no certainty about the outcome. I knew my shattered vertebrae could easily leave me paralyzed. I was lucky to be alive, but any sense of luck eluded me as pain sent me in and out of consciousness. Two days later, surgeons worked for seven hours to rebuild my neck. I awoke to learn that I had escaped any serious nerve damage. However, I would need to be immobilized by a brace twenty-four hours a day, and for over three months, before I could even contemplate rehabilitation. Those months passed slowly. When I was finally able to start the process of rehabilitation, I made recovery my full-time job. I quickly learned that pain was to become the central reality of that year. The first day I could walk to my mailbox marked a significant achievement. Determined to return to full health, and even hoping to eventually return to riding, I gritted my teeth through the daily therapy sessions. At each subsequent visit, my doctor expressed his surprise at the progress of my recovery. Only twelve months after my injury, he cleared me to make a few careful runs on an easy, groomed slope. While I made it through those first few runs safely, they left me shaking with fear. Since then, I have again found joy in riding, but no amount of determination will allow me to ride the way I had before. I won’t be attempting double back flips again any time soon. Rather than focusing on my own riding, I now direct my energy into coaching. My experiences showed me the transformative power of courage and self-confidence, and taught me to build these qualities in others. At the Aspen Skiing Company, I develop and implement teaching curricula for more than two hundred snowboard instructors. My goal is for my fellow coaches to recognize that snowboarding can offer much more than just a diversion. It has the potential to have a profound and inspiring impact on their students’ lives. In the ample time my recovery allowed for reflection, I found solace in the fact that the abuse in my childhood fostered in me not bitterness, but an enduring dedication to fairness and justice. As a college student, this dedication led me to seek out classes in ethics and morality. As a manager and leader, I strive to display both courage and enduring fairness. My interest in the legal profession stems from my belief that laws represent the concrete expressions of justice and fairness in our society. After discovering the salvation it held for me, I believed that I was reliant on snowboarding. Yet, being forced to face the grueling process of rehabilitation without it allowed me to take the final step to recovery from the trauma of my childhood. I realized I am much stronger and more resilient than I had previously believed. I realized that courage is not something that snowboarding gave me but something that has always been within me. These realizations have prepared me to broaden the scope of my dedication to justice. Secure in the knowledge that the courage and determination I have shown will help shape my future success, I am now ready to take on this new challenge: the study and practice of law.  

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AN EXCELLENT EXAMPLE OF A REFLECTIVE ESSAY

Fieldwork is a challenging method of study, but it can also be a satisfying experience. I had the privilege of conducting fieldwork as part of my master's program. While it was a fun procedure, I made some mistakes in my work. However, I've learned a lot from my mistakes. While conducting research in Rwanda, I realised that it was crucial to incorporate research results from first-hand sources into my research. Since I lacked information about my subject, I needed to gather qualitative data from various sources to confirm my findings.

The method, as described by Denzin (1970), is called "methodological triangulation," It lets researchers employ various methods of gathering data to guarantee the validity of their data internally. Using the triangulation method, I set up interviews with elite groups and people who live in slums in Rwanda. I did this to discover why political elites make certain decisions about cities and what effect those decisions have on people living in slums.

The officials from the government were the first group I spoke to, and those who lived in slums were my second. The interviews with the elite were semi-structured and focused on closed-ended as well as open-ended questions. Harvey (2011), an academic researcher, has observed that this strategy is ideal for elite interviews because it lets you be flexible and increases responses. Especially, scholars like Hoffmann-Lange (1987), Aberbach and Rockman (2012), as well as Zuckerman (1972) have all shown that elites are more comfortable asking open-ended questions to help them articulate their opinions coherently.

Although I did not often make up the questions that elite organisations would ask, I ensured I had a solid understanding of the subject to quickly build a relationship with them. Interviews can last anywhere from 30 minutes to 2 hours. Respondents often provided me with information sets to look over, which was followed by a discussion. I was then required to make an official request for access to the data sets. I attempted to write an official request letter. However, it was unsuccessful, and it got increasingly difficult to access the data sets I required.

Due to the political nature of the questions, I found that political elites' answers varied from one interview to the next. Peabody et al. (1990) say that the general way of doing things says that political class elites shouldn't be interviewed with recording devices because it could make them nervous and uncertain. Even though I did not employ an audio recorder, I was occasionally dissatisfied with my work due to evasive replies. I was incredibly irritated since the absence of audio recording equipment prevented me from locating a complete recording of my chats. I was asked to record observations as I was talking to the person, but I was not able to capture every aspect, and I was unable to catch many important factors. I strive to achieve the right balance between my notes and the process of interviewing. However, I was unable to do this. I was able to connect with a greater number of political insiders than I imagined. However, it was often unsuccessful since I was not able to collect the amount of data I required from this group. I attempted to get around the challenges in my research by looking at the other part of my study, which was comprised of people who lived in slums. However, this sample was not without its own issues. In general, particularly when compared to one of the samples, I found that the second was more cooperative. I realised that I'd spent a lot of time and energy focusing on the elites of the political world while the vast majority of questions I needed to answer could have come from government policies.

As previously mentioned, I noticed that after earning their confidence, the slum dwellers offered me numerous details about urban development within Rwanda as well as being extremely beneficial to my research. Harvey (2011) stated that, in order to gather quality data, field researchers must gain the trust of their subjects. Examining the data I collected, I feel I accomplished this task effectively. The data gathered from the group sample was acquired at no cost. However, it did have a few hazards. The most important concern was my status as a foreigner, which caused many individuals to be wary of my presence. After a few visits to the research site, participants became acquainted with my work and started to accept the idea of taking part in my research. I also made sure to hire a local person to help me with my research. Since I recognised that having a local community enhanced my credibility with possible research participants.

I was able to build resilience and keep my eyes on my goals, despite the reality that it was a process of gathering data that could be extremely challenging and unstable. Through the course of my research, I also realised the right time to modify my approach within the field, especially when a particular method of conducting research did not prove efficient. In retrospect, I should have modified my tactics sooner in order to save time. If I had continued in the same manner, I would have placed less emphasis on the group's elite because I did not require primary data to fulfil my research objectives about government policy. It would have been easier to save time and energy by getting the information from other sources like books and government reports. I also could have hired an experienced local researcher early in the procedure, as it was instrumental in building trust with the respondents. In the meantime, I realised that I needed to provide an additional amount of training to the researcher assistant, who also worked as a translator, in the wake of the incidents that transpired in the field.

According to scholars like Temple as well as Edwards (2002, p.2), "the interpreter is a conduit linking the interviewer with the interviewee and, ideally, is a neutral party who should not add or subtract from what the primary parties communicate to each other." However, after conducting an investigation, I soon realised that this was not the scenario. In several instances, the researcher attempted to impose his political views on my interviewees. In retrospect, I feel I could have trained him more effectively and made him aware of why interviewee replies should not be taken for granted. During my fieldwork, I frequently observed that the translation process was not as efficient as it should have been. Due to my increasing acquaintance with local dialects, I could tell the instances where the translator was not giving a complete picture of the respondents. My opinion is that this is a sign of the translator's lack of education and training. I was also taught not to believe that the responsibilities of the job were clear, particularly in this case. If I noticed any omissions, I asked for an explanation from my translator. At the beginning of my fieldwork, the translator was also uninvolved and didn't always adhere to the format of the questions I had prepared. In retrospect, I should have conducted a pilot study or test to make sure he understood the research guidelines I was aiming for.

Overall, the whole experience was quite difficult and exposed me to the process of iterative fieldwork. It was evident that no fieldwork was ever so smooth as what was written on the field. I realised how crucial the ability to adapt and be resilient was when working in the field. In hindsight, I should have devised backup plans for every aspect of my study since there were times when I got caught in my thoughts and had to take some time off to review my strategy. I ended up losing several precious days because of this. If I had been more cautious with the way I planned my day and practised more precaution. I am convinced that I would have been more prepared for any unexpected situations that might occur on the field.

If I had taken an additional look at my situation, I would have also considered my position with more seriousness as I did not know what other people thought of me to impact my research. In my interactions among the elites, I often found myself impressed and enthralled by my status in the field as a female scientist outside the country. Researchers like Kobayashi (1994) have talked about how characters are portrayed in the field based on their gender, which suggests that women are often left out because of their sexual orientation. I have not experienced any form of discrimination. I believe I am a female, which enabled me to meet individuals I'd never even thought of because I was seen as a woman suffering and needed assistance. While my criticism was dealt with in a way that was favourable to me, it did not influence the actual interview since I wasn't able to get the information I wanted. Understanding the cultural differences could have helped me manage my expectations more effectively. Researchers like Denzin as well as Lincoln (2011) have talked about how personality traits such as gender can affect the ability of an individual to be able to access information. Looking back at my experience, I think that my research was successful principally due to the capacity to gain a deeper understanding of the second research of slum dwellers. The majority of the issues that the project faced were due to its specifics, specifically the lack of knowledge on the part of research assistants as well as the absence of researchers all over the world.

Aberbach, J. & Rockman, B., 2002. Conducting and Coding Elite Interviews. PS: Political Science and Politics, 35(4), pp.673-676. Available at: http://www.jstor.org/stable/1554807?seq=1#page_scan_tab_contents [Accessed November 20, 2015].

Denzin, N., 1970. The Research Act in Sociology, Chicago: Aldine.

Denzin, N.K. and Lincoln, Y.S., 2011. The Sage Handbook of Qualitative Research. Sage.

Harvey, W.S., 2011. Strategies for conducting elite interviews. Qualitative Research 11(4), pp. 431 - 441. Available at: http://qrj.sagepub.com/content/11/4/431.abstract [Accessed May 6, 2015].

Herod, A., 1999. Reflections on interviews with foreign elites: praxis, positionality, and the cult insider. Geoforum, 30(4), pp.313-327.

Highley, J., Deacon, D. & Smart, D., 1979. Elites in Australia, London: Routledge.

Hoffmann-Lange, U., 1987. The surveying of national elites of the Federal Republic of Germany. In G. Moyser & M. Wagstaffe, eds. Research Methods for Elite Studies. London: Allen & Unwin, pp. 27- 47.

Johl, S.K. as well Renganathan, S., 2010. Strategies for gaining access in doing fieldwork: The reflections by two research scholars. The Electronic Journal of Business Research Methods, 8(1), pp.42-50.

Kobayashi, A., 1994. Colouring the field: Gender, "race," and the politics of fieldwork. The Journal of the Professional Geographer, 46(1), pp.73-80.

Mullings, B., 1999. Insider or outsider, both or neither: some dilemmas in interviewing in a cross-cultural setting. Geoforum, 30(4), pp.337-350.

Nolinske, T., 1995. Multiple mentoring relationships facilitate learning during fieldwork. American Journal of Occupational Therapy, 49(1), pp.39-43.

Rose, G., 1997. Situating knowledge: positionality, reflexivities, and other tactics. Human geography: Progress, 21(3), pp.305-320.

Overing, J., 1987. Translation as a creative process. The power of the name. Comparative Anthropology, 70. p.71.

Peabody, R., Hammond, S., Torcom, J., Brown, L., Thompson, C. & Kolodny, R., 1990. Interviewing Political Elites. PS: Political Science and Politics, 23(3), pp.451-455.

Temple, B. and Edwards, R., 2002. Interpreters/translators and cross-language research: Reflexivity and border crossings. International Journal of Qualitative Methods, 1(2), pp.1-12.

Zuckerman, H., 1972. Interviewing an Ultra-Elite. Public Opinion Quarterly, 36(2), p.159. Available at: http://poq.oxfordjournals.org/content/36/2/159.abstract [Accessed November 20, 2015].

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Essay Contest: Nappert Prize in International Arbitration 2024

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Thanks to the generosity of Sophie Nappert (BCL’86, LLB’86), the Nappert Prize in International Arbitration is celebrating 10 years since its inauguration in 2014. The prize will be awarded by McGill University for the sixth time in 2024.

Eligibility Requirements:

The competition is open to law students, junior scholars and junior practitioners from around the world. To be eligible for the prize, the authors must:

• be either currently enrolled in a B.C.L, LL.B., J.D., LL.M., D.C.L., or Ph.D. program (or their local equivalents), or
• have taken their most recent law degree within the last three years; or
• have been admitted to the practice of law for no more than three years.

Co-authored submissions are permissible, but each author must meet the eligibility criteria. (Kindly note that only one author will be flown to Montreal for the symposium.)

Previous winners of the Nappert Prize (2020 and 2022) are not eligible to submit their essays for this edition.

• First place: CAN $4,000
• Second place: CAN $2,000
• Third place: CAN $1,000

Winners of all three awards will be required to present their essays at a symposium to be held at McGill University’s Faculty of Law in Autumn 2024 (the expenses of the winners for attending the symposium will be covered).

The best oralist will receive an award of CAN $1,000.

The precise date of the symposium will be announced in the coming months.

Deadline and Submission Mode:

All essays must be submitted by 30 th April 2024 11:59PM Eastern Time. Essays can be submitted using this form .

Submission Requirements:

Essays for the prize can be submitted in English, French or Spanish.

Please make sure that your essay:

• must relate to commercial or investment arbitration;
• must be unpublished (not yet submitted for publication) as of April 30 th ;
• must be a maximum of 15,000 words (including footnotes);
• must be formatted to Times New Roman Size 12 with 1.5 line spacing.
• should use OSCOLA or any other well-established legal citation guide (e.g. McGill Red Book; Bluebook);
• should be in MS Word format;
• should not contain your name or other information about your identity.

Submitted essays should not contain any text generated through advanced automated tools (artificial intelligence or machine learning tools such as ChatGPT), unless specifically required because of the subject matter of the essay and cited as mentioned below. Use of AI-generated text will be considered plagiarism, and any essay containing such text will be disqualified.

If the subject matter of the essay necessitates it, any AI-generated text in the submission should be properly cited. For example, text generated using ChatGPT-3 should include a citation such as:

Chat-GPT-3. (YYYY, Month DD of query). “Text of your query.” Generated using OpenAI. https://chat.openai.com/

Material generated using other tools should follow a similar citation format.

Jurors for the 2024 will be announced in the coming weeks. Stay tuned!

For more information, kindly email Ms. Tanya Oberoi at nappertprize.law [at] mcgill.ca .

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DA Alvin Bragg's case against Donald Trump is 'historic mistake': New York Times guest essay

M anhattan District Attorney Alvin Bragg's case against former President Trump is a "historic mistake," a law professor argued in an opinion piece published Tuesday. 

In a New York Times guest essay, Boston University law professor Jed Handelsman Shugerman argued Bragg was overreaching in his attempts to try a federal election crime under New York state law. He said the Manhattan's DA allegation against Trump was "vague" since the prosecution failed to specify "an election crime or a valid theory of fraud."

Trump faces 34 counts of falsifying business records in relation to alleged hush money payments made to pornography actress Stormy Daniels prior to the 2016 election. The presumptive GOP presidential nominee returned to court Tuesday as the trial continues, Fox News Digital reported.

GOV GAVIN NEWSOM WORRIES ABOUT ‘OVERINDULGENCE,’ ‘OBSESSION’ WITH TRUMP HUSH MONEY TRIAL: ‘LESS IS MORE’

Shugerman suggested Bragg should instead center his argument around the idea that "it's not the crime; it's the cover-up" and pointed to allegedly falsified business records.

"Most of them were entered in early 2017, generally before Mr. Trump filed his Federal Election Commission report that summer. Mr. Trump may have foreseen an investigation into his campaign, leading to its financial records. Mr. Trump may have falsely recorded these internal records before the FEC filing as consciously part of the same fraud: to create a consistent paper trail and to hide intent to violate federal election laws, or defraud the FEC," Shugerman wrote. 

READ ON THE FOX NEWS APP

However, the law professor noted Bragg's filing and Monday's opening statements do not indicate prosecutors were following this approach. He also conceded that his own explanation could also have "significant legal problems."

Bragg's election interference theory is "weak," Shugerman wrote. "As a reality check, it is legal for a candidate to pay for a nondisclosure agreement."

TRUMP SAYS CRIMINAL TRIAL IS HAVING 'REVERSE EFFECT' AS HE CAMPAIGNS AT NEW YORK BODEGA, VOWS TO SAVE CITY

Shugerman also raised three problems with Bragg's effort to try a federal crime in a state court. The first, he wrote, was that there was no previous case of "any state prosecutor relying on the Federal Election Campaign Act," which he called an "overreach."

The second issue he raised was that the prosecutors didn't cite judicial precedents involving the criminal statute at hand.

"Mr. Trump’s lawyers argued that the New York statute requires that the predicate (underlying) crime must also be a New York crime, not a crime in another jurisdiction. The Manhattan DA responded with judicial precedents only about other criminal statutes, not the statute in this case. In the end, they could not cite a single judicial interpretation of this particular statute supporting their use of the statute," Shugerman wrote.

The third problem was that precedent in New York did not allow "an interpretation of defrauding the general public," Shugerman wrote.

Shugerman said it was reasonable to question whether the case against Trump was about "Manhattan politics" rather than New York law.  

"This case is still an embarrassment of prosecutorial ethics and apparent selective prosecution," Shugerman concluded, adding that Trump could win in appellate courts if he is convicted. "But if Monday’s opening is a preview of exaggerated allegations, imprecise legal theories and persistently unaddressed problems, the prosecutors might not win a conviction at all."

Original article source: DA Alvin Bragg's case against Donald Trump is 'historic mistake': New York Times guest essay