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XXI. WRITING A SEMINAR TEMR PAPERSA
XXI. WRITING A SEMINAR TEMR 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. Nonobviousness
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 shold 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. A5 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. Nonobviousness
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 shold 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. A5 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 TEMR HỘI THẢOA. giới thiệu: So sánh các giấy tờ hạn hội thảo và các bài viết học thuậtGiấy tờ hạn hội thảo thường là nhiều như luật xem lại bài viết, mặc dù các quy tắc khác nhau từ người hướng dẫn để hướng dẫn.1. nonobviousnessHội thảo giấy tờ hạn nên được nonobvious. Mục tiêu của bạn là để gây ấn tượng với giáo sư khéo léo của bạn và suy nghĩ sáng tạo của bạn. Giấy tờ áp dụng định cư pháp luật hoặc các đối số cũng thành lập để mô hình thực tế một chút mới nói chung sẽ không phục vụ mục tiêu này, và sẽ không có được một lớp tốt.2. soundnessHội thảo giấy tờ hạn nên tất nhiên; và hướng dẫn của bạn, những người chuyên về chủ đề hội thảo, các wil là một thẩm phán nhiều chi tiết quan trọng của chất lượng của các đối số của bạn hơn một độc giả hàng ngày của một bài báo sẽ là.3. viết và cấu trúcHội thảo giấy tờ hạn nên được bài viết và tổ chức tốt. Đúng, bạn có một đối tượng bị giam giữ, và không cần phải lo lắng rằng một giới thiệu nhàm chán sẽ mất người đọc. Nhưng hầu hết các giáo viên hướng dẫn xem giấy hội thảo như một cách để dạy cho bạn làm thế nào để viết tốt hơn, và do đó họ sẽ thích rằng giấy của bạn là hấp dẫn nhất có thể. Tương tự như vậy, mặc dù một số giáo sư có thể cho phép bạn bỏ qua một số đoạn - chẳng hạn như các cuộc thảo luận của nền quy tắc pháp lý - những người khác có thể xem giấy là một cơ hội cho bạn để thực hành văn bản phần như thế này, và do đó sẽ nhấn mạnh rằng họ được thực hiện tốt.4. tiện íchTiện ích có thể ít cần thiết, tùy thuộc vào những gì giáo sư của bạn thích. A5 phần tức là chỉ ra, Tiện ích là tương đối: mục tiêu là để làm cho công việc như là hữu ích nhất có thể cho khu vực của bạn quan tâm. Không phải tất cả công việc cần phải kháng cáo đến hàng nghìn luật sư, nhưng một khi bạn chọn một chủ đề, bạn nên làm những gì nó cần để làm cho kháng cáo công việc cho độc giả càng nhiều càng tốt.Trong một bài báo Hội thảo, các giảng viên có thể thư giãn hạn chế này, kể từ khi công việc sẽ có chính xác một đầu đọc. Tuy nhiên, một số giảng viên có thể nhấn mạnh vào tiện ích thậm chí có, bởi vì họ muốn bạn sử dụng cơ hội này để tìm hiểu các kỹ năng làm cho bài viết hữu ích hơn.5. tính mớiTính mới cũng có thể ít cần thiết, tùy thuộc vào những gì giáo sư của bạn thích. Bởi vì giấy không phải là có nghĩa là để được công bố, giáo viên của bạn có thể kết luận rằng giấy của bạn không phải nói cái gì đó là thực sự mới để những người làm việc trong lĩnh vực. Nó có thể cho thấy đủ rằng nó nói cái gì đó là mới cho bạn, và rằng bạn đã nghĩ về vấn đề chính mình.Nhiều giáo viên hướng dẫn, Tuy nhiên, thích rằng hội thảo giấy tờ là cuốn tiểu thuyết. Đầu tiên, hội thảo có nghĩa vụ phải dạy cho bạn để suy nghĩ một cách sáng tạo và ban đầu-đến với ý tưởng rằng những người khác đã không có.Thứ hai, nếu giấy của bạn nói điều gì đó mà người khác đã nói, người hướng dẫn có thể nghi ngờ rằng bạn đã không thực sự làm cho nhiều công việc trên nó cho mình, nhưng chỉ dựa, có ý thức hay không, vào đối số của những người khác. Ông có thể không nghĩ rằng bạn đã plagiarizing; bạn có thể có đúng cho tín dụng cho những người, và đúc tất cả mọi thứ bằng chữ riêng của bạn. Nhưng ông có thể cảm thấy rằng công việc của bạn có thể không có liên quan như nhiều khó suy nghĩ như một đề xuất mới lạ hơn sẽ yêu cầu.Cuối cùng, công việc mới lạ là chỉ cần thêm ấn tượng, nó tốt hơn cho thấy tắt khả năng của bạn. Ngay cả những người nói rằng họ không yêu cầu tính mới sẽ thường đánh giá một cuốn tiểu thuyết giấy (Tất cả những thứ khác bằng nhau) nhiều hơn một giấy nói rằng những gì nhiều người khác đã nói trước.B. figuring ra những gì hướng dẫn của bạn sẽNhư bạn thấy, trong khi hầu hết hội thảo giấy tờ có cùng yêu cầu chung, giáo viên hướng dẫn khác nhau làm việc một cách khác nhau. Nhiệm vụ đầu tiên của bạn, sau đó, là để hỏi về những gì người hướng dẫn của bạn hy vọng. Có người hướng dẫn muốn công việc được cuốn tiểu thuyết (một lần nữa, trong ý nghĩa của cuốn tiểu thuyết để học giả, như trái ngược với các tiểu thuyết chỉ để bạn)? Các giảng viên mong đợi nó để tóm tắt các nguyên tắc pháp lý nền, cũng như thiết lập ra một đề xuất mới? Người hướng dẫn thích rằng bạn dành nhiều thời gian mô tả pháp luật (để hiển thị mà bạn đã học được các vấn đề tốt), thay vì đặt ra bất kỳ đề nghị thay đổi? Sẽ hướng dẫn cung cấp cho tín dụng thêm cho một chủ đề được thiết kế để như là hữu ích nhất có thể để độc giả của nó hư cấu?Nhiều giáo viên hướng dẫn sẽ nhanh chóng cung cấp cho bạn và bạn cùng lớp của bạn rõ ràng các hướng dẫn về điều này. Một vài, mặc dù, có thể không có suy nghĩ đầy đủ về vấn đề này, đó là lý do tại sao yêu cầu họ cho chi tiết cụ thể có thể hữu ích. . Bạn đang viết cho một đối tượng của một. Bắt đầu bởi figuring ra những gì mà một người Hy vọng.C. việc tìm kiếm một chủ đềCác chủ đề cho hội thảo giấy tờ được thường giới hạn của hội thảo chủ đề. 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 mẫu chính xác bởi vì có rất nhiều lĩnh vực để lựa chọn.Dưới đây là một số cách bạn có thể tìm thấy một chủ đề.1. hỏi giáo viênHỏi giáo sư của bạn để đề nghị một số chủ đề có thể. Một số giáo viên không muốn cung cấp cho các chủ đề giấy, vì họ nghĩ rằng việc tìm kiếm một chủ đề là một phần của nhiệm vụ của học sinh; nhưng những người khác có sức chứa thêm. Giáo sư thường dạy cho các hội thảo trong đối tượng mà họ muốn, rằng họ viết về, và rằng họ đọc về. Họ do đó thường có nhiều ý tưởng chủ đề.2. phải quan tâm đến các bài đọcTrong hầu hết các hội thảo, bạn sẽ chỉ đọc tại giấy tờ học tập. Xem những gì các chủ đề được gắn cờ là chưa được giải quyết bởi các bài đọc, hoặc có glossed với chỉ là một phân tích cạn. Không khung giấy của bạn như là một phản ứng để bài viết cụ thể (xem phần Mỹ, trang 37) trừ khi hướng dẫn của bạn cho bạn biết rằng điều này là tốt. Tổ chức nó để thay thế xung quanh vấn đề mà bạn đã xác định được từ các bài đọc.3. phải quan tâm đến các cuộc thảo luậnLắng nghe cẩn thận trong cuộc thảo luận lớp. Nếu bạn học cùng lớp tranh luận một câu hỏi cụ thể và bạn thấy không có câu trả lời rõ ràng, các câu hỏi có thể giá trị khám phá hơn nữa. Kiểm tra với hướng dẫn khi bạn đã xác định được chủ đề như vậy, kể từ khi bạn có thể kết thúc bằng cách sử dụng một số cái nhìn đầu tiên đã được nâng lên bởi bạn cùng lớp; nhưng nói chung người hướng dẫn sẽ không nhớ, bởi vì của bạn phân tích văn của các đối tượng sẽ yêu cầu suy nghĩ bao la thêm hơn bạn học off-the-cuff báo cáo đã làm.4. chú ý đến những tin tứcNhiều hội thảo đọc và thảo luận lớp đề cập đến sự kiện gần đây, thường chứa các hạt giống của một bài viết thú vị. Hơn nữa, hoà nhập mình trong lớp có thể dẫn bạn để thông báo các sự kiện thú vị trong các tin tức, hoặc nhớ rằng bạn nghe nói về một vài tháng trước khi các sự kiện.Không cảm thấy hạn chế bởi các hoàn cảnh của một sự kiện cụ thể, mà có thể nâng cao chỉ là một câu hỏi rất hẹp, hoặc có một số khía cạnh bất thường. Sử dụng các sự kiện như là một ví dụ cụ thể sẽ giúp bạn xác định và đối đầu với một vấn đề rộng hơn.Mất ngân sách thời gian của bạnHọc sinh thường có ít thời gian để viết một bài báo Hội thảo hơn một bài sinh viên. Các chủ đề bài viết của sinh viên, và đặc biệt là pháp luật xem xét lưu ý chủ đề, có xu hướng được chọn trong mùa hè hoặc khi bắt đầu học kỳ. Trong một buổi hội thảo, mặc dù, bạn có thể cần phải đợi đến giữa học kỳ, sau khi bạn đã nhận ra các tài liệu và có lẽ đã đạt được một ý thức 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 bản thảo, và (nếu người hướng dẫn cho phép nó) có hướng dẫn của bạn đọc và nhận xét về ít nhất một dự thảo. Vì vậy, nhìn đường thời gian trên trang 104-104, điều chỉnh nó vào thời khóa biểu của bạn hội thảo, và dính vào nó.E. biến giấy thành một bài viết mẫuMột khi bạn đã viết một giấy hạn hội thảo, xuất bản nó. Bạn đã thực hiện công việc; tại sao không nhận được một ủy nhiệm phụ ra khỏi nó?Đừng lo lắng nếu bạn không phải là luật review. Nếu giấy của bạn là bất kỳ tốt, bạn có thể nhận được nó được xuất bản trong một số tạp chí bên ngoài (xem phần XXII tôi. A, p. 261). Bạn có thể không nhận được vào những nhận xét luật hàng đầu, nhưng một xuất bản trong một tạp chí chuyên ngành hoặc một tạp chí thứ hai tầng là tốt hơn so với không có bố.Bạn có lẽ sẽ cần phải làm một số công việc phụ để làm cho giấy mẫu. Ví dụ, nếu người hướng dẫn của bạn cho phép bạn bỏ qua giải thích nền tảng pháp lý, bạn có thể cần phải điền vào trong phần đó. Nhưng nói chung đây không phải là khó khăn, kể từ khi bạn đã đã nghĩ rằng thông qua vấn đề, thực hiện các nghiên cứu, và viết giấy. Ngay cả một luật công ty ghi nhớ có thể được biến thành một bài viết nhận xét luật (xem phần XX), mặc dù hai thể loại rất khác nhau. Một hội thảo giấy là gần gũi hơn với một bài viết đã.Rõ ràng, nếu bạn đang lập kế hoạch để làm điều này, hỏi giáo sư của bạn để được tư vấn: ông có thể có gợi ý rằng ông không bao giờ đề cập đến khi các cuộc thảo luận tập trung chỉ trên của bạn viết một giấy học sinh. Tốt hơn Tuy nhiên, nếu bạn có kế hoạch từ đầu để biến giấy hội thảo thành một bài viết, nói chuyện với giáo sư của bạn về điều này lên phía trước. Ông có thể có ý tưởng về sự lựa chọn của bạn của một yêu cầu bồi thường và tổ chức của bạn rằng ông sẽ không mang lại trừ khi ông nghĩ về giấy cuối cùng trở thành mẫu.
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XXI. WRITING A SEMINAR TEMR 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. Nonobviousness
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 shold 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. A5 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. Nonobviousness
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 shold 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. A5 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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