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CREAC Example: A Full Legal Memo, Labeled Element by Element

CREAC is the structure many legal research and writing (LRW) courses teach for the discussion section of an office memo. Below: what each letter means, what goes in it, a complete worked memo discussion with every element labeled, and how CREAC compares to IRAC, CRAC and FIRAC.

Last updated: October 2026.

What CREAC Stands For, and Why Memos Lead With the Conclusion

CREAC is a five-part structure for analyzing one legal issue in writing: Conclusion, Rule, Explanation, Application, Conclusion. It covers the same ground as IRAC, with two changes: the answer moves to the top, and explaining the case law gets its own step.

The conclusion comes first because of who reads a memo. An office memo goes to a supervising attorney who has to do something with it: advise a client, decide whether to file, or decide what to research next. That reader wants your answer before your reasoning. Leading with the conclusion also makes the rest of the section easier to follow, because the reader knows what each paragraph is trying to prove.

The Explanation step exists because memos predict outcomes by comparison. You can't argue that your client's facts look like the facts of a decided case until you have told the reader what that case's facts were and why they mattered to the court. Explanation does that teaching; Application does the comparing.

Each separate issue gets its own CREAC. A memo on a battery claim where both intent and consent are disputed has two CREACs, usually under separate subheadings.

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The Five Elements of CREAC, One at a Time

What belongs in each part, and the mistakes that cost points in LRW grading.

C

Conclusion

Your answer to this issue, up front, with the main reason.

What goes in it

Answer the question in one to three sentences, in the language of the legal test: "A court will likely find that ___ because ___." Match your confidence to the law and facts. "Likely" and "probably" are fine in an objective memo; pretending a close call is certain is not.

Common mistakes

Restating the question instead of answering it ("This memo addresses whether..."). Giving an answer with no reason attached. Hedging so heavily that the reader can't tell which way you lean.

R

Rule

The legal test that controls the issue, with citations.

What goes in it

Start broad and narrow down: the claim, then the element in dispute, then the specific test for that element. Cite the controlling authority for each piece. If the rule has several elements and only one is contested, say so and focus there.

Common mistakes

Writing the rule with one case's facts baked in. Citing a case for a rule it never stated. Giving every element equal space when only one is in dispute.

E

Explanation

How courts have applied the rule: the facts, holdings and reasoning of the key cases.

What goes in it

Teach the reader how the rule works in practice. For each case you rely on, give the facts that mattered, what the court decided, and why. Pick the facts you plan to compare in Application. With several cases, organize around the principle they share instead of writing one summary per case.

Common mistakes

Case summaries that never connect back to the rule. Mentioning your client's facts here (save them for Application). Skipping Explanation entirely, which leaves your later comparisons with nothing to stand on.

A

Application

Apply the rule, as the cases explained it, to your client's facts.

What goes in it

Compare your facts to the facts of the cases you explained: show where they line up and where they differ, and why that matters under the rule. Take on the other side's best argument and say why it fails or how much it weakens your prediction. Reuse the rule's key words so the reader can see each element being met.

Common mistakes

Conclusory sentences ("Here, the defendant intended the contact") with no facts behind them. Relying on a case you never explained. Leaving out the facts that hurt your client.

C

Conclusion (restated)

Restate the answer, now that you've proved it.

What goes in it

One or two sentences that repeat your answer in light of the analysis. In a memo, this is also the place to flag the fact that could change the outcome.

Common mistakes

Adding new analysis or new authority. Reaching a different answer than the one at the top of the section.

Worked Example · Objective Office Memo

CREAC Memo Example: Did the Defendant Intend a Battery?

A short memo discussion section on one issue, with each CREAC element labeled. The client and the facts are a hypothetical written for this guide. The cases are real Washington Supreme Court decisions, cited in Bluebook form with pin cites left out for readability. Your professor will want pin cites.

Memo Heading and Facts (Hypothetical)

To: Supervising Attorney
From: Summer Associate
Date: October 9, 2026
Re: Dana Ruiz v. Owen Parker: whether Owen acted with the intent required for battery

Question Presented: Under Washington law, did Owen Parker act with the intent required for battery when he stretched his leg across a narrow doorway as Dana Ruiz, whose view of the floor was blocked by the tray she was carrying, walked toward it?

Facts: Our client, Dana Ruiz, attended a barbecue at her neighbors' house in Washington. While carrying a large tray of glasses from the kitchen to the patio, she had to pass through a narrow sliding-door opening. Owen Parker, the hosts' 13-year-old son, was sitting on the floor beside the doorway. Another guest, Sam Lee, says that as Dana approached, Owen looked at a friend, said "watch this," and stretched his leg across the opening. The tray blocked Dana's view of the floor. She tripped over Owen's leg, fell onto the patio, and fractured her wrist. Owen says he expected Dana to see his leg and step over it, and that he "just wanted to see what she would do." He did not move his leg as she reached the doorway.

Scope: this memo addresses only the intent element. For this example, assume the fall was a harmful contact and that Dana did not consent.

Discussion: Intent
One issue, one CREAC. Labels are for teaching; a real memo runs as plain paragraphs.
C · Conclusion

A court will likely find that Owen acted with the intent required for battery. Owen did not need to want Dana to fall or to get hurt. It is enough that, when he stretched out his leg, he knew with substantial certainty that she would walk into it. Owen's age, his "watch this" remark, and his choice to block a narrow doorway in front of someone who could not see the floor give a factfinder strong grounds to infer that knowledge.

R · Rule

A defendant is liable for battery when his act causes a harmful contact with another person, the act is done with the intention of bringing about a harmful or offensive contact (or an apprehension of one), and the contact is neither consented to nor privileged. Garratt v. Dailey, 279 P.2d 1091 (Wash. 1955) (quoting Restatement of Torts § 13 (Am. L. Inst. 1934)). Only intent is disputed here. An actor has that intention if he acts for the purpose of causing the contact or with knowledge that the contact is substantially certain to result. Id.; Bradley v. Am. Smelting & Ref. Co., 709 P.2d 782 (Wash. 1985) (quoting Restatement (Second) of Torts § 8A (Am. L. Inst. 1965)). A defendant who has that knowledge is liable even if he had no wish to injure the plaintiff. Garratt, 279 P.2d 1091.

E · Explanation

In Garratt, a boy of five years and nine months, Brian Dailey, moved a lawn chair in a backyard just before an adult, Ruth Garratt, tried to sit down where it had been. She fell and fractured her hip. Id. The trial court accepted Brian's account: he moved the chair a few feet and sat in it, then saw Ms. Garratt about to sit where it had been, got up, and tried to move it toward her, but because of his small size and lack of dexterity he could not get it under her in time. Id. Finding that Brian had no willful or unlawful purpose and no intent to injure her, the trial court dismissed the case. Id.

The Washington Supreme Court held that those findings did not end the inquiry. Intent includes acting with knowledge that a contact is "substantially certain to be produced," and the absence of any intent to injure Ms. Garratt, to play a prank on her, or to embarrass her would not absolve Brian of liability if he in fact had that knowledge. Id. A battery would be established if Brian knew with substantial certainty, when he moved the chair, that Ms. Garratt would attempt to sit down where the chair had been. Id. Without that knowledge, the court said, there would be nothing wrongful about moving the chair. Id. Brian's age mattered only in determining what he knew. Id. Because the trial court's findings did not specifically cover the question of Brian's knowledge, the Supreme Court remanded for clarification. Id. On remand, after reconsidering the time sequence, the trial court found that Ms. Garratt was already in the act of sitting down when Brian moved the chair, and that he knew with substantial certainty she would attempt to sit down where it had been. It entered judgment for her of $11,000, and the Supreme Court affirmed. Garratt v. Dailey, 304 P.2d 681 (Wash. 1956).

The Washington Supreme Court later relied on the same definition outside battery. In Bradley, a trespass case, it quoted Restatement (Second) of Torts § 8A and its comment b, under which an actor who knows a consequence is "certain, or substantially certain," to result "and still goes ahead" is treated as if he had in fact desired it, and it discussed Garratt in doing so. Bradley, 709 P.2d 782. The dividing line in both cases is knowledge, not motive.

A · Application

Under the Garratt test, the facts point toward knowledge here. Like Brian, Owen never had to touch Dana with his hands; his act put an obstacle where she was about to step, just as Brian's put empty space where Ms. Garratt was about to sit. Unlike Brian, Owen is thirteen. Because Garratt makes age relevant to what the defendant knew, a thirteen-year-old's greater experience and understanding make it easier to infer that Owen knew a person carrying a large tray through a narrow doorway could not see the floor and would walk into whatever was there. The timing points the same way, and timing mattered in Garratt: knowledge was found once the trial court concluded that Ms. Garratt was already sitting down when Brian moved the chair. Owen stretched out his leg as Dana approached, leaving her little chance to notice it, and he did not pull it back as she reached the doorway. His "watch this" to a friend suggests he expected something to happen when she got there.

Owen will argue that he expected Dana to see his leg and step over it, so that at most he took a risk. If a factfinder believes him, the claim fails: under Garratt, without knowledge there is nothing wrongful about the act. But Owen's own explanation, that he wanted to see what she would do, concedes he was testing whether she would notice, and Sam Lee's account of the "watch this" remark undercuts the claim that he expected her to step over his leg. Owen's lack of any wish to hurt Dana does not help him. Garratt holds that the absence of an intent to injure or to play a prank does not absolve a defendant who had the required knowledge.

C · Conclusion (restated)

Owen likely acted with the intent required for battery. A factfinder is likely to find that a thirteen-year-old who said "watch this" and stretched his leg across a narrow doorway in front of someone who could not see the floor knew with substantial certainty that she would trip over it. The prediction depends on Sam Lee's testimony. If a factfinder instead credits Owen's account that he expected Dana to step over his leg, the battery claim would fail on intent. We should interview Sam Lee and Owen's friend soon.

What each part of the example is doing

  • Conclusion: answers the Question Presented in the language of the test (substantial certainty) and names the facts that drive the answer.
  • Rule: narrows from battery, to intent, to the knowledge test, with a citation for each step.
  • Explanation: tells Garratt's facts, holding, reasoning and outcome on remand, and sets up the facts Application will use: the child's age, the timing, and the account the trial court first accepted.
  • Application: compares Owen to Brian fact by fact, then takes on Owen's best argument instead of ignoring it.
  • Conclusion: restates the answer and flags the one fact that could flip it.

Want the case behind the example? Read our Garratt v. Dailey case brief.

CREAC vs IRAC vs CRAC vs FIRAC

All four put the same analysis on the page: a rule, applied to facts, reaching an answer. They differ in where the answer sits and whether case explanation gets its own step.

FormatStands forWhere you'll use itWhere the answer goesSeparate explanation step?
CREACConclusion, Rule, Explanation, Application, ConclusionThe discussion section of an office memo; legal writing assignments; briefsFirst and lastYes, its own step
IRACIssue, Rule, Application, ConclusionExam essays and in-class analysisLastNo, folded into Rule or Application
CRACConclusion, Rule, Application, ConclusionMemos and persuasive writingFirst and lastNo, folded into Rule or Application
FIRACFacts, Issue, Rule, Application, ConclusionCase briefs, when your professor asks for itLastNo; the facts come first instead

Common CREAC variants

  • CRuPAC: Conclusion, Rule, rule Proof, Application, Conclusion. "Proof" is the Explanation step under another name: the cases that show the rule exists and how it works.
  • CREXAC: Conclusion, Rule, Explanation, Application, Conclusion. The same five steps as CREAC, spelled with "EX" for the explanation step.
  • TREAT: Thesis, Rule, Explanation, Application, Thesis restated. The thesis does the job of the opening conclusion and often doubles as a heading.

Briefing a case instead of writing a memo? See the FIRAC case brief example.

When Your LRW Professor's Preferred Variant Wins

Always, for that course. Your memo is graded against your professor's rubric, and the rubric uses their labels. The good news is that the variants describe the same moves, so switching costs you almost nothing:

  • If your course teaches CRuPAC, write "rule proof" where this page says Explanation. The content is the same: the cases that show how the rule works.
  • If your course teaches TREAT, your opening conclusion becomes a thesis, often written as the heading for that section.
  • If your professor accepts IRAC or CRAC in memos, keep the case explanation anyway. Put it at the start of your Application paragraphs instead of in its own block.
  • If the instructions are unclear, model your structure on the sample memo your professor hands out, or ask in office hours before the first graded draft.

The same rule holds after law school. A supervising attorney who wants the bottom line in a single opening paragraph, or wants no headings at all, gets exactly that.

Frequently Asked Questions

What does CREAC stand for?+
CREAC stands for Conclusion, Rule, Explanation, Application, Conclusion. You state your answer to the issue, give the rule that controls it, explain how courts have applied that rule, apply it to your facts, and restate your answer. Each issue in a memo's discussion section gets its own CREAC.
What is the difference between CREAC and IRAC?+
Two things. CREAC opens with your conclusion instead of the issue, because a memo's reader wants the answer first. And CREAC gives rule explanation its own step: before you apply the rule, you show how courts have applied it in earlier cases, which gives your Application something to compare against. IRAC is the usual structure for exam essays; CREAC is the structure many legal writing courses teach for memos.
What goes in the Explanation section of CREAC?+
The authority that shows how the rule works: the key cases' relevant facts, holdings and reasoning, plus any definitions or sub-tests courts have added. Choose the case facts you plan to compare in Application, and keep your client's facts out of this section.
Which part of CREAC should be the longest?+
Usually Application. That is where you prove your conclusion by comparing your facts to the cases you explained and answering the other side's best argument. Explanation is often the next longest. Both conclusions should be short.
Is CREAC used for persuasive briefs too?+
Yes. The same structure works in a brief or a motion. The opening conclusion becomes the point you want the court to accept, often written as a point heading, and the tone shifts from predicting an outcome to arguing for one.
Is there a CREAC memo example PDF?+
You can save this page as a PDF from your browser's print menu. For a blank memo with the heading, Question Presented, Brief Answer, Statement of Facts and CREAC discussion placeholders, use the free Case Cub legal memo template, which copies straight into Word or Google Docs.

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