<p><span><span><span><span lang="EN"><span>As with the law itself, law students are always changing. And law professors should regularly consider how those changes will impact the classroom and our pedagogical approach. For our year-long Legal Writing course, the law students of 2021-22 surprised us with the careful and nuanced way they thought about language. Our 1L students were more interested in parsing the meaning, effect, and approach to potentially offensive language than any students we had taught before. We learned a lot from them.

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<li><strong><span><span><span>Introduction</span></span></span></strong></li>
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<li><strong><span><span><span>Vulnerability in the Classroom</span></span></span></strong></li>
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<p><span><span><a name="_Hlk108421754"><span>The end of the academic year is a natural time for reflection. As I complete my fifth year teaching Lawyering Skills at Boston University School of Law, I am taking time to reflect on my experience. I came to teaching mid-career, after practicing in the litigation group at a Boston firm for fifteen years. I enjoyed mentoring and training junior associates, so teaching was a logical next step.

<p><span><span><span><span><span>Last year, I faced a double challenge: teaching a synchronous, online, required advocacy course and doing it at 8:00 a.m. During the long, northern, Idaho winters, an 8:00 a.m. class meant that we met in the dark for most of the semester. During the first class, my students were visibly sleepy and participation was low. During the second class, I knew what to expect and tried to inject more energy into my teaching, attempting to liven up the students.