1000 LaSalle Avenue
Minneapolis, MN 55403
Office Location: MSL 313
J.D., University of Minnesota Law School
B.A., University of Minnesota, Duluth
Julie Oseid is an Associate Professor who teaches Lawyering Skills I, Lawyering Skills II, and (In)Famous Trials. She has been teaching at the University of St. Thomas since 2004. She is currently writing a series of articles about eloquent American Presidents. She identifies the President’s persuasive writing quality, studies his writing habits, and considers how modern lawyers can adopt those same habits to increase their persuasiveness. She has completed articles on Abraham Lincoln (brevity), Thomas Jefferson (metaphor), James Madison (rigor), and Ulysses Grant (clarity). She received the 2007 Warren E. Burger Prize awarded by the American Inns of Court Foundation for her essay entitled “When Big Brother is Watching [Out for] You: Mentoring Lawyers, Choosing a Mentor, and Sharing Ten Virtues from My Mentor.” She received the Dean’s Award for Outstanding Teaching in 2009 and the Mission Award for Excellence in Professional Preparation in 2010. Oseid was named the Faculty Woman of the Year by the Women’s Law Student Association in 2007 and 2010.
Oseid received her J.D. from the University of Minnesota Law School, magna cum laude, Order of the Coif, in 1986. Oseid clerked for Judge John T. Noonan, Jr. at the Ninth Circuit Court of Appeals in San Francisco, CA. In law school, she clerked for the Hennepin County Attorney’s Office, Minneapolis, in the Criminal Division. She was an associate in the Business Litigation department of Oppenheimer Wolff & Donnelly for five years. Between 1991 and 2004 Oseid was at home raising her three children. Her husband Jeff is a pediatrician.
|620||Lawyering Skills I||3|
|Description of course 620 :||This course will introduce students to the fundamentals of legal problem solving through legal analysis, legal research and legal writing methods. Students will learn methods of legal analysis, including fact analysis and rule-based reasoning, using common law and statutory sources. Students will learn legal research in primary and secondary sources, in both traditional and electronic formats, emphasizing efficient research strategies. Finally, students will learn to structure, write and edit a formal memorandum of law. Instruction in lawyering skills will be integrated to focus on the problem-solving process and to help students begin to develop independent professional judgment.|
|625||Lawyering Skills II||2|
|Description of course 625 :||This course will refine students' legal problem-solving skills using legal analysis, legal research, and legal writing strategies and will introduce students to additional lawyering skills. Students will advance from objective to persuasive legal writing projects set in an advocacy context and will draft typical litigation documents, such as plead- ings, pre-trial motions, and trial briefs. Students will consider various dynamics of the lawyer/client relationship, conduct a client interview, and prepare a client opinion letter. Finally, the course will explore alternative methods of dispute resolution.|
|Description of course 841 :||This course reviews historically prominent trials as a means of learning about the American criminal justice system. Each session of the class features one trail or, occasionally, two trials. From each such case, the course attempts to extract lessons about our justice system, including effective (and ineffective) litigation tatics, the effect of racial and other prejudice on juries, the interaction of public sentiment, politics, and litigation, ect. Prior to each session of this class, students are required to read several items about the trial featured in the class and to find and read additional materials about these trials. After a short quiz, most classes move to a discussion of the featured trial(s). Each student is required to participate in the discussion during each class. In addition, each student participates as a member of a two-student team to research and report upon a prominent trial in Minnesota or elsewhere. (2 credits. Offered alternate years.)|
|950||Supervised Resrch & Writing||.5|
|Description of course 950 :||Under the supervision of a faculty member, a student may receive up to two hours of course credit for researching and writing a substantial paper on a topic of the student's own choosing. The student must receive the instructor's per- mission to enroll in this course and must meet periodically with the instructor for discussion, review and evaluation. Each faculty member may supervise the research of no more than five students each semester.|
I’m breaking the rules because I am most attached to one article, but my best idea was something completely different. My favorite article is the one I wrote about the importance of mentoring and the 10 lessons I learned from my mentor. Steve Easton, dean at the University of Wyoming Law School, is my mentor and my fabulous brother. This article was a tribute to him. It gave me a chance to tell him how much he has meant to me and share his good advice. My best idea was to write a series of articles about eloquent American presidents who can continue to inspire persuasive writers because they used one writing quality effectively. I have completed three articles: Abraham Lincoln (brevity), Thomas Jefferson (metaphor), and James Madison (co-authored with Tom Berg and student Joey Orrino) (rigor).
Upcoming: I will write about Ulysses Grant and Theodore Roosevelt to complete my series on eloquent American presidents.
Julie A. Oseid, The Power of Clarity: Ulysses S. Grant Writing “So That There Could Be No Mistaking It,” 9 Legal Comm. & Rhetoric: JALWD ___ (forthcoming 2012).
Thomas Berg, Julie A. Oseid, & Joseph A. Orrino, The Power of Rigor: James Madison as a Persuasive Writer, 8 J. Legal Comm. & Rhetoric: JALWD 37 (2011).
Julie A. Oseid, The Power of Metaphor: Thomas Jefferson’s "Wall of Separation between Church & State", 7 J. Ass'n Legal Writing Dir. 123 (2010).
Julie A. Oseid & Stephen D. Easton, The Trump Card: A Lawyer’s Personal Conscience or Professional Duty?, 10 Wyo. L. Rev. 415 (2010).
Julie A. Oseid, The Power of Brevity: Adopt Abraham Lincoln's Habits, 6 J. Ass'n Legal Writing Dir. 28 (2009).
Julie A. Oseid, When Big Brother is Watching [Out for] You: Mentoring Lawyers, Choosing a Mentor, and Sharing Ten Virtues from My Mentor, 59 S.C. L. Rev. 393 (2008).
Justice Paul H. Anderson & Julie A. Oseid, A Decision Tree Takes Root in the Land of 10,000 Lakes: Minnesota’s Approach to Protecting Individual Rights Under Both the United States and Minnesota Constitutions, 70 Alb. L. Rev. 865 (2007).
Julie A. Oseid & Leah Christensen, Navigating the Law Review Article Selection Process: An Empirical Study of Those With All the Power – Student Editors, 59 S.C. L. Rev. 175 (2007).
Julie A. Oseid, Take Me Out to the Ball Game: Using the Seventh-Inning Stretch to Teach Law Students, 82 N.D. L. Rev. 465 (2006).
Julie A. Oseid, It Happened to Me: Sharing Personal Value Dilemmas to Teach Professionalism and Ethics, 12 Leg. Writing: J. Legal Writing Inst. 105 (2006).
Julie A. Oseid, Comment, Defendants’ Rights in Child Witness Competency Hearings: Establishing Constitutional Procedures for Sexual Abuse Cases, 69 Minn. L. Rev. 1377 (1985).
Julie A. Oseid (with Stephen D. Easton), “And Bad Mistakes? I’ve Made a Few”: Sharing Mistakes to Mentor New Lawyers, Albany Law Review (forthcoming 2014)
Julie A. Oseid, The Power of Brevity: Adopt Abraham Lincoln’s Habits, 2 St. Thomas Lawyer 22 (2009).
Julie A. Oseid, Feed Forward: Prior Students Serve as Ghost Mentors to Current Students, 22.1 The Second Draft 7 (2007).
Julie Oseid, My Best Class: All Rise, 20.1 The Second Draft 19 (2005).