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Memorandum 3

General Education Assignment 2 (#GEA2)

3.2 Legal Memorandum Peer Reviews

This assignment has two due dates

Pre-Writing Assignment due: April 23 by 11:59 PM (Eastern Daylight Savings Time)

Peer Review Assignment due: April 26 by 11:59 PM (Eastern Daylight Savings Time)

Submitting this Assignment:

  • The pre-witing component of this assignment is loaded as a group discussion by entering your assignment into the reply bar that accompanies this assignment. By submitting in this way your assignment will be visible in the grade book; DO NOT start a new discussion board; you will receive no credit if your submission cannot be seen in the grade book. Your peer reviews will be a reply to group members who submit a pre-writing assignment to the group discussion by the pre-writing due date. (If a classmate notifies you they submitted late, do your best to help them out, we are all juggling many challenges now.) When you are finished with the review upload it as a reply by copying and pasting your review into the reply under the appropriate pre-writing submittal. (DO NOT upload your reviews as a document, as the grader cannot see them that way.)
  • If you are assigned to a group where no one else submits by the pre-writing due date, contact the writing instructor the next day and you will reassign you to a different group.
  • The peer-review part of the assignment closes at 11:59 PM. The phrase “due by 11:59 pm” means assignments must be submitted before 11:59 pm. Assignments not submitted before the assignments close at 11:59 pm will not be accepted. Give yourself enough time to upload the assignment before the deadline, even if you have problems. Late assignments will not be accepted.
  • While you may help each other understand the problem, you may review each other's work to recommend editing that needs to be done, DO NOT provide or use wording recommended by another student, do not work on your writing together, do not copy the work of another student. If you think someone has copied your work, please notify the communication instructor, to avoid any issues with plagiarism on your final assignment.

Assignment Overview:

Peer reviews (Links to an external site.) are a process you will engage in throughout your professional life. For your time to be well spent the feedback you provide must be constructive, specific, and actionable. When you are reviewing a document where there are elements that are very well done specifically telling the writer what is done well can be just as helpful as critical feedback but must be specific. For example, telling someone "your summary is well done" is not helpful, as they do not know what you liked about it. Rather, to provide actionable feedback say something with more specific detail, like:

Naming the three elements that will make up their analysis in the summary provides me with an expectation of how you will approach the analysis, making it easier for me to follow. However, you do not name these elements in your analysis using the same terms and have them in a different order. Perhaps make the elements in the summary match the order in which you will present them in the analysis and call them by the same name in the analysis so that it will match what the readers are expecting after reading the summary.

For this peer review provide feedback to your group members who submit pre-writing assignments to the discussion board. Us the questions on the Legal Memorandum Peer Review Form to help guide you on what is important for this assignment. (This is different than the peer review form you used for the first memorandum).

Unformatted Attachment Preview

Peer Review Form – Legal Memorandum You should focus your review of your classmates’ memoranda on the logic and completeness of their explanations – is all the required content there, and does it make sense to you? Try to imagine yourself as the receiver of these memoranda needing to make a decision based on what is written in them. The questions below are to guide feedback. You want to provide a constructive review to each of your groupmates because your feedback is the only way they can make their memoranda better. Also, reviewing your classmates’ memoranda will help a lot when you get back to look at your memorandum again! Problem definition questions: Do you and your groupmates agree? Note any differences and what you think about these. Is the content complete and correct? Does the memorandum include all the information a new reader will need to understand: • Who the document is addressed to and their role. (To) • Who the document is copied to and their role? (CC) • Who the document is from and their role/professional status? (From) • When the document was produced? (Date) • What case and issue the memorandum is addressing? (Re) • the legal question the writer is addressing? (Question Presented) • The legal answer the writer is presenting? (Brief Answer) • The context of the question, the input the writer started with, and how it informed the question analysis? (Facts) • what the writer did to determine that answer, (Discussion) including o Naming then discussing the reason the statistical analysis is the best and most legitimate approach to providing an answer to this legal question? o What your statistical analysis showed? o What answer this analysis leads to and why? • The final synthesis of all document elements (Conclusion) (To answer this question, compare the content of the memorandum to the Legal Memorandum Guide. Compare the header to the example document provided (the specific name). Identify all elements that are missing or are lacking in clarity of specificity. To check the following items, read the document out loud. These elements are harder to miss when reading out loud. Do the sentences in each section flow together, with one sentence connecting to the next? Read each section out loud as many times as necessary to address the following questions • Are some sentences difficult to read? (do they have too many words, or are the expressed ideas confusing?) If so, suggest that your groupmate develop some better wordings. • • • • • Does each sentence follow logically and smoothly from the one to the next, OR do you find there are places where the ideas suddenly jump to a topic you are not ready for? Suggest a fix if you find this. Are their word choices clear and non-confusing? Identify wording that needs to be clearer. Is any section of the document awkward when you read it? Suggest your groupmate reword any phrases or sentences that feel awkward reading them. Is the analysis and thinking in the Analysis section presented completely? Would a new reader reach the end of the analysis section and say, “Yes, I understand and agree”? Identify elements of the document where additional detail is needed. Is it obvious to you that your classmate ran a grammar and spelling check on their document before you read it? If there are significant spelling, grammar and/or punctuation errors note that your groupmate should make an effort to run a grammar check prior to turning in the document. Appendix • Are the typewritten calculations included in the appendix? • Is the statistical approach used to determine the answer appropriate? • Do you believe the numeric outcome your groupmate arrived at is correct? • Do you believe they used the outcome in a professionally appropriate way to arrive at a recommendation? ...
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