{"id":72111,"date":"2024-03-19T01:04:35","date_gmt":"2024-03-19T05:04:35","guid":{"rendered":"https:\/\/world.edu\/?p=72111"},"modified":"2024-03-19T01:04:35","modified_gmt":"2024-03-19T05:04:35","slug":"amid-growth-in-ai-writing-tools-this-course-teaches-future-lawyers-and-other-professionals-to-become-better-editors","status":"publish","type":"post","link":"https:\/\/world.edu\/amid-growth-in-ai-writing-tools-this-course-teaches-future-lawyers-and-other-professionals-to-become-better-editors\/","title":{"rendered":"Amid growth in AI writing tools, this course teaches future lawyers and other professionals to become better editors"},"content":{"rendered":"

\"\"<\/strong><\/h4>\n

Title of Course:<\/strong><\/h4>\n

\u201cEditing and Advocacy\u201d<\/p>\n

What prompted the idea for the course?<\/strong><\/h4>\n

In part, I wanted to improve the career prospects of the law students, business students and other aspiring professionals I teach. People who can consistently improve the sentences and paragraphs that come across their desk each day have the opportunity to improve the way ideas and messages are communicated. Who wouldn\u2019t want to add someone like that to their company, government agency or nonprofit organization?<\/p>\n

Mostly, though, I designed the course so that my students can experience the empowering magic that comes with being able to take a string of words \u2014 whether drafted by themselves or somebody else \u2014 and transform them into a revised version that is undeniably better than the original.<\/p>\n

What does the course explore?<\/strong><\/h4>\n

Students edit emails. They edit contracts. They edit memos, articles, speeches, proposals, text messages, blog posts \u2014 pretty much anything that lawyers and other professionals compose. Sometimes they edit alone. Other times they edit as part of a team. But the goal is always the same: learn and practice a skill that is fundamental to becoming an excellent advocate.<\/p>\n

Why is this course relevant now?<\/strong><\/h4>\n

I first starting teaching \u201cEditing and Advocacy\u201d a few years before the launch of ChatGPT and other generative AI tools. But now that those tools have significantly reduced the cost of producing drafts, the course\u2019s focus on revising drafts \u2014 for accuracy, for clarity, for persuasive power \u2014 has taken on a newfound relevance.<\/p>\n

For instance, when asked how AI might affect what he and other members of the knowledge economy do, tech journalist\u00a0Charlie Warzel suggested<\/a>\u00a0that \u201cthe greatest skill that we can all have now is to be \u2018editors.\u2019\u201d We may, he noted, start to spend an increasing amount of time correcting and refining AI-produced material.<\/p>\n

Ilona Logvinova, associate general counsel and head of innovation for the legal department at consulting giant McKinsey,\u00a0made a similar point<\/a>, telling attendees at a recent conference on the use of AI in law: \u201cI really believe that we\u2019re at a moment where we, as lawyers, can transition from being \u2018drafters\u2019 to being \u2018editors.\u2019\u201d<\/p>\n

What\u2019s a critical lesson from the course?<\/strong><\/h4>\n

One of the most critical lessons is something I put front and center on the syllabus: \u201cGood editors don\u2019t just see the sentence that was written. They see the sentence that might have been written. They know how to spot words that shouldn\u2019t be included and summon up ones that haven\u2019t yet appeared. Their value comes not just from preventing mistakes but also from discovering new ways to improve a piece\u2019s style, structure, and overall impact.\u201d<\/p>\n

The current generation of AI tools is really good at proofreading. But so far, I haven\u2019t encountered any large language model that has the vision, empathy and deep understanding of both context and nuance \u2014 not to mention of personal voice \u2014required of a truly exceptional editor.<\/p>\n

That doesn\u2019t mean that a technology with those capacities won\u2019t eventually develop, nor that the technology we already have can\u2019t provide enormously useful editing assistance. In fact, more and more of my assignments in \u201cEditing and Advocacy\u201d give students a chance to play around with ChatGPT-like tools. I have also created an entirely separate course called \u201cDigital Lawyering: Advocacy in the Age of AI\u201d that explores the possibilities \u2013 and pitfalls \u2013 of using artificial intelligence as a kind of co-counsel.<\/p>\n

But as I often remind students in both classes, editing is as much about imagination, emotional intelligence and restraint as it is about syntax, semicolons and subject-and-verb agreement. A good way to become better at it is to cultivate the parts of you that are most human.<\/p>\n

What materials does the course feature?<\/strong><\/h4>\n

Hoping to save my students some money \u2014 and wanting to make the materials of the course easily available online \u2014 I worked with the\u00a0publishing team<\/a>\u00a0at the University of Michigan to create a set of open-access books that anyone with an internet connection can read for free. These include \u201cEditing and Advocacy<\/a>,\u201d \u201cNotes on Nuance<\/a>,\u201d \u201cPunctuation and Persuasion<\/a>\u201d and \u201cFeedback Loops: How to Give and Receive High-Quality Feedback<\/a>.\u201d<\/p>\n

We also use videos, quizzes and exercises from\u00a0Good with Words: Writing and Editing<\/a>, a series of online courses I created for the educational platform\u00a0Coursera<\/a>.<\/p>\n

What will the course prepare students to do?<\/strong><\/h4>\n

Editing involves reliably making informed, value-creating decisions. You need to know what to add. You need to know what to delete. You need to know what to separate, combine and rearrange. Students in the course study, evaluate and regularly participate in those types of decisions. In the process, they develop an extremely important and highly transferable skill: good judgment.<\/p>\n

Author Bio:<\/strong> Patrick Barry is a Clinical Assistant Professor and Director of Digital Academic Initiatives (University of Michigan Law School) | Visiting Lecturer (University of Chicago Law School) | Visiting Lecturer (UCLA School of Law) at the University of Michigan<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

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