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<h4><span><span><span>“I like good strong words that mean something.” <em>Little Women</em><a href="#_ftn1" name="_ftnref1"><span><span><span><span>[1]</span></span></span></span></a></span></span></span></h4>
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<h3><span><span><span><span> </span></span></span></span><span><span><span><span>“2Ls tell me this class will end up pretty heavy, </span></span></span></span><span><span><span><span>but I feel good so far. So, when is the other shoe </span></span></span></span><span><span><span><span>going to drop?”</span></span></span></span></h3>
<p><span><span>My jaw dropped. She nailed it. 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. I could not have done it better. </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. </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.
<p><span><span>Why are students reluctant to attend faculty office hours? For years, this issue has confounded me. Students’ meeting with faculty outside of class has been shown to increase their comprehension and retention of material, satisfaction, engagement, and sense of belonging.<a href="#_ftn1" name="_ftnref1"><span><span>[1]</span></span></a> That is why I tell my students that I am almost always in my office, my door is always open, and they may drop by with any questions they have—no appointment needed.