Teaching summarizing to LLM students: Some recent thoughts

i-love-to-summarizeAs I’ve discussed in a previous post, teaching LLM students to summarize can be deceivingly difficult. Summarizing requires control of language as well as an intuitive understanding of what is expected the relevant audience in a summary. Additionally, it’s difficult to explain to others how we learned to summarize–somehow we just learned it–and that, in turn, tends to further inhibits our ability to teach summarizing to others.

And now I have one more layer of complexity to add that I hadn’t previously considered: The category of “summary” actually consists of a number of different kinds of summaries, each with their own purposes, contexts, structures, styles, and expectations.

The source of this new thought (for me) was a presentation I recently watched (viewable on YouTube) titled “Teaching Effective and Varied Summarizing” by Ann M. Johns, Professor Emerita of Linguistics and Writing Studies at San Diego State University. In the presentation, Professor Johns makes a point of listing some common summary forms in the academic community such as a functional summary detailing the structure of a written or spoken text, the one-sentence summary of content (often of a paragraph or paragraphs which can lead to a full summary of the text), an abstract, a problem/solution summary, an argument summary, a plot/story summary, a summary + critique, and synthesis, among other types.

As I contemplated this list of summary types, I started to think and wonder about Continue reading

Experiments in teaching legal writing: The Yogurt Precedent Phase

sc-french-vanilla-low-fat-yogurt-6oz_0When I first introduced the jogger-banana peel critical thinking question to my students, one of my strongest students commented during the class discussion that this wasn’t really legal writing. I responded that this was in fact legal writing, explaining that the “Issue Rule Analysis Conclusion” (IRAC) approach is a distinctive feature of legal discourse, it is expected by law professors in their students’ writing, and it is not typically used in other forms of academic discourse.

However, showing is always better than telling. So I’m excited–after having my students analyze, label, evaluate, and linguistically deconstruct nine different model answers to the jogger-banana peel question, plus write multiple drafts of their own answer along with a re-write arguing the other side–to introduce them tomorrow to the next phase in the process. I’ll call it the “Yogurt Precedent Phase.” Continue reading

Teaching legal thinking to LLM students: Oral vs. written

SocratesAs I continue to work through the “multiple model answer approach” in my experiment with teaching legal writing to LLM students this semester (aka the banana peel/jogger question), I’ve also begun exposing the students to multiple recorded oral model answers for the same question. That is, I’ve recorded a number of native English speaking law students (or law school graduates) answering the the banana peel/jogger question.

I’ve incorporated the recordings by assigning the students one recording at a time for homework. The students are also provided with a transcript of the recording (typed by me) that they initially review for comprehension and also to try and identify the IRAC components. Then they are required to Continue reading