As the semester comes to an end, I have been telling most of
my students (the ones who have been seeing me based on their midterm grades)
that they have earned their wings and it is now time to fly. These students have done all the work and
they are ready for exams.
As part of this conversation, I always ask these students if
they feel they are in a better place than they were last semester at this
time. And the answer really should be “yes”
regardless of whether I have worked any ASP magic on them or not. Why is this? Because last semester at this time, these students had no idea what law
school exams would be like. They did not
know (which is not to say it wasn’t knowable) the level of depth each answer
required, nor did they understand that spending the time to outline your answer
before writing it, was analogous to priming the exam pump. But now they do–or should.
I think of this “exit pep talk” like the first comforting words
of Dr. Spock’s book on babies, “You know more than you think.” Or actually, sadly, more like those old
cigarette ads, “you’ve come a long way, baby.” (This, of course, is language one would never use with students but I think
it really captures the moment.)
Second semester first year law students (we’ll call them “SSFYs”)
are far more savvy about exams than first semester students. I imagine that even those students who
performed well on the first semester exams have a better sense now of why their
performance was superior than they did in January. What do SSFYs know now that didn’t know then?
SSFYs know how to write a case brief that is shorter than
the case.
SSFYs know how to create a rules-based outline.
SSFYs know that Prof. Tonsing’s post on “practice” is
dead on and have practiced hundreds of multiple choice questions and a fair
number of essays per class, or plan to, in preparation for exams.
SSFYs know that the analysis is the most important part of
the essay exam answer.
SSFYs know that the potential answers to a multiple choice
question are all intended to look compelling and to not look at them before
having an idea of the answer in their heads.
SSFYs know that their grade is not personal.
SSFYs feel more at home here.
SSFYs know (most importantly) they will live through exams
and that the sun will indeed rise the day after they are over.
Did I teach them all this? I’d like to credit for it, but I cannot. All I may have done is make students aware that they know more than they
think. (ezs)
