I'm happy to report that the essay will be published in a few months in my favorite legal journal, The Green Bag. Plus, it will be published under a Creative Commons license that will allow the essay to be distributed for non-commercial uses. That means that if you're a professor and you want to assign the essay or just make it available to your students, please feel free to do so.
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at page seven: "case *or* controversy" requirement, or "case *and* controversy"?
you can also google "case *in* controversy" and find no shortage of otherwise sound article iii references.
I started reading cases in high school. Wrote a paper on Worcester v. Georgia and Cherokee Nation v. Georgia as well as the Japanese Internment cases.
Any reader can easily figure out what the parts of a case report mean without assistance.
I knew Rex in the UK cases meant King ever since I figured out what the name Tyrannosaurus Rex meant.
Wouldn't it make more sense to require law students to be able to read before you admit them?
Of course it would, but once they're in, lawprofs are supposed to "teach" them. To that end, this essay is a good idea.
I would think "case or controversy" is clearer, because a suit need only be a case or a controversy to be justiciable; it need not be both at the same time. Art. III s 2, incidentally, does not use either phrase.
I skimmed the article but did you mention the "standard of review"? I think that is pretty important and often times determinative of the outcome (but edited cases in law books leave this part out generally)
Bruce M, not every opinion is the product of an appeal. There are indeed some trial level opinions in casebooks. I do explain that most opinions students will read are appellate opinions, but that not all are.
Duncan Frissell, I remember having no idea what I was doing when I started reading cases as a 1L I guess this essay is for those remedial students such as I was who are smart enough to be okay lawyers someday but not in the mental category of the Duncan Frissells of the world.
James, I picked that one because there are some commercial uses that would annoy me. For example, imagine if someone wanted to sell the essay as a short booklet for law students. With a broader license, they would be free to sell the essay and keep the profits. I would rather that not happen, so I limited the use to noncommercial use such as free distribution in class.
percuriam, I didn't include standards of review precisely because many 1L casebooks leave these concepts out.
As an aside, my Criminal Procedure professor once joked that if you wanted true immortaility, become the warden of a maximum security prison. Do a Westlaw search looking for cases with "Wainwright", "Schriro", or "Estelle" in the caption (in the AllFeds database) and you will see what I mean.
In an early draft I went into detail on this: I covered habeas, writs of mandamus, and the like. But I decided to take it out as it was too confusing; most students don't care, and it's really not that important.
I agree it is not particularly important for your essay. I was thinking of helpful sentences like "Sometimes cases discussing criminal issues have a caption with two last names listed as parties. Don't be too concerned about why this happens; just be aware that it does."
I agree with the commenter above - the section stating:
is a bit misleading. I would suggest:
When two people disagree and that disagreement leads to a civil (as opposed to criminal) lawsuit, if the lawsuit does not settle and goes to trial, there will be a jury verdict or, sometimes, a decision by the trial judge. If the losing party believes the verdict or decision is wrong, they may appeal and the appellate court, usually made up of 3 judges, will read briefs and listen to oral argument from the parties and then issue a written ruling, called 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 . . .
Finally, at the end when you discuss why we read opinions, you mention the historical reason and the client counseling reason. I think there is a third, more important reason to practicing attorneys: They will need to frame their arguments in motions in terms of precedent. To me, that is at least as important as being able to explain the law to clients.
I thought about something like that. The problem is that the reader probably doesn't now yet what a "trial" is, what it means to "settle" a case, what a "verdict" is, what "oral argument" is, what an "appeal" is, or what "briefs" are. In fact, if you know what these terms mean, you probably know perfectly well what an opinion is. Given that, I decided to be very simple in the beginning to make sure I wouldn't lose the readers who need the essay the most.
But you see Orin you didn't have the opportunity to be an avid reader of legal blogs like the Volokh Conspiracy when you were but an engineer aspiring to the study of law. Thanks to several years here (and at other legal blogs) I pretty much knew everything you laid out in the essay even though I am but an engineer myself.
Of course, maybe I'm just one of the Duncan Frissell's of the world. I'll leave that up to the reader to decide. :-P
In some areas of the country that is referred to as "the style of the case."
While what you describe is kind of true, the true historical reason is that Harvard started doing it that way a long time ago, when there was a whole lot more common law and a whole lot less statutory law than there is now.
Not to confuse the issue more, but could you add in a short sentence about plurality opinions? You suggest their presence by:
but omit plurarity opinions. You could say that some opinons have no clear majority (ex. 4-4-1) and that Civ Pro will teach the students about how to deal with them. A few old English cases require this type of head-counting as well.
On pg. 2, you discuss the importance (or lack thereof) of the procedural history, but, on page 5, discuss how students should look for the holding (which depends, of course, on the procedural history!). How about a note on pg. 2 that a student ought to be sure what happened at the lower court level so that the appellate decision will make sense?
That all said, I shall pass this along to my 1L advisees.