This paper is concerned with the ways in which undergraduates are first introduced to Law of Contract in a University Law School. Concept mapping is used to document students’ changing understanding in the course of one first year undergraduate module. Forty seven students (the members of four tutorial groups) made concept maps of “Law of Contract” at the start and at the finish of a twenty-four week study-programme and their maps were compared with two other concept maps made by their lecturer: 1) a map of the teaching sequence; 2) a map of the practices of Law of Contract. The analysis shows how the teaching sequence inscribes itself upon the students’ concept mapping structures even while this temporal pattern has little (or no) genuine accord with the knowledge-shape of legal analysis. | Concept maps which visualise the artifice of teaching sequence Cognition, linguistic and problem-based views on a common teaching problem
