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XXI. WRITING A SEMINAR TERM PAPERSA
XXI. WRITING A SEMINAR TERM PAPERS
A. Introduction: Comparing Seminar Term Papers and Academic Articles
Seminar term papers are often much like law review articles, though the rules vary from instructor to instructor.
1. None obviousness
Seminar term papers should be nonobvious. Your goal is to impress the professor with your smarts and your creative thinking. Papers that apply settled law or well-established arguments to slightly new fact patterns generally won't serve this goal, and won't get a good grade.
2. Soundness
Seminar term papers should of course; and your instructor, who specializes in the seminar topic, wil be a much more critical judge of the quality of your arguments than a casual reader of an article would be.
3. Writing and structure
Seminar term papers should be well-written and well-organized. True, you have a captive audience, and needn't worry that a boring introduction will lose the reader. But most instructors see the seminar paper as a way of teaching you how to write better, and they will therefore prefer that your paper be as engaging as possible. Likewise, though some professors might let you omit some sections -such as the discussion of the background legal rules--others might see the paper as an opportunity for you to practice writing sections like this, and will therefore insist that they be done well.
4. Utility
Utility may be less necessary, depending on what your professor prefers. As Part I.E pointed out, utility is relative: The goal is to make the work as useful as possible given your area of interest. Not every work needs to appeal to thousands of lawyers, but once you choose a topic, you should do what it takes to make your work appeal to as many readers as possible.
In a seminar paper, the instructor may relax this constraint, since the work will have exactly one reader. Still, some instructors may insist on utility even there, because they want you to use this opportunity to learn the skill of making articles more useful.
5. Novelty
Novelty may also be less necessary, depending on what your professor prefers. Because the paper isn't meant to be published, your teacher might conclude that your paper doesn't have to say something that's genuinely new to those who work in the field. It may be enough that it say something that is new to you, and that shows that you've thought about the matter yourself.
Many instructors, though, prefer that seminar papers be novel. First, seminars are supposed to teach you to think creatively and originally-to come up with ideas that others haven't had.
Second, if your paper does say something that someone else has already said, the instructor might suspect that you didn't really do that much work on it yourself, but just relied, consciously or not, on the arguments of others. He might not think you were plagiarizing; you might have properly given credit to people, and cast everything in your own words. But he might feel that your work may not have involved as much hard thinking as a more novel proposal would require.
Finally, novel work is just more impressive-it better shows off your abilities. Even people who say they don't require novelty will often value a novel paper (all other things being equal) more than a paper that says what many others have said before.
B. Figuring Out What Your Instructor Expects
As you see, while most seminar papers have the same general requirements, different instructors do things differently. Your first task, then, is to ask about what your instructor expects. Does the instructor want the work to be novel (again, in the sense of novel to scholars, as opposed to just novel to you)? Does the instructor expect it to summarize the background legal principles, as well as setting forth a new proposal? Does the instructor prefer that you spend more time describing the law (to show that you've learned the subject matter well), instead of setting forth any suggested changes? Will the instructor give more credit for a topic that's designed to be as useful as possible to its fictional readers?
Many instructors will quickly give you and your classmates clear guidance on this. A few, though, might not have thought fully about the matter, which is why asking them for specifics can be helpful.
You're writing for an audience of one. Start by figuring out what that one person expects.
C. Finding a Topic
Topics for seminar papers are generally limited to the seminar's subject matter. Sometimes this limitation can be helpful: I suspect that many students struggle a long time to find a topic for a publishable article precisely because there are so many fields to choose from.
Here are a few ways you could find a topic.
1. Ask the teacher
Ask your professor to recommend some possible topics. Some teachers don't like to provide paper topics, since they think that finding a topic is part of the student's task; but others are more accommodating. Professors usually teach seminars in subjects that they like, that they write about, and that they read about. They therefore often have many topic ideas.
2. Pay attention to the readings
In most seminars, you end up reading recent academic papers. See what topics are flagged as unresolved by the readings, or are glossed over with only a shallow analysis. Don't frame your paper as a response to the particular article (see Part U.S, p. 37) unless your instructor tells you that this is fine. Organize it instead around the issue that you've identified from the readings.
3. Pay attention to the discussions
Listen carefully during class discussions. If classmates are debating a particular question and you see there's no clear answer, the question might be worth exploring further. Check with the instructor when you've identified such a topic, since you might end up using some insights that were first raised by classmates; but generally the instructor won't mind, because your written analysis of the subject will require vastly more thinking than the classmates' off-the-cuff statements did.
4. Pay attention to the news
Many seminar readings and class discussions mention recent events, which often contain the seed of an interesting article. What's more, immersing yourself in the class can lead you to notice interesting events in the news, or remember events that you heard about a few months before.
Don't feel constrained by the circumstances of a particular event, which may raise only a very narrow question, or have some unusual aspects. Use the event as a concrete example that helps you identify and confront a broader problem.
D. Budgeting Your Time
Students often have less time to write a seminar paper than a student article. Student article topics, and especially law review Note topics, tend to be chosen during the summer or at the start of the semester. In a seminar, though, you may have to wait until mid-semester, after you've gotten into the material and perhaps gained a better sense of what you want to write about.
This makes it especially important to manage your time wisely. You need to have the time to select a topic, do your research, write several drafts, and (if the instructor allows it) have your instructor read and comment on at least one draft. So look at the timeline on pp. 104-104, adjust it to your seminar's timetable, and stick to it.
E. Turning the Paper into a Publishable Article
Once you've written a seminar term paper, publish it. You've done the work; why not get an extra credential out of it?
Don't worry if you aren't on law review. If your paper is any good, you can get it published in some outside journal (see Part XXII I. A, p. 261). You might not get into the top law reviews, but a publication in a specialty journal or a second-tier journal is better than no publication.
You'll probably need to do some extra work to make the paper publishable. For instance, if your instructor let you skip explaining the legal background, you might need to fill in that section. But generally this isn't hard, since you've already thought through the problem, done the research, and written the paper. Even a law firm memo can be turned into a law review article (see Part XX), though the two are very different genres. A seminar paper is much closer to an article already.
Obviously, if you're planning to do this, ask your professor for advice: He might have suggestions that he never mentioned when the discussion was focused only on your writing a student paper. Better still, if you plan from the beginning to turn the seminar paper into an article, talk to your professor about this up front. He may have ideas about your choice of a claim and your organization that he won't bring up unless he thinks about the paper eventually becoming publishable.
A. Introduction: Comparing Seminar Term Papers and Academic Articles
Seminar term papers are often much like law review articles, though the rules vary from instructor to instructor.
1. None obviousness
Seminar term papers should be nonobvious. Your goal is to impress the professor with your smarts and your creative thinking. Papers that apply settled law or well-established arguments to slightly new fact patterns generally won't serve this goal, and won't get a good grade.
2. Soundness
Seminar term papers should of course; and your instructor, who specializes in the seminar topic, wil be a much more critical judge of the quality of your arguments than a casual reader of an article would be.
3. Writing and structure
Seminar term papers should be well-written and well-organized. True, you have a captive audience, and needn't worry that a boring introduction will lose the reader. But most instructors see the seminar paper as a way of teaching you how to write better, and they will therefore prefer that your paper be as engaging as possible. Likewise, though some professors might let you omit some sections -such as the discussion of the background legal rules--others might see the paper as an opportunity for you to practice writing sections like this, and will therefore insist that they be done well.
4. Utility
Utility may be less necessary, depending on what your professor prefers. As Part I.E pointed out, utility is relative: The goal is to make the work as useful as possible given your area of interest. Not every work needs to appeal to thousands of lawyers, but once you choose a topic, you should do what it takes to make your work appeal to as many readers as possible.
In a seminar paper, the instructor may relax this constraint, since the work will have exactly one reader. Still, some instructors may insist on utility even there, because they want you to use this opportunity to learn the skill of making articles more useful.
5. Novelty
Novelty may also be less necessary, depending on what your professor prefers. Because the paper isn't meant to be published, your teacher might conclude that your paper doesn't have to say something that's genuinely new to those who work in the field. It may be enough that it say something that is new to you, and that shows that you've thought about the matter yourself.
Many instructors, though, prefer that seminar papers be novel. First, seminars are supposed to teach you to think creatively and originally-to come up with ideas that others haven't had.
Second, if your paper does say something that someone else has already said, the instructor might suspect that you didn't really do that much work on it yourself, but just relied, consciously or not, on the arguments of others. He might not think you were plagiarizing; you might have properly given credit to people, and cast everything in your own words. But he might feel that your work may not have involved as much hard thinking as a more novel proposal would require.
Finally, novel work is just more impressive-it better shows off your abilities. Even people who say they don't require novelty will often value a novel paper (all other things being equal) more than a paper that says what many others have said before.
B. Figuring Out What Your Instructor Expects
As you see, while most seminar papers have the same general requirements, different instructors do things differently. Your first task, then, is to ask about what your instructor expects. Does the instructor want the work to be novel (again, in the sense of novel to scholars, as opposed to just novel to you)? Does the instructor expect it to summarize the background legal principles, as well as setting forth a new proposal? Does the instructor prefer that you spend more time describing the law (to show that you've learned the subject matter well), instead of setting forth any suggested changes? Will the instructor give more credit for a topic that's designed to be as useful as possible to its fictional readers?
Many instructors will quickly give you and your classmates clear guidance on this. A few, though, might not have thought fully about the matter, which is why asking them for specifics can be helpful.
You're writing for an audience of one. Start by figuring out what that one person expects.
C. Finding a Topic
Topics for seminar papers are generally limited to the seminar's subject matter. Sometimes this limitation can be helpful: I suspect that many students struggle a long time to find a topic for a publishable article precisely because there are so many fields to choose from.
Here are a few ways you could find a topic.
1. Ask the teacher
Ask your professor to recommend some possible topics. Some teachers don't like to provide paper topics, since they think that finding a topic is part of the student's task; but others are more accommodating. Professors usually teach seminars in subjects that they like, that they write about, and that they read about. They therefore often have many topic ideas.
2. Pay attention to the readings
In most seminars, you end up reading recent academic papers. See what topics are flagged as unresolved by the readings, or are glossed over with only a shallow analysis. Don't frame your paper as a response to the particular article (see Part U.S, p. 37) unless your instructor tells you that this is fine. Organize it instead around the issue that you've identified from the readings.
3. Pay attention to the discussions
Listen carefully during class discussions. If classmates are debating a particular question and you see there's no clear answer, the question might be worth exploring further. Check with the instructor when you've identified such a topic, since you might end up using some insights that were first raised by classmates; but generally the instructor won't mind, because your written analysis of the subject will require vastly more thinking than the classmates' off-the-cuff statements did.
4. Pay attention to the news
Many seminar readings and class discussions mention recent events, which often contain the seed of an interesting article. What's more, immersing yourself in the class can lead you to notice interesting events in the news, or remember events that you heard about a few months before.
Don't feel constrained by the circumstances of a particular event, which may raise only a very narrow question, or have some unusual aspects. Use the event as a concrete example that helps you identify and confront a broader problem.
D. Budgeting Your Time
Students often have less time to write a seminar paper than a student article. Student article topics, and especially law review Note topics, tend to be chosen during the summer or at the start of the semester. In a seminar, though, you may have to wait until mid-semester, after you've gotten into the material and perhaps gained a better sense of what you want to write about.
This makes it especially important to manage your time wisely. You need to have the time to select a topic, do your research, write several drafts, and (if the instructor allows it) have your instructor read and comment on at least one draft. So look at the timeline on pp. 104-104, adjust it to your seminar's timetable, and stick to it.
E. Turning the Paper into a Publishable Article
Once you've written a seminar term paper, publish it. You've done the work; why not get an extra credential out of it?
Don't worry if you aren't on law review. If your paper is any good, you can get it published in some outside journal (see Part XXII I. A, p. 261). You might not get into the top law reviews, but a publication in a specialty journal or a second-tier journal is better than no publication.
You'll probably need to do some extra work to make the paper publishable. For instance, if your instructor let you skip explaining the legal background, you might need to fill in that section. But generally this isn't hard, since you've already thought through the problem, done the research, and written the paper. Even a law firm memo can be turned into a law review article (see Part XX), though the two are very different genres. A seminar paper is much closer to an article already.
Obviously, if you're planning to do this, ask your professor for advice: He might have suggestions that he never mentioned when the discussion was focused only on your writing a student paper. Better still, if you plan from the beginning to turn the seminar paper into an article, talk to your professor about this up front. He may have ideas about your choice of a claim and your organization that he won't bring up unless he thinks about the paper eventually becoming publishable.
0/5000
XXI. WRITING A SEMINAR TERM PAPERS
A. Introduction: Comparing Seminar Term Papers and Academic Articles
Seminar term papers are often much like law review articles, though the rules vary from instructor to instructor.
1. None obviousness
Seminar term papers should be nonobvious. Your goal is to impress the professor with your smarts and your creative thinking. Papers that apply settled law or well-established arguments to slightly new fact patterns generally won't serve this goal, and won't get a good grade.
2. Soundness
Seminar term papers should of course; and your instructor, who specializes in the seminar topic, wil be a much more critical judge of the quality of your arguments than a casual reader of an article would be.
3. Writing and structure
Seminar term papers should be well-written and well-organized. True, you have a captive audience, and needn't worry that a boring introduction will lose the reader. But most instructors see the seminar paper as a way of teaching you how to write better, and they will therefore prefer that your paper be as engaging as possible. Likewise, though some professors might let you omit some sections -such as the discussion of the background legal rules--others might see the paper as an opportunity for you to practice writing sections like this, and will therefore insist that they be done well.
4. Utility
Utility may be less necessary, depending on what your professor prefers. As Part I.E pointed out, utility is relative: The goal is to make the work as useful as possible given your area of interest. Not every work needs to appeal to thousands of lawyers, but once you choose a topic, you should do what it takes to make your work appeal to as many readers as possible.
In a seminar paper, the instructor may relax this constraint, since the work will have exactly one reader. Still, some instructors may insist on utility even there, because they want you to use this opportunity to learn the skill of making articles more useful.
5. Novelty
Novelty may also be less necessary, depending on what your professor prefers. Because the paper isn't meant to be published, your teacher might conclude that your paper doesn't have to say something that's genuinely new to those who work in the field. It may be enough that it say something that is new to you, and that shows that you've thought about the matter yourself.
Many instructors, though, prefer that seminar papers be novel. First, seminars are supposed to teach you to think creatively and originally-to come up with ideas that others haven't had.
Second, if your paper does say something that someone else has already said, the instructor might suspect that you didn't really do that much work on it yourself, but just relied, consciously or not, on the arguments of others. He might not think you were plagiarizing; you might have properly given credit to people, and cast everything in your own words. But he might feel that your work may not have involved as much hard thinking as a more novel proposal would require.
Finally, novel work is just more impressive-it better shows off your abilities. Even people who say they don't require novelty will often value a novel paper (all other things being equal) more than a paper that says what many others have said before.
B. Figuring Out What Your Instructor Expects
As you see, while most seminar papers have the same general requirements, different instructors do things differently. Your first task, then, is to ask about what your instructor expects. Does the instructor want the work to be novel (again, in the sense of novel to scholars, as opposed to just novel to you)? Does the instructor expect it to summarize the background legal principles, as well as setting forth a new proposal? Does the instructor prefer that you spend more time describing the law (to show that you've learned the subject matter well), instead of setting forth any suggested changes? Will the instructor give more credit for a topic that's designed to be as useful as possible to its fictional readers?
Many instructors will quickly give you and your classmates clear guidance on this. A few, though, might not have thought fully about the matter, which is why asking them for specifics can be helpful.
You're writing for an audience of one. Start by figuring out what that one person expects.
C. Finding a Topic
Topics for seminar papers are generally limited to the seminar's subject matter. Sometimes this limitation can be helpful: I suspect that many students struggle a long time to find a topic for a publishable article precisely because there are so many fields to choose from.
Here are a few ways you could find a topic.
1. Ask the teacher
Ask your professor to recommend some possible topics. Some teachers don't like to provide paper topics, since they think that finding a topic is part of the student's task; but others are more accommodating. Professors usually teach seminars in subjects that they like, that they write about, and that they read about. They therefore often have many topic ideas.
2. Pay attention to the readings
In most seminars, you end up reading recent academic papers. See what topics are flagged as unresolved by the readings, or are glossed over with only a shallow analysis. Don't frame your paper as a response to the particular article (see Part U.S, p. 37) unless your instructor tells you that this is fine. Organize it instead around the issue that you've identified from the readings.
3. Pay attention to the discussions
Listen carefully during class discussions. If classmates are debating a particular question and you see there's no clear answer, the question might be worth exploring further. Check with the instructor when you've identified such a topic, since you might end up using some insights that were first raised by classmates; but generally the instructor won't mind, because your written analysis of the subject will require vastly more thinking than the classmates' off-the-cuff statements did.
4. Pay attention to the news
Many seminar readings and class discussions mention recent events, which often contain the seed of an interesting article. What's more, immersing yourself in the class can lead you to notice interesting events in the news, or remember events that you heard about a few months before.
Don't feel constrained by the circumstances of a particular event, which may raise only a very narrow question, or have some unusual aspects. Use the event as a concrete example that helps you identify and confront a broader problem.
D. Budgeting Your Time
Students often have less time to write a seminar paper than a student article. Student article topics, and especially law review Note topics, tend to be chosen during the summer or at the start of the semester. In a seminar, though, you may have to wait until mid-semester, after you've gotten into the material and perhaps gained a better sense of what you want to write about.
This makes it especially important to manage your time wisely. You need to have the time to select a topic, do your research, write several drafts, and (if the instructor allows it) have your instructor read and comment on at least one draft. So look at the timeline on pp. 104-104, adjust it to your seminar's timetable, and stick to it.
E. Turning the Paper into a Publishable Article
Once you've written a seminar term paper, publish it. You've done the work; why not get an extra credential out of it?
Don't worry if you aren't on law review. If your paper is any good, you can get it published in some outside journal (see Part XXII I. A, p. 261). You might not get into the top law reviews, but a publication in a specialty journal or a second-tier journal is better than no publication.
You'll probably need to do some extra work to make the paper publishable. For instance, if your instructor let you skip explaining the legal background, you might need to fill in that section. But generally this isn't hard, since you've already thought through the problem, done the research, and written the paper. Even a law firm memo can be turned into a law review article (see Part XX), though the two are very different genres. A seminar paper is much closer to an article already.
Obviously, if you're planning to do this, ask your professor for advice: He might have suggestions that he never mentioned when the discussion was focused only on your writing a student paper. Better still, if you plan from the beginning to turn the seminar paper into an article, talk to your professor about this up front. He may have ideas about your choice of a claim and your organization that he won't bring up unless he thinks about the paper eventually becoming publishable.
A. Introduction: Comparing Seminar Term Papers and Academic Articles
Seminar term papers are often much like law review articles, though the rules vary from instructor to instructor.
1. None obviousness
Seminar term papers should be nonobvious. Your goal is to impress the professor with your smarts and your creative thinking. Papers that apply settled law or well-established arguments to slightly new fact patterns generally won't serve this goal, and won't get a good grade.
2. Soundness
Seminar term papers should of course; and your instructor, who specializes in the seminar topic, wil be a much more critical judge of the quality of your arguments than a casual reader of an article would be.
3. Writing and structure
Seminar term papers should be well-written and well-organized. True, you have a captive audience, and needn't worry that a boring introduction will lose the reader. But most instructors see the seminar paper as a way of teaching you how to write better, and they will therefore prefer that your paper be as engaging as possible. Likewise, though some professors might let you omit some sections -such as the discussion of the background legal rules--others might see the paper as an opportunity for you to practice writing sections like this, and will therefore insist that they be done well.
4. Utility
Utility may be less necessary, depending on what your professor prefers. As Part I.E pointed out, utility is relative: The goal is to make the work as useful as possible given your area of interest. Not every work needs to appeal to thousands of lawyers, but once you choose a topic, you should do what it takes to make your work appeal to as many readers as possible.
In a seminar paper, the instructor may relax this constraint, since the work will have exactly one reader. Still, some instructors may insist on utility even there, because they want you to use this opportunity to learn the skill of making articles more useful.
5. Novelty
Novelty may also be less necessary, depending on what your professor prefers. Because the paper isn't meant to be published, your teacher might conclude that your paper doesn't have to say something that's genuinely new to those who work in the field. It may be enough that it say something that is new to you, and that shows that you've thought about the matter yourself.
Many instructors, though, prefer that seminar papers be novel. First, seminars are supposed to teach you to think creatively and originally-to come up with ideas that others haven't had.
Second, if your paper does say something that someone else has already said, the instructor might suspect that you didn't really do that much work on it yourself, but just relied, consciously or not, on the arguments of others. He might not think you were plagiarizing; you might have properly given credit to people, and cast everything in your own words. But he might feel that your work may not have involved as much hard thinking as a more novel proposal would require.
Finally, novel work is just more impressive-it better shows off your abilities. Even people who say they don't require novelty will often value a novel paper (all other things being equal) more than a paper that says what many others have said before.
B. Figuring Out What Your Instructor Expects
As you see, while most seminar papers have the same general requirements, different instructors do things differently. Your first task, then, is to ask about what your instructor expects. Does the instructor want the work to be novel (again, in the sense of novel to scholars, as opposed to just novel to you)? Does the instructor expect it to summarize the background legal principles, as well as setting forth a new proposal? Does the instructor prefer that you spend more time describing the law (to show that you've learned the subject matter well), instead of setting forth any suggested changes? Will the instructor give more credit for a topic that's designed to be as useful as possible to its fictional readers?
Many instructors will quickly give you and your classmates clear guidance on this. A few, though, might not have thought fully about the matter, which is why asking them for specifics can be helpful.
You're writing for an audience of one. Start by figuring out what that one person expects.
C. Finding a Topic
Topics for seminar papers are generally limited to the seminar's subject matter. Sometimes this limitation can be helpful: I suspect that many students struggle a long time to find a topic for a publishable article precisely because there are so many fields to choose from.
Here are a few ways you could find a topic.
1. Ask the teacher
Ask your professor to recommend some possible topics. Some teachers don't like to provide paper topics, since they think that finding a topic is part of the student's task; but others are more accommodating. Professors usually teach seminars in subjects that they like, that they write about, and that they read about. They therefore often have many topic ideas.
2. Pay attention to the readings
In most seminars, you end up reading recent academic papers. See what topics are flagged as unresolved by the readings, or are glossed over with only a shallow analysis. Don't frame your paper as a response to the particular article (see Part U.S, p. 37) unless your instructor tells you that this is fine. Organize it instead around the issue that you've identified from the readings.
3. Pay attention to the discussions
Listen carefully during class discussions. If classmates are debating a particular question and you see there's no clear answer, the question might be worth exploring further. Check with the instructor when you've identified such a topic, since you might end up using some insights that were first raised by classmates; but generally the instructor won't mind, because your written analysis of the subject will require vastly more thinking than the classmates' off-the-cuff statements did.
4. Pay attention to the news
Many seminar readings and class discussions mention recent events, which often contain the seed of an interesting article. What's more, immersing yourself in the class can lead you to notice interesting events in the news, or remember events that you heard about a few months before.
Don't feel constrained by the circumstances of a particular event, which may raise only a very narrow question, or have some unusual aspects. Use the event as a concrete example that helps you identify and confront a broader problem.
D. Budgeting Your Time
Students often have less time to write a seminar paper than a student article. Student article topics, and especially law review Note topics, tend to be chosen during the summer or at the start of the semester. In a seminar, though, you may have to wait until mid-semester, after you've gotten into the material and perhaps gained a better sense of what you want to write about.
This makes it especially important to manage your time wisely. You need to have the time to select a topic, do your research, write several drafts, and (if the instructor allows it) have your instructor read and comment on at least one draft. So look at the timeline on pp. 104-104, adjust it to your seminar's timetable, and stick to it.
E. Turning the Paper into a Publishable Article
Once you've written a seminar term paper, publish it. You've done the work; why not get an extra credential out of it?
Don't worry if you aren't on law review. If your paper is any good, you can get it published in some outside journal (see Part XXII I. A, p. 261). You might not get into the top law reviews, but a publication in a specialty journal or a second-tier journal is better than no publication.
You'll probably need to do some extra work to make the paper publishable. For instance, if your instructor let you skip explaining the legal background, you might need to fill in that section. But generally this isn't hard, since you've already thought through the problem, done the research, and written the paper. Even a law firm memo can be turned into a law review article (see Part XX), though the two are very different genres. A seminar paper is much closer to an article already.
Obviously, if you're planning to do this, ask your professor for advice: He might have suggestions that he never mentioned when the discussion was focused only on your writing a student paper. Better still, if you plan from the beginning to turn the seminar paper into an article, talk to your professor about this up front. He may have ideas about your choice of a claim and your organization that he won't bring up unless he thinks about the paper eventually becoming publishable.
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XXI. VIẾT Một GIẤY TỜ HỘI THẢO HẠN A. Giới thiệu: So sánh Hội thảo hạn giấy tờ, bài viết học thuật giấy tờ Hội thảo hạn thường giống như bài báo tổng quan pháp luật, mặc dù các quy tắc khác nhau từ giảng viên hướng dẫn. 1. Không hiển nhiên giấy tờ hạn Hội thảo nên hiển nhiên. Mục tiêu của bạn là để gây ấn tượng với giáo sư với trí thông minh của bạn và tư duy sáng tạo của bạn. Giấy tờ áp dụng pháp luật được quyết toán hoặc lập luận cũng như thành lập để hơi mô hình thực tế mới nói chung sẽ không phục vụ mục tiêu này, và sẽ không có được một lớp tốt. 2. Tính đúng đắn Hội thảo giấy tờ hạn nên tất nhiên; và hướng dẫn của bạn, chuyên về hội thảo chủ đề, wil được một thẩm phán nhiều hơn nữa quan trọng của chất lượng đối số của bạn hơn là một người đọc bình thường của một bài báo sẽ được. 3. Viết và cơ cấu Hội thảo giấy tờ hạn nên tốt bằng văn bản và tổ chức tốt. Đúng, bạn có một đối tượng bị giam cầm, và không cần phải lo lắng rằng một giới thiệu nhàm chán sẽ mất người đọc. Nhưng hầu hết các giảng viên xem giấy hội thảo như một cách để dạy bạn làm thế nào để viết tốt hơn, và do đó họ sẽ thích rằng giấy của bạn là như tham gia càng tốt. Tương tự như vậy, mặc dù một số giáo sư có thể cho phép bạn bỏ qua một số đoạn -such như các cuộc thảo luận của các quy tắc pháp lý nền - những người khác có thể nhìn thấy tờ giấy như một cơ hội để bạn thực hành viết phần như thế này, và do đó sẽ nhấn mạnh rằng họ được thực hiện tốt. 4. Tiện ích Tiện ích có thể ít cần thiết, tùy thuộc vào những gì giáo sư của bạn thích. Như Phần IE chỉ ra, tiện ích này là tương đối: Mục đích là để làm cho công việc hữu ích như có thể đưa ra khu vực bạn quan tâm. Không phải mọi việc đều cần thu hút hàng ngàn luật sư, nhưng một khi bạn chọn một chủ đề, bạn nên làm những gì nó cần để làm cho hấp dẫn công việc của bạn là nhiều độc giả càng tốt. Trong một bài báo hội thảo, giảng viên có thể thư giãn hạn chế này, kể từ khi làm việc sẽ có chính xác một người đọc. Tuy nhiên, một số giảng viên có thể nhấn mạnh vào tiện ích ngay cả ở đó, bởi vì họ muốn bạn sử dụng cơ hội này để học các kỹ năng làm bài viết hữu ích hơn. 5. Novelty Novelty cũng có thể ít cần thiết, tùy thuộc vào những gì giáo sư của bạn thích. Bởi vì giấy không có nghĩa là để được công bố, giáo viên của bạn có thể kết luận rằng giấy của bạn không phải nói một cái gì đó thực sự mới để những người làm việc trong lĩnh vực này. Nó có thể là đủ mà nó nói cái gì đó mới cho bạn, và cho thấy rằng bạn đã suy nghĩ về vấn đề này cho mình. Nhiều giáo viên hướng dẫn, tuy nhiên, thích rằng giấy tờ hội thảo là cuốn tiểu thuyết. Đầu tiên, hội thảo có nghĩa vụ phải dạy cho bạn để suy nghĩ sáng tạo và ban đầu để đến với những ý tưởng mà những người khác không có. Thứ hai, nếu giấy của bạn không nói điều gì đó mà người khác đã nói, người hướng dẫn có thể nghi ngờ rằng bạn đã không thực sự làm điều đó làm việc nhiều vào nó cho mình, nhưng chỉ dựa, có ý thức hay không, trên những lập luận của những người khác. Anh ta có thể không nghĩ rằng bạn đã ăn cắp; bạn có thể đã được đưa ra đúng tín dụng với mọi người, và bỏ tất cả mọi thứ theo cách của bạn. Tuy nhiên, ông có thể cảm thấy rằng công việc của bạn có thể không có liên quan đến nhiều khó suy nghĩ như một đề nghị mới hơn sẽ yêu cầu. Cuối cùng, công việc mới chỉ là ấn tượng, nó nhiều hơn các chương trình giảm giá tốt hơn khả năng của bạn. Ngay cả những người nói rằng họ không đòi hỏi sự mới lạ thường sẽ đánh giá một bài báo mới (tất cả mọi thứ khác là như nhau) nhiều hơn một bài báo nói rằng những gì nhiều người khác đã nói trước đây. B. Tìm hiểu những gì giảng viên của bạn mong đợi Như bạn thấy, trong khi hầu hết các giấy tờ hội thảo có các yêu cầu chung giống nhau, giáo viên hướng dẫn khác nhau làm những việc khác nhau. Nhiệm vụ đầu tiên của bạn, sau đó, là yêu cầu về những gì hướng dẫn của bạn mong đợi. Có người hướng dẫn muốn công việc là cuốn tiểu thuyết (một lần nữa, trong ý nghĩa của cuốn tiểu thuyết cho các học giả, như trái ngược với chỉ mới cho bạn)? Có người hướng dẫn mong đợi nó để tóm tắt các nguyên tắc pháp lý nền, cũng như thiết lập ra một đề xuất mới? Có người hướng dẫn thích mà bạn dành nhiều thời gian mô tả pháp luật (để cho thấy rằng bạn đã học được chủ đề là tốt), thay vì đặt ra bất kỳ đề nghị thay đổi? Người hướng dẫn sẽ cung cấp tín dụng cho một chủ đề được thiết kế để được là hữu ích nhất có thể cho độc giả hư cấu của nó? Nhiều giáo viên hướng dẫn sẽ nhanh chóng cung cấp cho bạn và bạn cùng lớp của bạn hướng dẫn rõ ràng về điều này. Một số ít, mặc dù, có thể không có suy nghĩ đầy đủ về vấn đề này, đó là lý do yêu cầu họ cho chi tiết cụ thể có thể hữu ích. Bạn đang viết cho một đối tượng của một. Bắt đầu bằng cách tìm ra những gì mà một người mong đợi. C. Tìm một chủ đề chủ đề cho các giấy tờ hội thảo thường được giới hạn chủ đề của hội thảo. Đôi khi sự hạn chế này có thể hữu ích: Tôi nghi ngờ rằng nhiều sinh viên đấu tranh một thời gian dài để tìm một chủ đề cho một bài viết được xuất bản một cách chính xác bởi vì có rất nhiều lĩnh vực để lựa chọn. Dưới đây là một vài cách bạn có thể tìm thấy một chủ đề. 1. Hỏi giáo viên hỏi giáo sư của bạn để giới thiệu một số chủ đề có thể. Một số giáo viên không muốn cung cấp cho chủ đề bài báo, kể từ khi họ nghĩ rằng việc tìm kiếm một chủ đề là một phần của nhiệm vụ của học sinh; nhưng những người khác là dãi hơn. Các giáo sư thường dạy các cuộc hội thảo trong các môn học mà họ thích, họ viết về, và rằng họ đọc về. Họ do đó thường có nhiều ý tưởng chủ đề. 2. Hãy chú ý đến các bài đọc Trong hầu hết các hội thảo, bạn kết thúc đọc giấy tờ học tập gần đây. Xem những chủ đề được đánh dấu là chưa được giải quyết bởi các bài đọc, hoặc được che đậy chỉ với một phân tích cạn. Đừng khung giấy của bạn như là một phản ứng với các bài viết cụ thể (xem phần Mỹ, p. 37), trừ khi hướng dẫn của bạn nói với bạn rằng điều này là tốt. Tổ chức nó thay vì xung quanh vấn đề mà bạn đã xác định từ các bài đọc. 3. Hãy chú ý đến các cuộc thảo luận Lắng nghe cẩn thận trong quá trình thảo luận trên lớp. Nếu bạn cùng lớp đang tranh luận về một câu hỏi cụ thể và bạn thấy không có câu trả lời rõ ràng, câu hỏi có thể được khám phá giá trị hơn nữa. Kiểm tra với người hướng dẫn khi bạn đã xác định một chủ đề như vậy, kể từ khi bạn có thể kết thúc bằng cách sử dụng một số hiểu biết lần đầu tiên được đưa ra bởi các bạn cùng lớp; nhưng nói chung người hướng dẫn sẽ không quan tâm, bởi vì phân tích bằng văn bản của đối tượng sẽ yêu cầu bao la hơn suy nghĩ hơn so với báo cáo off-the-cuff của các bạn cùng lớp đã làm. 4. Hãy chú ý đến những tin tức Nhiều người đọc hội thảo và thảo luận trong lớp đề cập đến sự kiện gần đây, thường chứa các hạt giống của một bài viết thú vị. Hơn nữa, ngâm mình trong lớp có thể dẫn bạn đến nhận thấy sự kiện thú vị trong các tin tức, hoặc ghi nhớ các sự kiện mà bạn nghe nói về một vài tháng trước. Nếu bạn cảm thấy bị ràng buộc bởi hoàn cảnh của một sự kiện đặc biệt, có thể nâng cao chỉ một câu hỏi hẹp, hoặc có một số khía cạnh khác thường. Sử dụng sự kiện này như là một ví dụ cụ thể giúp bạn xác định và đối đầu với một vấn đề rộng lớn hơn. D. Ngân sách thời gian của bạn Học sinh thường có ít thời gian để viết một bài báo hội thảo hơn là một bài viết của học sinh. Chủ đề bài học sinh, và đặc biệt là chủ đề Lưu ý rà soát pháp luật, có xu hướng được lựa chọn trong mùa hè hoặc vào đầu học kỳ. Trong một cuộc hội thảo, mặc dù, bạn có thể phải chờ đến giữa học kỳ, sau khi bạn đã nhận được vào vật liệu và có thể đạt được một cảm giác tốt hơn về những gì bạn muốn viết về. Điều này làm cho nó đặc biệt quan trọng để quản lý thời gian của bạn một cách khôn ngoan. Bạn cần phải có thời gian để chọn một chủ đề, làm nghiên cứu của bạn, viết một số dự thảo, và (nếu người hướng dẫn cho phép nó) có hướng dẫn của bạn đọc và bình luận trên ít nhất một dự thảo. Vì vậy, nhìn vào thời gian trên pp. 104-104, điều chỉnh nó để hội thảo của bạn thời gian biểu, và dính vào nó. E. Biến giấy thành Điều được xuất bản Một khi bạn đã viết một bài báo dài hội thảo, xuất bản nó. Bạn đã thực hiện công việc; tại sao không nhận được một chứng chỉ thêm ra khỏi nó? Đừng lo lắng nếu bạn không ở trên xem xét của pháp luật. Nếu giấy của bạn là bất kỳ tốt, bạn có thể lấy nó được công bố trên một số tạp chí bên ngoài (xem Phần XXII I. A, p. 261). Bạn có thể không nhận được vào ý kiến luật hàng đầu, nhưng một công bố trên một tạp chí chuyên ngành hay một tạp chí hạng hai tốt hơn là không xuất bản. Bạn có lẽ sẽ cần phải làm một số công việc phụ để làm cho tờ báo được xuất bản. Ví dụ, nếu hướng dẫn của bạn cho phép bạn bỏ qua việc giải thích cơ sở pháp lý, bạn có thể cần phải điền vào phần đó. Nhưng nói chung đây không phải là khó khăn, kể từ khi bạn đã nghĩ thông qua các vấn đề, thực hiện các nghiên cứu và viết giấy. Ngay cả một bản ghi nhớ công ty luật có thể được biến thành một bài viết đánh giá pháp luật (xem Phần XX), mặc dù hai là thể loại rất khác nhau. Một bài báo hội thảo là gần gũi hơn với một bài báo rồi. Rõ ràng, nếu bạn đang lập kế hoạch để làm điều này, hãy hỏi giáo sư để được tư vấn: Ông có thể có ý kiến cho rằng ông không bao giờ đề cập khi thảo luận chỉ tập trung vào văn bản của bạn một giấy học sinh. Vẫn còn tốt hơn, nếu bạn có kế hoạch ngay từ đầu để biến các giấy hội thảo vào một bài viết, nói chuyện với giáo sư của bạn về vấn đề này lên phía trước. Anh ta có thể có những ý tưởng về sự lựa chọn của bạn của một yêu cầu và tổ chức của bạn rằng ông sẽ không đưa lên, trừ khi anh nghĩ về bài báo cuối cùng trở thành được xuất bản.
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- i'm coming to meet you
- date d'etablissement
- Many women with modeling ambition do not
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- It took time
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- The unit designated the< TS adapter> is
- bạn càng có nhiều khẳ năn chuyên môn,bạn
- date d'e'tablissement
- Usually requires disk mirroring or RAID
- Passive Standby
- Tình yêu
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- その時、「いない。」と答える事は、よくありません。役所の人が確認したい事は、外国
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