MEMORANDUM. Todd Aagaard, Vice Dean and Professor of Law April M. Barton, Associate Dean for Academic Affairs Heather Baum, Professor of Law

MEMORANDUM To: From: Date: Re: Villanova Law Class of 2020 Todd Aagaard, Vice Dean and Professor of Law April M. Barton, Associate Dean for Academic Affairs Heather Baum, Professor of Law August 1, 2017 Orientation Welcome to Villanova University Charles Widger School of Law! We look forward to your arrival in just a few weeks. The second day of orientation (Thursday, August 17) will be partly devoted to a session with your legal writing professor, a law librarian, and another faculty member. This session will seek to introduce you to some basic aspects of legal analysis and reasoning in preparation for your first day of class and the start of your legal education. There are three readings for this orientation session that you should prepare ahead of time in order to obtain the most benefit from your time with the faculty: 1. An edited version of the United States Supreme Court s decision in Muscarello v. United States (1998); 2. An essay by Professor Orin Kerr of the George Washington University Law School on how to read a case; and 3. A chapter from a text by a Villanova Law faculty member, Lou Sirico, on how to brief a case. Please note that you are not required to complete the exercises in this chapter. You should read the assigned material carefully, which usually means reading it more than once (especially the case). But you should not be worried if some of the reading is difficult. The faculty is here to help you during orientation and throughout your time at Villanova. The more you put into these initial readings, however, the more you will get out of the session. In addition to the reading, please prepare a case brief of Muscarello v. United States applying what you learned from Professor Sirico s chapter. There is no one correct way to brief a case, so do not be overly concerned about the format. We will discuss the purpose and methods for case briefs as a group during the session on August 17 th. 299 NORTH SPRING MILL ROAD VILLANOVA, PENNSYLVANIA 19085 WWW.LAW.VILLANOVA.EDU

524 U.S. 125 1 Supreme Court of the United States Frank J. MUSCARELLO, Petitioner, v. UNITED STATES. Donald E. CLEVELAND and Enrique Gray Santana, Petitioners, v. UNITED STATES. Argued March 23, 1998. Decided June 8, 1998. Justice BREYER delivered the opinion of the Court. A provision in the firearms chapter of the federal criminal code imposes a 5 year mandatory prison term upon a person who uses or carries a firearm during and in relation to a drug trafficking crime. 18 U.S.C. 924(c)(1). The question before us is whether the phrase carries a firearm is limited to the carrying of firearms on the person. We hold that it is not so limited. Rather, it also applies to a person who knowingly possesses and conveys firearms in a vehicle, including in the locked glove compartment or trunk of a car, which the person accompanies. I The question arises in two cases, which we have consolidated for argument. Petitioner in the first case, Frank J. Muscarello, unlawfully sold marijuana, which he carried in his truck to the place of sale. Police officers found a handgun locked in the truck s glove compartment. During plea proceedings, Muscarello admitted that he had carried the gun for protection in relation to the drug offense, though he later claimed to the contrary, and added that, in any event, his carr[ying] of the gun in the glove compartment did not fall within the scope of the statutory word carries. Petitioners in the second case, Donald Cleveland and Enrique Gray Santana, placed several guns in a bag, put the bag in the trunk of a car, and then traveled by car to a proposed drug-sale point, where they intended to steal drugs from the sellers. Federal agents at the scene stopped them, searched the cars, found the guns and drugs, and arrested them. In both cases the Courts of Appeals found that petitioners had carrie[d] the guns during and in relation to a drug trafficking offense. We granted certiorari to determine whether the fact that the guns were found in the locked glove compartment, or the trunk, of a car precludes application of 924(c)(1). We conclude that it does not.

2 II A We begin with the statute s language. The parties vigorously contest the ordinary English meaning of the phrase carries a firearm. Because they essentially agree that Congress intended the phrase to convey its ordinary, and not some special legal, meaning, and because they argue the linguistic point at length, we too have looked into the matter in more than usual depth. Although the word carry has many different meanings, only two are relevant here. When one uses the word in the first, or primary, meaning, one can, as a matter of ordinary English, carry firearms in a wagon, car, truck, or other vehicle that one accompanies. When one uses the word in a different, rather special, way, to mean, for example, bearing or (in slang) packing (as in packing a gun ), the matter is less clear. But, for reasons we shall set out below, we believe Congress intended to use the word in its primary sense and not in this latter, special way. Consider first the word s primary meaning. The Oxford English Dictionary gives as its first definition convey, originally by cart or wagon, hence in any vehicle, by ship, on horseback, etc. 2 Oxford English Dictionary 919 (2d ed. 1989); see also Webster s Third New International Dictionary 343 (1986) (first definition: move while supporting (as in a vehicle or in one s hands or arms) ); Random House Dictionary of the English Language Unabridged 319 (2d ed. 1987) (first definition: to take or support from one place to another; convey; transport ). The origin of the word carries explains why the first, or basic, meaning of the word carry includes conveyance in a vehicle. See Barnhart Dictionary of Etymology 146 (1988) (tracing the word from Latin carum, which means car or cart ); 2 Oxford English Dictionary, supra, at 919 (tracing the word from Old French carier and the late Latin carricare, which meant to convey in a car ); Oxford Dictionary of English Etymology 148 (C. Onions ed. 1966) (same); Barnhart Dictionary of Etymology, supra, at 143 (explaining that the term car has been used to refer to the automobile since 1896). The greatest of writers have used the word with this meaning. See, e.g., The King James Bible, 2 Kings 9:28 ( [H]is servants carried him in a chariot to Jerusalem ); id., Isaiah 30:6 ( [T]hey will carry their riches upon the shoulders of young asses ). Robinson Crusoe says, [w]ith my boat, I carry d away every Thing. D. Defoe, Robinson Crusoe 174 (J. Crowley ed. 1972). And the owners of Queequeg s ship, Melville writes, had lent him a [wheelbarrow], in which to carry his heavy chest to his boarding-house. H. Melville, Moby Dick 43 (U. Chicago 1952). This Court, too, has spoken of the carrying of drugs in a car or in its trunk.

3 California v. Acevedo, 500 U.S. 565, 572 573 (1991); Florida v. Jimeno, 500 U.S. 248, 249 (1991). These examples do not speak directly about carrying guns. But there is nothing linguistically special about the fact that weapons, rather than drugs, are being carried. Robinson Crusoe might have carried a gun in his boat; Queequeg might have borrowed a wheelbarrow in which to carry not a chest, but a harpoon. And, to make certain that there is no special ordinary English restriction (unmentioned in dictionaries) upon the use of carry in respect to guns, we have surveyed modern press usage, albeit crudely, by searching computerized newspaper databases both the New York Times data base in Lexis/Nexis, and the US News data base in Westlaw. We looked for sentences in which the words carry, vehicle, and weapon (or variations thereof) all appear. We found thousands of such sentences, and random sampling suggests that many, perhaps more than one-third, are sentences used to convey the meaning at issue here, i.e., the carrying of guns in a car. The New York Times, for example, writes about an ex-con who arrives home driving a stolen car and carrying a load of handguns, Mar. 21, 1992, section 1, p. 18, col. 1, and an official peace officer who carries a shotgun in his boat, June 19, 1988, section 12WC, p. 2, col. 1; cf. The New York Times Manual of Style and Usage, a Desk Book of Guidelines for Writers and Editors, foreword (L. Jordan rev. ed. 1976) (restricting Times journalists and editors to the use of proper English). The Boston Globe refers to the arrest of a professional baseball player for carrying a semiloaded automatic weapon in his car. Dec. 10, 1994, p. 75, col. 5. The Colorado Springs Gazette Telegraph speaks of one Russell who carries a gun hidden in his car. May 2, 1993, p. B1, col. 2. The Arkansas Gazette refers to a house that was searched in an effort to find items that could be carried in a car, such as... guns. Mar. 10, 1991, p. A1, col. 2. The San Diego Union Tribune asks, What, do they carry guns aboard these boats now? Feb. 18, 1992, p. D2, col. 5. Now consider a different, somewhat special meaning of the word carry a meaning upon which the linguistic arguments of petitioners and the dissent must rest. The Oxford English Dictionary s twenty-sixth definition of carry is bear, wear, hold up, or sustain, as one moves about; habitually to bear about with one. 2 Oxford English Dictionary, at 921. Webster s defines carry as to move while supporting, not just in a vehicle, but also in one s hands or arms. Webster s Third New International Dictionary, supra, at 343. And Black s Law Dictionary defines the entire phrase carry arms or weapons as To wear, bear or carry them upon the person or in the clothing or in a pocket, for the purpose of use, or for the purpose of being armed and ready for offensive or defensive action in case of a conflict with another person. Black s Law Dictionary 214 (6th ed. 1990).

4 These special definitions, however, do not purport to limit the carrying of arms to the circumstances they describe. No one doubts that one who bears arms on his person carries a weapon. But to say that is not to deny that one may also carry a weapon tied to the saddle of a horse or placed in a bag in a car. Nor is there any linguistic reason to think that Congress intended to limit the word carries in the statute to any of these special definitions. To the contrary, all these special definitions embody a form of an important, but secondary, meaning of carry, a meaning that suggests support rather than movement or transportation, as when, for example, a column carries the weight of an arch. 2 Oxford English Dictionary, at 919, 921. In this sense a gangster might carry a gun (in colloquial language, he might pack a gun ) even though he does not move from his chair. It is difficult to believe, however, that Congress intended to limit the statutory word to this definition imposing special punishment upon the comatose gangster while ignoring drug lords who drive to a sale carrying an arsenal of weapons in their van. We recognize, as the dissent emphasizes, that the word carry has other meanings as well. But those other meanings (e.g., carry all he knew, carries no colours ) are not relevant here. And the fact that speakers often do not add to the phrase carry a gun the words in a car is of no greater relevance here than the fact that millions of Americans did not see Muscarello carry a gun in his truck. The relevant linguistic facts are that the word carry in its ordinary sense includes carrying in a car and that the word, used in its ordinary sense, keeps the same meaning whether one carries a gun, a suitcase, or a banana. Given the ordinary meaning of the word carry, it is not surprising to find that the Federal Courts of Appeals have unanimously concluded that carry is not limited to the carrying of weapons directly on the person but can include their carriage in a car. United States v. Toms, 136 F.3d 176, 181 (C.A.D.C.1998); United States v. Foster, 133 F.3d 704, 708 (C.A.9 1998); United States v. Eyer, 113 F.3d 470, 476 (C.A.3 1997); 106 F.3d, at 1066 (case below); 106 F.3d, at 639 (case below); United States v. Malcuit, 104 F.3d 880, 885, rehearing en banc granted, 116 F.3d 163 (C.A.6 1997); United States v. Mitchell, 104 F.3d 649, 653 654 (C.A.4 1997); United States v. Molina, 102 F.3d 928, 932 (C.A.7 1996); United States v. Willis, 89 F.3d 1371, 1379 (C.A.8 1996); United States v. Miller, 84 F.3d 1244, 1259 1260 (1996), overruled on other grounds, United States v. Holland, 116 F.3d 1353 (C.A.10 1997); United States v. Giraldo, 80 F.3d 667, 676 677 (C.A.2 1996); United States v. Farris, 77 F.3d 391, 395 396 (C.A.11 1996). B We now explore more deeply the purely legal question of whether Congress intended to use the word carry in its ordinary sense, or

5 whether it intended to limit the scope of the phrase to instances in which a gun is carried on the person. We conclude that neither the statute s basic purpose nor its legislative history support circumscribing the scope of the word carry by applying an on the person limitation. This Court has described the statute s basic purpose broadly, as an effort to combat the dangerous combination of drugs and guns. Smith v. United States, 508 U.S. 223, 240 (1993). And the provision s chief legislative sponsor has said that the provision seeks to persuade the man who is tempted to commit a Federal felony to leave his gun at home. 114 Cong. Rec. 22231 (1968) (Rep. Poff); see Busic v. United States, 446 U.S. 398, 405 (1980) (describing Poff s comments as crucial material in interpreting the purpose of 924(c)); Simpson v. United States, 435 U.S. 6, 13 14 (1978) (concluding that Poff s comments are clearly probative and certainly entitled to weight ); see also 114 Cong. Rec. 22243 22244 (statutes would apply to the man who goes out taking a gun to commit a crime ) (Rep. Hunt); id., at 22244 ( Of course, what we are trying to do by these penalties is to persuade the criminal to leave his gun at home ) (Rep. Randall); id., at 22236 ( We are concerned... with having the criminal leave his gun at home ) (Rep. Meskill). From the perspective of any such purpose (persuading a criminal to leave his gun at home ), what sense would it make for this statute to penalize one who walks with a gun in a bag to the site of a drug sale, but to ignore a similar individual who, like defendant Gray Santana, travels to a similar site with a similar gun in a similar bag, but instead of walking, drives there with the gun in his car? How persuasive is a punishment that is without effect until a drug dealer who has brought his gun to a sale (indeed has it available for use) actually takes it from the trunk (or unlocks the glove compartment) of his car? It is difficult to say that, considered as a class, those who prepare, say, to sell drugs by placing guns in their cars are less dangerous, or less deserving of punishment, than those who carry handguns on their person. We have found no significant indication elsewhere in the legislative history of any more narrowly focused relevant purpose. We have found an instance in which a legislator referred to the statute as applicable when an individual has a firearm on his person, ibid. (Rep. Meskill); an instance in which a legislator speaks of a criminal who takes a gun in his hand, id., at 22239 (Rep. Pucinski); and a reference in the Senate Report to a gun carried in a pocket, S. Rep. No. 98 225, p. 314, n. 10 (1983); see also 114 Cong.Rec. 21788, 21789 (1968) (references to gun carrying without more). But in these instances no one purports to define the scope of the term carries ; and the examples of guns carried on the person are not used to illustrate the reach of the term carries but to illustrate, or to criticize, a different aspect of the statute.

6 Regardless, in other instances, legislators suggest that the word carries has a broader scope. One legislator indicates that the statute responds in part to the concerns of law enforcement personnel, who had urged that carrying short firearms in motor vehicles be classified as carrying such weapons concealed. Id., at 22242 (Rep. May). Another criticizes a version of the proposed statute by suggesting it might apply to drunken driving, and gives as an example a drunken driver who has a gun in his car. Id., at 21792 (Rep. Yates). Others describe the statute as criminalizing gun possession a term that could stretch beyond both the use of a gun and the carrying of a gun on the person. See id., at 21793 (Rep. Casey); id., at 22236 (Rep. Meskill); id., at 30584 (Rep. Collier); id., at 30585 (Rep. Skubitz). * * * In sum, the generally accepted contemporary meaning of the word carry includes the carrying of a firearm in a vehicle. The purpose of this statute warrants its application in such circumstances. The limiting phrase during and in relation to should prevent misuse of the statute to penalize those whose conduct does not create the risks of harm at which the statute aims. For these reasons, we conclude that petitioners conduct falls within the scope of the phrase carries a firearm. The judgments of the Courts of Appeals are affirmed. It is so ordered. Justice GINSBURG, with whom THE CHIEF JUSTICE, Justice SCALIA, and Justice SOUTER join, dissenting. Section 924(c)(1) of Title 18, United States Code, is a punishmentenhancing provision; it imposes a mandatory five-year prison term when the defendant during and in relation to any crime of violence or drug trafficking... uses or carries a firearm. In Bailey v. United States, 516 U.S. 137 (1995), this Court held that the term uses, in the context of 924(c)(1), means active employment of the firearm. In today s cases we confront a related question: What does the term carries mean in the context of 924(c)(1), the enhanced punishment prescription again at issue. It is uncontested that 924(c)(1) applies when the defendant bears a firearm, i.e., carries the weapon on or about his person for the purpose of being armed and ready for offensive or defensive action in case of a conflict. Black s Law Dictionary 214 (6th ed. 1990) (defining the phrase carry arms or weapons ). The Court holds that, in addition, carries a firearm, in the context of 924(c)(1), means personally transporting, possessing, or keeping a firearm in a vehicle, anyplace in a vehicle. Without doubt, carries is a word of many meanings, definable to mean or include carting about in a vehicle. But that encompassing definition is not a ubiquitously necessary one. Nor, in my judgment, is it a

7 proper construction of carries as the term appears in 924(c)(1). In line with Bailey and the principle of lenity the Court has long followed, I would confine carries a firearm, for 924(c)(1) purposes, to the undoubted meaning of that expression in the relevant context. I would read the words to indicate not merely keeping arms on one s premises or in one s vehicle, but bearing them in such manner as to be ready for use as a weapon. I * * * Unlike the Court, I do not think dictionaries, 2 surveys of press reports, 3 or the Bible 4 tell us, dispositively, what carries means embedded in 924(c)(1). On definitions, carry in legal formulations could mean, inter alia, transport, possess, have in stock, prolong (carry over), be infectious, or wear or bear on one s person. 5 At issue here is not carries at large but carries a firearm. The Court s computer search of newspapers is revealing in this light. Carrying guns in a car showed up as the meaning perhaps more than one-third of the time. Ante, at 1915. One is left to wonder what meaning showed up some two-thirds of the time. Surely a most familiar meaning is, as the Constitution s Second Amendment ( keep and bear Arms ) (emphasis added) and Black s Law Dictionary, at 214, indicate: wear, bear, or carry... upon the person or in the clothing or in a pocket, for the purpose... of being armed and ready for offensive or defensive action in a case of conflict with another person. 3 2 I note, however, that the only legal dictionary the Court cites, Black s Law Dictionary, defines carry arms or weapons restrictively. Many newspapers, the New York Times among them, have published stories using transport, rather than carry, to describe gun placements resembling petitioners. See, e.g., Atlanta Constitution, Feb. 27, 1998, p. 9D, col. 2 ( House members last week expanded gun laws by allowing weapons to be carried into restaurants or transported anywhere in cars. ); Chicago Tribune, June 12, 1997, sports section, p. 13 ( Disabled hunters with permission to hunt from a standing vehicle would be able to transport a shotgun in an all-terrain vehicle as long as the gun is unloaded and the breech is open. ); Colorado Springs Gazette Telegraph, Aug. 4, 1996, p. C10 (British gun laws require locked steel cases bolted onto a car for transporting guns from home to shooting range. ); Detroit News, Oct. 26, 1997, p. D14 ( It is unlawful to carry afield or transport a rifle... or shotgun if you have buckshot, slug, ball loads, or cut shells in possession except while traveling directly to deer camp or target range with firearm not readily available to vehicle occupants. ); N.Y. Times, July 4, 1993, p. A21, col. 2 ( [T]he gun is supposed to be transported

8 unloaded, in a locked box in the trunk. ); Santa Rosa Press Democrat, Sept. 28, 1996, p. B1 ( Police and volunteers ask that participants... transport [their guns] to the fairgrounds in the trunks of their cars. ); Worcester Telegram & Gazette, July 16, 1996, p. B3 ( Only one gun can be turned in per person. Guns transported in a vehicle should be locked in the trunk. ) (emphasis added in all quotations). 4 5 The translator of the Good Book, it appears, bore responsibility for determining whether the servants of Ahaziah carried his corpse to Jerusalem. Compare with, e.g., The New English Bible, 2 Kings 9:28 ( His servants conveyed his body to Jerusalem. ); Saint Joseph Edition of the New American Bible ( His servants brought him in a chariot to Jerusalem. ); Tanakh: The Holy Scriptures ( His servants conveyed him in a chariot to Jerusalem. ); see also id., Isaiah 30:6 ( They convey their wealth on the backs of asses. ); The New Jerusalem Bible ( [T]hey bear their riches on donkeys backs. ) (emphasis added in all quotations). The dictionary to which this Court referred in Bailey v. United States, 516 U.S. 137, 145 (1995), contains 32 discrete definitions of carry, including [t]o make good or valid, to bear the aspect of, and even [t]o bear (a hawk) on the fist. See Webster s New International Dictionary 412 (2d ed. 1949). On lessons from literature, a scan of Bartlett s and other quotation collections shows how highly selective the Court s choices are. If [t]he greatest of writers have used carry to mean convey or transport in a vehicle, so have they used the hydra-headed word to mean, inter alia, carry in one s hand, arms, head, heart, or soul, sans vehicle. Consider, among countless examples: [H]e shall gather the lambs with his arm, and carry them in his bosom. The King James Bible, Isaiah 40:11. And still they gaz d, and still the wonder grew, That one small head could carry all he knew. O. Goldsmith, The Deserted Village, ll. 215 216, in The Poetical Works of Oliver Goldsmith 30 (A. Dobson ed. 1949). There s a Legion that never was listed, That carries no colours or crest. R. Kipling, The Lost Legion, st. 1, in Rudyard Kipling s Verse, 1885 1918, p. 222 (1920).

9 There is a homely adage which runs, Speak softly and carry a big stick; you will go far. T. Roosevelt, Speech at Minnesota State Fair, Sept. 2, 1901, in J. Bartlett, Familiar Quotations 575:16 (J. Kaplan ed. 1992). 6 6 Popular films and television productions provide corroborative illustrations. In The Magnificent Seven, for example, O Reilly (played by Charles Bronson) says: You think I am brave because I carry a gun; well, your fathers are much braver because they carry responsibility, for you, your brothers, your sisters, and your mothers. See http://us.imdb.com/m/search_quotes?for=carry. And in the television series M*A*S*H, Hawkeye Pierce (played by Alan Alda) presciently proclaims: I will not carry a gun.... I ll carry your books, I ll carry a torch, I ll carry a tune, I ll carry on, carry over, carry forward, Cary Grant, cash and carry, carry me back to Old Virginia, I ll even hari-kari if you show me how, but I will not carry a gun! See http:// www.geocities.com/hollywood/8915/mashquotes.html. These and the Court s lexicological sources demonstrate vividly that carry is a word commonly used to convey various messages. Such references, given their variety, are not reliable indicators of what Congress meant, in 924(c)(1), by carries a firearm. Noting the paradoxical statement, I use a gun to protect my house, but I ve never had to use it, the Court in Bailey, 516 U.S., at 143, emphasized the importance of context the statutory context. Just as uses was read to mean not simply possession, but active employment, so carries, correspondingly, is properly read to signal the most dangerous cases the gun at hand, ready for use as a weapon. 7 It is reasonable to comprehend Congress as having provided mandatory minimums for the most life-jeopardizing gun-connection cases (guns in or at the defendant s hand when committing an offense), leaving other, less imminently threatening, situations for the more flexible Guidelines regime. As the Ninth Circuit suggested, it is not apparent why possession of a gun in a drug dealer s moving vehicle would be thought more dangerous than gun possession on premises where drugs are sold: A drug dealer who packs heat is more likely to hurt someone or provoke someone else to violence. A gun in a bag under a tarp in a truck bed [or in a bedroom closet] poses substantially less risk. United States v. Foster, 133 F.3d 704, 707 (1998) (en banc). * * * 7 In my view, the Government would carry its burden by proving a firearm was kept so close to the person as to approximate placement in a pocket or holster, e.g., guns carried at one s side in a briefcase or handbag, or strapped to the saddle of a horse. See ante, at 1915. II

10 Section 924(c)(1), as the foregoing discussion details, is not decisively clear one way or another. The sharp division in the Court on the proper reading of the measure confirms, [a]t the very least,... that the issue is subject to some doubt. Under these circumstances, we adhere to the familiar rule that, where there is ambiguity in a criminal statute, doubts are resolved in favor of the defendant. Adamo Wrecking Co. v. United States, 434 U.S. 275, 284 285 (1978) (citation omitted); see United States v. Granderson, 511 U.S. 39, 54 (1994) ( [W]here text, structure, and history fail to establish that the Government s position is unambiguously correct we apply the rule of lenity and resolve the ambiguity in [the defendant s] favor. ). Carry bears many meanings * * *. The narrower on or about [one s] person interpretation is hardly implausible nor at odds with an accepted meaning of carries a firearm. Overlooking that there will be an enhanced sentence for the gunpossessing drug dealer in any event, the Court asks rhetorically: How persuasive is a punishment that is without effect until a drug dealer who has brought his gun to a sale (indeed has it available for use) actually takes it from the trunk (or unlocks the glove compartment) of his car? Correspondingly, the Court defines carries a firearm to cover a person who knowingly possesses and conveys firearms [anyplace] in a vehicle... which the person accompanies. Congress, however, hardly lacks competence to select the words possesses or conveys when that is what the Legislature means. 14 Notably in view of the Legislature s capacity to speak plainly, and of overriding concern, the Court s inquiry 150 pays scant attention to a core reason for the rule of lenity: [B]ecause of the seriousness of criminal penalties, and because criminal punishment usually represents the moral condemnation of the community, legislatures and not courts should define criminal activity. This policy embodies the instinctive distaste against men languishing in prison unless the lawmaker has clearly said they should. United States v. Bass, 404 U.S. 336, 348 (1971) (quoting H. Friendly, Mr. Justice Frankfurter and the Reading of Statutes, in Benchmarks 196, 209 (1967)). 14 See, e.g., 18 U.S.C. 924(a)(6)(B)(ii) (1994 ed., Supp. II) ( if the person sold... a handgun... to a juvenile knowing... that the juvenile intended to carry or otherwise possess... the handgun... in the commission of a crime of violence ); 18 U.S.C. 926A ( may lawfully possess and carry such firearm to any other place where he may lawfully possess and carry such firearm ); 929(a)(1) ( uses or carries a firearm and is in possession of armor piercing ammunition ); 2277 ( brings, carries, or possesses any dangerous weapon ) (emphasis added in all quotations). * * * The narrower on or about [one s] person construction of carries a firearm is consistent with the Court s construction of uses in Bailey to

entail an immediacy element. It respects the Guidelines system by resisting overbroad readings of statutes that deviate from that system. See McFadden, 13 F.3d, at 468 (Breyer, C.J., dissenting). It fits plausibly with other provisions of the Firearms chapter, and it adheres to the principle that, given two readings of a penal provision, both consistent with the statutory text, we do not choose the harsher construction. The Court, in my view, should leave it to Congress to speak in language that is clear and definite if the Legislature wishes to impose the sterner penalty. Bass, 404 U.S., at 347 (quoting United States v. Universal C.I.T. Credit Corp., 344 U.S. 218, 222 (1952)). Accordingly, I would reverse the judgments of the First and Fifth Circuits. 11

HOW TO READ A LEGAL OPINION A GUIDE FOR NEW LAW STUDENTS Orin S. Kerr Copyright 2007 Orin S. Kerr Second Series Autumn 2007 Volume 11 Number 1 Published by The Green Bag, Inc., in cooperation with the George Mason University School of Law.

HOW TO READ A LEGAL OPINION A GUIDE FOR NEW LAW STUDENTS Orin S. Kerr This essay is designed to help new law students prepare for the first few weeks of class. It explains what judicial opinions are, how they are structured, and what law students should look for when reading them. I. WHAT S IN A LEGAL OPINION? W hen two people disagree and that disagreement leads to a lawsuit, the lawsuit will sometimes end with a ruling by a judge in favor of one side. The judge will explain the ruling in a written document referred to as an opinion. The opinion explains what the case is about, discusses the relevant legal principles, and then applies the law to the facts to reach a ruling in favor of one side and against the other. Modern judicial opinions reflect hundreds of years of history and practice. They usually follow a simple and predictable formula. This Orin Kerr is a professor of law at the George Washington University Law School. This essay can be freely distributed for non-commercial uses under the Creative Commons Attribution- NonCommercial-NoDerivs 3.0 Unported license. For the terms of the license, visit creativecommons.org/licenses/by-nc-nd/3.0/legalcode. 11 GREEN BAG 2D 51

Orin S. Kerr section takes you through the basic formula. It starts with the introductory materials at the top of an opinion and then moves on to the body of the opinion. The Caption The first part of the case is the title of the case, known as the caption. Examples include Brown v. Board of Education and Miranda v. Arizona. The caption usually tells you the last names of the person who brought the lawsuit and the person who is being sued. These two sides are often referred to as the parties or as the litigants in the case. For example, if Ms. Smith sues Mr. Jones, the case caption may be Smith v. Jones (or, depending on the court, Jones v. Smith). In criminal law, cases are brought by government prosecutors on behalf of the government itself. This means that the government is the named party. For example, if the federal government charges John Doe with a crime, the case caption will be United States v. Doe. If a state brings the charges instead, the caption will be State v. Doe, People v. Doe, or Commonwealth v. Doe, depending on the practices of that state. 1 The Case Citation Below the case name you will find some letters and numbers. These letters and numbers are the legal citation for the case. A citation tells you the name of the court that decided the case, the law book in which the opinion was published, and the year in which the court decided the case. For example, U.S. Supreme Court, 485 U.S. 759 (1988) refers to a U.S. Supreme Court case decided in 1988 that appears in Volume 485 of the United States Reports starting at page 759. The Author of the Opinion The next information is the name of the judge who wrote the opinion. Most opinions assigned in law school were issued by courts 1 English criminal cases normally will be Rex v. Doe or Regina v. Doe. Rex and Regina aren t the victims: the words are Latin for King and Queen. During the reign of a King, English courts use Rex ; during the reign of a Queen, they switch to Regina. 52 11 GREEN BAG 2D

How to Read a Legal Opinion with multiple judges. The name tells you which judge wrote that particular opinion. In older cases, the opinion often simply states a last name followed by the initial J. No, judges don t all have the first initial J. The letter stands for Judge or Justice, depending on the court. On occasion, the opinion will use the Latin phrase per curiam instead of a judge s name. Per curiam means by the court. It signals that the opinion reflects a common view among all the judges rather than the writings of a specific judge. The Facts of the Case Now let s move on to the opinion itself. The first part of the body of the opinion presents the facts of the case. In other words, what happened? The facts might be that Andy pulled out a gun and shot Bob. Or maybe Fred agreed to give Sally $100 and then changed his mind. Surprisingly, there are no particular rules for what facts a judge must include in the fact section of an opinion. Sometimes the fact sections are long, and sometimes they are short. Sometimes they are clear and accurate, and other times they are vague or incomplete. Most discussions of the facts also cover the procedural history of the case. The procedural history explains how the legal dispute worked its way through the legal system to the court that is issuing the opinion. It will include various motions, hearings, and trials that occurred after the case was initially filed. Your civil procedure class is all about that kind of stuff; you should pay very close attention to the procedural history of cases when you read assignments for your civil procedure class. The procedural history of cases usually will be less important when you read a case for your other classes. The Law of the Case After the opinion presents the facts, it will then discuss the law. Many opinions present the law in two stages. The first stage discusses the general principles of law that are relevant to cases such as the one the court is deciding. This section might explore the history of a particular field of law or may include a discussion of past cases (known as precedents ) that are related to the case the court is de- AUTUMN 2007 53

Orin S. Kerr ciding. This part of the opinion gives the reader background to help understand the context and significance of the court s decision. The second stage of the legal section applies the general legal principles to the particular facts of the dispute. As you might guess, this part is in many ways the heart of the opinion: It gets to the bottom line of why the court is ruling for one side and against the other. Concurring and/or Dissenting Opinions Most of the opinions you read as a law student are majority opinions. When a group of judges get together to decide a case, they vote on which side should win and also try to agree on a legal rationale to explain why that side has won. A majority opinion is an opinion joined by the majority of judges on that court. Although most decisions are unanimous, some cases are not. Some judges may disagree and will write a separate opinion offering a different approach. Those opinions are called concurring opinions or dissenting opinions, and they appear after the majority opinion. A concurring opinion (sometimes just called a concurrence ) explains a vote in favor of the winning side but based on a different legal rationale. A dissenting opinion (sometimes just called a dissent ) explains a vote in favor of the losing side. II. COMMON LEGAL TERMS FOUND IN OPINIONS N ow that you know what s in a legal opinion, it s time to learn some of the common words you ll find inside them. But first a history lesson, for reasons that should be clear in a minute. In 1066, William the Conqueror came across the English Channel from what is now France and conquered the land that is today called England. The conquering Normans spoke French and the defeated Saxons spoke Old English. The Normans took over the court system, and their language became the language of the law. For several centuries after the French-speaking Normans took over England, lawyers and judges in English courts spoke in French. When English courts eventually returned to using English, they continued to use many French words. 54 11 GREEN BAG 2D

How to Read a Legal Opinion Why should you care about this ancient history? The American colonists considered themselves Englishmen, so they used the English legal system and adopted its language. This means that American legal opinions today are littered with weird French terms. Examples include plaintiff, defendant, tort, contract, crime, judge, attorney, counsel, court, verdict, party, appeal, evidence, and jury. These words are the everyday language of the American legal system. And they re all from the French, brought to you by William the Conqueror in 1066. This means that when you read a legal opinion, you ll come across a lot of foreign-sounding words to describe the court system. You need to learn all of these words eventually; you should read cases with a legal dictionary nearby and should look up every word you don t know. But this section will give you a head start by introducing you to some of the most common words, many of which (but not all) are French in origin. Types of Disputes and the Names of Participants There are two basic kinds of legal disputes: civil and criminal. In a civil case, one person files a lawsuit against another asking the court to order the other side to pay him money or to do or stop doing something. An award of money is called damages and an order to do something or to refrain from doing something is called an injunction. The person bringing the lawsuit is known as the plaintiff and the person sued is called the defendant. In criminal cases, there is no plaintiff and no lawsuit. The role of a plaintiff is occupied by a government prosecutor. Instead of filing a lawsuit (or equivalently, suing someone), the prosecutor files criminal charges. Instead of asking for damages or an injunction, the prosecutor asks the court to punish the individual through either jail time or a fine. The government prosecutor is often referred to as the state, the prosecution, or simply the government. The person charged is called the defendant, just like the person sued in a civil case. In legal disputes, each party ordinarily is represented by a lawyer. Legal opinions use several different words for lawyers, includ- AUTUMN 2007 55

Orin S. Kerr ing attorney and counsel. There are some historical differences among these terms, but for the last century or so they have all meant the same thing. When a lawyer addresses a judge in court, she will always address the judge as your honor, just like lawyers do in the movies. In legal opinions, however, judges will usually refer to themselves as the Court. Terms in Appellate Litigation Most opinions that you read in law school are appellate opinions, which means that they decide the outcome of appeals. An appeal is a legal proceeding that considers whether another court s legal decision was right or wrong. After a court has ruled for one side, the losing side may seek review of that decision by filing an appeal before a higher court. The original court is usually known as the trial court, because that s where the trial occurs if there is one. The higher court is known as the appellate or appeals court, as it is the court that hears the appeal. A single judge presides over trial court proceedings, but appellate cases are decided by panels of several judges. For example, in the federal court system, run by the United States government, a single trial judge known as a District Court judge oversees the trial stage. Cases can be appealed to the next higher court, the Court of Appeals, where cases are decided by panels of three judges known as Circuit Court judges. A side that loses before the Circuit Court can seek review of that decision at the United States Supreme Court. Supreme Court cases are decided by all nine judges. Supreme Court judges are called Justices instead of judges; there is one Chief Justice and the other eight are just plain Justices (technically they are Associate Justices, but everyone just calls them Justices ). During the proceedings before the higher court, the party that lost at the original court and is therefore filing the appeal is usually known as the appellant. The party that won in the lower court and must defend the lower court s decision is known as the appellee (accent on the last syllable). Some older opinions may refer to the appellant as the plaintiff in error and the appellee as the defendant 56 11 GREEN BAG 2D

How to Read a Legal Opinion in error. Finally, some courts label an appeal as a petition, and require the losing party to petition the higher court for relief. In these cases, the party that lost before the lower court and is filing the petition for review is called the petitioner. The party that won before the lower court and is responding to the petition in the higher court is called the respondent. Confused yet? You probably are, but don t worry. You ll read so many cases in the next few weeks that you ll get used to all of this very soon. O III. WHAT YOU NEED TO LEARN FROM READING A CASE kay, so you ve just read a case for class. You think you understand it, but you re not sure if you learned what your professor wanted you to learn. Here is what professors want students to know after reading a case assigned for class: Know the Facts Law professors love the facts. When they call on students in class, they typically begin by asking students to state the facts of a particular case. Facts are important because law is often highly factsensitive, which is a fancy way of saying that the proper legal outcome depends on the exact details of what happened. If you don t know the facts, you can t really understand the case and can t understand the law. Most law students don t appreciate the importance of the facts when they read a case. Students think, I m in law school, not fact school; I want to know what the law is, not just what happened in this one case. But trust me: the facts are really important. 2 2 If you don t believe me, you should take a look at a few law school exams. It turns out that the most common form of law school exam question presents a long description of a very particular set of facts. It then asks the student to spot and analyze the legal issues presented by those facts. These exam questions are known as issue-spotters, as they test the student s ability to understand the facts and spot the legal issues they raise. As you might imagine, doing well on an issue- AUTUMN 2007 57

Orin S. Kerr Know the Specific Legal Arguments Made by the Parties Lawsuits are disputes, and judges only issue opinions when two parties to a dispute disagree on a particular legal question. This means that legal opinions focus on resolving the parties very specific disagreement. The lawyers, not the judges, take the lead role in framing the issues raised by a case. In an appeal, for example, the lawyer for the appellant will articulate specific ways in which the lower court was wrong. The appellate court will then look at those arguments and either agree or disagree. (Now you can understand why people pay big bucks for top lawyers; the best lawyers are highly skilled at identifying and articulating their arguments to the court.) Because the lawyers take the lead role in framing the issues, you need to understand exactly what arguments the two sides were making. Know the Disposition The disposition of a case is the action the court took. It is often announced at the very end of the opinion. For example, an appeals court might affirm a lower court decision, upholding it, or it might reverse the decision, ruling for the other side. Alternatively, an appeals court might vacate the lower court decision, wiping the lower-court decision off the books, and then remand the case, sending it back to the lower court for further proceedings. For now, you should keep in mind that when a higher court affirms it means that the lower court had it right (in result, if not in reasoning). Words like reverse, remand, and vacate means that the higher court though the lower court had it wrong. Understand the Reasoning of the Majority Opinion To understand the reasoning of an opinion, you should first identify the source of the law the judge applied. Some opinions interpret the Constitution, the founding charter of the government. Other cases spotter requires developing a careful and nuanced understanding of the importance of the facts. The best way to prepare for that is to read the fact sections of your cases very carefully. 58 11 GREEN BAG 2D

How to Read a Legal Opinion interpret statutes, which is a fancy name for written laws passed by legislative bodies such as Congress. Still other cases interpret the common law, which is a term that usually refers to the body of prior case decisions that derive ultimately from pre-1776 English law that the Colonists brought over from England. 3 In your first year, the opinions that you read in your Torts, Contracts, and Property classes will mostly interpret the common law. Opinions in Criminal Law mostly interpret either the common law or statutes. Finally, opinions in your Civil Procedure casebook will mostly interpret statutory law or the Constitution. The source of law is very important because American law follows a clear hierarchy. Constitutional rules trump statutory (statute-based) rules, and statutory rules trump common law rules. After you have identified the source of law, you should next identify the method of reasoning that the court used to justify its decision. When a case is governed by a statute, for example, the court usually will simply follow what the statute says. The court s role is narrow in such settings because the legislature has settled the law. Similarly, when past courts have already answered similar questions before, a court may conclude that it is required to reach a particular result because it is bound by the past precedents. This is an application of the judicial practice of stare decisis, an abbreviation of a Latin phrase meaning That which has been already decided should remain settled. In other settings, courts may justify their decisions on public policy grounds. That is, they may pick the rule that they think is the best rule, and they may explain in the opinion why they think that rule is best. This is particularly likely in common law cases where judges are not bound by a statute or constitutional rule. Other courts will rely on morality, fairness, or notions of justice to justify 3 The phrase common law started being used about a thousand years ago to refer to laws that were common to all English citizens. Thus, the word common in the phrase common law means common in the sense of shared by all, not common in the sense of not very special. The common law was announced in judicial opinions. As a result, you will sometimes hear the phrase common law used to refer to areas of judge-made law as opposed to legislatively-made law. AUTUMN 2007 59

Orin S. Kerr their decisions. Many courts will mix and match, relying on several or even all of these justifications. Understand the Significance of the Majority Opinion Some opinions resolve the parties legal dispute by announcing and applying a clear rule of law that is new to that particular case. That rule is known as the holding of the case. Holdings are often contrasted with dicta found in an opinion. Dicta refers to legal statements in the opinion not needed to resolve the dispute of the parties; the word is a pluralized abbreviation of the Latin phrase obiter dictum, which means a remark by the way. When a court announces a clear holding, you should take a minute to think about how the court s rule would apply in other situations. During class, professors like to pose hypotheticals, new sets of facts that are different from those found in the cases you have read. They do this for two reasons. First, it s hard to understand the significance of a legal rule unless you think about how it might apply to lots of different situations. A rule might look good in one setting, but another set of facts might reveal a major problem or ambiguity. Second, judges often reason by analogy, which means a new case may be governed by an older case when the facts of the new case are similar to those of the older one. This raises the question, which are the legally relevant facts for this particular rule? The best way to evaluate this is to consider new sets of facts. You ll spend a lot of time doing this in class, and you can get a head start on your class discussions by asking the hypotheticals on your own before class begins. Finally, you should accept that some opinions are vague. Sometimes a court won t explain its reasoning very well, and that forces us to try to figure out what the opinion means. You ll look for the holding of the case but become frustrated because you can t find one. It s not your fault; some opinions are written in a narrow way so that there is no clear holding, and others are just poorly reasoned or written. Rather than trying to fill in the ambiguity with false certainty, try embracing the ambiguity instead. One of the skills of topflight lawyers is that they know what they don t know: they know 60 11 GREEN BAG 2D

How to Read a Legal Opinion when the law is unclear. Indeed, this skill of identifying when a problem is easy and when it is hard (in the sense of being unsettled or unresolved by the courts) is one of the keys to doing very well in law school. The best law students are the ones who recognize and identify these unsettled issues without pretending that they are easy. Understand Any Concurring and/or Dissenting Opinions You probably won t believe me at first, but concurrences and dissents are very important. You need to read them carefully. To understand why, you need to appreciate that law is man-made, and Anglo-American law has often been judge-made. Learning to think like a lawyer often means learning to think like a judge, which means learning how to evaluate which rules and explanations are strong and which are weak. Courts occasionally say things that are silly, wrongheaded, or confused, and you need to think independently about what judges say. Concurring and dissenting opinions often do this work for you. Casebook authors edit out any unimportant concurrences and dissents to keep the opinions short. When concurrences and dissents appear in a casebook, it signals that they offer some valuable insights and raise important arguments. Disagreement between the majority opinion and concurring or dissenting opinions often frames the key issue raised by the case; to understand the case, you need to understand the arguments offered in concurring and dissenting opinions. IV. WHY DO LAW PROFESSORS USE THE CASE METHOD? I ll conclude by stepping back and explaining why law professors bother with the case method. Every law student quickly realizes that law school classes are very different from college classes. Your college professors probably stood at the podium and droned on while you sat back in your chair, safe in your cocoon. You re now starting law school, and it s very different. You re reading about actual cases, real-life disputes, and you re trying to learn about the law by picking up bits and pieces of it from what the opinions tell AUTUMN 2007 61

Orin S. Kerr you. Even weirder, your professors are asking you questions about those opinions, getting everyone to join in a discussion about them. Why the difference?, you may be wondering. Why do law schools use the case method at all? I think there are two major reasons, one historical and the other practical. The Historical Reason The legal system that we have inherited from England is largely judge-focused. The judges have made the law what it is through their written opinions. To understand that law, we need to study the actual decisions that the judges have written. Further, we need to learn to look at law the way that judges look at law. In our system of government, judges can only announce the law when deciding real disputes: they can t just have a press conference and announce a set of legal rules. (This is sometimes referred to as the case or controversy requirement; a court has no power to decide an issue unless it is presented by an actual case or controversy before the court.) To look at the law the way that judges do, we need to study actual cases and controversies, just like the judges. In short, we study real cases and disputes because real cases and disputes historically have been the primary source of law. The Practical Reason A second reason professors use the case method is that it teaches an essential skill for practicing lawyers. Lawyers represent clients, and clients will want to know how laws apply to them. To advise a client, a lawyer needs to understand exactly how an abstract rule of law will apply to the very specific situations a client might encounter. This is more difficult than you might think, in part because a legal rule that sounds definite and clear in the abstract may prove murky in application. (For example, imagine you go to a public park and see a sign that says No vehicles in the park. That plainly forbids an automobile, but what about bicycles, wheelchairs, toy automobiles? What about airplanes? Ambulances? Are these vehicles for the purpose of the rule or not?) As a result, good lawyers 62 11 GREEN BAG 2D

How to Read a Legal Opinion need a vivid imagination; they need to imagine how rules might apply, where they might be unclear, and where they might lead to unexpected outcomes. The case method and the frequent use of hypotheticals will help train your brain to think this way. Learning the law in light of concrete situations will help you deal with particular facts you ll encounter as a practicing lawyer. Good luck! AUTUMN 2007 63

Copyright 2010 by Wolters Kluwer/Aspen. This material is reproduced here for the educational use of 1L law students at Villanova University s Charles Widger School of Law.