Tiago Splitter wrote: rickgrimes69 wrote: Learned Throw Hands wrote:
rickgrimes69 wrote:Ok probably basic question about the essays, forgive me if this has already been asked and answered.
For multiple-part questions drawing from a similar prompt, and the same analysis or rule is applicable to more than one part, can we reference to what we've already written above?
So, for example, if we have a two-part torts question, and in part (a) you analyze the elements of negligence (duty, breach, causation, damages) and how they apply to the facts, do you need to go through that same analysis again in part (b) or can you simply say "as discussed above in part (a), X is probably negligent"?
The sample answers do it all the time.
Yea but I'm not sure I trust Barbri's judgment...
Anyway, I figured it was fine but I wanted to double check. Thanks.
I think the general consensus at least in my state is that more writing is always better. So it's fine to skip things if you need to save time, and it probably won't matter either way, but if you've got time you might as well write out as much as possible. We know these graders are mostly just doing a cursory glance at each essay so you might as well make it seem like you said a bunch of extra, substantive things.
I believe the substance of your statement to be true, that grades spend very little time grading essays. But that makes me wonder how you get yourself into the very bottom portion? Poor formatting, lots of typos, do they look for key facts repeated in your answer, or what? Certainly if a grader is spending only a few minutes with your entire exam, he or she wont be engaging in detailed analysis of whether you knew the elements of each rule and applied them appropriately.
Just curious what makes god awful answers stick out, that would enable a grader to immediately determine failing material.