Frequently Asked Questions

1. Why should I prepare my own outlines, when there are commercial outlines available?

   As you prepare your own outlines, you synthesize class oriented case briefs, class notes and other course material into a format useful for exam study.

   As you prepare your own outlines, you develop the skills necessary to understand the law in a way that will help you apply it to resolve the issues in a long factual hypothetical, under pressure, with time constraints. That is, as you prepare your own outlines you are studying for exams.

   As you prepare your own outlines, you condense the course material included in your syllabus, covered by your professor, in a way that is meaningful to you and is tailored to your professor's view of the course. The value of an outline comes from preparing it yourself.

2. When should I begin my outlines?

   Ideally, begin as soon as you have completed a major topic in the syllabus. Whenever you begin, the goal is to try to complete your course outline early during the reading period after classes end but before exams begin so that you study for the exam almost exclusively from your outline.

3. How much time should I allow for outlining?

   Outlining is a very labor-intensive task, so you should set aside a large block of time–at least four hours–for each outlining session. However, each person's concentration span is different. Consider working in one or two hour blocks with a ten-minute break between each block.

4. How long should an outline be?

   Your outline should be long enough to include all the material in the course in a concise fashion. The goal is quality, not quantity. Each student's outline will be different. Some students can jot down a note or two on a key point, while another student includes a detailed summary of that point. The length of the outline depends upon what best suits your learning style. Some outlines are as short as 10 or 12 pages; others are 50-60 pages.

5. Do I prepare different types of outlines for open and closed book exams?

   Yes. In closed book exams, students are not permitted to bring any materials into the exam with them. In an open book exam, some professors allow students to bring a code or statute, a casebook and a student's own outline; other professors place no restrictions on what a student may bring into an exam.

   If you are permitted to bring in your outline, you should tab it or prepare an index to make the outline more "user friendly" so that you can quickly locate what you need.

   For closed book exams, consider reducing the outline to a memorizable checklist, which includes all the major topics covered in the course.

6. Once I have completed my outline, do I just memorize it?

   No! While you should read and re-read your outline, the real value of a course outline is using it during study group discussion and to answer practice exam questions. You may decide to condense your outline into two shorter versions. One will be a skeletal "outline of your outline", which you can use as a checklist during the exam if your professor allows you to bring materials into the exam. The other should be that checklist, with the major issues explained in your own words. This will make your outline a more useful and useable tool.

7. How do I find the time to do an outline?

   To successfully manage your time you must make your own style work for you. Some people work best with a fully organized and detailed schedule; others feel pressured and resentful when a calendar with specific time commitments stares them in the face. Whatever your individual style, you must organize your time. Efficient use of time is crucial to your success.

   If a fairly rigid schedule works for you, fill in fixed blocks of time first, like class time and other regularly scheduled events or activities.

   Include time for essential daily activities (eating and sleeping, for example) and errands (doing the laundry).

   Schedule time breaks. Be sure to include time to work out or get some exercise.

   Monitor your time plan. See where there is at least a one-hour block of time. Each one-hour block is time to brief a case or review class notes and prepare for class.

   Since outlining requires larger blocks of time, consider using the weekends for outlining a topic in a course. Do not try to do any outlining when a writing assignment is due.

   If a rigid schedule is too restrictive for you, try the "list" method. Make a list of everything you have to do the next day. Include everything–family commitments, outside work, study, meals and exercise. As you complete each task, cross it off the list. Just to be sure to complete each task every day so that you do not fall behind in your studies.

   If you work outside of school, or have significant family responsibilities, you must make use of every precious minute. Read on the subway; try something easy to handle, like flash cards. If you drive to work or school, listen to commercially prepared lecture tapes.

   No matter how much or little time you have, block out regular study sessions for each week. To combat fatigue, avoid studying for more than two hours at a time without a break. Try two hours with a ten-minute break each hour. If you have more time, schedule a half-hour break before the next two-hour session.

Preparing Your Course Outline
Organize your outline by topics, not by cases. Begin with your course syllabus or the table of contents from the casebook. Each uppercase letter heading should be a unit from your syllabus.

1. Include a general statement about the topic. This may include an overview or some background material. While the information may come from a casebook or hornbook, use your own words to explain the main policies in this area of the law.

2. For each subheading, include definitions and elements, if any, of the rules of law. Include:

   • the reason or rationale supporting the rule
   • exceptions to the rule/defenses
   • other sources referred to by the professor:
     UCC, Restatement, MPC, FRCP
3. Include examples from the cases to illustrate or explain rules. It is generally not necessary to memorize the names or holdings of particular cases (although relevant case names can provide a useful shorthand reference for a concept). It is necessary to use what you have learned from the cases to analyze and resolve legal problems as they appear on exams.
4. Most professors test what they teach. For each topic you outline, review your class notes. Include your professor's remarks, questions, and hypotheticals. You might change font to denote your professor's comments, or use the professor's initials or the word "Prof".

   For each major topic that you outline ask:

   • What set of problems are presented by the cases in this section?
   • What legal issues arise from these problems?
   • What rules (principles) can be applied to solve these problems? What areas remain open and ambiguous?
   • What policies are served by the rules? Are there policies that are not served by the rules?
   • What societal conditions required the rules be developed?

   Develop a checklist of important points in each of the major areas of the course.

   For each section in the outline, read the case notes at the end of the chapter in your casebook. These questions are often focused, related to the issues raised in the cases, and present interesting hypothetical situations for discussion, not unlike exam questions.

Flow Charts
A flowchart is a diagram of the course; it is an outline in "picture" format. Flowcharts are particularly good for visual learners who process information by using charts, graphs, pictures and diagrams. Outlines are linear; flowcharts are more like maps. For a particularly good discussion of flowcharts, see: Bridging the Gap Between College and Law School, Stroupus and Taylor.

A Final Word
Use your outline during the semester to make sure it "works". Complete a section or two of your outline and look at one of the old exams given by your professor in the course you outlined. Does your outline help you to answer the question on the exam? Does your outline contain enough information? Have you included too much detail from cases without understanding the area of law?

Remember: Most exam questions test not only your recollection of rules, but your ability to use those rules and concepts to resolve problems raised by the hypothetical fact pattern. Your outline should help you to do that.