New idea: ChatGPT and LLM interview language prep

Post by Stephen Horowitz, Professor of Legal English

“I give too much unnecessary detail when I talk about the work I’ve done.”

That was the complaint and concern of an LLM graduate who recently sought my legal English advice. He’s in the process of applying to jobs, but some native English speaking friends had told him that he doesn’t come across terribly well when he describes his past work experience.

How do you help a non-native English speaking LLM post-graduate in this situation? Is it a language issue? Or some other type of issue?

It’s probably at least in part a language issue, although when I spoke with this student, his spoken English was fairly strong. But it also may be a cultural discourse issue and perhaps even a function of the student’s own personal style as well.

Regardless, the challenge is the same: The student needs to figure out a strategy to absorb and internalize the language and discourse style of the professional community he’s trying to join. I like to think of it as learning to code switch.

My suggested solution to the student: Find examples of the kind of language you want to be able to produce. In this case, the student was looking for jobs in the field of tax law. So that meant finding recorded examples of people talking about their work as tax lawyers, ideally with a transcript or subtitles. YouTube is the obvious place to look, and videos do exist of tax lawyers talking about their work. Though it’s more about giving advice and explaining their job to people who know less about tax law than they do, which is a little bit different than an interview situation, where you’re likely talking to people who have more knowledge and expertise than you do. Interviewers also typically occupy a higher relative status than the interviewee in the context of the interview, and so the interviewee’s ideal language also likely factors in register, i.e., level of formality.

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Cultural knowledge & LLMs: “Clerks:

Post by Stephen Horowitz, Professor of Legal English

My 2-Year LLM Program Legal English colleagues Prof. Ben Cheng and Prof. John Dundon and I have been “doing” legal English for a good while now. We know how to speak, write, and generally communicate in culturally sensitive and appropriate ways. We know how to grade our speech for multilingual learners. And it’s second nature to adjust our communications to factor in or address any potential gaps in our students’ US cultural knowledge.

But we still make mistakes.

The latest comes from the big issue-spotter question on the spring final exam for our students. The topic was criminal procedure. More specifically, Miranda rights and when a person is “in custody” and when a police officer is subjecting an individual to “interrogation.”

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Georgetown Legal English at the 2023 ILEAC Annual Conference

Post by Stephen Horowitz, Professor of Legal English

Yesterday, Day 1 of the annual International Legal Education Abroad and LLM Administrators’ Conference hosted by American University Washington College of Law, Georgetown Law was represented on three different panels.

1. Craig Hoffman, founder of Georgetown Law’s 2-Year LLM Program (the first such program to exist), participated in a panel discussion titled “The Emergence of the Two-Year LLM: A Promising Alternative for Non-JD Law Programs” together with Ashley Sim (USC), Gabrielle Goodwin (Indiana University), and Rebecca Pendleton (Boston University.) The discussion, moderated by Prof. Pendleton, addressed the benefits and challenges of 2-Year LLM programs as well as changes over time.

2. Andrea Rodriguez Escobedo, Director of LLM Programs at Georgetown Law, presented on “Higher bar passage rate to attract more LL.M candidates: How can Law Schools help LL.M students pass a bar examination in the US?” A former Columbia LLM student herself, Andrea shared her and others’ research on LLM bar success and delved into the possible causes as well as potential solutions for support.

3. Stephen Horowitz, Professor of Legal English at Georgetown Law, together with Daniel Edelson, Director of Academic Success at Seton Hall Law and founder of USLawEssentials, gave a presentation titled “Some new-ish thoughts on post-pandemic Online Legal English (OLE.)” In it, we shared some examples of OLE content from the Georgetown Online Legal English course as well as from the St. John’s Law OLE course and the USLawEssentials’ OLE courses.

In particular, we focused on an approach we’ve been using called the “interactive textbook” model, which is a term we created to capture the feel of an asynchronous course that is set up sequentially and can be used as a self-guided course, but can also just as easily function as the text for an instructor-led course.

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