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IRAC-scaffolded case analysis memo with research gaps flagged — the scaffold, not the analysis. Rule blocks are RESEARCH NEEDED, Application is STUDENT ANALYSIS prompts, Conclusion is blank.
Passed 18 of 22 test cases with the skill, and 5 of 22 without it.
and 22 more in the full report
15 fixed3 passed either way2 still failing2 broke
Tokens, turns and time describe resource use, not a dollar price.
One of 15 test cases the skill fixed. Same model, same prompt, with and without the skill.
When legal citations or statutes are suggested in the scaffold framework, how must their provenance be labeled?
| Checked | Without skill | With skill |
|---|---|---|
| Requires source tag labels such as Westlaw, CourtListener, web search verify, or model knowledge verify | Passed | Passed |
| Highlights that citations tagged verify carry higher fabrication risk | Missed | Passed |
The instructions your model reads when the skill loads.
~/.claude/plugins/config/claude-for-legal/legal-clinic/CLAUDE.md → practice areas, jurisdiction./legal-clinic:memo
The case analysis memo is where the student's thinking lives. This skill provides the IRAC scaffolding and flags the research gaps — the student fills in the analysis.
The analysis is the student's. This skill structures; it doesn't conclude.
~/.claude/plugins/config/claude-for-legal/legal-clinic/CLAUDE.md → practice areas, jurisdiction, supervision style.
Intake summary and case notes for facts.
Read the supervisor guide for this practice area at ~/.claude/plugins/config/claude-for-legal/legal-clinic/guides/<practice-area>.md. Check the pedagogy_posture setting:
guide (default): Produce the IRAC structure and the research-gap list. Ask the student to draft each rule statement themselves from research, rather than giving them a framework. Give feedback on what they wrote. Offer to fill the framework rule for a section only when the student has tried once.assist: Produce the memo scaffold and fill what can be filled. Flag items for student review. The student edits and learns by reviewing. (Note: this memo skill always leaves the [STUDENT ANALYSIS] and [STUDENT CONCLUSION] blocks blank by design — assist means the skill produces the IRAC scaffold and framework rule statement; it does not produce the application or the conclusion.)teach: Don't produce the framework or the scaffold content. Ask the student to frame the issues, state the rules from their research, and do the application. Give feedback. Ask leading questions when they're stuck. Only show a model rule statement or a model application paragraph after two attempts, and only for the section they're stuck on. Track what they got right and wrong so the supervisor can see progress.If no guide exists, use guide. If the guide exists but doesn't set a posture, use guide.
Whatever the posture, the output always includes: "Pedagogy mode: [assist/guide/teach] — set by your supervisor's guide. This means I [description of what the student did vs what the skill did]."
test cases passed, vs 5 / 22 without
More skills from the same source and nearby in the registry, with their headline benchmark lift.