The text as a whole will introduce students to the value of alternatives to purely textual explanations. An ability to comprehend diagrammatic explanations will be encouraged. Diagrams present another way of seeing, and the sheer novelty value of seeing the interconnections in a diagram can sometimes be enough to change confusion into comprehension. It is hoped that students will begin to draw them for themselves. The numerous diagrams used in this text are integral to the successful understanding of legal method as presented here. They have been specifically designed to: • provide a way of taking students to deeper levels of understanding; • give a basic description or blueprint for an area; • demonstrate interconnections between seemingly disconnected areas/texts/ skills. To emphasise the value of diagrams, Figure 1.1, below, sets out the disarmingly simple, broad structure of this text. Where specific materials are required to be read, these will be found in Appendices 1–3. Patient study will be rewarded by clear progress in substantive law areas. If students work through the text methodically, they will reach a place of understanding where they know how to competently present arguments. They can then develop these skills during the course of their studies. 1.1.1 The structure of the book Careful thought has gone into the structure of this book. If it is approached in order, students will obtain a systematic introduction to the skills vital to the academic stage of legal education. If students already possess some knowledge and wish to look at specific skills, then discrete chapters do stand alone. This book is, however, no substitute for English legal texts or texts in substantive areas such as European Community law. The book draws on a range of areas of law to demonstrate skill development, and to alert students to some of the confusions and mistakes easily made by new law students. It is a book that bridges the gap between substantive legal subjects and the skill base that needs to be acquired in relation to reading law, writing legal answers competently and engaging in competent argument construction. It will be of use within certain parts of legal method programmes. However, its overall practical approach will require supplementing with critical texts in the area of legal method. 1.2 LEARNING OUTCOMES By the end of this chapter, readers should: • be aware of how to use this book; • understand the range of skills required for competent legal study.

DOI link for The text as a whole will introduce students to the value of alternatives to purely textual explanations. An ability to comprehend diagrammatic explanations will be encouraged. Diagrams present another way of seeing, and the sheer novelty value of seeing the interconnections in a diagram can sometimes be enough to change confusion into comprehension. It is hoped that students will begin to draw them for themselves. The numerous diagrams used in this text are integral to the successful understanding of legal method as presented here. They have been specifically designed to: • provide a way of taking students to deeper levels of understanding; • give a basic description or blueprint for an area; • demonstrate interconnections between seemingly disconnected areas/texts/ skills. To emphasise the value of diagrams, Figure 1.1, below, sets out the disarmingly simple, broad structure of this text. Where specific materials are required to be read, these will be found in Appendices 1–3. Patient study will be rewarded by clear progress in substantive law areas. If students work through the text methodically, they will reach a place of understanding where they know how to competently present arguments. They can then develop these skills during the course of their studies. 1.1.1 The structure of the book Careful thought has gone into the structure of this book. If it is approached in order, students will obtain a systematic introduction to the skills vital to the academic stage of legal education. If students already possess some knowledge and wish to look at specific skills, then discrete chapters do stand alone. This book is, however, no substitute for English legal texts or texts in substantive areas such as European Community law. The book draws on a range of areas of law to demonstrate skill development, and to alert students to some of the confusions and mistakes easily made by new law students. It is a book that bridges the gap between substantive legal subjects and the skill base that needs to be acquired in relation to reading law, writing legal answers competently and engaging in competent argument construction. It will be of use within certain parts of legal method programmes. However, its overall practical approach will require supplementing with critical texts in the area of legal method. 1.2 LEARNING OUTCOMES By the end of this chapter, readers should: • be aware of how to use this book; • understand the range of skills required for competent legal study.

The text as a whole will introduce students to the value of alternatives to purely textual explanations. An ability to comprehend diagrammatic explanations will be encouraged. Diagrams present another way of seeing, and the sheer novelty value of seeing the interconnections in a diagram can sometimes be enough to change confusion into comprehension. It is hoped that students will begin to draw them for themselves. The numerous diagrams used in this text are integral to the successful understanding of legal method as presented here. They have been specifically designed to: • provide a way of taking students to deeper levels of understanding; • give a basic description or blueprint for an area; • demonstrate interconnections between seemingly disconnected areas/texts/ skills. To emphasise the value of diagrams, Figure 1.1, below, sets out the disarmingly simple, broad structure of this text. Where specific materials are required to be read, these will be found in Appendices 1–3. Patient study will be rewarded by clear progress in substantive law areas. If students work through the text methodically, they will reach a place of understanding where they know how to competently present arguments. They can then develop these skills during the course of their studies. 1.1.1 The structure of the book Careful thought has gone into the structure of this book. If it is approached in order, students will obtain a systematic introduction to the skills vital to the academic stage of legal education. If students already possess some knowledge and wish to look at specific skills, then discrete chapters do stand alone. This book is, however, no substitute for English legal texts or texts in substantive areas such as European Community law. The book draws on a range of areas of law to demonstrate skill development, and to alert students to some of the confusions and mistakes easily made by new law students. It is a book that bridges the gap between substantive legal subjects and the skill base that needs to be acquired in relation to reading law, writing legal answers competently and engaging in competent argument construction. It will be of use within certain parts of legal method programmes. However, its overall practical approach will require supplementing with critical texts in the area of legal method. 1.2 LEARNING OUTCOMES By the end of this chapter, readers should: • be aware of how to use this book; • understand the range of skills required for competent legal study.