The survey was a repeat of one done three years earlier, in 2003. In every instance, attorneys did worse. The percentage of respondents agreeing that "My attorney talked down to me" rose from 31.6% to 46.2%. The percentage concluding that their "Attorney didn't speak English" rose from 70.1% to 81.7%. The clients who were surveyed are described as affluent, and it would not be a wild guess to conclude that most of them are educated or highly educated, successful in their fields, and savvy about many things in life. Yet they struggle to understand what their attorneys are saying.
Although law schools do relatively good jobs teaching their students some things, it is no surprise to discover that they are not teaching their students to communicate effectively with clients. Aside from clinical programs, where the effectiveness of communication with clients ranges from barely acceptable to outstanding, law schools generally do not give their students much, if any, instruction in how to "translate" legal-ese into language that the client can understand.
It is not all that difficult to focus student attention on decongesting legal language. I try, by making it clear to the students at the beginning of the semester that one of the goals of the course is to learn how to take statutory or regulatory language, or the messages in a judicial opinion, and to express the meaning in a way that can be understood by the typical client. It is not unusual to hear me or a student begin a statement or question with the phrase, "so in other words," as we try to speak in language one is more likely to hear outside of the legal world. Yes, there are limitations, particularly when a technical word or phrase cannot be replaced with some less complicated expression. Frequently, I ask students what they would say to a client, and I expect the response to be presented in language that would be effective under the circumstances.
There are several factors that contribute to this communication gap between lawyers and clients. It ought not be difficult to make adjustments that diminish the effect of these factors.
For one thing, many students arrive in law school thinking that being a lawyer means speaking and writing in long, complex sentences using fancy words that make for good sound bites. Years ago, in assisting a student learn to read judicial opinions, I noticed that the student was highlighting in yellow the sentences in the opinion that "sounded elegant," rather than those that addressed the core issues. Students think that if they pepper their writing with "heretofore," "whomsoever," "party of the first part," and similar words and phrases, they will be considered excellent legal writers. Some effort is made to break students of this habit, but it isn't done often enough, or strongly enough.
For another thing, the people who evaluate law student writing are lawyers or other law students. Student writing is evaluated by law professors, almost all of whom at one point in their professional lives were members of a bar and many of whom dealt with clients. Student writing also is evaluated by practitioners who volunteer to judge moot court arguments and the related briefs, or, in some instances, writing competitions. Student writing is evaluated by other students charged with selected members of law journals, and by students serving in editorial positions on those journals or in reviewer positions in organizations administering moot court and other competitions. When students write client letters or memos, rarely, aside from clinics, are those documents given to a non-lawyer who is asked, "Does this make sense to you?"
Yet another challenge is the experience that students bring to law school. Many law students have spent their lives communicating with people who share, to a greater or lesser extent, their culture, language, intelligence, and experiences. Unless a law student has devoted several or more years to being a teacher, a social worker, or someone who interacts with people not accustomed to using long words, speaking in complex sentences, or juggling three or more thoughts simultaneously, the law student very likely does not understand why it is necessary to adjust one's word choice, sentence structure, and message organization to fit the comprehension and vocabulary levels of a client.
Yet another problem is the tendency of law students to think that lawyers simply regurgitate black letter law when communicating with someone else, whether client, partner, or judge. Many law school courses and examinations reinforce this counterproductive perspective. The goal of a law student is to become a teacher. As I point out in Learning to Teach and Teaching to Learn:
The lawyer who as an associate writes a memo to a partner on a particular point of law is TEACHING the partner.Good teachers know how to communicate not only knowledge but also comprehension, and good teachers know how to adjust their delivery and approach to match the education and experience of their students. Whether law schools are doing enough to teach their students to be teachers is a volatile question, particularly when one considers the extent to which law school faculty are, or are not, educated to be educators.
The lawyer who argues a case in front of a judge or panel of judges TEACHING the judges.
The lawyer who counsels or advises client with respect to particular course of action is TEACHING the client.
The lawyer who negotiates a deal with counsel for the other party is TEACHING the other lawyer.
The lawyer who represents a client at a hearing or administrative proceeding is TEACHING the administrative law judge or other hearing officer.
When a lawyer becomes managing partner, the lawyer will be TEACHING the law firm's staff.
When a lawyer becomes a judge, the judge will be TEACHING the jury, the litigants, the attorneys representing them, and society in the opinion she writes.
When a lawyer becomes in-house counsel, the lawyer will be TEACHING the officers and directors of the corporation.
With memoranda, oral arguments, briefs, petitions and other tools of the profession, lawyers seek to explain, to convince, to demonstrate and to unravel things. Those are some of the things that teachers do. It isn't difficult to see that a good lawyer must be a good teacher.
By the time lawyers realize that their inability to communicate well with clients can cost them money, either on account of losing clients or because additional time must be invested to explain things again but in a less confusing way, it is too late for them to redo their law school education experience. Instead, they must seek continuing education of some sort, whether in a program direct towards lawyers or in communication courses at a local college or university. Few lawyers do this, in part because they don't have the time, in part because they don't see the connection between such courses and the success of their practice, in part because few such courses are offered in CLE programs, and in part because CLE credits aren't approved for taking such courses in a college or university setting. Yet this is no reason not to adjust law school curriculum so that attention is given to how law students learn to communicate with clients and not merely other professionals with law degrees.
I close with a footnote. Last week, in You Are A Genius!, TaxProf blog reported that according to the Blog Readibility Test, "the level of education necessary to understand" MauledAgain was "High School." I ran the test later that day, and it reported that the requisite level was "College (Undergrad)." In his comment to the TaxProf blog post, Martin B. Tittle explained that he, too, had run MauledAgain through the Blog Readibility Test and "to "College (Undergrad)" after today's TaxProf Blog post." Of course, I wonder if that's an upgrade, if the goal is to write in a manner that maximizes the number of people who can read and understand what I'm saying.
Tittle also ran MauledAgain through a variety of readability tests accessed through Readability.Info, a URL he acquired from Dan Solove's Concurring Opinions blog, which was the source of Paul Caron's TaxProf blog post. Here are the results obtained by Tittle:
Kincaid: 9.9I ran the same test a week later. The results?
ARI: 11.1
Coleman-Liau: 11.6
Flesch Index: 62.0
Fog Index: 12.8
Lix: 44.7 = school year 8
SMOG-Grading: 11.3
readability grades:According to the info page on the site, the Flesch Index uses a 1-100 scale, with "standard English documents" averaging 60-70. SMOG-Grading and Fog Index scores are school grades.
Kincaid: 9.6
ARI: 10.7
Coleman-Liau: 11.3
Flesch Index: 63.6
Fog Index: 12.6
Lix: 43.5 = school year 7
SMOG-Grading: 11.1
sentence info:
37605 characters
8177 words, average length 4.60 characters = 1.44 syllables
392 sentences, average length 20.9 words
51% (201) short sentences (at most 16 words)
18% (74) long sentences (at least 31 words)
5 paragraphs, average length 78.4 sentences
11% (44) questions
45% (178) passive sentences
longest sent 146 wds at sent 384; shortest sent 1 wds at sent 33
word usage:
verb types:
to be (261) auxiliary (141)
types as % of total: conjunctions 5(419) pronouns 7(590) prepositions 11(906) nominalizations 2(167)
sentence beginnings:
pronoun (77) interrogative pronoun (18) article (57)
subordinating conjunction (19) conjunction (12) preposition (36)
Isn't there something bizarre about the results, though? Does MauledAgain have, on average, 78-sentence paragraphs? Nonsense. Something's wrong with the measurement algorithm.
Yes, I'm proud of these results. Why? It is a challenge for me to keep my sentences short, my paragraphs brief, and my word count manageable. It is a challenge to keep all the thoughts in my brain from tumbling out in one huge and complex bundle of verbosity. My experience writing Tax Management Portfolios, which I often describe as "translating tax-ese into English that professionals can understand," has made me a better writer and has sharpened my ability to communicate.
Now, if someone wants to have fun, they can test the articles and other documents I have written in Latin, French, and Italian. There, we might have something of a communication challenge.