This post was co-written by Rachel Gurvich and Sean Marotta.
As the summer draws to a close, we’re approaching the season of the On-Campus Interview (OCI). Let’s describe the set-up. Typically, on-campus interviews happen after an initial, usually competitive, screening. Students “bid” on a number of firms, and on the basis of their written applications—typically consisting of a cover letter, resume, and transcript, though sometimes also a writing sample and list of references—each firm selects a set number of students to meet with face-to-face.
Now, the mechanics: a law firm sends an interviewer to campus (or, for some schools, a hotel near campus) for a day, where she does a series of twenty-minute interviews that could last a morning, an afternoon, or even all day. Sometimes the firm is interviewing so many people at a single law school that it sends more than one attorney to do separate interview tracks. And sometimes the firms send multiple interviewers who will all be in the room with a single applicant at once. Either way, each candidate gets only twenty minutes to make an impression—and those twenty minutes may come in the middle of a great many other interviews.
Here are ten tips to keep in mind when preparing for and participating in on-campus interviews. Continue reading “Being “On” at On-Campus Interviews”
Today, we’re proud to present a guest post by Joe Fore (@Joe_Fore), Co-Director of the Legal Research and Writing Program at the University of Virginia School of Law.
A few weeks ago, Legal Writing Pro Ross Guberman (@legalwritingpro) shared a LinkedIn article posted back in April 2017 about an attempt to give writing advice that turned sour. It’s a tale that can provide some important lessons about giving effective feedback in the legal writing context. Here’s the story: Continue reading “Want to Give Better Writing Feedback? Watch Your Tone. (Guest Post by Joe Fore)”
Today, we’re proud to bring you this guest post by Jennifer Murphy Romig, Professor of Practice at Emory Law School.
“A true scientist doesn’t perform prescribed experiments; she develops her own and thus generates wholly new knowledge. This transition between doing what you’re told and telling yourself what to do generally occurs midway through a dissertation. In many ways, it is the most difficult and terrifying thing that a student can do, and being unable or unwilling to do it is much of what weeds people out of Ph.D. programs.”
—Hope Jahren, Lab Girl, Chapter 8
When—if ever—does a lawyer transition from “doing what she’s told” to “telling herself what to do”?
In one way, never. The client reigns supreme, right?
The lawyer cannot “generate wholly new knowledge” for the sake of contributing to civilization like a scientist. This is one essential difference between practicing lawyers and law professors: law professors can identify an issue, explore it, and write scholarship, advocacy, blogs, op-eds, and so on—even if no client would ever pay them to do that.
The lawyer, however, takes clients as they are and does what they need. Continue reading “Telling Yourself What to Do (Guest post by Jennifer Murphy Romig)”