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UAbear2018

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  1. Assuming @Alterion isn't mistaken, which seems like an awfully safe assumption, there are at least 2 for LRW.
  2. Do you know if classes have multiple awards?
  3. I can't speak to whether all of them have but I can confirm that at least a few have been issued.
  4. This is strictly anecdotal but I know of at least 1 2L in the past year who was a BC transfer.
  5. Who are the profs in C2? I'd be happy to send mine your way if there's overlap! And for what it's worth, there is no single CAN for any of the profs (at least that I had) that provide you with all the information you'll need. I ended up looking at several different CANs, including those for profs I didn't have, and synthesizing the information into formats that worked for me. I would personally recommend doing something similar.
  6. Minor in philosophy, take as many logic classes as your GPA will allow. They will help you more on the LSAT, and in law school than any other course you can take. Law school is reading and writing. The LSAT is reading critical thinking. The department that best prepares you for that is philosophy. Other than that emphasis, everything Harvey said is spot on. UA only cares about numbers, and even then, only the last 2. Have fun in undergrad, you don't need to be on every student association and taking every volunteer opportunity. That may help you get a job at a firm, but it won't help you get into law.
  7. If it's at a law firm, for what it's worth, it would likely be wise to show up in *at least* business casual. I went to the one in Vancouver last June and it was nearly straight suits for the men, and something not far off for the women.
  8. Aside from the LSA website, I know of no generally accessible database of CANs, but literally any upper year you ask will give theirs to you. However, as you'll be cautioned, much of the value in preparing a CAN is in actually organizing it yourself, not simply having it. I'm not sure what you mean by summary of cases. In effect, a CAN should provide what I imagine your friend to mean by a summary of cases. Though, the above caution applies here as well. Learning to summarize cases yourself is as important to learn as the substantive material in 1L. You'll forget nearly everything substantive that you learn. What's important is gaining the skills. To my knowledge, no classes are recorded by audio or video. You may be able to arrange recordings with your particular profs, but given how conversational some lectures can be, the profs may wish to have the entire class agree to being recorded. I find that the best way to improve my writing is to a) read good writing and b) try to emulate it. Maybe pick a topic or two that you are really interested in and try to write a persuasive blog-post about it. For example, if you're just fascinated by cyberbullying, you could write a post about something like the failure to adapt legal institutions to respond to the evolving context in which harassment occurs. Again, learning what you're writing isn't that important, but the process of reading quality writers and formulating your thoughts in a systematic fashion will serve you well. It has certainly helped me. Quoting advice I've given elsewhere: While it's not that hard to understand cases, it's not that easy to understand how everything fits together. Doing well on exams, IMO, tests more the latter than the former. I got the highest mark in multiple of my 1L classes (not trying to brag, just a fact), and it was largely because I spent so much time focussing on understanding the big picture. If you can find a room with huge whiteboards, they can be useful for helping you see everything and forces you to literally fit the concepts into the "bigger picture". In essence, my advice is to spend more time focussing on the big picture than the minute details. Once you have the picture developed, fill it with as many details as you can, but the order of priority should be understanding how things fit together, THEN figuring out the particular elements of each case/section. I do this by building flowcharts/checklists for the various units throughout the semester. As I have time to read cases closely, I will fill in these charts/checklists with particular details so I can draw analogies on the exam.
  9. In my experience, you are able to get textbooks for *much* less than the estimated price by buying them used from upper years. I think I spent ~400-500 total for 1L.
  10. I was curious too, so I looked through my emails and found the one from Gloria. The requirements are quoted here: Dean’s List Awarded to the top 10% of students in each year based on GPA. Only grades received in Faculty of Law courses will be used in calculating GPA. Eligible students must have: a minimum GPA of 3.5; a minimum of 27 credits in Faculty of Law courses taken in the Fall/Winter terms and in the Spring/Summer terms immediately preceding the Fall/Winter terms; and a minimum of 18 credits in Faculty of Law courses graded on a letter grade scale. Award appears on student’s transcript. I take this to mean it requires 6 graded courses, at minimum. (6 * 3 = 18 assuming my math is not off)
  11. Do we know when the faculty posts the list on their website? It is presently still the 2018 list.
  12. Depends on the prof and time of year. Some profs are more helpful than others and some times of year they are busier than others. Some of them don't set rigid office hours but are easily available by appointment. During midterms/exams, office hours will invariably be busier than usual, but still easy to get in to. I find that the best way to have a productive conversation during office hours is to ensure I have compiled clear, narrow questions. It facilitates much more directed conversations and professors tend to be happier to help students who appear to be making efforts to learn rather than simply coming to them asking to be taught the entire course material. For example, I would not go to office hours simply asking for them to explain a topic. I would read about the topic, develop questions I had about it and go to them for clarification/discussion on specific issues I had.
  13. So the short answer to this, like just about every other element of law school, is that the available mentorship programs will provide what you put into it. There are (at least) three mentorship programs available to incoming first year students. First, you can sign up to be paired up with a peer mentor. This will be a randomly assigned upper year whose contact information will be provided to you. You're able to reach out to them with questions, etc. If you're lucky, you may be paired with someone who goes above and beyond, consistently checking up on you, but that's highly unlikely. The next option is the faculty mentor, who will likely reach out in the first month or so of law school to meet up with their assigned mentees. Like above, what you get from this relationship depends on what you want from it. My experience is that professors are more than happy to provide mentorship regardless of whether they've been assigned to you. If some random professor has been assigned to you and you don't jive well with them, you can always seek similar support from a professor of yours. The last option is through the CBA, where you can be matched with a practicing lawyer in the area. They will likely reach out to you to meet up toward the beginning of the year, and can be a useful resource if you have questions about practicing, etc. This will be semi-randomly assigned. You're asked to enter the practice areas that interest you, and from within the mentors who have signed up, they try to match students to someone fitting that profile. I had all 3 this past year. I reached out to them at points and did receive help, but it's a relatively inorganic way to form that sort of relationship. It's useful to the extent that you're able to essentially force someone to help you because they signed up to, but I found in the faculty that people are more than willing to provide mentorship and guidance whenever needed. In that sense, nearly all of the professors and upper years I have relied upon were not those assigned to me. My personal recommendation would be to find people who fit well with you and ask them for help. Making these connections with peers/upper years can be made really easy by joining clubs/teams. With professors, it's as easy as showing up to office hours and indicating a sincere engagement and interest in the material.
  14. The language you use when writing will be worth a fraction of the content. It will always help you to be a better writer, but I wouldn't go so far as to say you should spend your summer practicing writing. I can speak with authority when saying you do not need to do anything academic in the summer leading up to 1L in order to excel in your classes, even LRW. Like Toad said, legal writing is moving towards what they like to call "plain language" writing. There isn't a particular quality you need to practice in order to become a better plain language writer. In my experience, the obstacle to effective plain language writing is comprehension. If you don't understand something, it's hard to distill it. Save your mental energy this summer and use it when reading the materials required to do assignments next year.
  15. It's not nearly as intimidating as it sounds. LRW is designed so no one can fail and there's a lot of support to help you if you have any problems/questions.
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