Trying It Out

Not sure where to start?

We think one of the best ways to learn about Generative AI is to use it. Here are a few quick guides to introduce you to some of the technology by letting GenAI help you with some routine tasks:

• Novice

• Intermediate

• Expert

Introductions to GenAI for your students

Many of us assume that students already know about GenAI, but that's not always true—especially when it comes to specialized tools like Lexis+ AI. While some students may arrive with a passing knowledge of ChatGPT, many have never tried AI-driven research or drafting software. Even those who have may not be skilled at assessing whether the outputs they receive are reliable, well-reasoned, or ethically sound. Recent cases, such as Mata v. Avianca, serve as reminders that attorneys can face professional risks if they cite AI-generated material without confirming its accuracy.

The activities described below introduce AI drafting in a structured way, helping students see how generative AI can assist with straightforward tasks, like drafting a basic memo, and more complex challenges, like adapting legal analysis for client communication. By comparing their own writing to AI-produced texts, students learn to scrutinize each step: checking citations, verifying factual statements, and tailoring the tone for the intended audience. This process highlights the importance of combining the speed and convenience of AI with the professional judgment and critical evaluation skills that remain the hallmark of effective legal advocacy.

Activity One: Introducing AI Through a Simple Memo
In the first activity, students take their initial memo (for me, it is the “Simple Analysis Assignment” or SAA, which is a short e-memo they complete over a weekend), and have Lexis+ AI draft a version of that same memo. They then compare the AI-generated text with the memo they wrote themselves. The purpose is to give students a first-hand experience with the capabilities and limitations of AI-generated legal documents before they develop any preconceived notions. By examining discrepancies between the AI output and their own work—such as missing analysis, incorrect citations, or lack of real-world context—students learn to question the reliability of machine-generated memos and sharpen their critical thinking skills about AI tools.

Activity Two: Using AI to Transform a Memo into a Client Letter
In the second activity, students use AI to help translate a more complex memo into a client-facing letter. This step allows them to see how AI can suggest simpler wording or a different organizational structure that might be more comprehensible for non-lawyers. Students then reflect on how well the AI captures the client’s perspective, whether it maintains accuracy, and what adjustments they must make to preserve the appropriate legal tone. This exercise also highlights the need for careful oversight whenever AI is involved, helping students practice verifying each point of analysis and any references to real authority. It also helps them see that it takes a bit of work to translate legal speak into more accessible language.