This introductory section discusses the overarching questions motivating this study. It also provides the review of background concepts and literatures necessary for understanding the basic model of language used throughout the book. Put simply, this book is organized around two core questions:
* Is a common vision or language of law being taught to initiates across diverse U.S. law school classrooms? (And if so, what is it?)
* What kinds of differences among classrooms, students, and professors seem to be salient in creating any divergent refractions of a common vision?
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Keywords: study, literature, language of law, law school, students, classrooms