We all know the mantra: writing is rewriting. When we teach students how to write, we help them develop an editorial sensibility, as much as a compositional one. Yet in an era where students read and write less (except for texting, of course) and increasingly depend on generative AI, revision is harder to master. If students struggle with how to even begin writing, how can we expect they will know how to “begin again”?

Introduction

While my Spring semester of Lawyering Skills primarily focuses on transitioning from predictive to persuasive analysis, my first unit of the year is entitled “Reflection and Revision.” I take advantage of the fact that we have just “celebrated” the New Year’s holiday,[1] when many students are already reflecting and making resolutions. First, I ask students to reflect on their progress thus far in the course, as well as in law school.

While you can never be certain you’re accurately tracking changes in student performance over time (damn you, Heisenberg!), it’s uncontroversial to note that today’s students often struggle to master the metacognitive skills required to write. Thus, today’s LRW teacher must help students develop their own practice of writing, in addition to teaching the specifics of legal writing. Online teaching during the pandemic has only underscored the value of helping students develop practices they can use outside of class to increase comprehension and productivity.