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![Paragraphs must not be skipped over, as the task in hand is to ensure that each paragraph is understood. Each paragraph is a stepping stone, leading the reader to the end of the text and the conclusion of the argument. Yet often a student will read too quickly skipping over words and phrases that are not understood. As paragraphs relate to each other, any points not understood in a paragraph should be able to be cleared up in earlier or later paragraphs, unless they contain information assumed to be known to the reader. So if you find references you do not understand cast your eyes back to see if this has already been clarified. One of the most important connections in a text is the relationship between paragraphs. The paragraphs in the text of Lord Bridge’s speech will be numbered and summarised. As expertise is acquired, such summaries will normally take place in the head of the student with only a few paragraphs noted in rough. The paragraphs in the full text of the case in Appendix 1 are also numbered in square brackets (eg, [1]). This allows you to easily access the full text of the paragraph and compare it with the summary. I suggest you keep a hand in Appendix 1, read the relevant paragraph from the original and then read the summary. Did you understand the original? If not—why not? LORD BRIDGE’S SPEECH • Facts. The seller delivered the wrong cabbage seed to the buyer who, as a consequence, had a failed crop with grave financial consequences. The contract of sale limited the seller’s liability to a refund of the price of the seeds. • Issues arise from three sentences in the conditions of sale. • These are set out and identified. • States he will call the contentious limitation clause ‘the relevant condition’, and will refer to each sentence as a clause, so clauses 1, 2, 3 (see Figure 4.15, above). If a student reads carelessly this important explanation will be overlooked then the phrase ‘relevant condition’ and ‘clauses 1, 2, 3’ will cause confusion when they are used later in the text to refer to his divisions of the contentious limitation clause. • Sets out the two issues as the common law and the statutory issues. • Gives details of relevant legislation.](https://images.tandf.co.uk/common/jackets/crclarge/978185941/9781859417836.jpg "Paragraphs must not be skipped over, as the task in hand is to ensure that each paragraph is understood. Each paragraph is a stepping stone, leading the reader to the end of the text and the conclusion of the argument. Yet often a student will read too quickly skipping over words and phrases that are not understood. As paragraphs relate to each other, any points not understood in a paragraph should be able to be cleared up in earlier or later paragraphs, unless they contain information assumed to be known to the reader. So if you find references you do not understand cast your eyes back to see if this has already been clarified. One of the most important connections in a text is the relationship between paragraphs. The paragraphs in the text of Lord Bridge’s speech will be numbered and summarised. As expertise is acquired, such summaries will normally take place in the head of the student with only a few paragraphs noted in rough. The paragraphs in the full text of the case in Appendix 1 are also numbered in square brackets (eg, [1]). This allows you to easily access the full text of the paragraph and compare it with the summary. I suggest you keep a hand in Appendix 1, read the relevant paragraph from the original and then read the summary. Did you understand the original? If not—why not? LORD BRIDGE’S SPEECH • Facts. The seller delivered the wrong cabbage seed to the buyer who, as a consequence, had a failed crop with grave financial consequences. The contract of sale limited the seller’s liability to a refund of the price of the seeds. • Issues arise from three sentences in the conditions of sale. • These are set out and identified. • States he will call the contentious limitation clause ‘the relevant condition’, and will refer to each sentence as a clause, so clauses 1, 2, 3 (see Figure 4.15, above). If a student reads carelessly this important explanation will be overlooked then the phrase ‘relevant condition’ and ‘clauses 1, 2, 3’ will cause confusion when they are used later in the text to refer to his divisions of the contentious limitation clause. • Sets out the two issues as the common law and the statutory issues. • Gives details of relevant legislation.")
Chapter
Paragraphs must not be skipped over, as the task in hand is to ensure that each paragraph is understood. Each paragraph is a stepping stone, leading the reader to the end of the text and the conclusion of the argument. Yet often a student will read too quickly skipping over words and phrases that are not understood. As paragraphs relate to each other, any points not understood in a paragraph should be able to be cleared up in earlier or later paragraphs, unless they contain information assumed to be known to the reader. So if you find references you do not understand cast your eyes back to see if this has already been clarified. One of the most important connections in a text is the relationship between paragraphs. The paragraphs in the text of Lord Bridge’s speech will be numbered and summarised. As expertise is acquired, such summaries will normally take place in the head of the student with only a few paragraphs noted in rough. The paragraphs in the full text of the case in Appendix 1 are also numbered in square brackets (eg, [1]). This allows you to easily access the full text of the paragraph and compare it with the summary. I suggest you keep a hand in Appendix 1, read the relevant paragraph from the original and then read the summary. Did you understand the original? If not—why not? LORD BRIDGE’S SPEECH • Facts. The seller delivered the wrong cabbage seed to the buyer who, as a consequence, had a failed crop with grave financial consequences. The contract of sale limited the seller’s liability to a refund of the price of the seeds. • Issues arise from three sentences in the conditions of sale. • These are set out and identified. • States he will call the contentious limitation clause ‘the relevant condition’, and will refer to each sentence as a clause, so clauses 1, 2, 3 (see Figure 4.15, above). If a student reads carelessly this important explanation will be overlooked then the phrase ‘relevant condition’ and ‘clauses 1, 2, 3’ will cause confusion when they are used later in the text to refer to his divisions of the contentious limitation clause. • Sets out the two issues as the common law and the statutory issues. • Gives details of relevant legislation.
DOI link for Paragraphs must not be skipped over, as the task in hand is to ensure that each paragraph is understood. Each paragraph is a stepping stone, leading the reader to the end of the text and the conclusion of the argument. Yet often a student will read too quickly skipping over words and phrases that are not understood. As paragraphs relate to each other, any points not understood in a paragraph should be able to be cleared up in earlier or later paragraphs, unless they contain information assumed to be known to the reader. So if you find references you do not understand cast your eyes back to see if this has already been clarified. One of the most important connections in a text is the relationship between paragraphs. The paragraphs in the text of Lord Bridge’s speech will be numbered and summarised. As expertise is acquired, such summaries will normally take place in the head of the student with only a few paragraphs noted in rough. The paragraphs in the full text of the case in Appendix 1 are also numbered in square brackets (eg, [1]). This allows you to easily access the full text of the paragraph and compare it with the summary. I suggest you keep a hand in Appendix 1, read the relevant paragraph from the original and then read the summary. Did you understand the original? If not—why not? LORD BRIDGE’S SPEECH • Facts. The seller delivered the wrong cabbage seed to the buyer who, as a consequence, had a failed crop with grave financial consequences. The contract of sale limited the seller’s liability to a refund of the price of the seeds. • Issues arise from three sentences in the conditions of sale. • These are set out and identified. • States he will call the contentious limitation clause ‘the relevant condition’, and will refer to each sentence as a clause, so clauses 1, 2, 3 (see Figure 4.15, above). If a student reads carelessly this important explanation will be overlooked then the phrase ‘relevant condition’ and ‘clauses 1, 2, 3’ will cause confusion when they are used later in the text to refer to his divisions of the contentious limitation clause. • Sets out the two issues as the common law and the statutory issues. • Gives details of relevant legislation.
Paragraphs must not be skipped over, as the task in hand is to ensure that each paragraph is understood. Each paragraph is a stepping stone, leading the reader to the end of the text and the conclusion of the argument. Yet often a student will read too quickly skipping over words and phrases that are not understood. As paragraphs relate to each other, any points not understood in a paragraph should be able to be cleared up in earlier or later paragraphs, unless they contain information assumed to be known to the reader. So if you find references you do not understand cast your eyes back to see if this has already been clarified. One of the most important connections in a text is the relationship between paragraphs. The paragraphs in the text of Lord Bridge’s speech will be numbered and summarised. As expertise is acquired, such summaries will normally take place in the head of the student with only a few paragraphs noted in rough. The paragraphs in the full text of the case in Appendix 1 are also numbered in square brackets (eg, [1]). This allows you to easily access the full text of the paragraph and compare it with the summary. I suggest you keep a hand in Appendix 1, read the relevant paragraph from the original and then read the summary. Did you understand the original? If not—why not? LORD BRIDGE’S SPEECH • Facts. The seller delivered the wrong cabbage seed to the buyer who, as a consequence, had a failed crop with grave financial consequences. The contract of sale limited the seller’s liability to a refund of the price of the seeds. • Issues arise from three sentences in the conditions of sale. • These are set out and identified. • States he will call the contentious limitation clause ‘the relevant condition’, and will refer to each sentence as a clause, so clauses 1, 2, 3 (see Figure 4.15, above). If a student reads carelessly this important explanation will be overlooked then the phrase ‘relevant condition’ and ‘clauses 1, 2, 3’ will cause confusion when they are used later in the text to refer to his divisions of the contentious limitation clause. • Sets out the two issues as the common law and the statutory issues. • Gives details of relevant legislation.
ABSTRACT
Paragraphs must not be skipped over, as the task in hand is to ensure that each paragraph is understood. Each paragraph is a stepping stone, leading the reader to the end of the text and the conclusion of the argument. Yet often a student will read too quickly skipping over words and phrases that are not understood.
