EXPERIENTIAL LEARNING: MOVING FORWARD IN TEACHING ORAL ADVOCACY SKILLS BY LOOKING BACK AT THE ORIGINS OF RHETORIC
STEPHANIE A. VAUGHAN t I. II.
INTRODUCTION ............................................ PAST - THE ANCIENT FOUNDATIONS OF ORAL ADVOCACY.........
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A. B.
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Logos, Pathos, and Ethos Five Canons ofRhetoric
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III PRESENT - BEST PRACTICES, THE ABA'S EXPERIMENTAL LEARNING REQUIREMENTS, AND THE CURRENT STATE OF SKILLS TRAINING ..........................................
A. B. C. IV.
FUTURE - SUGGESTIONS TO IMPROVE THE TEACHING OF ORAL ADVOCACY................................................
A. B. C. V.
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History ofBest Practices ............................. 129 ABA Standard 303 ....................... ....... 131 CurrentState of Oral Advocacy............................. 133 143
A Shift in Curriculum ...................... ...... 144 Transitionto More OralAdvocacy Courses and Programs... 146 Guidancefrom Other ProfessionalEducation and InternationalLaw Schools ................. ........ 152
CONCLUSION
....................................... I.
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INTRODUCTION
The landscape of legal education has changed dramatically as demonstrated
by the importance the American Bar Association (ABA) has placed on a "skills curriculum." For example, recently passed Standard of Legal Education, Standard 303, places enormous focus on furthering students' skills by increasing the requirements needed by students prior to their graduation.' Students need to
tAssociate Dean for Student Engagement and Professor of Law, Stetson University College of Law. Dean Vaughan has been teaching Legal Research and Writing for over twenty years and has coached over forty-five Moot Court teams since 1996. There are so many people to whom I am in debt for their help and support on this Article. There are a few individuals, whom I would like to acknowledge personally here. I wish to thank three professors from Stetson University College of
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