Özet:

New law students often see law school as a foreign land with its own culture, literacy and language practices. How quickly and well students adjust to this new community reflects how they will perform in their first year of study. All students come with higher level reading skills. However, foundational law texts have a different content, form, language and syntax to texts previously studied. This paper posits that using rhetorical reading strategies as part of case method pedagogy in Law I helps students meet academic and professional learning outcomes. This is achieved by quick assimilation and into the legal culture. It also scaffolds learning, enabling students to integrate old and new knowledge and experiences and develop problem solving, critical thinking, and analysis and evaluation skills. In addition, it promotes metacognition by encouraging students to think about how they are learning.

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