Sentences with phrase «professor writing an argument»

A law professor writing an argument of convincing words that ultimately are a slippery slope argument.

Not exact matches

As a seminary professor and author of careful, nuanced theological arguments (such as the classic Knowing God), he lacked the tract - writing flair of his peer Stott.

But the argument that Professor Smolin attributes to Arkes is nowhere in the book; and what Arkes does argue for never appears in Prof. Smolin's review — in fact, Smolin writes as if he is oblivious to it.

Meanwhile let me say that I hope that the present volume may be followed by another, if I am spared to write it, in which not only Professor Royce's arguments, but others for monistic absolutism shall be considered with all the technical fullness which their great importance calls for.

Harrington, a journalism professor at Illinois, has written a passionate argument that hunting can be a powerful, uplifting force in men's lives, even for him, an unapologetically sensitive 21st - century guy who has emotional rap sessions with his son that end in hugs and I - love - yous.

«My professors immediately assigned us writing assignments asking us to use multiple forms of evidence to support our arguments — just like at Envision.

As a rule, teachers, and professors evaluate such works based on each students» writing and critical thinking skills, combined with the ability to draw logical conclusions and support personal viewpoint with strong arguments and facts.

Professor Bradley Efron wrote a piece on «Bayes» theorem in the 21st century» in Science for 7th June 2013 which, as always, offers his measured approach to the frequentist - Bayesian controversy (see B. Efron, «A 250 year argument: Belief, behavior, and the... Continue reading →

So to the extent that you are trying to criticize my argument based on the field from which I write, you should know that I approach these things, not as a law professor, but rather as a social scientist with fairly heavy training in statistics.

The argument seems to be: some professors and law schools say and write left - leaning things = > most professors and law schools believe left - leaning things = > professors and law schools teach left - leaning things = > professors and law schools indoctrinate students in left - leaning things.

While most of the curriculum at Harvard during this time consisted of lecture and student recitation, skills development was also provided in the form of weekly moot courts, during which students argued questions of law before professors and submitted occasional written disputations on legal subjects.121 Although Stearns had previously used moot courts in his teaching at Harvard, Story and Ashmun refined them.122 Cases were handed out the week before argument, and two counsel were assigned to each side.123 The cases would then be argued the next Friday, with the other students taking notes of the argument; the professor in charge that week would issue a written opinion.124

18 Unlike the extracurricular interscholastic competitions that bear the same name today, the moot courts of this period were mandatory exercises in the law school curriculum, modeled after the «moots» of the Inns of Courts in England.19 The law school professors of the day gave the students a fictitious case and assisted the students in drafting the pleadings and other documents, preparing the arguments, and then arguing the case.20 In theory, if not always in practice, these were the forerunners of today's legal writing classes that emphasize persuasive writing.

Professor White suggests that it does matter how opinions are written because they have important consequences for the parties in a particular case and for the future.29 He further argues that a crucial part of legal activity is the criticism of opinions on rational, political, and moral grounds because that is how relevant arguments are made in support of changing or retaining current rules of law.30 For him, the bigger question «is whether law will move in the direction of trivializing human experience, and itself, or in the direction of dignifying itself and that experience.»

One, it would appear, is Terry L. Turnipseed, a professor at Syracuse University College of Law, who reportedly attended the Supreme Court argument and wrote several articles about the case.

Professor Siebrasse writes, about the specific performance issue: «remarkably it was raised for the first time in the Court's decision, without argument from the parties.»

So law professors tend to think that the winner in a legal argument is the one who wrote the best exam equivalent — the most cogent legal analysis.

Legal writing professors and continuing legal education providers should address head - on the nervousness many lawyers and law students experience around oral argument by introducing CBT principles as part of their teaching.

«[A] 21 - member group of chipmakers, OEMs, former regulators, and law professors have written a letter to the IEEE to express their support for the proposed clarifications, and to urge them to stand strong in face of those misleading arguments,» stated Cisco, one of the group members, in a press release announcing the letter.