Finally, the parties would argue about whether the alleged public policy was the type that could serve as the basis for a tortious wrongful discharge claim, and, if so, whether the plaintiff had been dismissed for the reason alleged. Constructing such a conversation helps students see that there is no mystery involved in structuring a memo. Moreover, the technique doubles in value once a teacher combines the conversation technique and the IRAC or CRAC method, asking students to use an IRAC or a CRAC each time the conversation switches speakers. Students can visualize the conversation and incorporate IRAC or CRAC into the conversation itself. Visualization thus can greatly assist students by bringing their assignments to life and encouraging them to actively participate in the learning process.
Students can literally act out the conversation after completing their research.
This active learning is more valuable than their passively parroting a memo format.