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Ferrari Has Really Fast Race Cars: A Mnemonic for Doing a Case Analogy in the “A” Section of IRAC

Ferrari Has Really Fast Race Cars: A Mnemonic for Doing a Case Analogy in the “A” Section of IRAC

By Ben L, Fernandez, Legal Skills Professor
University of Florida Levin College of Law

IRAC is an acronym for Issue, Rule, Application and Conclusion.  I imagine every law school in America teaches its students to use some variation of IRAC as the structure for analyzing a legal issue.  And IRAC works fine if the analysis is simple, like this:

The issue in this case is whether Supermarket Corp. was responsible for maintaining the premises in reasonably safe condition.

A basic tenet of premises liability in tort law is those who own or control property have a duty to maintain it in safe condition.  Oliveri v. Massachusetts Bay Transp. Authority, 363 Mass. 165, 167 (1973).

Supermarket Corp. was the owner of the property where the accident occurred, and was also in control of the store on the premises.

Therefore Supermarket Corp. was responsible for maintaining the premises in reasonably safe condition.

The problem with IRAC is most legal reasoning is not that simple.  Society doesn’t need lawyers to analyze legal problems that can be deduced from a general rule.  The problems lawyers are most often tasked with analyzing involve analogical reasoning.  We analogize or distinguish fact patterns to determine whether and how the rule applies.  So the “A” in IRAC isn’t usually as simple as applying the rule to the facts.  We need to compare the facts of the fact pattern to the facts of a similar case.  And IRAC doesn’t give the students much guidance on how to structure the application portion of the analysis.

When I teach IRAC as a form for analyzing a legal issue, I tell students to start with the issue and the rule, then apply the rule by giving an example of how the rule was applied in a reported case.  To do the application part of IRAC, start with the facts of the case, describe the holding, and explain the reasoning for the court’s decision.   Then state the fact pattern is analogous, compare the facts to highlight the similarities, apply the rule of the case, and come to a conclusion.  The mnemonic I use to help students remember that structure is “Ferrari Has Really Fast Race Cars,” which stands for Facts, Holding, Reasoning, Facts, Rule and Conclusion.

Here is an example of what an analysis would look like using this formula:

The issue in this case is whether evidence of dirty brown wax beans and black strawberries on the floor of a supermarket is enough to show the property owner breached the owner’s duty to keep the premises in reasonably safe condition.

“Where a foreign substance on a floor or stairway causes the business visitor to fall and sustain injuries, he may prove the negligence of the defendant by proof that . . . the foreign substance was present on the defendant’s premises for such a length of time that the defendant should have known about it.”  Oliveri v. Massachusetts Bay Transp. Authority, 363 Mass. 165, 167 (1973).

Application:  Facts (Ferrari)
For example, in Anjou v. Boston Elevated Ry. Co., 208 Mass. 273 (1911) the plaintiff slipped and fell on a banana peel.  According to witness who had examined it, the banana peel “’felt dry, gritty, as if there were dirt upon it,’ as if ‘trampled over a good deal,’ as ‘flattened down, and black in color,’ ‘every bit of it was black, there wasn’t a particle of yellow,’ and as ‘black, flattened out and gritty.’” Id. 

Application:  Holding (Has)
Based on that evidence, the court held that “[t]he inference might have been drawn from the appearance and condition of the banana peel that it had been upon the platform a considerable period of time, in such position that it would have been seen and removed by the employees of the defendant if they had been reasonably careful in performing their duty.” Id.

Application:  Reasoning (Really)
A banana peel is perishable.  It decays over time and turns black.  Therefore, if a banana peel looks black and gritty, it is reasonable to infer it’s been sitting for a while.

Application:  Facts (Fast)
This case is analogous.  The customers in both cases slipped and fell on perishable substances.  Wax beans and strawberries, like bananas, are perishable.  After the passage of time, beans turn brown and strawberries turn black, just like bananas turn black when they decay.

Application:  Rule (Race)
For the same reason it is reasonable to infer a black banana peel has been on the floor for a substantial length of time, it is also reasonable to infer dirty brown beans and black strawberries have been on the floor for a long time.

Application / Conclusion (Cars)
Based on the evidence, the store owner in this case should have known of unsafe condition and either cleaned it up or warned customers of its existence.  By failing to do either, the owner breached the duty of reasonable care.

Evidence of dirty brown wax beans and black strawberries on the floor of a supermarket is enough to show the property owner breached the owner’s duty to keep the premises in reasonably safe condition.

Ferrari Has Really Fast Race Cars.  To apply a rule by making an analogy, start with the Facts of an analogous case, and the case citation.  Then state what the court Held, and explain the court’s Reasoning.  Insert a paragraph break and state the fact pattern is analogous.  Then compare the Facts of the fact pattern to the facts of the case.  Apply the Rule to the fact pattern the same way the court applied it in the case.  And come to a Conclusion.


Forget Waldo – Where’s IRAC?

Forget Waldo – Where’s IRAC?

By Alice Burke, The John Marshall Law School

Students new to law school are bombarded with new concepts and sometimes, their accompanying acronyms.  None of those acronyms seems to strike quite the same terror as IRAC.  For some students, the concept of IRAC is as elusive as Waldo.  The fact is, it doesn’t have to be.   If students simply know where (and how) to look, IRAC can materialize before their very eyes.

IRAC is not all that new to legal writing.  Many law schools were teaching students to organize their analyses using IRAC thirty years ago.  Many of those students can now be found sitting on federal and state benches across the country.    And guess what?  They’re still using IRAC to organize their legal writing.  And guess what else?  Their judicial writing is readily available to students everywhere in reporters, on electronic databases, and on court websites.

Students who want to see what IRAC looks like need go no farther than the nearest court decision.  If it originated within the last twenty years, chances are they will see an example of one of IRAC’s many permutations in action.  As a Writing Specialist helping students adapt their existing skills to the new dialect that is legal writing, I use many different approaches to help students understand how to incorporate IRAC into their papers.  And as you would expect, we spend many advisory sessions looking at student papers.  What you might not expect, however, is that some of my most fruitful advisory sessions have been spent looking closely not at the students’ papers but at the court cases that they are using to support their analysis.

When IRAC remains elusive to students, I invite them to take out one of their controlling cases, and we use that decision to “discover” IRAC.  Together, we find where the discussion begins, and identify the global rule statement.  We notice whether the court breaks the global rule into discrete elements, or explains away parts of the rule that for one reason or another are not relevant to the issue before it.  Then we move through the opinion to the first issue before the court.  We note how the court identifies the discrete issue, and segues from there into the governing rules of law.  We observe how the writer has narrowed the focus to a single part of the overall issue, and witness how case citations are woven into the paragraph.  We notice whether the decision uses multiple paragraphs to discuss the applicable rules and how the court uses the facts of precedent cases to illustrate how the rule works.

Then, we note where the “rule” portion of the discussion gives way to “application.”  We pay attention to transition words like “Here,” or “In this case,” that signal this shift, and then note how suddenly we start seeing far fewer italics (indicating decided cases) and far more proper nouns (indicating the parties in the case before the court).  We study how the court compares and contrasts the case to previously cited cases before reaching a conclusion on the issue.

If we are lucky, the decision then goes on to consider another element or factor.  We can look at how the opinion transitions from one to another and then I ask the student to tell me where the opinion identifies the next issue, outlines the governing rules, applies those rules to the facts before the court, and arrives at a conclusion.   Frequently, this provides the breakthrough the student needs to understand how IRAC works (and to convince them that it’s not some crazy thing their professor came up with but that nobody actually uses) and to use it to structure their own analysis. I encourage students to be alert to the presence of IRAC in the many cases they read for their legal writing classes as well as in their doctrinal classes so that they can begin to see its many subtle variations. Short of putting a distinctive red and white striped shirt on it, it is the best way I have found to help students find IRAC.



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