Students in legal research and writing often ask two deceptively easy questions: “Where do I start?” and “How do I know when I am done?” Even after learning how to spot issues, select jurisdictions, identify sources of authority, and navigate legal research platforms, many remain uncertain about these questions. They resurface in upper-level research and writing courses, as well as in internships, clerkships, clinics, and jobs.

Large Language Models (LLMs) in Artificial Intelligence (AI) have made it easier than ever for students to outsource legal research and writing, circumventing the learning process and posing an existential threat to the concept of academic integrity and honesty. Students need only produce a prompt of no more than a few sentences describing their assignment to receive a polished, high-quality piece of work within minutes.

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. Through this exercise, students quickly grasp pitfalls of the tools, while they also start to understand that different AI products suit different purposes.

• Elizabeth C. Tippett, University of Oregon School of Law
• Charlotte S. Alexander, Georgia State University
• Karl Branting, The MITRE Corporation
• Paul Morawski, The MITRE Corporation
• Carlos Balhana, The MITRE Corporation
• Craig Pfeifer, The MITRE Corporation
• Sam Bayer, The MITRE Corporation

It is no secret that law students face high levels of stress that can manifest in challenging mental and physical outcomes.[1] The rigors of undergraduate study do not necessarily prepare students for the challenges they will face in law school.