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.