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.
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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.
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This chapter describes the writing skills relevant to business and management students. It begins with a practitioner’s ‘insider’ view and then looks to apply this to the context of writing assignments. The chapter then looks at the essentials of correctly interpreting the assignment question and then setting about answering it in a manner that is powerful, direct, and convincing in academic terms, supported with appropriate references and examples. It highlights the importance of ensuring that the student keeps thinking about who they are writing for and the purpose of their writing. The chapter also considers various writing formats used for academic purposes, such as essays and short and long reports.
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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.
Book
Kevin Gallagher
Essential Study and Employment Skills for Business and Management Students starts with an examination of graduate employability and developing skills for business and management. It argues that a student needs to understand how learning takes place and this will help them hone in on organization and communication skills. It is essential, the text argues, that the successful student understands how to locate information and improve their search skills. The text covers a number of other essential skills for business and management students and those include reading skills, writing skills, presentation skills, and teamwork skills. Next, the text examines creativity in addition to discussing the importance of well-being and managing stress. Finally, it looks at experience and CV development.
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This chapter addresses how clarity of communication is simultaneously the most important and the least important of the three aims of critical thinking. There are two main ways to communicate your thinking: written and spoken. As there is no ‘formula’ for either of them, both require practice to improve over time. Written communication is most common in the form of essays which require an academic writing style: neither too simple nor too complex, and neither informal nor ultra-formal. Academic conventions vary between disciplines but, in general, you should use topic sentences at the beginning of each paragraph to achieve a narrative that flows, use consistent terms, avoid the first person, and avoid subheadings. Introductory and concluding paragraphs are most important in essay composition to ensure arguments are clearly communicated. In formal oral presentations, you need to focus on the audience hearing and understanding your argument. This includes paying attention to voice, pace, tone, audience connection, complexity, structure, and visual aids. Nerves can impact your ability to effectively communicate spoken arguments, so you should use specific tactics to minimize this impact.
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.
