Drafting Contracts: How and Why Lawyers Do What They Do By: Tina L Stark

Author: Tina L. Stark

Many great features ensure the value and reliability of this text: – Emphasizes the nexus between the business deal and the contract, throughout: i. PART 1 introduces the building blocks of contracts and teaches the analytic skill of translating the business deal into contract concepts so that students learn how and why a drafter chooses a specific contract concept ii. PART 2 sets out the framework of an agreement and works through it from the preamble to the signature lines, discussing the business, legal, and drafting issues of a contract iii. PART 3 turns to drafting rules for good writing and to techniques for enhancing clarity and avoiding ambiguity iv. PART 4 details how to look at the contract from the client’s perspective — what does the client want to achieve and what risks does the client want to avoid v. PART 5 shows students how to integrate everything they have learned: how to organize a contract, how to use precedents, and how to review and comment on a contract vi. PART 6 addresses ethical issues that arise in drafting vii. PART 7 provides additional exercises – presents a five-prong framework for considering business issues that appear in almost every transaction: money, risk, control, standards, and endgame – includes plentiful examples of well-drafted provisions – provides exercises for use in or out of class, individually or collaboratively, including contract mark-ups, new drafting, and both combined into a single exercise – integrates a single fact pattern throughout many exercises in the book — the purchase of a jet by a ne’er-do-well with significant financial problems — and varying fact patterns relating to employmentrelationships and to assignment and delegation provisions – accompanied by a Teacher’s Manual that includes notes explaining the answers to each exercise and answers to questions that students commonly ask – also accompanied by a website that provides all mark-up exercises that can be projected and walked through during class, a template for formatting, and multiple versions of one of the culminating exercises so that professors can use the version best suited to their classes

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