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<h4><span><span><span>Introduction</span></span></span></h4>
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<p><span><span>My jaw dropped.&nbsp; She nailed it.&nbsp; She explained to our class not just where—but <em>how</em>—this 1L’s memo could be more synthesized, more precise, and more logical.&nbsp; I could not have done it better.&nbsp; </span></span></p>

<p><span><span>Each year growing up, my family did the same thing for Thanksgiving. We’d invite a group of families over to our house, everyone would bring the same set of dishes (candied sweet potatoes!), we’d have a Kids Table and a Grown-Ups Table (Kids Table was always more fun), and then, after dinner, we’d play games.&nbsp; </span></span></p>

<p><span><span>This article offers a potential tool for legal writing professors seeking to quickly orient students to the positive power—and potential peril—of using generative artificial intelligence tools wisely in the practice of law. This article describes a verified, helpful classroom exercise designed to engage students in the critical evaluation of memos or briefs generated by various AI systems.