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26 Legal Writing: J. Legal Writing Inst. i (2022)

handle is hein.journals/jlwriins26 and id is 1 raw text is: EDITOR'S NOTE Welcome to Volume 26 of Legal Writing: The Journal of the Legal Writing Institute. As I write this, we have just entered into the third year of living with the COVID-19 pandemic, and Volume 26 is our second volume written and edited in this new environment. Many of us spent 2020 and much of 2021 teaching online (primarily over Zoom), returning to in-person classrooms only in fall semester of 2021, and at many law schools, both faculty and students have until spring 2022 interacted in class from behind protective masks intended to protect us against transmitting the virus to each other. It's been challenging to form meaningful student-teacher (and student-to-student) relationships in these conditions, and to find the attention and concentration to write and edit scholarly work. Nevertheless, the Journal is gratified by the interesting and thoughtful articles, essays, and book reviews that we have received as submissions, and that we offer in Volume 26. I'm very grateful to the members of our Editorial Board for their hard work this year under more difficult than usual conditions; despite the pandemic, we are accomplishing more than ever this year. We launched a new and improved website for the Journal in Fall of 2021, and for the first time ever, we will be publishing two issues during a single year. In addition to Volume 26, later this spring we will publish a symposium issue based on a symposium that was co-hosted online by the Journal and the Legal Writing Institute at Northwestern Pritzker School of Law in Chicago in Fall 2021, on the theme of Artificial Intelligence and the Legal Profession. To begin, I'd like to introduce you to the four articles we are publishing in Volume 26: Our first article is the innovative Finding the Right Angle: Lessons from Mathematics for the Legal Writing Classroom. Professor Maria Termini expands on her previous work that posited similarities between mathematics and the law, and discusses ways in which the similarities between mathematical reasoning and legal reasoning can inform legal writing pedagogy. Professor Termini summarizes logical and organizational similarities between mathematical reasoning and legal reasoning, examines how law professors can use the concept of transfer of learning to build on law students' prior encounters with mathematical and logical reasoning, and discusses how legal writing professors can use techniques that mathematics educators have found useful in teaching reasoning skills. In her article Problematic Problems, Alison M. Mikkor discusses the challenges of using problems in legal writing courses that address human trauma, and argues that the time has come for legal writing professors and professors across the legal academe to apply the well- developed body of trauma informed pedagogy (TIP) literature to their

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