This chapter identifies the essential features necessary in the establishment of a legally binding contract. Most contracts need not be given in writing, and a contract could be regarding as something as simple as buying a newspaper or a cup of coffee. In fact, many contracts that are established are not done so in writing, even if a receipt is received. However, each of the essential features noted in this chapter is present in forming those contracts. Before the essential features are considered, it is important to note that contracts can be established by the parties exchanging promises, or by one party promising to perform an act in return for some action by the other. In the latter scenario, the second party has no obligation to take any action unless it wishes to enter into a contract.
Chapter
5. Establishing an Agreement: Offer and Acceptance
Chapter
Writing
This chapter explores how writing can support the development of critical thinking skills. Writing-to-think aims to develop unformed early thoughts, spark possible lines of inquiry, and test out ideas. Writing is so effective in contributing to thinking because it is hard to do, because it requires you to express your thoughts with coherence and clarity, and because it allows you space and freedom to try out your voice. When writing-to-think, you must adopt two different personas: the writer and the critic, and never try to be both at the same time. The chapter also differentiates between free writing and direct writing. The two main obstacles to writing-to-think are confidence and time. Writing-to-reflect can be used to uncover and overcome obstacles you are facing in relation to this or other tools.
Chapter
Writing Up Business Research
This chapter focuses on the process of writing up business research. It examines the strategies used in writing up business research by identifying the key features of academic writing. Researchers are encouraged to use inclusive language to avoid discriminating against certain groups of people in an effort to reduce bias in research writing. The chapter then discusses the concept of mixed methods research to provide an overview of writing up quantitative and qualitative research. It considers the concept of reflexivity in research writing, which entails the sensitivity of the researcher's cultural, political, and social context and the researcher's role as part of the construction of knowledge.
Book
Sarah Birrell Ivory
Becoming a Critical Thinker starts by considering what it is that makes someone a critical thinker and why critical thinking skills are worth developing. The text argues that there are many benefits to looking at the world through a critical lens. The book first defines critical thinking in direct relation to the university experience before proceeding to discuss the ways in which a learner can become more of a critical thinker. The second part of the book looks at the three aims of critical thinking: quality of argument, strength of evidence, and clarity of communication. The final part is about mastering the tools of critical thinking. There are five major tools that a good critical thinker should use: writing, reading, listening, speaking, and—perhaps obviously—thinking.
