Like the three reports discussed above, and, in fact, drawing heavily on those reports, the curricular change literature generally takes the position that the case - dialogue method of pedagogy does not sufficiently prepare law students to become practicing lawyers.74 While students learn basic case analysis skills through this method, they are usually not explicitly taught how to integrate those skills into a larger set of lawyering skills, in
particular those identified as fundamental in the MacCrate Report.75 Further, while reading and
analyzing cases, the focus of most law school classes, are important lawyering skills, they represent only a small portion of what lawyers actually do.76 Consequently, these commentators advocate for teaching legal skills as they are used in their real - world context, not merely as abstract
ideas, and for integrating theoretical analysis and practical skills.77
It would also be smart to
analyze the past performance of a
particular plan before investing in it, as it will give you a fair
idea about the way an insurance provider deals with its customers.