{'fraction_non_alphanumeric': 0.02336448598130841, 'fraction_numerical': 0.0, 'mean_word_length': 5.0852272727272725, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
TEACHING FACT-FINDING IN CLINICAL LEGAL EDUCATION: WIGMORE CHART AS A PEDAGOGICAL STRATEGY

The present study argues that Wigmore chart should be used in clinical legal education as a pedagogical strategy to teach students how to analyze facts in judicial trials and think like professional attorneys. Clinical legal education is a university-based progressive educational pedagogy to accomplish two key goals. First, to aid the poor and disadvantaged, and second, to produce law graduates who are capable of practicing law. In this regard, several researchers have suggested the students to learn a set of practical skills that a law student should master at law clinics and fact-analysis is one of those. However, the past research is silent on how the students at law clinics can be taught fact-investigation. The present study, which is doctrinal in nature, intends to fill this gap and suggests using Wigmore chart to make the students learn facts-analysis. Keywords: Pedagogy, Clinical Legal Education, Fact Finding, Wigmore Chart, Evaluation of judicial evidence.