Using Leading Questions During Direct Examination
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Michigan Rules of Evidence Table of Contents
Michigan Rules of Evidence Table of Contents RULES 101–106 .......................................................................................................... 4 Rule 101. Scope. ....................................................................................................... 4 Rule 102. Purpose. ................................................................................................... 4 Rule 103. Rulings on Evidence. ............................................................................... 4 Rule 104. Preliminary Questions. ........................................................................... 5 Rule 105. Limited Admissibility. ............................................................................. 5 Rule 106. Remainder of or Related Writings or Recorded Statements. ................. 5 RULES 201–202 .......................................................................................................... 5 Rule 201. Judicial Notice of Adjudicative Facts. .................................................... 5 Rule 202. Judicial Notice of Law. ............................................................................ 6 RULES 301–302 .......................................................................................................... 6 Rule 301. Presumptions in Civil Actions and Proceedings. ................................... 6 Rule 302. Presumptions in Criminal Cases. ........................................................... 6 RULES 401–411 ......................................................................................................... -
The Basic Elements of Direct Examination
The basic elements of direct examination * By: F. Dennis Saylor IV and Daniel I. Small ) February 24, 2017 In theory, at least, an effective direct examination should be one of the easiest things to accomplish in the courtroom. The witness is almost always friendly; in fact, it’s often your own client. The testimony is almost always entirely predictable. And the goal is usually pretty straightforward: telling your side of the story. Nonetheless, too many direct examinations are neither as clear nor as compelling as they ought to be. Maybe that’s because too many lawyers view direct as a simple, almost mechanical, task: Just put your witness on the stand and press “play.” But a truly effective direct examination cannot be created on the fly; it requires careful organization and planning. Moreover, it requires discipline — in particular, the discipline to ask questions carefully, without leading and without excess “noise.” In our upcoming columns, we will talk about different parts of the challenge of effective direct examination. But let’s begin at the beginning. There are six basic elements of an effective direct examination: (1) introducing the witness, (2) setting the stage, (3) telling the story, (4) showing the evidence, (5) defusing problems and (6) concluding effectively. 1. Introducing the witness Most lawyers ask a handful of questions up front to introduce and “humanize” the witness. A few questions about a witness’s background (such as residence, occupation, family or education) are normally permitted, even if technically they aren’t always entirely relevant. But be careful not to overdo this. -
New York Evidentiary Foundations Randolph N
digitalcommons.nyls.edu Faculty Scholarship Books 1993 New York Evidentiary Foundations Randolph N. Jonakait H. Baer E. S. Jones E. Imwinkelried Follow this and additional works at: http://digitalcommons.nyls.edu/fac_books Part of the Evidence Commons Recommended Citation Jonakait, Randolph N.; Baer, H.; Jones, E. S.; and Imwinkelried, E., "New York Evidentiary Foundations" (1993). Books. Book 4. http://digitalcommons.nyls.edu/fac_books/4 This Book is brought to you for free and open access by the Faculty Scholarship at DigitalCommons@NYLS. It has been accepted for inclusion in Books by an authorized administrator of DigitalCommons@NYLS. New York .Evidentiary Foundations RANDOLPH N. JONAKAIT HAROLD BAER, JR. E. STEWART JONES, JR. EDWARD J. IMWINKELRIED THE MICHIE COMPANY Law Publishers CHARLOTIESVILLE, Vlli:GINIA CoPYRIGHT ~ 1H93 BY THE MICHIE COMI'ANY Library of Congress Catalog Card No. 93-77731 ISBN: 1-55834-058-0 All rights reserved. lllllllllllllllllllllllllm IIIII SUMMARY TABLE OF CONTENTS Page Table of Contents . v Chapter 1. Introduction . 1 Chapter 2. Related Procedures .. .. .. .. ... ... .. .. .. .. .. .. ..... 11 Chapter 3. The Competency ofWitnesses .......................... 25 Chapter 4. Authentication . 45 Chapter 5. Limitations on Credibility Evidence . 99 Chapter 6. Limitations on Evidence That Is Relevant to the Merits of the Case . 129 Chapter 7. Privileges and Similar Doctrines . 155 Chapter 8. The Best Evidence Rule . 199 Chapter 9. Opinion Evidence ......................................... 225 Chapter 10. The Hearsay Rule, Its Exemptions, and Its Excep- tions ......................................................... 241 Chapter 11. Substitutes for Evidence . .. .. .. .... .. .. .. .. ..... ... .. 315 Index ......................................................................... 329 iii TABLE OF CONTENTS Page Summary Table of Contents 111 Chapter 1. Introduction .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 1 · A. Introduction . 1 B. Laying a Foundation - In General . 2 1. -
Trial Witnesses, Un-Lead the Questions
Trial Witnesses, Un-Lead the Questions Prepared by: Dr. Ken Broda-Bahm Persuasion Strategies - a service of Holland & Hart LLP Published on www.lorman.com - May 2019 Trial Witnesses - Un-Lead the Questions, ©2019 Lorman Education Services. All Rights Reserved. Trial Witnesses, Un-Lead the Questions Written by Dr. Ken Broda-Bahm When testifying, there are some situations where a “less is more” rule applies. In a deposition, for example, you don’t want to aid the other side, and will often prefer conciseness. However, when undergoing cross-examination before a jury in trial, less isn’t more…it is less. That is, if you limit yourself to simple “yes” answers, then you have less control (with your adversary choosing all the words) less power (since you’re just confirming the facts that opposing counsel has selected), and less overall usefulness to the jury (since you aren’t saying much). In a courtroom cross-examination, there is a need to find ways to talk more so that you appear to be credible and, in some ways at least, so you function as a teacher for your jury. So, how do you do that if all opposing counsel is doing is giving you statements that are turned into questions by adding, “Wouldn’t you agree…” at the start, or, “Right?” at the end? What you need to do is mentally convert the language of those questions so they’re no longer leading questions. They may be asking you, “You never tested the product with actual consumers, did you?” but the question you want to answer is more like, “What did you do to test the product?” The broader version is better for ensuring that you aren’t just a rubber-stamp for your adversary’s selective claims, but instead get to share your side of the story. -
Direct Examination
Direct Examination dvocates begin the presentation of evidence by calling witnesses. The questions they ask of the witnesses they call are direct examination. A Direct examination of a witness should be the easiest part of an arbitration hearing. You have a friendly witness on the stand who generally wants to be helpful to your case. All you need do is ask the witness some simple questions and let them tell the arbitrator their story. Nothing could be easier, right? And nothing could be more perilous. Unlike cross-examination, you do not have complete control over the witness. Rather than stating facts and merely having the witness agree or disagree with those facts, as on cross, during direct it is the witness who narrates the facts. A misstatement, momentary lapse of memory or even an inappropriate emotional response and your case has suddenly become that much more difficult. Like any skill, questioning a witness is something that can be improved with practice and study. Practice not only by conducting direct examinations during your assigned arbitration hearings but also by offering to assist your fellow advocates as they prepare witnesses for arbitration. Help them conduct mock examinations of the witnesses that will testify during their assigned arbitrations. In addition, I recommend watching other advocates in action. If they’re better than you are, you’ll discover new skills or techniques you can apply to your cases. If they’re worse than you are, you’ll be reminded about mistakes that you shouldn’t repeat. Regardless of what happens, you’re almost guaranteed to learn something. -
Ohio Rules of Evidence
OHIO RULES OF EVIDENCE Article I GENERAL PROVISIONS Rule 101 Scope of rules: applicability; privileges; exceptions 102 Purpose and construction; supplementary principles 103 Rulings on evidence 104 Preliminary questions 105 Limited admissibility 106 Remainder of or related writings or recorded statements Article II JUDICIAL NOTICE 201 Judicial notice of adjudicative facts Article III PRESUMPTIONS 301 Presumptions in general in civil actions and proceedings 302 [Reserved] Article IV RELEVANCY AND ITS LIMITS 401 Definition of “relevant evidence” 402 Relevant evidence generally admissible; irrelevant evidence inadmissible 403 Exclusion of relevant evidence on grounds of prejudice, confusion, or undue delay 404 Character evidence not admissible to prove conduct; exceptions; other crimes 405 Methods of proving character 406 Habit; routine practice 407 Subsequent remedial measures 408 Compromise and offers to compromise 409 Payment of medical and similar expenses 410 Inadmissibility of pleas, offers of pleas, and related statements 411 Liability insurance Article V PRIVILEGES 501 General rule Article VI WITNESS 601 General rule of competency 602 Lack of personal knowledge 603 Oath or affirmation Rule 604 Interpreters 605 Competency of judge as witness 606 Competency of juror as witness 607 Impeachment 608 Evidence of character and conduct of witness 609 Impeachment by evidence of conviction of crime 610 Religious beliefs or opinions 611 Mode and order of interrogation and presentation 612 Writing used to refresh memory 613 Impeachment by self-contradiction -
Leading Questions: a Categorization System Scott and Steward
Leading Questions: A Categorization System Scott and Steward LEADING QUESTIONS: A CATEGORIZATION SYSTEM CLIFFORD D. SCOTT, University of Arkansas—Fort Smith MICHELLE D. STEWARD, Wake Forest University Marketing researchers agree that questionnaire design and specifically, leading questions, can be a significant contributor to total error in survey research. In challenges to research, leading questions are often a central issue. Interestingly, marketing literature on leading questions is mostly circular and lacking in a framework to identify and a process to remedy leading questions. This article focuses on: (a.) current treatment of leading questions and pitfalls of existing definitions; (b.) a synthesis of types of leading questions grounded in semiotics literature which leads to; (c.) a categorization of dimensions in which questions can be assessed to identify and remedy any leading nature of the question; and (d.) a new definition of a leading question. The value of the categorization lies in providing a framework allowing marketing researchers to better comprehend, diagnose and treat leading questions. INTRODUCTION oracle of truth, is subject to creating research to suit the interests of well-heeled contributors A leading question, or a question that “gives the (Goldberg, 2002; Crossen, 1994; Soley, 1995). respondent a strong cue or expectation as to People are deeply skeptical of reported research how to answer,” have long been recognized as a results because they fear the researchers are not significant source of error in survey research asking the right questions and may be (Burns & Bush, 2010, p. 309). Surveys are manipulating the wording of questions to get designed to understand the truth about the the responses they want (Mann & Dionne, views and the behaviors of people who can 2003). -
Rule Against Impeaching One's Own Witness: a Reconsideration, The
Missouri Law Review Volume 31 Issue 3 Summer 1966 Article 2 Summer 1966 Rule against Impeaching One's Own Witness: A Reconsideration, The Ralph C. Thomas Follow this and additional works at: https://scholarship.law.missouri.edu/mlr Part of the Law Commons Recommended Citation Ralph C. Thomas, Rule against Impeaching One's Own Witness: A Reconsideration, The, 31 MO. L. REV. (1966) Available at: https://scholarship.law.missouri.edu/mlr/vol31/iss3/2 This Article is brought to you for free and open access by the Law Journals at University of Missouri School of Law Scholarship Repository. It has been accepted for inclusion in Missouri Law Review by an authorized editor of University of Missouri School of Law Scholarship Repository. For more information, please contact [email protected]. Thomas: Thomas: Rule against Impeaching THE RULE AGAINST IMPEACHING ONE'S OWN WITNESS: A RECONSIDERATION RALPH C. THOMAS* One of the general rules of which the law is so fond is that you cannot impeach your own witness. This rule, subject to exceptions as are all general rules, comes into play when the lawyer attempts to question in any fashion the correctness of the testimony offered by a witness placed by him on the stand, or his motive for giving it. The obvious rationale underlying the rule is sponsorship of the wit- ness by his proponent. This presupposes, it would seem, that all witnesses become so as a result of deliberate choice by the party using them. There- fore, if his choice has been bad he must suffer the consequences. Such a concept is so obviously foreign to the actual situation that it seems strange that the rule has survived to this day. -
Chapter 5 Witnesses, Evidence in Florida
CHAPTER 5 WITNESSES GLENN T. BURHANS, JR.* BRIDGET SMITHA** I. [5.1] INTRODUCTION II. COMPETENCY TO TESTIFY III. EXAMINATION OF WITNESSES IV. SEQUESTRATION OF WITNESSES V. REFRESHING RECOLLECTION OF WITNESS I. [5.1] INTRODUCTION This chapter discusses the competency of a person to be a witness and the examination of witnesses in general. Opinion and expert testimony are covered in Chapter 7 of this manual, and impeachment of witnesses is addressed in Chapter 6. II. COMPETENCY TO TESTIFY A. In General B. [5.11] Competency Of Children C. [5.12] Competency Of Mentally Ill Persons D. [5.13] Competency Of Interested Witnesses Dead Persons Statute E. Competency Of Judges F. Competency Of Jurors G. Competency Of Lawyers A. In General 1. [5.2] Statutory Basis 2. [5.3] What Constitutes Competency 3. [5.4] Who Determines Competency 4. [5.5] Credibility Or Competency 5. [5.6] Oath 6. [5.7] Perception Of The Subject Events 7. [5.8] Memory 8. [5.9] Communication And Interpreters 9. [5.10] Burden To Prove Incompetency 1. [5.2] Statutory Basis F.S. 90.601 provides that [e]very person is competent to be a witness, except as otherwise provided by statute. This creates a presumption of competency until the contrary is shown. Zabrani v. Riveron, 495 So.2d 1195 (Fla. 3d DCA 1986). F.S. 90.601 reaffirms the previous elimination of most common-law grounds for disqualification: disqualification because of a criminal conviction has been repealed (see F.S. 90.08 (1975)); religious conviction is no longer a necessary prerequisite to testifying (see F.S. -
The Perils of Calling Your Opponent As a Witness in Your Case
OUTSIDE PERSPECTIVES The Perils Of Calling Your Opponent As A Witness In Your Case YEARS AGO, I WATCHED A PLAINTIFF’S ing on direct did not voluntarily take the stand and, attorney fail miserably in his attempts to tell his more importantly, did not have the opportunity prior to client’s story to a jury through his very first wit- examination by the opposing counsel to fully tell his or ness – one of the named her story. Many judges under these circumstances will Michael A. Stick defendants. At a recess, a allow an adverse witness greater freedom to deviate friend said to me: “This from the standard “yes or no” answers of cross exami- just proves that you are a nation and to explain their answers. This results in fool if you try to put on your case in chief through a direct examination that is often lengthier, choppier, an adverse witness.” As self-evident as my friend’s less predictable, and ultimately less compelling than a advice might seem, it is often ignored. tight, clean cross examination of the same witness in Except under unique circumstances, examining an your opponent’s case. The time to examine an unpre- adverse witness on direct during your case in chief dictable and hostile witness is during cross examina- for any extended period of time is usually a mistake. tion and not on direct during your case in chief. To begin with, using an adverse witness as your To make matters worse, juries in particular might spokesperson is simply not a compelling way to offer sympathize more with an adverse witness being exam- your evidence at trial. -
Impeachment and Rehabilitation Under the Maryland Rules of Evidence: an Attorney's Guide Paul W
University of Baltimore Law Review Volume 24 Article 4 Issue 1 Fall 1994 1994 Impeachment and Rehabilitation under the Maryland Rules of Evidence: An Attorney's Guide Paul W. Grimm Barton & Wilmer, LLP Follow this and additional works at: http://scholarworks.law.ubalt.edu/ublr Part of the Law Commons Recommended Citation Grimm, Paul W. (1994) "Impeachment and Rehabilitation under the Maryland Rules of Evidence: An Attorney's Guide," University of Baltimore Law Review: Vol. 24: Iss. 1, Article 4. Available at: http://scholarworks.law.ubalt.edu/ublr/vol24/iss1/4 This Article is brought to you for free and open access by ScholarWorks@University of Baltimore School of Law. It has been accepted for inclusion in University of Baltimore Law Review by an authorized administrator of ScholarWorks@University of Baltimore School of Law. For more information, please contact [email protected]. IMPEACHMENT AND REHABILITATION UNDER THE MARYLAND RULES OF EVIDENCE: AN ATTORNEY'S GUIDE Paul W. Grimmt Table of Contents I. INTRODUCTION ............................................... 96 II. O VERVIEW ....................................................... 97 III. RELEVANCE AND RELATED CONCEPTS- RULES 5-401, 5-402, 5-403 ................................... 99 IV. CHARACTER EVIDENCE AND IMPEACHMENT CONCEPTS-RULE 5-404 ................................... 102 V. PRELIMINARY QUESTIONS AND HEARSAY- RU LES 5-104, 5-806 ............................................ 103 VI. IMPEACHMENT IN GENERAL .......................... 105 A. Who May Impeach-Rule 5-607 ...................... 105 B. Mode of Interrogation-Rule5-611 .................. 107 C. Requirement of Personal Knowledge-Rule 5- 602 ............................................................ 112 VII. PRIMARY MEANS OF IMPEACHMENT-RULE 5- 6 16 ................................................................... 114 VIII. CHARACTER FOR TRUTHFULNESS OR UN- TRUTHFULNESS-RULE 5-608 ........................... 117 A. Use of Character Witnesses ............................ 118 1. -
Suggests Its Own Answer 2. Separate Inquiries 3. Incomprehensible
SHORT LIST OF COMMON OBJECTIONS1 © 2013 NATIONAL INSTITUTE FOR TRIAL ADVOCACY OBJECTIONS TO THE FORM SUBSTANTIVE OBJECTIONS OF THE QUESTION 1. LEADING QUESTION (611): question 1. HEARSAY (801(c)): statement, other than made by suggests its own answer the declarant while testifying at trial, offered in 2. COMPOUND QUESTION: contains 2 evidence to prove the truth of the matter asserted separate inquiries Exceptions: 3. VAGUE QUESTION: Present sense impression (803(1)) incomprehensible, incomplete, or Excited utterance (802(2)) answer will be ambiguous State of mind (803(3)) 4. ARGUMENTATIVE QUESTION: asks Past recollection recorded (803(5)) the witness to accept the examiner’s Business records (803(6)) summary, inference, or conclusion Reputation as to Character (803(21), 404) rather than a fact Prior testimony (804(b)(1)) 5. NARRATIVES: question calls for a Dying Declaration (804(b)(2)) narrative answer - answer does not Statement against interest (804(b)(3)) allow opposing counsel to frame 2. RELEVANCE (401 & 402): does not make any fact objections of consequence more or less probable 6. ASKED AND ANSWERED: repeats the 3. UNFAIR PREJUDICE (403): Probative value is same question (611(a) cumulative) outweighed by the danger of unfair prejudice 7. ASSUMING FACTS NOT IN EVIDENCE: 4. IMPROPER CHARACTER EVIDENCE (404(a)(1)) contains as a predicate a statement of generally, (609) conviction, (608(b)) fact not proven untruthfulness, (608(a)) reputation: character 8. NON-RESPONSIVE ANSWER: answer evidence can’t be used to prove a person acted in does not respond to the question conformity with his or her character 5. LACK OF PERSONAL KNOWLEDGE (602): Witnesses (other than experts) must testify from MAKING AN OBJECTION personal knowledge - sensory perception 6.