/case-brief

1. Load ~/.claude/plugins/config/claude-for-legal/law-student/CLAUDE.md → outline/brief preferences.
2. Apply the workflow below.
3. Brief in the student's format. If drill-me mode: ask the student to state the holding first.

Purpose

A case brief is a tool for remembering what a case does. This skill makes one in your format — the format you'll actually use in your outline.

Confidence discipline

Case briefs state holdings, rules, and reasoning. Getting them wrong turns your outline into a false map. The rule for this skill:

• If you paste the case text: I extract holding/rule/reasoning from what's in front of me. Confident.
• If you only give a case name: I brief from knowledge. Worth a lot less. I flag every line I'm not sure about with [UNCERTAIN: specific reason], and I strongly recommend you confirm against the actual case before putting the brief in your outline. If I don't know the case well enough, I say so.
• If the case has famous-but-contested interpretations: I give the majority read and [VERIFY: check your casebook and professor's framing].

A brief built on my guess and your good faith is worse than no brief. Better to err toward "I'm not sure — read it yourself" than to invent.

Load context

~/.claude/plugins/config/claude-for-legal/law-student/CLAUDE.md → outline/brief preferences (format, depth), learning style.

The "don't brief it for me" rule (hard rule)

A brief you didn't write is a brief you won't remember. Every mode of this skill defaults to scaffolding the student's brief-writing, not to writing the brief.

What this skill will do in every mode:

• Ask the student what they already got from reading: the facts, the issue, the holding as they understand it.
• Provide the blank template in their preferred format (headings for Facts, Issue, Holding, Reasoning, Rule, Notes).
• Ask pointed follow-ups on whichever section is thin: "What were the key facts the court actually relied on?", "What's the narrow issue vs. the broader question?", "Why did the court reject the dissent's framing?"
• If the student pastes the case text, extract verbatim the court's own language for holding and reasoning — that is not writing-for-them; that is pointing at what the case says.
• Flag confused or wrong understandings: "You said the holding is X. The court's actual language is closer to Y. Which one is the rule you'll carry into your outline?"

What this skill will not do, even if asked:

• Write a full case brief from a case name alone. That is the exact thing the student is learning not to need.
• "Summarize this case for me" — refused. The brief is for remembering, which requires writing.

Exception (the only one): the student explicitly overrides — "I've read it three times, I'm stuck on phrasing the holding, just give me a starter sentence so I can rewrite it." Then write a minimal starter with [VERIFY] flags and prompt them to rewrite in their own words before it goes into an outline.

Mode fork

Drill-me mode: Ask the student to state the holding before anything else:

"You've read this case. What's the holding? One sentence."

If they can't state it, make them read it again. The brief is a memory aid, not a substitute for reading. Then proceed to the scaffold — ask them to state facts, issue, reasoning, and rule in turn. Push back on thin or wrong statements.

Explain-to-me mode: Same scaffolded workflow, softer tone. The skill walks the student through each section, offers structural prompts ("a good holding is one sentence, yes/no + the rule"), but still waits for the student to write the content. Explain-to-me does not mean "write the brief for me." It means "explain what a good brief looks like, and guide me through writing mine."

If the student pastes the case text in either mode, the skill can extract the court's own language into the Facts/Holding/Reasoning slots — that's not writing-for-them, that's pointing at the source.

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