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<h3><span><span><span><span> </span></span></span></span><span><span><span><span>“2Ls tell me this class will end up pretty heavy, </span></span></span></span><span><span><span><span>but I feel good so far. So, when is the other shoe </span></span></span></span><span><span><span><span>going to drop?”</span></span></span></span></h3>
<p><span><span><span>ARTICLE</span></span></span></p>
<p><strong><span><span><span>Before the Final Draft: Oral Argument as a Student-Centered Feedback Tool </span></span></span></strong></p>
<p><span><span><span><strong>Stephanie Juliano</strong></span></span></span></p>
<p><span><span><span>Let’s slow down. Do less. Aim low. This may be controversial to say, but I believe we legal writing professors need to accomplish less in our first-year courses.</span></span></span><span><span> </span></span></p>
<h4><span><span><span><strong><span> 1. Introduction</span></strong></span></span></span></h4>