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Enregistrement W264846025

Written and Oral Persuasion in the United States Courts: A District Judge's Perspective on Their History, Function, and Future

2009· article· en· W264846025 sur OpenAlex

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Notice bibliographique

RevueThe Journal of Appellate Practice and Process · 2009
Typearticle
Langueen
DomaineSocial Sciences
ThématiqueLegal Systems and Judicial Processes
Établissements canadiensnon disponible
Organismes subventionnairesnon disponible
Mots-clésLawArgument (complex analysis)Adversarial systemPersuasionSociologyPolitical sciencePsychologyMedicine
DOInon disponible

Résumé

récupéré en direct d'OpenAlex

The idea for this article developed several years ago as I was preparing to teach a course at the University of Melbourne Graduate School of Law, called Effective Written Advocacy. The course coincided with a trend in Australian courts toward a more writing-focused appellate process, while Canada had embarked on a similar transformation of its appellate practice more than a decade before. I wanted to know why, relatively early in our history, courts in the United States had rejected the oral tradition of the English legal system--both in advocacy and judicial opinions. My curiosity also coincided with an experiment I had been conducting since my confirmation as a federal district judge, which is to hold oral argument on virtually every motion of any substance, something I am told is not the norm in federal courts across the country. I wanted to think more systematically about the differing functions served by written and oral persuasion and why I found oral argument so enormously valuable. Finally, I wanted to consider the future of oral argument in a court system that is focused so heavily on efficiency. My purpose is to provoke discussion, not provide solutions. I am heavily in the debt of those who have considered these issues in much greater depth than I--none more so than Professor Suzanne Ehrenberg, the author of a wonderful article entitled Embracing the Writing-Centered Legal Process. (1) I. HISTORY As we all know, the English legal tradition has long favored speech over Until relatively recently, everything English judges learned about a case, they learned at oral argument. They also issued oral judgments and do so to this day, although now they more often deliver them after reserving decision rather than proceeding ex tempore--that is, immediately following the oral argument. That the English courts chose a speech-centered legal process should come as no surprise, as speech has been the favored method of communication throughout the history of Western culture. Oscar Wilde noted that the Greeks ... regarded writing simply as a method of chronicling. Their test was always the spoken (2) And as Professor Ehrenberg reminds us, Plato has Socrates explain in the Phaedrus that the written word is incapable of expressing thoughts as precisely as the spoken word. As Socrates puts it, while written words may seem to understand what they are saying ... if you ask them what they mean by anything they simply return the same answer over and over again. (3) At its inception, the United States borrowed much from the English legal system, relying heavily on Blackstone, Coke, and others to shape our legal culture. In fact, an order of the Supreme Court on August 8, 1791, advised that this court consider[s] the practice of the courts of king's bench, and of chancery, in England, as affording outlines for the practice of this court; and that they will, from time to time, make such alterations therein as circumstances may render necessary. (4) However, early on, the courts of the new nation began to opt for a legal process in which writing played an increasingly critical role. Of course, we chose a written Constitution, with enumerated individual rights, and our courts also embraced a writing-focused legal process. This emphasis on writing appears to have begun with courts' own judgments. In fact, in 1784, the Connecticut legislature passed a law (the first in the nation) requiring all judges to reduce to Writing the reasons for their judgments. (5) Many other states followed suit, so that, as Professor Tiersma notes, judges at the close of the eighteenth century were already beginning to draft their opinions in writing. (6) And Professor Surrency, in his seminal History of American Law Publishing, reports that [a]ll evidence suggests that written opinions became the accepted practice within the first decades of the Nineteenth Century. …

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Prédiction distillée sur la base complète

Imitation des enseignants

Ni prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.

score de la tête « metaresearch » (Codex)0,003
score de la tête « metaresearch » (Gemma)0,000
Version: codex-gemma-dda1882f352aStatut de validation: machine_predicted_unvalidated
Catégories candidatesaucune
Catégories consensuellesaucune
DomaineSignal candidat: aucune · Signal consensuel: aucune
Devis d'étudeSignal candidat: Qualitatif · Signal consensuel: Qualitatif
GenreSignal candidat: Empirique · Signal consensuel: Empirique
Score de désaccord entre enseignants0,424
Score d'incertitude au seuil0,347

Scores Codex et Gemma par catégorie

CatégorieCodexGemma
Métarecherche0,0030,000
Méta-épidémiologie (sens strict)0,0000,000
Méta-épidémiologie (sens large)0,0000,000
Bibliométrie0,0000,000
Études des sciences et des technologies0,0000,000
Communication savante0,0000,001
Science ouverte0,0000,000
Intégrité de la recherche0,0000,000
Charge utile insuffisante (le modèle a refusé de juger)0,0000,000

Scores machine (provisoires)

Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.

Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.

Tête enseignante Opus0,018
Tête enseignante GPT0,305
Écart entre enseignants0,286 · la distance entre les deux têtes enseignantes sur ce seul travail
Statut de validationscore_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle