<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.

<ul>
<li>Elizabeth C. Tippett,&nbsp;University of Oregon School of Law</li>
<li>Charlotte S. Alexander,&nbsp;Georgia State University</li>
<li>Karl Branting,&nbsp;The MITRE Corporation</li>
<li>Paul Morawski,&nbsp;The MITRE Corporation</li>
<li>Carlos Balhana,&nbsp;The MITRE Corporation</li>
<li>Craig Pfeifer,&nbsp;The MITRE Corporation</li>
<li>Sam Bayer,&nbsp;The MITRE Corporation</li>
</ul>

<p><span><span>It is no secret that law students face high levels of stress that can manifest in challenging mental and physical outcomes.<a href="#_ftn1" name="_ftnref1"><span><span>[1]</span></span></a> The rigors of undergraduate study do not necessarily prepare students for the challenges they will face in law school.