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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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