About ADMN 233

Introduction

Course Development Team

Author: Dr. Pierre Wilhelm

Editor: Shirley Stashko
Visual Presentation: Faculty of Business Web Design Team

Opening Comments

ADMN 233 Writing in Organizations is a course for students who wish to improve their
written communication as it applies to the workplace. Writing in an organization is similar to
other types of writing in that it is a creative process and a communicative act. Writing in
organizations involves a problem-solving process requiring that one analyze situations,
make decisions, and inform others of those decisions.

When you complete this course, you should be able to

 write correspondence for a business reader by keeping in mind your institution’s needs.

 apply a systematic process to plan, organize, and revise business messages.

 write routine messages that answer a reader's specific needs and that conform to
established rules of writing. Such messages include e-mail messages, memos, and
faxes.

 write more demanding messages such as routine letters and goodwill messages,
persuasive and sales messages, and negative (bad news) messages.

 plan and prepare complex messages such as business reports, proposals, and formal
reports.

Course Overview

ADMN 233 is based on Chapters 5 to 13 of your course textbook. The course is divided into
three sections (corresponding to textbook Units 2 to 4).

You should complete Assignment 1, the diagnostic writing assessment, and

submit it for grading before you begin working on Section 1. You will automatically
receive a 6% credit for completing Assignment 1.

All quizzes and assignments are located on this ADMN 233 Web site. You can access the
quizzes and assignments in the Evaluation block on the course home page. However, the
quizzes will not be available until the first day of your course contract.

Quizzes contain true/false and multiple-choice questions and are marked automatically. You
will complete each of the four assignments by creating a word document and submitting it
according to the instructions provided in the assignment.

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Take your time completing this course. Progress to the next chapter only after you have
completed the readings, activities, and quiz for each chapter and compared your writing
with the recommended answers. Consult your Academic Expert if you are in doubt about
course instructions or procedures.

Learning Materials

This course uses electronic materials as resources for learning.

ADMN 233 This course Web site acts as your course study guide. It provides links to
Web Site relevant information and connects you to Athabasca University’s
administrative support services as well. This site also links you to an online
assessment site where you can complete formal quizzes and assignments, as
well as a sample schedule to follow to complete the course, information about
how your work is assessed and graded, a guide to the reading and writing
activities you should complete, and recommended answers to writing
activities.

Textbook Guffey, M. E., Rhodes, K., & Rogin, P. (2010). Business communication:
Process and product (3rd brief Can. ed.). Toronto, ON: Nelson Education Ltd.

Note: This course has transitioned from a print textbook to an electronic

textbook (eText). For this reason, you may notice a discrepancy between the
textbook page numbers given in the course and the page numbers in the
eText.

You can access the eText through the link on the course front page. You can
also purchase a print version of the textbook from the publisher at a
discounted rate.

Textbook The textbook companion Web site provides a practice exercise called Test
Companion Yourself and a Crossword Puzzle for each chapter. You will be directed to this
Web Site Web site within the lessons.

A link to this site may also be found in the centre of the course homepage.

AU's Write Consult writing resources located on Athabasca University’s Write Site to
Site prepare your texts.

As well, if need be, consult a Write Site Writing Coach or your course
instructor to help you better prepare your assignments.

The Write Site provides remedial help, such as

 assistance from Write Site coaches

 grammar rules for review
 remedial writing exercises
 citation rules and exercises
 remedial help for students whose native language is not English.

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 Your Final Mark

In ADMN 233 , you are to complete a diagnostic writing assessment (Assignment 1), three
more assignments, nine quizzes, and a final examination. If you fail to submit an
assignment or quiz, you will receive a grade of 0% for that assignment or quiz. To receive
credit for ADMN 233, you must achieve a grade of at least “D” (50%) on the final
examination and a minimum overall course grade of “D” (50%). The following table
summarizes the evaluation activities for ADMN 233 :

Activity Credit Weight When to

Complete
Assignment 1
6% of final grade in Week 1
(Diagnostic Writing Assessment)
Assignment 2 15% of final grade after Chapter 7
Assignment 3 20% of final grade after Chapter 11
Assignment 4 20% of final grade after Chapter 13
9 Quizzes @ 1% each 9% of final grade after each chapter
after Assignment
Final Examination 30% of final grade
4
Total 100% of final grade

You must request your examination well in advance of the date on which you plan to write
it. See Requesting an Exam for procedures to follow. You are advised not to attempt the
final examination until you have received feedback on all of your course work.

All of your course work must be submitted before 12:00 midnight (Mountain
Time) on the final day of your contract.

If you are not satisfied with the grade you receive on an examination, or if you receive a
grade below 50%, you may write a supplemental examination. If you write a supplemental
examination, your final grade will be the higher of the grades received on the supplemental
or original exam. There is a fee for supplemental examinations. See the AU Calendar for
details.

Suggested Study Schedule

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You shouldn't have any problem completing this course successfully if you are systematic
and organized. A study schedule will help you budget your time and monitor your progress.

How much time do I have to complete this course?

To verify your course contract start and end dates, log in to the MyAU student portal (click
"Check Your Course Status" under MANAGE YOUR COURSES). Contact the Student Support
Centre if you have any questions about course requirements or deadlines.

How should I budget my time?

Remember, the following is a suggested study schedule—adapt it to suit your own

timeline. Remember, too, that while some flexibility is possible, you will incur extra expense
if you extend your contract date.

You may wish to use the calendar on the right-hand side of the course main page to flag
dates you feel are important as you work your way through your course(s).

If you fall behind in your course work, contact the Student Support Centre for advice on the
options available to you.

Week(s) Activities
1  Review the material in the online Student Handbook.
 Familiarize yourself with all of your course materials.
 Complete and submit Assignment 1 (the diagnostic writing
assessment).

2–3  Chapter 5: Writing Process Phase 1: Analyze, Anticipate, Adapt. Complete all
Chapter 5 Readings and Activities.
 Complete Quiz 1.
 Contact the Student Support Centre if you have any questions about the
course.

4–5  Read Chapter 6: Writing Process Phase 2: Research, Organize, Compose.

Complete all Chapter 6 Readings and Activities.
 Complete Quiz 2.
 Check Course Updates regularly.

6  Read Chapter 7: Writing Process Phase 3: Revise, Proofread, Evaluate.

Complete all Chapter 7 Readings and Activities.
 Complete Quiz 3.
 Contact the Student Support Centre if you have any questions about the
course.

7–8  Complete and submit Assignment 2.

 Contact the Student Support Centre if you have any questions.

9–10  Read Chapter 8: Routine E-Mail Messages and Memos. Complete all Chapter
8 Readings and Activities.
 Complete Quiz 4.
 Check Course Updates regularly.

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 11–12  Read Chapter 9: Routine Letters and Goodwill Messages. Complete all
Chapter 9 Readings and Activities.
 Complete Quiz 5.
 Contact the Student Support Centre if you have any questions.

13  Read Chapter 10: Persuasive and Sales Messages. Complete all Chapter 10
Readings and Activities.
 Complete Quiz 6.
 Check Course Updates regularly.

14  Read Chapter 11: Negative Messages. Complete all Chapter 11 Readings and
Activities.
 Complete Quiz 7.
 Contact the Student Support Centre if you have any questions.

15–16  Complete and submit Assignment 3.

 Contact the Student Support Centre if you have any questions.

17–18  Read Chapter 12: Preparing to Write Business Reports. Complete all Chapter
12 Readings and Activities.
 Complete Quiz 8.
 Check Course Updates regularly.

19–20  Read Chapter 13: Organizing and Writing Typical Business Reports. Complete
all Chapter 13 Readings and Activities.
 Complete Quiz 9.
 Contact the Student Support Centre if you have any questions.

21-22  Complete and submit Assignment 4.

 Check Course Updates regularly.
 Make arrangements to write the final examination. Refer to the Requesting
an Exam page (link is in the Evaluation block on the course home page) for
procedures and deadlines.

23-26  Prepare for the final examination.

 Contact the Student Support Centre if you have any questions.
 Write the final examination.
 Complete the Course Evaluation Survey located near the bottom of the
course homepage. We appreciate your feedback!

Congratulations on completing the course!

Applying the 3-x-3 Writing Process

This course teaches a systematic approach to writing; these important steps will help you
produce professional texts and documents. With practice, this process will become routine,
allowing you to approach writing tasks with confidence.

Your course textbook uses a model called the 3-x-3 writing process. In this course, the

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lessons, assignments, and final examination require that you reflect and think about
prewriting, writing, and revising.

Phase 1: Prewriting (Preparing to Write)

1. Analyze the situation that you confront.

 What do you want to communicate to a reader or to a group of readers?

 What does a reader need to know, do, or think about?
 How can you communicate this information effectively, clearly, and directly?
 Can your reader or readers act on the information you communicate in a way that
provides the results you hoped for?

1. Sort out facts, ideas, and feelings that you need to clarify before you start writing.

2. Gather the information you need.

Phase 2: Writing (Work with Key Information Your Reader Requires)

1. Organize key information into a loose outline.

2. Check your outline to ensure it presents key information most effectively.
3. Write as clearly and concisely as possible.
4. Learn to recognize several styles for writing business correspondence, including

 author-centred writing (“I” view) and reader-centred writing (“you” view)

 direct text construction (to-the-point) and indirect text construction (delayed impact)
 informative style (factual) and persuasive style (opinionated)
 descriptive writing (“as is”) and reflective writing (“as could or should be”)
 formal (professional) and informal (cordial) tone.

1. Learn to format different types of texts into memos, letters, and short reports, including

 internal and external memos

 informative and persuasive memos
 good news and bad news letters
 request and reply letters
 testimonial and sales letters
 analytical and informative reports.

Phase 3: Revising (Make Your Text Clear, Concise, Organized, and Readable)

1. Proofread your text for grammar, spelling, and punctuation errors.

2. Evaluate your text to consider whether it meets the goal you want it to reach.

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 Assignment and Quiz Tips

Lesson Quizzes

 Complete all quizzes online. Remember that these are marked quizzes, not practice
ones.

 Click the Save without submitting button after each page of questions to ensure that
the course server registers your answers.

 Click the Submit all and finish button only after you have answered all quiz questions.
Otherwise, your marker will receive an incomplete quiz.

Assignments

 Assignment 1: Prepare as a single word file.

 Assignments 2, 3, and 4: Prepare each assignment as a single word file, using the
assignment template provided within each assignment.

Marking Guide

Your marker will use the following five categories to assess your written assignments:

In determining a grade for Content, markers look for evidence that you

 clearly understand the topic.

 have analyzed the topic completely (given the length and scope of the assignment).
 are aware of your audience and purpose.
 use appropriate quotations (where relevant).
 use original ideas and expression.
 provide appropriate evidence of reading and research (where relevant).

In determining a grade for Organization, markers look for

 clear, appropriate, and logical structure within each paragraph and within the whole
assignment.

 an appropriate thesis statement and good main ideas at the paragraph level.

 an introduction and conclusion (as sentences at the paragraph level; as paragraphs at

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 the essay level).

 effective transitions within sentences, between sentences, and between paragraphs.

 a variety of sentence structures.

 your awareness of the audience.

In determining a grade for Mechanics, markers look for

 correct spelling.
 correct punctuation and capitalization.
 legible writing or readable text formatting.

In determining a grade for Grammar, markers look for

 correct application of grammar rules.

 proper syntax.

In determining a grade for Style, markers look for evidence that you

 are sure and in control as a writer.

 adopt an appropriate stance.
 chose a style appropriate to the content, subject, purpose, and audience.
 present an effective voice that is consistent and sustained.
 use imagination, creativity, intent, and innovation effectively.
 use appropriate expression and vocabulary.
 adhere to appropriate rhetorical principles and format.

Questions of Style

What is Good Writing?

Good writing for organizations is clear, concise, simple, and to the point.

Clear communication in organizations demands good writing that

 uses direct sentences. Begin with a subject, followed by an active verb and an object
(subject + verb + object)

 communicates ideas, facts, and feelings to a reader clearly and without overstatement

 communicates information using a minimum number of words to make a point

 uses words for their precise meaning

 leaves no doubt or confusion in the reader’s mind about the intent of a message

 describes the course of action the writer wants the reader (or group of readers) to
follow

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  lets ideas and facts speak for themselves, rather than drawing attention to the writer’s
style

 guides readers through complex information using graphic charts and images

 organizes information with headings as reference points

 uses typography and text formatting to guide the reader

 uses parallelism to create coherent patterns and provide balance to a text.

What is Poor Writing?

Poor writing for organizations

 emphasizes nouns, pronouns, and adjectives, rather than active verbs

 uses indirect sentence constructions, passive voice, and filler expressions such as “there
is” or “it is said that”

 includes vague abstract noun concepts.

The ADMN 233 Exam(s)

The examination(s) for this course will be taken online. You are responsible for making
your own arrangements for examination invigilation and for requesting an examination.
Review the page titled Requesting an Examination for details.

Preparing for the Final Examination

Weight: 30% of final grade

Time allotted: 3 hours
Delivery: online
Exam Format: written response

The ADMN 233 final examination is to be taken after you have completed Chapter 13 and
received grades for all nine chapter quizzes and the four assignments. The final examination
is a closed-book examination that covers material from the entire course. There are no
multiple-choice or true/false questions on the examination.

The final examination requires you to complete a series of writing tasks in the form of
e-mails, memos, letters, and business reports based on workplace scenarios. This
examination consists of four parts that test your ability to outline, write, assess, and revise
texts. It covers material from the entire course.

You will write your final examination in an online environment with the same functionality as
Question 5 in the Demo Exam.

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This online exam environment provides some formatting tools; you may want to experiment
with these before you write your exam. However, you will not be graded on how you
format your responses. Note as well that since this is a writing course, there is no spell
check feature available in the online exam environment.

In this examination, you must demonstrate the ability to practise some or all of the
following skills efficiently:

 Apply the 3-x-3 writing process properly.

 Read scenarios carefully to make sense of their key ideas.
 Follow instructions that require you to format and structure texts for a specific purpose
and a specific reader.
 Follow an appropriate direct or indirect style of writing.
 Structure your text to emphasize a “you-view” rather than an "I-view."
 Inform or persuade your reader as instructed.
 Provide recommendations and conclusions that the reader can clearly act on.
 Write in an active or passive voice as the context demands.
 Write clear problem questions and statements of purpose if requested to.
 Assess the strengths and weaknesses of business texts.
 Revise poorly written texts.
 Outline key aspects of a business letter or report.

To prepare to write the examination, make sure that you gain a thorough knowledge of the
main forms of business communication you studied in this course. In particular,

 complete all chapter quizzes.

 complete all course assignments and review the comments your marker sends you.
 complete all assigned chapter exercises and compare your writing to the sample
solutions provided.
 answer the Test Yourself questions on the textbook companion Web site.

To pass the course, you must obtain a grade of "D" (50%) or better on the
final examination and a composite course grade of at least "D" (50%).

Are you ready to take an exam?

Review the following checklist to ensure that you haven’t missed any important steps to
preparing for an AU examination.

 Have you reviewed the learning objectives for each lesson and ensured that you can
meet each one?
 Have you completed and submitted all relevant assignments and reviewed any
feedback your marker has provided?
 Have you contacted an Academic Expert (via the Student Support Centre) to discuss
any concepts you don’t understand?
 Have you reviewed the information the course website provides about the exam?
 Have you made arrangements with an invigilator and requested your exam at least
20 days before you plan to take the exam?
 Have you allowed sufficient time to prepare for the exam? Do you feel confident that
you are ready to write it?
 Do you know what materials you can and cannot have with you when you take the
exam?
 If you are taking an online exam, do you know the user name and password you will

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 need to access the exam?

If you answered “No” to any of these points, you may wish to contact the Student Support
Centre.

If you have ever experienced exam anxiety, our Counselling Services website offers many
tips and suggestions you may find helpful. The site also contains resources pertaining to
study skills, time management, how to write multiple-choice exams, and other topics of
interest to learners.

Requesting an Examination

The examination(s) for this course will be taken online. You are responsible for making your
own arrangements for exam invigilation and for requesting an exam. Deadlines for
requesting an exam vary widely depending on your location and invigilation
arrangements.

It is your responsibility to ensure that you have sufficient time to determine your write
location and submit your request before the deadlines. To do so, follow these steps:

1. Review the AU Calendar for deadlines and other general exam information.
2. Review the list of approved examination invigilators; then choose an invigilator and
contact him or her directly to set up a date and time to write your exam.
3. Familiarize yourself with the technical requirements below.
4. Submit the Exam Request Form. Note that you are responsible for fees associated with
rebooking exams, late exam requests, and supplemental exams.

Technical Requirements

 If you are taking your online examination at AU Edmonton, AU Calgary, or AU Central,

you must notify the examination supervisor at the time you make the booking that you
are taking an online examination so that the computer lab will be booked for you.

 If you are making arrangements for examination invigilation at another location, you
must ensure that a computer with an Internet connection is available for your use.

Technical support for online examinations is limited to Student Support Centre hours
(Monday to Thursday, 8:30 a.m. to 8:30 p.m. MT, Friday 8:30 a.m. to 4:30 p.m. MT, and
Sunday 4:30 p.m. to 8:30 p.m. MT).

An Important Reminder about Academic Honesty

Athabasca University is serious about eliminating academic misconduct, including

plagiarism. Students sometimes commit plagiarism—presenting someone else’s work as
their own—inadvertently. When you rely on other people’s ideas, you must give them
credit: identify all quotations, and acknowledge the sources of ideas and information you

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paraphrase (including material from your AU course materials). University faculty and staff
trace suspected cases of plagiarism, including even partial copying of assignments from
other students. Review your assignment requirements carefully, and, unless otherwise
instructed, use APA style to cite and reference your sources.

The Basics of Documentation details the whys, whens, and wheres of crediting other
sources in your own work. Learn how to avoid plagiarism by using documentation standards
such as APA and MLA to format citations and references appropriately and correctly. The AU
Write Site provides a vast collection of resources that deal with documentation and
plagiarism.

You should also review the university’s Academic Misconduct Policy for details about
academic offences and penalties for academic misconduct.

Watch the video below for more information about plagiarism and how to cite sources using
APA standards.

Using the Student Support Centre

The Faculty of Business is dedicated to providing the help you need to succeed in your
studies. Our one-stop Student Support Centre is at the heart of Faculty of Business
undergraduate course delivery and is your first point of contact. You make one call, and we
guide you from there. See our video on YouTube.

Undergraduate student advisors in the Centre will

 provide information on exam requests, assignment submission, business courses and
programs, University policies and procedures, and more.
 redirect your query, when necessary, to an academic expert, program advisor,
technical support person, or someone else in the University who can provide
assistance.
An academic expert assigned to your course
 will answer specific, focused questions on any aspect of the academic content of your
course.
 will respond to you by phone or email, depending on the nature of your question.
 may also mark your assignments and/or coordinate the course.
Student advisors and academic experts will respond to you within two business days of
your request. To minimize delays, you should
 group your questions together if you are contacting us by email or request form.
 include details such as the textbook page reference, problem number, or the concept
you are working on in your request.
 be sure to leave a call back number and indicate when you will be available to take a
return call if no one is available during the operating hours, or if you are calling
outside of the operating hours.

Hours of Operation: Phone Numbers:

Monday to Thursday, 8:30 a.m. to 8:30 p.m. Toll-free (Canada/US) 1-800-468-6531
MT
Friday 8:30 a.m. to 4:30 p.m. MT Local or long distance 780-675-6189
Sunday 4:30 p.m. to 8:30 p.m. MT

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You can also use the Student Support Centre Request Form or email us at
[email protected].

Your Academic Team

Meet the team dedicated to your academic success.

Pierre Wilhelm, PhD—Course Author and Coordinator

Pierre joined Athabasca University’s Faculty of Business in 2001 after

completing a PhD program in Mass Communication at the University
of Alabama. His prior academic experience included teaching design
and writing for new media at Canadore College in Ontario, writing for
mass media at the University of Alabama, and writing French
grammar and composition at the University of Regina. Pierre brought
to our university many years of experience working as a professional
communicator and instructional designer; he helped launch and
guide the Write Site and Media Lab initiatives. Pierre brings an
international dimension to our university as well; he enjoys
contributing to French, Spanish, and German-speaking initiatives.

Pat Anderson, MEd—Academic Expert/Marker

Pat holds degrees from Athabasca University and the University of Calgary. She has
worked in the field of Adult Education for the past 17 years, most recently as an
Academic Expert and Marker for Faculty of Business online courses. Her teaching
experience includes both the traditional classroom and distance education
environments.
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Beyond her duties for the Faculty of Business, Pat is a researcher, writer, and volunteer facilitator in her
community. In her spare time she enjoys books, plants, fabric, and music.

Kim Bernard, MA—Academic Expert/Marker

Kim has been a tutor with Athabasca University since 2008. During this
time, she has tutored courses in communications studies (Centre for
Humanities) and writing (Faculty of Business). Kim holds a Master of
Arts in Communications Studies from the University of Calgary.

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Students who are assigned to Kim’s ADMN 233 group will work with her throughout the
course. She will mark assignments and final examinations. Contact Kim through the
Student Services Centre with course-related questions anytime.

Julie Levi, MEd Distance Education—Academic Expert/Marker

I have worked at Athabasca University as an academic expert and

marker since 2008 and live in rural Ontario, Canada.

I enjoy working with my students and I bring my experience as a training and

communications professional and distance educator to the course. My eclectic background,
working with public and private sector clients, is very helpful in my AU work as I coach
students in various business programs. Students are eager to find ways to relate the course
content to their work and education needs. I understand “both worlds” and enjoy
supporting students as they work through the learning process.

Contact me anytime through the Student Support Centre. I’m here to help you succeed in
the course! I’m always happy to help you prepare for your next assignment, answer your
course questions, and discuss your progress in ADMN 233.

Linda Roth, MEd—Academic Expert/Marker

Through her own resourcefulness, intuition, and faith, Linda has

transformed her life—from poverty to professor, from foster child to child
welfare social worker/investigator and from living in a broken home to
happily married. In addition, Linda put herself through university and
earned a Master’s degree in Education.

Linda has extensive experience teaching in the classroom and online. Since 2004, she has
provided her expertise to corporations, small businesses, post secondary institutions, non
profit agencies and government (including the Department of National Defence) by
delivering customized training programs, keynote addresses, lunch-and-learn sessions,
presentations, executive coaching, and management consulting.

In her spare time, she writes and creates stories that help people significantly improve their
lives. She also dances and takes cruise vacations with her husband.

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Linda believes in the Dalai Lama’s principle that “Our prime purpose in this life is to help
others. And if you can’t help them, at least don’t hurt them.”

Contact Linda anytime through the Student Support Centre. She is ready to coach you to
success!

Lantry Vaughan, MACT—Academic Expert/Marker

Lantry Vaughan joined the AU Faculty of Business in 2006 after completing

a Master of Arts in Communication and Technology (MACT) at the
University of Alberta. His prior academic experience included teaching at
Red Deer College and Keyano College’s Fort Chipewyan campus.

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Lantry continues to work as a communications professional. His career has included film
and video production, and writing and photography in Alberta, the NWT, and Yukon.

Course PDFs

Contents of this course (excluding assignments, quizzes, forums, etc.) are available in PDF
format that you can view on most mobile devices, download for working offline, or print.

Many of the Web links, attachments, and other interactive elements are accessible from
within the PDFs, but not all are accessible from every type of device.

You will need a PDF reader such as Adobe Reader to open these documents. Adobe Reader
is a free download for most computers and mobile devices.

Note: PDF conversion does not necessarily create a perfect copy of the online course. You may find small issues
with coding, numbering, spacing, and/or other formatting elements. In the event of any discrepancy between
the PDF version and the online course website, the online course website will be considered the correct version.
Click the icon on the right for some PDF user tips.

NOTICE OF COPYRIGHT PERMISSION: As a registered student in this course, you or a third party commercial copying service
acting on your instructions, are free to print a complete copy of your Athabasca University produced online course materials on
the basis of the following permitted uses: educational, personal and /or private use in accordance with Canada's copyright laws. No
use of Athabasca University produced online course materials shall be for a non-permitted use or contravene Canada's copyright
laws. Athabasca University warrants that it has secured all third party copyright permissions that are necessary in order to permit
you or a third party commercial copying service acting on your instructions to print Athabasca University produced online course
materials. Athabasca University warrants that it is the owner of the copyright in and to the Athabasca University produced online

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course materials. As such, it may grant the permission to print the online course materials bearing this Notice of Copyright
Permission.

Section 1 The 3-x-3 Writing Process

Chapter 5: Analyze, Anticipate, Adapt

Learning Objectives

After completing this chapter, you will be able to

1. identify three basics of business writing and summarize the three phases of the 3-x-3
writing process.

2. explain how the writing process may be altered and how it is affected by team projects
and technology.

3. clarify what is involved in analyzing a writing task and selecting a communication

channel.

4. describe anticipating and profiling the audience for a message.

5. specify six writing techniques that help communicators adapt messages to the task and
audience.

6. explain why communicators must adapt their writing in four high-risk areas.

Introduction

Unit Two of Business Communication: Process and Product focuses on the process of
business writing. This process is approached systematically using a model called the 3-x-3
writing process. Using this systematic approach will help you to think through the important
steps in producing quality business documents. With practice, this process will become a
routine part of your writing, allowing you to approach any business writing task with
confidence.

In Chapter 5, you will examine the first phase of the 3-×-3 writing process—prewriting. In
particular, you will focus on

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  approaching the writing process systematically

 adapting and altering the writing process

 analyzing the writing task to identify your purpose and select the best channel (e.g.,
letter, e-mail, report) to deliver your message

 anticipating the audience to be sure you understand the people receiving the message

 adapting the message to ensure it is appropriate for both the task and the audience.

By paying close attention to the Prewriting Phase, you will be able to plan a message that is
correctly focused on both the writing task and the intended audience. This planning will
help you craft an effective, focused message when you move on to the Writing Phase.

Readings and Activities

How can you use the reading activity

3-x-3 writing process to
improve your From the print textbook, on pages 92 to 93, read the
documents? following topic:

 Approaching the Writing Process Systematically

writing activity

Complete Critical Thinking 2 from the end-of-chapter

materials in your print textbook and compare your
response with the Recommended Answers to Critical
Thinking.

What are the advantages reading activity

and disadvantages of
increased teamwork and From the print textbook, on pages 93 to 97, read the
technology for you as a following topics:
business communicator?
 Adapting and Altering the Writing Process
Why might you choose
one type of business  Writing Process Phase 1: Analyze
document over another
(e.g., a hand-written writing activity
note rather than an
e-mail)? Complete Activity 5.2 from the end-of-chapter
materials in your print textbook and compare your
response with the Recommended Answers to Activities.

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 How do business reading activity
audiences (executives,
employees, customers) From the print textbook, on pages 97 to 98, read the
differ from each other? following topic:

 Writing Process Phase 1: Anticipate

writing activity

Complete Activity 5.3 from the end-of-chapter

materials in your print textbook and compare your
response with the Recommended Answers to Activities.

Complete Critical Thinking 1 from the end-of-chapter

materials in your print textbook and compare your
response with the Recommended Answers to Critical
Thinking.

How might a better reading activity

understanding of your
audience change the From the print textbook, on pages 98 to 104, read the
way you write a following topics:
business document?
 Writing Process Phase 1: Adapt

 Checklist for Adapting a Message to Its Audience

writing activity

Complete Activities 5.4, 5.5, 5.6, 5.7, and 5.8 from

the end-of-chapter materials in your print textbook and
compare your responses with the Recommended
Answers to Activities.

How can you minimize reading activity

negative legal
consequences arising From the print textbook, on pages 104 to 106, read the
from your business following topic:
documents?
 Adapting to Legal Responsibilities

writing activity

Complete Activities 5.9 (parts a to e only), 5.10,

and 5.11 from the end-of-chapter materials in your
print textbook and compare your responses with the
Recommended Answers to Activities.

Complete Critical Thinking 3 and 4 from the

end-of-chapter materials in your print textbook and

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 compare your responses with the Recommended
Answers to Critical Thinking.

optional activity

On the textbook companion Web site, click Crossword

Puzzles in the right-hand menu and complete the
crossword puzzle for Chapter 5.

Work through these review

activities to review and
practise what you have Read the Summary of Learning Objectives at the end of
learned in Chapter 5. the chapter.
These activities will help
you prepare for Complete the Chapter Review from the end-of-chapter
Assignments and materials in your print textbook and compare your
Chapter Quizzes. responses with the Recommended Answers to Chapter
Review.

On the textbook companion Web site, locate Student

Resources on the right-hand side of the page and click
Test Yourself to informally test your understanding of
writing rules and key concepts taught in this chapter.

Then locate Quiz 1 by clicking Quizzes (in the

Evaluation block on the course homepage) to formally
test your knowledge of these rules and key concepts.
The mark you achieve on this quiz will contribute to
your final grade in the course.

Recommended Answers to Activities

5.2 Selecting Communication Channels (Obj. 3)

a. Write a letter because it provides a written record of correspondence sent outside your
organization.

b. A face-to-face meeting would be expensive and time consuming. A more efficient

alternative is a video conference or teleconference.

c. Most global transactions such as this are conducted by fax, which is cheap, fast, and
provides a written record. E-mail would also be appropriate if you have the customer’s
address.

d. Because considerable data will be involved, you would write a report to be submitted
internally.

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e. Because the training session involves a future date, send a written rather than an oral
message. Use e-mail or a hard-copy memo instead of a face-to-face, telephone, or voice
mail message.

5.3 Analyzing Audiences (Obj. 4)

a. Because the primary reader is your sales manager, you should know what kind of
communication format and content he expects. But he may not know much about the
customer and specifically what the customer is demanding. Since the manager is
familiar with the business, you can use jargon or references that outsiders might not
understand. You can expect the receiver to be receptive to prospective new business;
perhaps he’s willing to make concessions to please this new customer. However, you
should also remember that the sales manager may want to forward your message to a
higher executive. Thus, be sure to fill in details and use fairly formal language.

b. The primary reader will probably be a busy human resources director, an educated,
experienced individual who has doubtless read many letters of application and resumés.
Since the job is advertised, you would expect the reader to be neutral or positive toward
your letter. Because your relationship is professional, your tone should be formal, yet
friendly.

c. The primary reader is your boss, but a secondary reader may be your boss’s superior, if
further approval is sought. The relationship is both personal and professional. Since
your boss probably has no knowledge of the computer class, you would want to describe
the class in detail and offer well-planned reasoning explaining why your proposal would
benefit both the company and you. You might expect a negative response.

d. A targeted audience of executives means that you have some expectations about their
income, education, status, and interests. You can use language that educated readers
would comprehend. Because the readers probably know little about the subject, you’ll
have to provide persuasive arguments and data. You might expect a negative response.

e. The primary reader is the credit applicant, and the relationship is professional. You don’t
know a great deal about the reader, but you would expect her or him to appreciate
respectful, courteous treatment. The response will be negative; your approach will
probably be indirect.

5.4 Reader Benefits and the “You” View (Obj. 5)

a. For just $300 each, you can spend three days in Las Vegas, where you will enjoy deluxe
accommodations, the “City Lights” show, and selected meals.

b. You can attend the two-day workshop.

c. To improve your writing skills, enrol in our in-house training program.

d. You can now purchase Dell computers at discounted prices at the student bookstore.

e. For your safety, you may rent power equipment when you have demonstrated
proficiency in its use.

5.5 Language Bias (Obj. 3)

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a. Skilled assistants proofread their bosses’ documents and catch any errors.

b. CyberSystems hired Jamal Alexander for the position of project manager.

c. Because Kevin uses a wheelchair, we look for restaurants without stairs.

d. All employees must wear their ID badges on the job. OR

Every employee must wear his or her ID badge on the job. OR
Every employee must wear an ID badge on the job.

e. Some restaurants have a special menu for people over 65 (or for senior citizens).

5.6 Positive Expression (Obj. 5)

a. You’ll receive your $50 rebate if you follow each requirement.

b. In the message you left at our Web site, you mention that you returned a printer.

c. We are sending you a replacement blade for your food processor. Please read page 18
of your operator’s manual to learn how to attach this blade to give you effective
performance.

d. Please send us your social insurance number so that we can process your application.

e. Construction will begin when the building plans are approved.

5.7 Courteous Expression (Obj. 5)

a. Please call this 800 number immediately to activate your debit card.

b. Please record my January 6 payment of $500 to my account. I’ve attached my previous

letters describing the problem.

c. As departmental manager, you can help reduce air pollution by organizing a car pool.

d. To the Staff: So that paper jams won’t prevent your full use of the copier, please review
the instructions for removing jammed paper found on page 12 of the operating manual.

e. You are covered for all accidents that occur within Canada.

5.8 Familiar Words (Obj. 5)

a. The salary we are offering is equal to other managers’ pay.

b. To speed approval of this agreement, we ask you to vote yes.
c. While talking with the manager, I learned that you plan to end our agreement.
d. Did the steering problem appear after the recall?
e. As you requested, we will question our agent.

5.9 Precise Words (Obj. 5)

a. When replying to e-mail, (bring in, include, put) enough of the old message for (
someone, the person, the recipient ) to recognize the original note.

b. For a (hard, long, complicated ) e-mail message, (make, create, have ) the note in

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 your word processing program.

c. If an e-mail (thing, catch, glitch ] interferes while writing, you can easily (get, have,
retrieve) your message.

d. We plan to (acknowledge, publicize, applaud ) the work of exemplary employees.

e. Ryan’s excellent report has (a lot of, many, a warehouse of ) relevant facts.

5.10 Legal Language (Obj. 6)

a. We have inspected the septic system and will send a complete report. (review, study)
b. Our goal is to assure completion of the project on schedule. (facilitate)
c. We will determine the amount of stress for each supporting column. (evaluate, assess,
analyze)

5.11 Clear Writing

a. The following two articles provided effective information: Phil Venditti, Let’s Be Clear:
Use Your Head to Make Point, Everett Business Journal , August 2003, and Johan
Rindegard, Use Clear Writing to Show You Mean Business, InfoWorld , 22, November
1999.

b. Clear writing streamlines procedures, makes it easier to train employees, and increases
staff productivity and morale. It reduces confusion, complaints, and claims; and it
improves customer satisfaction. It increases sales and raises a company’s standing in
the marketplace.

Example 1: The Federal Communications Commission rewrote its regulations for citizen
band radios in plain language. As a result, it was able almost immediately to reassign
the five staff members who’d been hired previously just to respond to complaints and
questions from the public.

Example 2: Before Federal Express overhauled its operations manuals in 1995, readers
searched for an average of five minutes to find information and found it only 53 percent
of the time. When the new manuals appeared, organized more logically and containing
lots of graphics and tables, the average search time dropped to 3.6 minutes and the
success rate improved to 80 percent.

c. People can learn to write more clearly by considering their audience, anticipating reader
reaction, outlining the message, writing a draft, and editing the draft. More suggestions
are available in the articles.

Recommended Answers to Critical Thinking

1. Many receivers of business messages are unknown to senders. Writers of

business letters and people making presentations rarely know their receivers. But
senders can learn as much as possible about receivers by asking questions, doing

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 research, and putting themselves in the shoes of the members of the audience.
Particularly if you are trying to persuade people to take action or change views,
you must strive to find out what stake they have in the idea you are presenting
and what might motivate them. Knowing (or guessing) a reader’s educational
background may tell you what level of language to use. Knowledge of the
professional background of a receiver helps you determine how much detail or
jargon to include. The status of the receiver (job duties, rank, interpersonal
relationship) helps you make decisions regarding how to send the message, what
to include, and the wording. Knowledge of attitudes and values also can guide
you to more effective messages.

2. The 3-x-3 writing process helps communicators solve problems, particularly

those that require a product as their outcome. The three phases of the process
are so comprehensive that they cover, with a few modifications, all aspects of
written and oral communication. To be successful communicators, students will
go through the same processes of analyzing, anticipating, adapting, and so forth,
for all their communication activities.

3. Many business communicators are untrained in the techniques of successful

communication. They are unaware of goals such as analyzing the audience and
adapting messages to receivers. They are rushed to send messages without time
for thinking of the effect these messages have on their receivers. Some of
today’s technology may also contribute to poor writing in that messages are so
easy to dash off that little time is taken to plan them and revise them.
Communication experts think that we’re seeing more poor writing and
miscommunication as a result of the casualness of e-mail and fax technologies.

4. The English language is experiencing a period of rapid change as it responds to

changes in social attitudes and innovative technology. To avoid alienating readers
and listeners, many businesspeople are trying hard to be particularly sensitive to
avoid the appearance of bias. Bias, of course, is any prejudgment toward another
person or group—on some basis other than fact. At times our language, even if
used unintentionally, suggests bias. Most of us would not use derisive or
insensitive terms knowingly. But some references may include a hint of bias that
we don’t always recognize. Students will want to be alert to those terms
mentioned in the text, as well as to others that may carry emotional baggage.
Examples: cleaning woman (cleaner, custodian); female engineer (omit female );
man-hours (labour hours).

Recommended Answers to Chapter Review

1. Explain how writing business messages differs from writing academic

compositions and term papers. (Obj. 1)

Business writing is purposeful, economical, and reader oriented. Conciseness is

important. The goal is to express rather than impress . (textbook, p. 92)

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 2. Describe the components in each stage of the 3-x-3 writing process. (Obj. 2)

Phase 1 (prewriting) consists of analyzing the message, anticipating the audience,

and considering ways to adapt the message to the audience. Phase 2 (writing)
involves researching the topic, organizing the material, and composing the message.
Phase 3 (revising) includes revising, proofreading, and evaluating the message.
(textbook, p. 93)

3. Name three instances in which collaborative writing is necessary. (Obj. 2)

Collaborative writing is necessary for big tasks, items with short deadlines, and team
projects that require the expertise or consensus of many people. (textbook, pp. 94–
95)

4. Why is writing shared documents frustrating, and what software tools

make the editing task easier? (Obj. 4)

Writing shared documents can be frustrating because it’s difficult to identify different
versions of a document and it’s hard to recognize who made what comment or
change on a document. Microsoft Word provides the following editing tools to ease
collaborative writing: highlight, change colour, track changes, and insert comments.
(textbook, p. 95)

5. List five factors to consider when selecting a communication channel. (Obj.

3)

Five factors to consider are

 importance of message
 amount and speed of feedback required
 necessity of a permanent record
 cost of the channel
 degree of formality desired.

(textbook, p. 96)

6. Why should you profile your audience before composing a message? (Obj. 4)

Profiling the audience before composing a message ensures a message that will
appeal to its reader. Thinking about the receiver forces the writer to consider ways
to adapt the message to the receiver’s views, background, culture, education, and
needs. By having a picture of the receiver in mind, the writer is more likely to
produce a message that will be effective and achieve the outcome desired.
(textbook, pp. 97–98)

7. How can a writer emphasize reader benefits? (Obj. 5)

Writers can emphasize reader benefits by putting themselves in the position of the
reader. How is this message going to save the receiver money, time, or effort? The
message should be written from the perspective of the reader. (textbook, p. 99)

8. When is the “you” view appropriate, and when is it inappropriate?. (Obj. 5)

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 The “you” view is appropriate when it focuses on reader benefits. It is inappropriate
when it is used to manipulate or when it conveys a sense of blame (e.g., You
neglected to include necessary information.). (textbook, pp. 99–100)

9. What is bias-free language? Give original examples. (Obj. 5)

Bias-free language avoids gender, race, ethnicity, age, or disability expressions that
might be hurtful or stereotype people. Bias-free language strives to be inclusive
rather than exclusive. It eliminates words that focus attention on exclusions (e.g.,
lawyer rather than female lawyer ; new teacher rather than new Asian teacher ).
(textbook, pp. 100–101)

10.Name replacements for the following gender-biased terms: waitress,

stewardess, foreman. (Obj. 5)

Waitress = server
Stewardess = flight attendant
Foreman = lead worker

(textbook, p. 100)

11.Revise the following expression to show more courtesy: "For the last time
I’m warning all staff members that they must use virus-protection
software—or else!" (Obj. 5)

Please use virus-protection software to prevent your computer from being infected.
(textbook, p. 102)

12.What is jargon, and when is it appropriate for business writing? (Obj. 5)

Jargon is specialized or technical language. Use it only when the audience will
understand its meaning. (textbook, p. 103)

13.What’s wrong with using words like commence , mandate , and interrogate ?
(Obj. 5)

Often, more familiar words—such as begin , require , and ask— say the same thing.
You also run the risk that your reader will not understand what these words mean.
(textbook, pp. 102–103)

14.What four information areas generate the most lawsuits? (Obj. 6)

Four information areas that generate the most lawsuits are

 investments
 safety
 marketing
 human resources.

(textbook, pp. 105–106)

15.How can business communicators protect themselves against litigation?

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 (Obj. 6)

Business communicators can protect themselves against litigation by becoming

aware of laws, being sensitive to how words are interpreted, and being careful with
language. (textbook, p. 104)

Quiz 1

Click Quizzes (in the Evaluation block on the course homepage) to go to Quiz 1 (Chapter
5).

Chapter 6: Research, Organize, Compose

Learning Objectives

After completing this chapter, you will be able to

1. apply Phase 2 of the 3-x-3 writing process, which begins with formal and informal
methods for researching data and generating ideas.

2. specify how to organize data into lists and alphanumeric or decimal outlines.

3. compare direct and indirect patterns for organizing ideas.

4. discuss composing the first draft of a message, focusing on techniques for creating
effective sentences.

5. define paragraph and describe three classic paragraph plans and techniques for
composing meaningful paragraphs.

Introduction

So far, you have used the first phase of the 3-x-3 writing process to analyze your writing
task, anticipate your audience’s reaction, and adapt your message to match the situation.

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In Chapter 6, you will continue to the second phase of the 3-×-3 writing process—writing.
Here, you will focus on

 researching the writing task to collect all the information required to write a complete
document

 organizing the information to group related ideas and to create a logical and appropriate
sequence of information for the audience

 composing the first draft of the document to clearly convey the intended message using
effective sentences and paragraphs.

As you work through these steps, you will learn specific strategies for effectively presenting
information to different types of audiences. You will also examine some basic principles of
creating effective sentences and paragraphs.

Readings and Activities

How do formal and reading activity

informal research differ?
When is each most From the print textbook, on pages 112 to 118, read the
appropriate? following topics:

Why is it important that  Writing Process Phase 2: Research

information be presented
to readers in an  Writing Process Phase 2: Organize
organized fashion?

writing activity

Complete Activity 6.3 from the end-of-chapter materials

in your print textbook and compare your response with
the Recommended Answers to Activities.

Complete Critical Thinking 1 from the end-of-chapter

materials in your print textbook and compare your
response with the Recommended Answers to Critical
Thinking.

What are the advantages reading activity

and disadvantages of the
direct and indirect From the print textbook, on pages 118 to 121, read the
patterns of organizing following topic:
ideas? When is each

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 pattern most  Organizing Ideas into Patterns
appropriate?
writing activity

Complete Critical Thinking 2 from the end-of-chapter

materials in your print textbook and compare your
response with the Recommended Answers to Critical
Thinking.

What problems can lead reading activity

to ineffective sentences?
How can these problems From the print textbook, on pages 121 to 125, read the
be resolved? following topic:

 Writing Process Phase 2: Compose

writing activity

Complete Activities 6.6, 6.7, 6.8 and 6.9 from the

end-of-chapter materials in your print textbook and
compare your responses with the Recommended Answers
to Activities.

What are the advantages reading activity

and disadvantages of the
direct, indirect, and From the print textbook, on pages 125 to 129, read the
pivoting paragraph following topics:
patterns? When is each
pattern most  Draft Meaningful Paragraphs
appropriate?
 Checklist for Composing Sentences and Paragraphs

writing activity

Complete Activities 6.1, 6.10, and 6.11 from the

end-of-chapter materials in your print textbook and
compare your responses with the Recommended Answers
to Activities.

Complete Critical Thinking 3 and 4 from the

end-of-chapter materials in your print textbook and
compare your responses with the Recommended Answers
to Critical Thinking.

optional activity

On the textbook companion Web site, click Crossword

Puzzles in the right-hand menu and complete the
crossword puzzle for Chapter 6.

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 Work through these review
activities to review and
practise what you have Read the Summary of Learning Objectives at the end of
learned in Chapter 6. the chapter.
These activities will help
you prepare for Complete the Chapter Review from the end-of-chapter
Assignments and Chapter materials in your print textbook and compare your
Quizzes. responses with the Recommended Answers to Chapter
Review.

On the textbook companion Web site, locate Student

Resources on the right-hand side of the page and click
Test Yourself to informally test your understanding of
writing rules and key concepts taught in this chapter.

Then locate Quiz 2 by clicking Quizzes (in the Evaluation

block on the course homepage) to formally test your
knowledge of these rules and key concepts. The mark you
achieve on this quiz will contribute to your final grade in
the course.

Recommended Answers to Activities

6.1 Document for Analysis (Objs. 3, 4, and 5)

This poorly organized and written memo is hard to read because the major points
are submerged in a mass of wordy, confusing, and ungrammatical sentences.
Sentence 4 is 54 words long! Sentences 1, 2, and 3 contain passive-voice
constructions. Sentences 2 and 4 contain poor modification; introductory verbal
phrases are not followed by words that can logically be modified. In sentence 2 (
After giving the matter . . . , it ), it appears to be giving the attention. In sentence
4 (To make the best possible choice, SDD . . . ), the illogical modifier is SDD . SDD
is not making the choice. Similar faults appear in the second paragraph. Sentences
6 and 8 both have dangling and misplaced modifiers. This memo could be vastly
improved through organization. The writer should outline three steps in a new
procedure.

6.3 Researching and Outlining “How-to” Techniques for Productive

Brainstorming (Obj. 1)

One possible article about brainstorming is Dean Rieck’s (1999) Session Five: AH
HA! Running a Productive Brainstorming Session, Direct Marketing, 62 (7), 78–79.

Your memo should include an outline such as the following:

I. Before your brainstorming session

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 A. Select a leader.
B. Define your problem.
C. Create an agenda.
D. Set time limits.
E. Set quotas.
F. Select your group and announce a session.
G. Circulate background information.

II. During your session

A. Review the problem and background information.

B. Establish ground rules.

1. Each participant must contribute ideas, accept ideas of others, or

improve on ideas.
2. No one may criticize or evaluate any idea.
3. No one will hold back ideas.
4. The group will encourage wild, outside-the-box thinking.
5. The goal of the session is quantity, not quality.

C. Take detailed notes.

III. After the session

A. Allow time for the incubation of further ideas.

B. Type and circulate all the ideas generated.
C. Organize or classify the ideas in some fashion for later evaluation.
D. Evaluate the ideas and choose the best.

6.6 Sentence Elements (Obj. 4)

In the following sentences, underscore and identify dependent clauses (DC),

independent clauses (IC), and phrases (P). Circle subjects and verbs in clauses.

a. We hired talented undergraduates in our intern program.

IC: We hired talented undergraduates

SUB: We
VERB: hired
P: in our intern program

b. If you qualify, you should send an application to us.

DC: If you qualify

SUB: you
VERB: qualify
IC: you should send an application
SUB: you
VERB: should send
P: to us

c. In the summer, interns appreciate a program if it offers a learning experience.

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 P: In the summer
IC: interns appreciate a program
SUB: interns
VERB: appreciate
P: in the summer
DC: if it offers a learning experience
SUB: it
VERB: offers

6.7 Sentence Length (Obj. 4)

a. Firms with a substantial investment in original research or development of new

products should consider protecting those products with patents. Eventually,
however, all patents expire. What were once trade secrets can become common
knowledge in the industry.

b. As soon as consumers recognize a name associated with a product or service,

that name is entitled to legal protection as a trademark. Consumers may even
create a trademark where none existed. They may create a second trademark
by using a nickname as a source indicator. The name “Coke,” for example, was
legally protected even before it had ever been used by the company.

c. Although no magic formula exists for picking a good trademark name, firms
should avoid picking the first name that pops into someone’s head. Moreover,
they should be aware that unique and arbitrary marks are best. Descriptive
terms such as “car” or “TV repair” are useless. Surnames and geographic
names are also weak because they lack distinction and exclusivity.

6.8 Active and Passive Voice (Obj. 4)

Converting passive to active voice.

a. Our board created programs so that employees could become volunteers.

b. We encourage employees to take up to five hours a month of paid time to
volunteer.
c. We provide café-style restaurants for employees in our corporate buildings.
d. When we realized that transportation was a problem, we established interoffice
shuttles.
e. MacLean’s magazine named our company in its “100 Best Places to Work.”

Converting active to passive voice.

f. Your DVD cannot be authorized for repair since its warranty period has expired.
g. Cash refunds cannot be given for merchandise purchased over 90 days ago.
h. Non-members are not accepted by ValleyView Golf Course.
i. Resumés and cover letters must be submitted by e-mail.
j. The two columns were added instead of subtracted, thus producing the incorrect
total.

6.9 Dangling and Misplaced Modifiers (Obj. 4)

a. It’s hard to understand why employees with software problems would not go to
our technical support staff.

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 b. Having found the misplaced file, they ended the search.

c. In his hometown of Saskatoon, Saskatchewan, the candidate announced his

intentions to run for national office.

d. Ignoring the warning prompt on the screen, the operator turned off the
computer, resulting in the loss of data.

e. Using a number of creative search terms, we finally found the Web site.

6.10 Transitional Expressions (Obj. 5)

The transitional expressions employed in these sentences depend largely on the

emphasis desired. We show only one possible version here, but many are possible.
Be aware that transitional expressions can be overdone; they should be used only
when they improve coherence.

a. We recognize that giving your time to important causes is just as important as

giving your money. Therefore, we’ve created several programs that make it
easy and rewarding for our employees to get involved.

b. Our computerized file includes all customer data. For instance, it provides space
for name, address, and other vital information. Moreover, it has an area for
comments, a feature that comes in handy and helps us keep our records
up-to-date.

c. No one likes to turn out poor products. As a result, we began highlighting

recurring problems. Now, employees make a special effort to be more careful in
doing their work right the first time. Consequently, it doesn’t have to be
returned to them for corrections.

d. In-depth employment interviews may be structured or unstructured. Structured

interviews have little flexibility. For example, all candidates are asked the same
questions in the same order. As opposed to this, unstructured interviews allow a
free-flowing conversation. However, topics are still prepared for discussion by
the interviewer.

e. Fringe benefits consist of life, health, and dental insurance. Moreover, they
might include paid vacations and sick pay. Further benefits are holidays, funeral
leave, and emergency leave. Finally, they might include paid lunch, rest
periods, tuition reimbursement, and child care.

6.11 Paragraph Organization (Obj. 5)

a. Please authorize additional budget for my department to hire technicians for

night and weekend service hours. Many of our customers struggle with their
business because of problems with their disk drives, printers, and peripherals.
They can’t go without this equipment long enough for the repair. Consequently,
the only time we can service their equipment is in the middle of the night or on
Sunday. Currently, our entire staff of technicians works every Sunday.

b. Retailers have three options for taking delivery of a shipment of Sturdy Bilt

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 power mowers and chain saws. The cheapest method is for them to pick up
shipments themselves at our nearest distribution centre. These centres are
located in Regina, Winnipeg, and Thunder Bay. A second option involves having
our trucks deliver the shipment from our distribution centre to their door for an
additional fee. The final option brings delivery by air express. Although fast, air
delivery is expensive.

Recommended Answers to Critical Thinking

1. Why is cluster diagramming considered an intuitive process while outlining is

considered an analytical process? (Obj. 1)

Cluster diagramming calls for us to jot down ideas without censoring or evaluating
them. By freely using our imaginations, we allow intuition to take over. Cluster
diagramming is free form, thus promoting a shower of ideas, some usable and many
unusable. Postponing judgment on this flow of ideas acts as a stimulant to our creative
processes.

Outlining is a methodical, analytical process. It involves ordering items into a hierarchy.

2. Why is audience analysis so important in choosing the direct or indirect

pattern of organization for a business message? (Obj. 3)

What can your letter accomplish if your audience refuses to read it? Absolutely nothing!
You will have succeeded only in wasting your time and possibly making a bad situation
worse. If you truly want your reader to read and accept your message, then you must
carefully choose your letter organization pattern.

3. In what ways do you imagine that writing on the job differs from the writing
you do in your academic studies? Consider process as well as product. (Obj. 1)

Here are some of the ways that writing on the job differs from writing in academic
studies: audience, goals, deadlines, outcomes, feedback, and collaboration.

In school, the audience for an assignment is generally just one individual, the professor.
On the job, the audience may be customers, peers, superiors, or subordinates. Many
messages will have multiple audiences, some of whom are unknown to the sender.
Encourage students to discuss what effect different audiences will have on a person’s
writing. Discuss how the goals of student term papers and other assignments are
different from the goals of letters to customers, memos to colleagues, and reports to
management.

4. Why are short sentences and short paragraphs appropriate for business
communication? (Objs. 4 and 5)

Business readers want to see the main idea immediately. Short sentences and
paragraphs convey ideas quickly and are more readable than longer ones.

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 Recommended Answers to Chapter Review

1. What are the three main activities involved in the second phase of the 3-x-3
writing process? (Obj. 1)

The three main activities involved in the second phase of the 3-x-3 writing process are
researching, organizing, and composing. (textbook, p. 112)

2. Name seven specific techniques for a productive group brainstorming session.

(Obj. 1)

 Define the problem and create an agenda that outlines the topics to be covered.

 Establish time limits, remembering that short sessions are best.

 Set a quota, such as a minimum of 100 ideas. The goal is quantity, not quality.

 Require every participant to contribute ideas, accept ideas of others, or improve on

ideas.

 Encourage wild, outside-the-box thinking. Allow no one to criticize or evaluate ideas.

 Write ideas on flip charts or on sheets of paper hung around the room.

 Organize and classify the ideas, retaining the best. Consider using cluster diagrams.

(textbook, pp. 113–114)

3. What is a cluster diagram, and when might it be useful? (Obj. 1)

A cluster diagram is a drawing of all the ideas that pop into a writer’s mind about a
topic. This technique is useful in generating ideas for a long, complex writing task on
which the writer is having trouble getting started. (textbook, p. 115)

4. Describe an alphanumeric outline. (Obj. 2)

An alphanumeric outline combines letters and numbers. Major components are identified
by Roman numerals or capital letters; subpoints, by numbers. (textbook, p. 117)

5. What is the relationship between the major categories in an outline and those
in a report written from the outline? (Obj. 2)

The major categories in an outline become the major headings in a report. (textbook, p.
117)

6. Distinguish between the direct and indirect patterns of organization for typical
business messages. (Obj. 3)

The direct pattern starts with the main idea, followed by details, explanation, and

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 evidence. The indirect pattern starts with details and explanation and ends with the
main idea. The direct pattern is useful for audiences that you expect to be pleased,
mildly interested, or neutral to your message. The indirect pattern is better for
audiences that you expect to be uninterested, unwilling, displeased, disappointed, or
hostile toward your message. (textbook, pp. 119–121)

7. Why should most messages be “frontloaded”? (Obj. 3)

Starting with the main idea saves the reader time, sets the proper frame of mind, and
prevents reader frustration. (textbook, p. 120)

8. List some business messages that should be frontloaded and some that should
not be frontloaded. (Obj. 3)

Routine requests, routine responses, orders and acknowledgements, favourable claims

and adjustments, procedure and confirmation memos, goodwill messages, and
information reports should be frontloaded. None of these contains a sensitive message
to upset the receiver. (textbook, p. 120)

Bad news messages (request refusals, claim denials, disapproved credit, declined
offers), persuasive requests, and sensitive messages (especially those travelling up the
communication chain to superiors) should not be frontloaded since these may contain
sensitive information that may upset the receiver. (textbook, p. 120)

9. Why should writers plan for revision? How can they do it? (Obj. 4)

Very few writers can create the final version of a message on the first attempt. Nearly
all documents need to be revised. You can plan for revision by working on a word
processor or by double-spacing a handwritten draft. Most important, though, is your
mindset. Recognize that you will be revising and plan time for it. (textbook, p. 122)

10. Name three ways to emphasize important ideas in sentences. (Obj. 4)

Following are three ways to emphasize important ideas in sentences:

 Put the important idea in a short sentence.

 Make the idea the subject of a sentence.
 Place the idea at the beginning of a sentence.

(textbook, p. 123)

11. Distinguish between active-voice sentences and passive-voice sentences. Give

examples. (Obj. 4)

In active-voice sentences, the subject performs the action. In passive-voice sentences,

the subject receives the action.

Examples:
Active : Kevin wrote the report.
Passive : The report was written by Kevin.

Tip for detecting passive voice: Ask “By whom?” after the verb. If the performer of
the action is revealed, the verb is passive.

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 (textbook, pp. 123–124)

12. Give an original example of a dangling or misplaced modifier. Why are

introductory verbal phrases dangerous? (Obj. 4)

Example: To enrol in this class, the instructor is encouraging early registration.

Introductory verbal phrases are dangerous because they must be followed by a word
that can logically be modified. Not doing so creates a sentence error. (textbook, pp.
124–125)

13. Describe three kinds of sentences used to develop ideas in paragraphs. (Obj. 5)

The main sentence expresses the primary idea. Supporting sentences illustrate, explain,
or strengthen the primary idea. Limiting sentences express opposing or contrasting
ideas. (textbook, p. 125)

14. Describe three paragraph plans. Identify the uses for each. (Obj. 5)

The most frequently used plan for business messages is the direct plan. It begins with
the main idea followed by supporting sentences. A variation may include one limiting
sentence followed by sentences that support the main idea. The direct plan is useful for
defining, classifying, illustrating, or describing.

The pivoting paragraph begins with a limiting sentence followed by the main and
supporting sentences. This plan is useful for comparing and contrasting.

The indirect plan begins with supporting sentences and concludes with the main
sentence. This plan is useful for building a foundation of ideas and drawing a conclusion
from it or for delaying bad news until after explaining the reasons causing it.

(textbook, pp. 125–127)

15. What is coherence, and how is it achieved? (Obj. 5)

Coherence exists when one idea leads logically to another; sentences are coherent when
they stick together. To achieve coherence,

 sustain a key idea

 use pronouns and demonstrative adjectives (this, that, these, those)
 dovetail sentences
 use transitional expressions.

(textbook, p. 127)

Quiz 2

Click Quizzes (in the Evaluation block on the course homepage) to go to Quiz 2 (Chapter
6).

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 Chapter 7: Revise, Proofread, Evaluate

Learning Objectives

After completing this chapter, you will be able to

1. apply Phase 3 of the 3-x-3 writing process, which begins with techniques to make a
message clear and conversational.

2. describe specific revision tactics that make a message concise.

3. describe revision techniques that make a message vigorous and direct.

4. discuss revision strategies that that improve readability.

5. recognize proofreading problem areas and list techniques for proofreading both routine
and complex documents.

6. evaluate a message to judge its success.

Introduction

After studying the first two phases of the 3-x-3 writing process, you know the basics of
planning and writing an effective business document. But there is more to crafting a great
document than getting the first draft on paper.

In Chapter 7, you will examine the third phase of the 3-x-3 writing process—revising. Here,
you will focus on

 revising the draft to improve clarity, tone, conciseness, vigour, readability, and
directness—creating a more readable document

 proofreading to catch mechanical errors in spelling, grammar, punctuation, and format

to ensure a professional standard in your work

 evaluating your finished document to ensure it effectively conveys the intended

message.

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Remember, just because your first draft makes sense to you does not mean it will
automatically be clear to the intended audience. Take the time and effort required by the
steps of revising, proofreading, and evaluating. This will ensure your communications are
polished, professional, and above all, clear to the intended audience.

Readings and Activities

reading activity

From the print textbook, on pages 136 to 139, read

the following topics:

 Writing Process Phase 3: Revise

 Revising for Conciseness

writing activity

Complete Activities 7.5 and 7.6 from the

end-of-chapter materials in your print textbook and
compare your responses with the Recommended
Answers to Activities.

Complete Critical Thinking 1 and 2 from the

end-of-chapter materials in your print textbook and
compare your responses with the Recommended
Answers to Critical Thinking.

What two habits lead to reading activity

dull and lifeless
documents? What From the print textbook, on pages 139 and 140, read
changes could make these the following topic:
documents more vigorous
and direct?  Revising for Vigour and Directness

writing activity

Complete Activity 7.7 from the end-of-chapter

materials in your print textbook and compare your
response with the Recommended Answers to Activities.

What writing techniques reading activity

make a document difficult
to read? How can you From the print textbook, on pages 140 to 144, read

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 avoid these problems in the following topics:
your own writing? How
can parallel construction  Revising for Readability
and graphical highlighting
make a document more  Checklist for Revising Messages
readable?
writing activity

Complete Activities 7.8 and 7.9 from the

end-of-chapter materials in your print textbook and
compare your responses with the Recommended
Answers to Activities.

Complete and Critical Thinking 3 from the

end-of-chapter materials in your print textbook and
compare your response with the Recommended
Answers to Critical Thinking.

What common errors reading activity

should you focus on when
proofreading a document? From the print textbook, on pages 144 and 146, read
Would you use the same the following topic:
process to proofread a
short, routine document  Writing Process Phase 3: Proofread
and a long, complex
document? How might writing activity
you alter your approach to
suit the situation? Complete Activity 7.10 from the end-of-chapter
materials in your print textbook and compare your
response with the Recommended Answers to Activities
.

Complete Critical Thinking 4 from the

end-of-chapter materials in your print textbook and
compare your response with the Recommended
Answers to Critical Thinking.

How do you know if your reading activity

document has been
effective? How can you From the print textbook, on page 146, read the
use each writing following topic:
opportunity as a learning
experience?  Writing Process Phase 3: Evaluate

writing activity

Complete Activities 7.1 and 7.2 from the

end-of-chapter materials in your print textbook and
compare your responses with the Recommended
Answers to Activities.

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 optional activity

On the textbook companion Web site, click Crossword

Puzzles in the right-hand menu and complete the
crossword puzzle for Chapter 7.

Work through these review

activities to review and
practise what you have Read the Summary of Learning Objectives at the end
learned in Chapter 7. of the chapter.
These activities will help
you prepare for Complete the Chapter Review from the end-of-chapter
Assignments and Chapter materials in your print textbook and compare your
Quizzes. responses with the Recommended Answers to Chapter
Review.

On the textbook companion Web site, locate Student

Resources on the right-hand side of the page and click
Test Yourself to informally test your understanding
of writing rules and key concepts taught in this
chapter.

Then locate Quiz 3 by clicking Quizzes (in the

Evaluation block on the course homepage) to formally
test your knowledge of these rules and key concepts.
The mark you achieve on this quiz will contribute to
your final grade in the course.

Recommended Answers to Activities

7.1 Document for Analysis: Poorly Written Letter (Objs. 1-5)

Weaknesses

 Uses trite business phrase (as per your request).

 Fails to use conversational language (the undersigned).

 Transforms verbs into nouns (improvement of security instead of improving

security; make a decision instead of decide; make a recommendation
instead of recommend; obtain protection instead of protect).

 Uses wordy phrases (due to the fact that , because of the fact that).

ADMN233v11 Page 40 of 127 April 20/2016

  Suffers from redundancies (first and foremost, last and final) .

 Fails to express conciseness (in all probability instead of probably; areas

that are to be protected instead of protected areas; initiate a verbal
discussion instead of discuss).

 Fails to use familiar words (contemplate instead of think).

Revision

Current date

Mr. Gene Gorsky

th
702 9 Street
Meadow Lake, SK S9X 1C2

Dear Mr. Gorsky:

At your request, I am sending you the attached materials about improving

security in your business. To improve your after-hours security, you should first
decide what must be protected. You are probably concerned about your
electronic equipment and about company data.

Because we feel you will want to protect both equipment and data, we can
suggest a number of prudent steps to deter crime. First, install defensive
lighting. Our lighting expert can design both outside and inside lighting. Second,
post security signs. Amateur thieves are often deterred by signs on windows and
doors. Finally, install space alarms. These sensors look down over the areas that
are being protected. The sensors can activate bells or lights, thus scaring off
intruders.

After reading the enclosed materials, please call me to further discuss protecting
your business.

Sincerely,

Enclosure

Alternate Revision for 7.1

Current Date

Mr. Gene Gorsky

th
702 9 Street
Meadow Lake, SK S9X 1C2

Dear Mr. Gorsky:

At your request, I am sending you the attached materials about improving

security in your business. To improve your after-hours security, you should first
decide what must be protected. You are probably concerned about your

ADMN233v11 Page 41 of 127 April 20/2016

 electronic equipment and about company data.

Because we feel you will want to protect both equipment and data, we can
suggest the following three steps to deter crime.

1. Install defensive lighting. Our lighting expert can design both outside and
inside lighting.

2. Post security signs. Amateur thieves are often deterred by signs on

windows and doors.

3. Install space alarms. These sensors look down over the areas that are
being protected. The sensors can activate bells or lights, thus scaring off
intruders.

After reading the enclosed materials, please call me to further discuss protecting
your business.

Sincerely,

Enclosure

Note: Enumerated paragraphs may be indented or typed flush left.

7.2 Document for Analysis: Weak E-Mail Message (Objs. 1-5)

Weaknesses

 Suffers from long lead-in (This e-mail is to inform you that) .

 Includes wordy compound prepositions (due to the fact that, in view of the
fact that, at this point in time).

 Uses redundant expressions (important and necessary, free and clear).

 Includes opening filler (There are).

 Lacks parallelism (space, equipment, and how you should schedule

employees).

 Uses wordy noun phrase (making a consideration of instead of considering).

 Fails to use bulleted lists to improve readability.

Revision

TO: Keisha Love, Sales and Marketing Manager <[email protected]>

FROM: Arthur Pentilla, CEO <[email protected]>
DATE: Current
SUBJECT: IMPROVING SAFETY AND SECURITY FOR TELECOMMUTERS

Since telecommuting is becoming increasingly popular, we must be more careful

in planning for information security as well as for our employees’ health and

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 personal safety.

Because many of our employees may be considering telecommuting, we have

prepared a complete managers’ guide. Structured agreements in the guide
specify space, equipment, and employee schedules. Please discuss the following
home workspace and security recommendations with staff members who may be
considering telecommuting:

Home Workspace Recommendations

 Create a space with minimal traffic and distractions.

 Make it comfortable but provide sufficient space for computer, printer, and
fax.
 Keep it off limits to family and friends.
 Provide proper lighting and telephone service.
 Install smoke detectors.

Information and Personal Security Recommendations

 Remember that a home office is an extension of the company office.

 Be careful to avoid computer viruses and to protect company information.
 Back up important information and store it in a safe, off-site place.
 Do not schedule at-home meetings.
 Use a postal box rather than your home address for mailing.

These are just a few of our recommendations. You will find a complete guide for
telecommuters at our company Web site. Please read it carefully as soon as
possible, and call Human Resources if you have questions.

7.5 Conciseness (Obj. 2)

a. regarding
b. now or quickly
c. if
d. a diligent manager
e. a time-saving program

7.6 Conciseness (Obj. 2)

a. As you recommend, we will not try to alter the proposal now.

b. Clearly, monthly meetings are most effective.
c. We will decide soon whether to use the press release you sent.
d. Numerous benefits result from a good customer service program.
e. I now wish to thank all the support staff who helped make this occasion
possible.

7.7 Vigour (Obj. 3)

a. Please consider our latest proposal, even though it conflicts with the original
plan.
b. We assessed $500 in damages, causing us to reduce the claim amount.
c. After we prepare a report, we’ll present our final recommendations to the
Executive Committee.

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 d. Three staff members are trying to locate your lost order.
e. Whether we continue the sales campaign depends on its success in Calgary.

7.8 Parallelism (Obj. 2)

a. Ensuring equal opportunities, removing barriers, and eliminating age

discrimination are our objectives.

b. The market for industrial goods includes manufacturers, contractors,

wholesalers, and retailers.

c. Last year Amanda Thomas wrote letters and gave presentations to promote
investment in her business.

d. For this position we assess oral and written communication skills,

problem-solving skills, teamwork skills, and interpersonal skills including
cultural awareness and sensitivity.

e. We have three objectives: increase the frequency of product use, introduce

complementary products, and enhance our corporate image.

7.9 Lists, Bullets, and Headings (Obj. 4)

a. HR Plus specializes in the following pre-employment background reports:

 Professional reference interviews

 Criminal reports
 Driving records
 Employment verification
 Credit reports

b. In writing to customers granting loan approval, follow these steps:

1. Announce approval of the loan.

2. Specify the loan’s terms and limits.
3. Discuss the importance of timely payments.
4. Provide a phone number for assistance.

c. Our lawyer recommends the following to avoid sexual harassment litigation:

 Written policy. Establish an unequivocal (or clear) written policy

prohibiting sexual harassment within our organization.

 Training. Provide training sessions for supervisors regarding a proper

work environment.

 Complaint procedure. Arrange an official procedure to hear complaints

and investigate.

7.10 Proofreading (Obj. 5)

a. English may be the international language of commerce, but that does not
mean that every reader will have a trouble-free experience with messages

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 written in English.

b. Be especially careful with dates. For example, a message that reads, “Our
video conference begins at 6 p.m. on 7/10/10,” would mean July 10, 2010, to
North Americans.

c. To Europeans, the time and date would be written as follows: “The video
conference will begin at 18:00 on 10 July 2010.”

d. Because Europeans use a 24-hour military clock, be sure to write

international messages in that format.

e. To avoid confusion, give metric measurements followed by their American

equivalents (e.g., “The office is 10 kilometres (6.2 miles) from the train
station.”).

Recommended Answers to Critical Thinking

1. Why is it difficult to recommend a specific process that all writers can follow in
composition? (Obj. 1)

Although general steps in a process are helpful to novices, a rigid plan is impossible for
everyone to follow. Just as people have very different personalities, they also have very
different modes of learning, working, and writing. Moreover, not all tasks are equal. A
routine e-mail differs immensely from an analytical report. Although the general steps
(analyzing, anticipating, adapting, research, organization, and so on) are similar, the
time required, the thoroughness, and specific operations within the process vary
considerably.

2. Would you agree or disagree with the following statement by writing expert
William Zinsser? “Plain talk will not be easily achieved in corporate North
America. Too much vanity is on the line.” (Objs. 1 and 2)

It is unfortunate that few executives have taken specialty writing courses such as
business communications. Some of them believe they are much more impressive when
they use big words, long sentences, and convoluted reasoning. Because their egos
affect their oral and written communication, even simple ideas sound difficult. Zinsser
says, “Executives at every level are prisoners of the notion that a simple style reflects a
simple mind. Actually a simple style is the result of hard work and hard thinking; a
muddy style reflects a muddy thinker or a person too lazy to organize his or her
thoughts” (from William Zinsser's On Writing Well, 7th edition, published in 2006 by
HarperCollins).

3. Since business writing should have high “skim value,” why not write
everything in bulleted lists? (Objs. 2 and 4)

Although listing items in bulleted or enumerated lists does improve readability,

excessive use of such lists prevents the achievement of other business writing goals.
Business writing must be purposeful, goal oriented, and conversational. Achieving a

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 friendly, conversational tone is difficult or impossible in a bulleted list. It’s also difficult
to be persuasive or to convey a “you” attitude in lists. Bulleted lists are valuable to
improve “skim” value, but they are appropriate only when used occasionally in
presenting related ideas. Used excessively, they begin to look like laundry lists and turn
off readers.

4. Why should the proofreading process for routine documents differ from that
for complex documents? (Objs. 4 and 5)

Complex documents should be set aside for a breather before they are proofread
because they are usually longer. Since they are longer, errors involving numbers, facts,
and other data are a distinct possibility. Be sure to allow adequate time for the
proofreading, reduce reading speed, and read the document at least three times—for
word meaning, for grammar/mechanics, and for formatting.

Recommended Answers to Chapter Review

1. Approximately how much of the total composition time should be spent

revising, proofreading, and evaluating? (Obj. 1)

Experts recommend spending half of the total project time revising, proofreading, and
evaluating. (textbook, p. 136)

2. What is the KISS method? In what three ways can it apply to business writing?
(Obj. 1)

"Keep it Short and Simple" (although some people prefer “Keep it Simple, Stupid”). To
apply this adage, (1) write simply, (2) use active-voice sentences, and (3) avoid
negative, indirect, and pompous language. (textbook, p. 137)

3. What is a redundancy? Give an example. Why should writers avoid

redundancies? (Obj. 2)

A redundancy is an expression that repeats its meaning, such as continue on, reason
why, or true facts . Writers should avoid redundancies because they are wordy.
(textbook, p. 138)

4. Why should communicators avoid openings such as there is ? (Obj. 2)

Fillers such as there is and it is are wordy and add no meaning to sentences. Usually
sentences can be rewritten to achieve more direct openings. (textbook, p. 138)

5. What shorter forms could be substituted for the expressions at this point in
time , for the amount of , and in advance of ? (Obj. 2)

at this point in time now

for the amount of for
in advance of before

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 (textbook, p. 139)

6. Why should a writer avoid the opening, "I am sending this e-mail because we
have just hired a new manager, and I would like to introduce her"? (Obj. 2)

The opening phrase "I am sending this e-mail because..." says the obvious. It is a long
lead-in and needlessly delays getting to the real message. Omit it. (textbook, p. 139)

7. Why should a writer avoid an expression such as "We expect the executive
committee to give authorization to the merger"? (Obj. 3)

It uses a noun (authorization ) instead of the more forceful verb form (authorize ). Avoid
converting verbs into nouns. (textbook, p. 140)

8. What’s wrong with businesslike expressions such as enclosed please find and
as per your request ? (Obj. 3)

They are trite, old-fashioned, and wordy. Writing is more vigorous when such
expressions are revised. (textbook, p. 140)

9. What is parallelism, and how can you achieve it? (Obj. 4)

When similar ideas are expressed in similar grammatical constructions, they are parallel.
To achieve it, balance nouns with nouns, verbs with verbs, and so forth. (textbook, pp.
140–141)

10. What is high “skim value,” and how can you achieve it? (Obj. 4)

This expression refers to how quickly readers can browse a message and comprehend
its meaning. The following techniques promote high skim value:

 bulleted items
 numbered items
 lettered items
 headings
 bolding, italics, underlining
 capital letters

(textbook, p. 141)

11. What factors determine whether you should use bulleted or numbered items in
a list? (Obj. 4)

Use numbered lists for items that represent a sequence or for reference. Use bullets to
highlight items that don’t necessarily show a chronology. (textbook, p. 141)

12. Name five specific items to check in proofreading. Be ready to discuss methods
you find useful in spotting these errors. (Obj. 5)

When proofreading, check the following for possible errors:

 spelling
 grammar

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  names and numbers
 punctuation
 format

(textbook, p. 144)

13. In proofreading, what major psychological problem do you face in finding

errors? How can you overcome this barrier? (Obj. 5)

Psychologically, we don’t want to find our own errors. To overcome this obstacle,
develop a mindset of expecting to find errors. Congratulate yourself when you do!
(textbook, p. 144)

14. List four or more techniques for proofreading complex documents. (Obj. 5)

Following are techniques for proofreading complex documents:

 Set aside the document for a day.

 Proofread a printed, double-spaced copy.
 Allow adequate time to proofread.
 Be prepared to find errors.
 Read the message twice—once for word meanings, once for grammar/mechanics.
 Reduce your reading speed.
 Have one person read to another.
 Use standard proofreading marks to indicate changes.

(textbook, pp. 145–146)

15. How can you overcome defensiveness when your writing is criticized
constructively? (Obj. 6)

It’s natural to be defensive. But try to consider this criticism valuable advice. Look upon
this training as skill development. Writers, like athletes, need pointers that speed
improvement. (textbook, p. 146)

Quiz 3

Click Quizzes (in the Evaluation block on the course homepage) to go to Quiz 3 (Chapter
7).

Section 2 Business Correspondence

Chapter 8: Routine E-Mail Messages and Memos

Learning Objectives

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After completing this chapter, you will be able to

1. discuss how the 3-x-3 writing process helps you produce effective e-mail messages and
memos.

2. analyze the structure and formatting of e-mail messages and memos.

3. describe smart e-mail practices, including getting started; content, tone, and
correctness; netiquette; replying to e-mail; and formatting.

4. write information and procedure e-mail messages and memos.

5. write request and reply e-mail messages and memos.

6. write confirmation e-mail messages and memos.

Introduction

So far in this course, you have studied the phases of the 3-x-3 writing process, and you
have seen how these principles may be applied to produce effective business documents.
Now it is time to go further by exploring specific types of business documents to learn how
the 3-x-3 writing process can apply to each.

In Chapter 8, you will learn about two short but very important forms of business
communication: routine e-mail messages and memos. You will examine the purpose and
basic structure for routine e-mail and memos, as well as smart practices for safely using
e-mail within an organization. In addition, you will examine the three main forms these
messages take:

 procedure and information e-mail messages and memos, usually written by managers
for employees to direct the operation of an organization

 request and reply e-mail messages and memos, written to seek and provide information
for specific needs

 confirmation e-mail messages and memos, used mainly to create a permanent record of
oral agreements or decisions

By applying effective techniques for writing routine e-mail messages and memos, you will
increase the chances that these documents will achieve their goals, while at the same time
enhancing your own image within your organization.

ADMN233v11 Page 49 of 127 April 20/2016

 Readings and Activities

How are e-mail messages reading activity

and memos the same?
How are they different? From the print textbook, on pages 156 and 157, read the
following topic:

 Applying the Writing Process to Produce Effective E–

Mail Messages and Memos

writing activity

Complete Critical Thinking 2 from the end-of-chapter

materials in your print textbook and compare your
response with the Recommended Answers to Critical
Thinking.

What four parts do most reading activity

routine e-mail messages
and memos contain? From the print textbook, on pages 158 to 163, read the
following topic:

 Analyzing the Structure and Format of E-Mail

Messages and Memos

writing activity

Complete Activities 8.4 and 8.5 from the

end-of-chapter materials in your print textbook and
compare your responses with the Recommended Answers
to Activities.

What are smart e-mail reading activity

practices? How can these
practices help you become From the print textbook, on pages 164 to 168, read the
a more effective following topic:
communicator and avoid
potential workplace  Using E-mail Smartly and Safely
trouble?
writing activity

Complete Activity 8.16 from the end-of-chapter

materials in your print textbook and compare your
response with the Recommended Answers to Activities.

ADMN233v11 Page 50 of 127 April 20/2016

 Complete Critical Thinking 1, 3, and 4 from the
end-of-chapter materials in your print textbook and
compare your responses with the Recommended Answers
to Critical Thinking.

What are the unique reading activity

features of and
techniques for writing From the print textbook, on pages 168 to 170, read the
procedure and following topic:
information e-mail
messages and memos?  Writing Information and Procedure E-Mail Messages
and Memos

writing activity

Complete Activity 8.7 from the end-of-chapter materials

in your print textbook and compare your response with
the Recommended Answers to Activities.

What are the unique reading activity

features of and
techniques for writing From the print textbook, on pages 170 to 173, read the
request and reply e-mail following topics:
messages and memos?
 Writing Request and Reply E-Mail Messages and
Memos

 Writing Confirmation E-Mail Messages and Memos

writing activity

Complete Activity 8.15 from the end-of-chapter

materials in your print textbook and compare your
response with the Recommended Answers to Activities.

reading activity

From the print textbook, on pages 173 and 174, read the
following topic:

 Checklist for Writing Routine E-Mail Messages and

Memos

writing activity

Complete Activities 8.1, 8.2, and 8.3 from the

end-of-chapter materials in your print textbook and
compare your responses with the Recommended Answers
to Activities.

ADMN233v11 Page 51 of 127 April 20/2016

 optional activity

On the textbook companion Web site, click Crossword

Puzzles in the right-hand menu and complete the
crossword puzzle for Chapter 8.

Work through these review

activities to review and
practise what you have Read the Summary of Learning Objectives at the end of
learned in Chapter 8. the chapter.
These activities will help
you prepare for Complete the Chapter Review from the end-of-chapter
Assignments and Chapter materials in your print textbook and compare your
Quizzes. responses with the Recommended Answers to Chapter
Review.

On the textbook companion Web site, locate Student

Resources on the right-hand side of the page and click
Test Yourself to informally test your understanding of
writing rules and key concepts taught in this chapter.

Then locate Quiz 4 by clicking Quizzes (in the Evaluation

block on the course homepage) to formally test your
knowledge of these rules and key concepts. The mark you
achieve on this quiz will contribute to your final grade in
the course.

Recommended Answers to Activities

8.1 Document for Analysis: Information E-Mail (Objs. 1–4)

Weaknesses:

 Fails to summarize message in a functional subject line.

 Does not immediately reveal the purpose of the message in the opening.

 Suffers from acute wordiness and stream-of-consciousness expression.

 Shows no sign of thoughtful organization.

 Fails to use headings or listing techniques for three recommendations.

 Introduces unrelated topic (Workplace Issues conference in January).

ADMN233v11 Page 52 of 127 April 20/2016

  Ends with cliché and confusion instead of clear statement regarding what is
to be done.

 Makes it difficult to find the end date.

Revision:

To: Ceresa Rothery <[email protected]>

From: Paul Rouse <[email protected]>
Date: Current
Subject: Suggestions for Preventing Workplace Violence

Ceresa:

As you requested, I am submitting the following report with suggestions for

preventing workplace violence in our organization. These ideas resulted from the
November 3 Workplace Issues conference that I attended as our company
representative. Susan Sloan, the presenter, provided many excellent ideas,
which I will summarize in three categories.

PRESCREEN JOB APPLICANTS. Wise companies, said Ms. Sloan, do not offer
employment until a candidate’s background has been checked. Just the mention
of a check often makes a candidate with something to hide withdraw.

RECOGNIZE RED-FLAG BEHAVIOUR. Companies should train managers to

recognize signs of possible workplace violence. Some of these include a rise in
petty arguments with coworkers, extreme changes in behaviour, statements
indicating depression over family or financial problems, bullying or harassing
behaviour, and bringing a firearm to work or exhibiting an extreme fascination
with firearms.

DEVELOP REPORTING PROCEDURES. Companies should prepare a good

employee handbook that outlines what employees should do when they suspect
potential workplace violence. Include a system for anonymous notification.

The recommendation that I think is most feasible is prescreening of job

candidates. Please let me know by November 18 whether you want me to do
more research on prescreening techniques and present a full conference report at
our December 3 management meeting.

Paul

8.2 Document for Analysis: Request Memo (Objs. 1–5)

Weaknesses:

 Fails to open with the main idea (asking employees which plan they prefer).

 Confuses the reader with unnecessary information.

 Emphasizes the writer’s view rather than the reader’s.

 Forgets to make it easy for the reader to respond.

ADMN233v11 Page 53 of 127 April 20/2016

  Does not provide an end date.

Revision:

DATE: Current
TO: All Employees
FROM: Kim Albano, Human Resources
SUBJECT Floating Holiday Options
:

Would you prefer (a) an individual floating holiday or (b) a company-wide

uniform floating holiday?

Because we’re genuinely interested in developing a holiday plan that pleases as

many people as possible, we’d like your response below.

In the past we’ve allowed 11 holidays plus 1 floating holiday, agreed on by

company-wide ballot. Now, though, we’d like to offer you the possibility of an
individual floating holiday. You would be able to choose the date you wish to
take, subject to staffing needs within your departments. If several requests are
made for the same date, employment seniority would govern.

Please check the plan of your choice:

___ I prefer to retain the current policy of a uniform floating holiday.

___ I prefer an individual floating holiday, subject to the provisions described

above.

To have your choice counted, return this form to Human Resources by January
25.

8.3 Document for Analysis: Confirmation E-Mail (Objs. 1–6)

Weaknesses:

 Does not have a descriptive, functional subject line.

 Fails to open directly with a statement that this message confirms the
previous day’s telephone conversation.

 Does not itemize the main points in the body to make them easy to read.

 Employs wordy expressions and stream-of-consciousness writing.

 Does not close with an action request.

Revision:

To: David Ricci <[email protected]>

From: Jillian Ann Brody <[email protected]>
Date: Current

ADMN233v11 Page 54 of 127 April 20/2016

 Subject: Confirming Our Conversation Regarding Commercials for Radio
Bermuda

Dear Mr. Ricci:

This message confirms our telephone conversation of Tuesday, December 2, in

which we discussed the advertising campaign to rejuvenate the slumping tourist
industry in Bermuda. Here are some of the specific points on which we agreed:

 You want me to write a total of 240 one-minute radio commercials to be

broadcast from March 30 through June 30.

 These commercials will be played on three radio stations in five major cities
on the East Coast during morning and evening drive time.

 The commercials will present as much of the colour, character, attractions,

and civility of Bermuda as possible in one-minute broadcasts.

 The scripts will remind listeners that the island is less than three hours away.
I will work in references to tree frogs, royal palm trees, and such local
delicacies as shark on toast, conch fritters, and mussel stew.

If you agree that these points accurately reflect our conversation, Mr. Ricci,
please confirm this in a reply message. I am eager to work with you in
developing a very successful Radio Bermuda campaign.

Jillian Ann Brody

8.4 Openers for E-Mail Messages and Memos (Objs. 1–3)

a. Please send me a copy of your organization’s written Internet policy, which

you mentioned at our last committee meeting.

b. At your request, here are six suggestions for school boards to consider in
regard to current and future sale of soft drinks in school vending machines.

c. Yes, you can attend the Web Site Design Seminar sponsored by Presentation
Planners on February 25 and 26.

d. Because of complaints made by document specialists regarding the inability

to adjust chair height, new chairs have been ordered and they should arrive
in three weeks.

8.5 Subject Lines (Objs. 1–3)

a. REQUESTING COPY OF YOUR ORGANIZATION’S INTERNET POLICY

b. SENDING SUGGESTED GUIDELINES FOR SOFT DRINK VENDING MACHINES
c. PERMISSION GRANTED TO ATTEND WEB SITE DESIGN SEMINAR
d. NEW CHAIRS WITH ADJUSTABLE BACKS ORDERED

8.7 Information E-Mail or Memo: Driving Less and Breathing Easier (Obj. 4)

Sample Memo

ADMN233v11 Page 55 of 127 April 20/2016

 DATE: Current
TO: All Employees
FROM: Your name
SUBJECT TRIP REDUCTION PLAN INCENTIVES
:

To comply with the Air Quality Management District’s Trip Reduction Plan, Mercer
Enterprises offers the following incentives as a means of encouraging employees
to leave their cars at home:

 Full Day Off With Pay. Employees who maintain a 75 percent participation
rate in our ride-share program for a six-month period, beginning May 1, will
receive one day off with pay.

 Preferential Parking. Employees coming to work in van pools get to park

close to the building in reserved spaces. A parking pass is required.

 Bus Pass Subsidy. Employees who use public transportation will receive a
monthly $25 subsidy. A free round-trip transit pass will also be provided by
Mercer Enterprises to employees for the first month they use public
transportation.

 Van Pool Subsidy. Mercer Enterprises will assist in obtaining a van and will
provide a monthly $150 subsidy. In addition, the van pool driver will have
unlimited personal use of the vehicle off company time.

 Bicycle Subsidy. Employees who bicycle to work will receive a monthly

subsidy of $25, and bicycle racks, locks, and chains will be provided.

We’re trying our best to get you to leave your cars at home. For more
information about the program or to sign up for any of the incentives, please
contact Jennifer O’Toole ([email protected]) before June 1.

8.15 Confirmation Memo or E-Mail: Did I Hear This Correctly? (Obj. 6)

DATE: Current
TO: Jayne Moneysmith
FROM: Your Name
SUBJECT Confirming Your Remarks About E-Mail Harassment
:

I enjoyed our luncheon on Thursday, March 19. Among other things, Jayne, we
discussed e-mail harassment. Because I would like to share your comments at
our next management council meeting, I want to be sure that I heard you
correctly. Are the following statements accurate?

 E-mail messages can constitute actionable sexual harassment if they are

severe and adversely affect the receiver’s work environment.

 Even deleted e-mails leave a “meta data” trail revealing attachments, dates
and times of edits and transmissions, file size, conversation threads, and
document file paths.

ADMN233v11 Page 56 of 127 April 20/2016

  “At will” employees can be legally terminated if they circulate inappropriate
and/or pornographic materials on company computers.

These are important points that I want to be sure I have understood correctly. If
I have represented your remarks accurately, please reply briefly before March 25
so that I have an official record of our conversation.

8.16 What to Do About the Junk E-Mail Epidemic? (Obj. 3)

Here are some ideas:

 Legislation. In some cases, existing legislation may be applicable.

Information on how provisions in the Personal Information Protection and
Electronic Documents Act (PIPEDA), The Competition Act, and the Criminal
Code of Canada can be used to combat spam can be found in “Stopping
Spam: Creating a Stronger, Safer Internet” (May 2005), available through
Industry Canada.

 Public education. With more awareness that spam has the potential to
cripple or at least seriously hamper this important communication system,
perhaps the public would put pressure on legislators, the communication
industry, and the big software companies to do something to get this
epidemic under control. The Canadian Anti-Fraud Call Centre (
http://www.phonebusters.ca) offers tips to combat spam, spyware, and
phishing (see below).

 Industry actions by Internet service providers. According to information

at www.antiphishing.org, “Phishing attacks use ‘spoofed’ e-mails and
fraudulent Web sites designed to fool recipients into divulging personal
financial data such as credit card numbers, account usernames and
passwords, social insurance numbers, etc. By hijacking the trusted brands of
well-known banks, online retailers and credit card companies, phishers are
able to convince up to 5% of recipients to respond to them.” An eWeek article
says, “The main way spam, viruses and phishing attacks succeed is by
spoofing senders’ addresses in e-mail messages. A recent study by the
Anti-Phishing Working Group (www.antiphishing.org) found that 95 percent
of all spam and e-mail fraud is propagated through forged e-mail addresses.

 Software solutions. Examples can be found by keying in the search phrase

“anti-spam software” at Google (http://www.google.ca).

Recommended Answers to Critical Thinking

1. How can the writer of a business e-mail message or memo develop a

conversational tone and still be professional? Why do e-mail writers
sometimes forget to be professional? (Objs. 1–3)

ADMN233v11 Page 57 of 127 April 20/2016

 A message sounds conversational when it contains occasional contractions, first-person
pronouns (I, we), and warm words. It should be friendly but not personal or intimate. A
professional message avoids slang and uses correct grammar and punctuation. Because
e-mail is so easy and so speedy, users sometimes slip into lazy, informal expression
that may be offensive to receivers and reflect poorly on the writers. Writers sometimes
forget that e-mail makes a permanent message that may travel much farther than
intended. And because e-mail is seemingly impersonal, some people say things they
would never utter in person.

2. What factors would help you decide whether to write a memo, send an e-mail,
make a telephone call, leave a voice-mail message, or deliver a message in
person? (Objs. 1 and 2)

If an individual needs an answer immediately regarding something important or

confidential, delivering the message in person might be the best choice—especially if a
written record is unnecessary. Bad news and sensitive information should be presented
in person, if at all possible. Solving serious problems should also be addressed in
face-to-face meetings. Routine information can be transmitted by e-mail, hard-copy
memo, or voice mail. If the receiver is difficult to reach by telephone, voice mail is a
good choice. If the message is long and involved, writing a hard-copy memo is probably
best. If a matter is casual, a telephone call might suffice. If a problem may exist later
because something was not put in writing, then be sure to write a memo and, if
necessary, hand-carry it in a sealed envelope to the addressee.

3. Why are lawyers and technology experts warning companies to store,

organize, and manage computer data, including e-mail, with sharper diligence?
(Obj. 3)

Doing so will avoid lawsuits, costly litigation, and unproductive labour. Computerized
information has increasingly become critical in all types of lawsuits. E-mail messages
can be used in court. Companies are finding that even when messages are deleted, they
can be recovered by experts and used by opposing lawyers in lawsuits. Although the
files of most companies do not contain dangerous information, just the fact that the
companies have to produce old records is laborious and expensive. Moreover,
companies are learning that casual language can lead to misinterpretations. If casually
worded, potentially damaging messages are retrieved for lawsuits, the company could
suffer severe consequences.

4. Discuss the ramifications of the following statement: Once a memo or any

other document leaves your hands, you have essentially published it. (Objs. 2–
6)

As soon as a written document leaves your hands, whether electronic or hard copy, it
has actually been “published.” Anyone may read it, copy it, and distribute it to others.
Many business and other writers fail to consider what can happen to their written words.
A memo intended for a colleague is seen by the boss, an e-mail gets sent to the wrong
person, or a letter to a customer is seen by a competitor. Sensitive messages that could
cause trouble for you or your organization should probably not be put into print. Every
message should be written with the knowledge that it may travel much farther than
originally intended. Nothing can expunge a poorly written memo or an e-mail sent in
anger.

ADMN233v11 Page 58 of 127 April 20/2016

 Recommended Answers to Chapter Review

1. List five questions you should ask yourself before writing an e-mail or memo.
(Obj. 1)

 Do I really need to write this e-mail or memo?

 Should I send an e-mail or a hard-copy memo?
 Why am I writing?
 How will the reader react?
 How can I save my reader’s time?

(textbook, p. 157)

2. Briefly describe the standard structure of e-mail messages and memos. (Obj. 2)

E-mails and memos both contain an informative subject line that summarizes the
message, an opening that reveals the main idea immediately, a body that explains and
justifies the main idea, and an appropriate closing. (textbook, pp. 158–159)

3. What can writers do to improve the readability and comprehension of e-mails

and memos? (Obj. 2)

Writers can enhance readability and comprehension by using numbered lists, bullets,
columns, headings, white space, and good organization. (textbook, p. 159)

4. What are three ways in which a routine e-mail or memo may be closed? (Obj.
2)

A message may close with (a) action information, dates, or deadlines; (b) a summary of
the message; or (c) a closing thought. (textbook, p. 159)

5. How are the structure and formatting of e-mail messages and memos similar
and different? (Obj. 2)

Both messages are structured similarly following the same plan for developing a subject
line, opening statement, body, and closing. In regard to formatting, both provide guide
words at the top. The guide words in e-mail messages are supplied by the e-mail
program and may vary. Memos do not include salutations or complimentary closes, but
these elements are often included for e-mail messages. In both messages, writers strive
to enhance readability with graphic highlighting techniques. (textbook, pp. 158–163)

6. What are some of the dangers of e-mail in the workplace? (Obj. 3)

Careless e-mail users do little editing or proofreading. They may use emotional
language and forget that their messages are not private but can show up in
embarrassing places. E-mail is also dangerous if used on the job for surfing, chatting,
shopping, or exchanging personal messages. It’s dangerous for employers who can be
charged with sexual harassment, copyright infringement, and defamation. Employers
also must worry about viruses from personal files and the loss of sensitive
organizational information. (textbook, pp. 164–168)

ADMN233v11 Page 59 of 127 April 20/2016

7. Suggest at least ten pointers that you could give to a first-time e-mail user.
(Obj. 3)

 Get the address right.

 Avoid misleading subject lines.
 Be concise.
 Don’t send anything you wouldn’t want published.
 Don’t use e-mail to avoid contact.
 Never respond when you’re angry.
 Care about correctness.
 Resist humour and tongue-in-cheek comments.
 Limit any tendency to send blanket copies.
 Use design to improve readability of longer messages.
 Consider cultural differences.
 Double-check before hitting the Send button.
 Announce attachments.
 Don’t automatically return the sender’s message.
 Design your message to enhance readability.

(textbook, pp. 164–168)

8. Name at least five rules of e-mail etiquette that show respect for others. (Obj.
3)

 Don’t send blanket copies or spam.

 Avoid writing entire messages in all caps.
 Use identifying labels such as ACTION, FYI, RE, and URGENT.
 Don’t send personal messages on company computers.
 Avoid forwarding without permission.

(textbook, p. 165)

9. What are three possibilities in handling the salutation for an e-mail message?
(Obj. 2)

 Begin with Dear Lisa .

 Begin with Greetings .
 Skip a salutation and use the name of the receiver in the first sentence.

(textbook, p. 161)

10. What tone should managers avoid in writing procedure or information e-mail
messages and memos? (Obj. 4)

Managers should avoid sounding like dictators or autocrats. To achieve employee

cooperation, they should avoid making accusations and fixing blame. They should
explain changes, give reasons, and suggest reader benefits where possible. (textbook,
p. 170)

11. Why should writers of information e-mail messages and memos strive to
express ideas positively instead of negatively? (Obj. 4)

Information e-mail and memo writers should assume that employees want to cooperate

ADMN233v11 Page 60 of 127 April 20/2016

 to help the organization as well as themselves succeed. Therefore, state what you want
them to do rather than what you do not want them to do. (textbook, p. 168)

12. Should a request e-mail message or memo open immediately with the request
or with an explanation? Why? (Obj. 5)

When writing request e-mail messages and memos, begin with the request first. The
audience will then be better able to understand the explanation. (textbook, p. 170)

13. What’s wrong with a message opener such as This is to inform you that . . . ?
(Obj. 5)

This long lead-in delays getting to the point. (textbook, p. 171)

14. What is a confirmation e-mail message or memo? What other names could it
be given? (Obj. 6)

Confirmation e-mail messages or memos—also called to-file or incident reports —record

oral decisions, directives, and discussions, creating a concise permanent record for the
future. (textbook, p. 172)

15. What three elements should most confirmation e-mail messages and memos
include? (Obj. 6)

Confirmation e-mail messages and memos should include the following:

 names and titles of involved individuals

 itemization of the major issues or points
 request for feedback regarding unclear or inaccurate points

(textbook, p. 172)

Quiz 4

Click Quizzes (in the Evaluation block on the course homepage) to go to Quiz 4 (Chapter
8).

Chapter 9: Routine Letters and Goodwill Messages

Learning Objectives

After completing this chapter, you will be able to

1. explain why business letters are important and how the three phases of the 3-x-3
writing process relate to creating successful business letters.

ADMN233v11 Page 61 of 127 April 20/2016

2. analyze the structure and characteristics of good business letters.

3. write direct letters that request information and action as well as place orders for
products and services.

4. write letters making claims.

5. write letters that comply with requests.

6. write letters that make adjustments.

7. write messages that generate goodwill.

Introduction

As you have seen, e-mail and memos make up a large portion of the writing done within
organizations. However, even though e-mail has become common for both internal and
external business communication, formal business letters are still important and useful in
many situations.

Chapter 9 concentrates on routine business letters—those conveying information the

receiver will feel either pleased about or neutral toward.

As you work through this chapter, you will learn how the 3-×-3 writing process can be
applied to specific types of letters, including

 letters requesting information and action

 letters placing orders
 letters making claims
 letters complying with requests
 letters of recommendation
 letters granting claims and making adjustments
 goodwill messages.

Finally, the chapter concludes with a discussion of how to modify letters for the cultures and
expectations of international audiences.

Remember, business letters can be powerful tools. Written effectively, they can create
opportunities and help to overcome challenges for both you and your organization.

ADMN233v11 Page 62 of 127 April 20/2016

 Readings and Activities

Why are business letters reading activity

important?
From the print textbook, on pages 183 to 186, read the
following topics:

 Understanding the Power of Business Letters and

the Process of Writing Successful Letters

 Applying the 3-x-3 Writing Process to Create

Successful Letters

writing activity

Complete Critical Thinking 1 and 2 from the

end-of-chapter materials in your print textbook and
compare your responses with the Recommended
Answers to Critical Thinking.

What are three reading activity

characteristics of good
letters? From the print textbook, on pages 186 to 188, read the
following topic:

 Analyzing the Structure and Characteristics of

Business Letters

writing activity

Complete Activities 9.1 and 9.2 from the

end-of-chapter materials in your print textbook and
compare your responses with the Recommended
Answers to Activities.

What are the unique reading activity

features of and
techniques for writing From the print textbook, on pages 188 to 190, read the
letters requesting following topic:
information and action?
 Direct Requests for Information or Action

writing activity

Complete Activities 9.4, 9.7, and 9.9 from the

end-of-chapter materials in your print textbook and
compare your responses with the Recommended

ADMN233v11 Page 63 of 127 April 20/2016

 Answers to Activities.

What are the unique reading activity

features of and
techniques for writing From the print textbook, on pages 190 and 191, read
letters placing orders? the following topic:

 Order Letters

writing activity

Complete Activity 9.10 from the end-of-chapter

materials in your print textbook and compare your
response with the Recommended Answers to Activities.

reading activity
What are the unique
features of and
techniques for writing From the print textbook, on pages 191 to 196, read the
letters making claims? following topics:

 Direct Claims
 Checklist for Writing Direct Requests

writing activity

Complete Activities 9.11, 9.12, and 9.13 from the

end-of-chapter materials in your print textbook and
compare your responses with the Recommended
Answers to Activities.

reading activity

What are the unique From the print textbook, on pages 196 to 198, read the
features of and following topic:
techniques for writing
direct replies?  Direct Replies

What are the unique

features of and writing activity
techniques for writing
letters complying with Complete Activities 9.14 and 9.16 from the
requests? end-of-chapter materials in your print textbook and
compare your responses with the Recommended
Answers to Activities.

reading activity

From the print textbook, on page 198 to 201, read the

ADMN233v11 Page 64 of 127 April 20/2016

 following topics:

What are the unique  Adjustments

features of and  Checklist for Writing Positive Reply Letters
techniques for writing
letters granting claims writing activity
and making adjustments?
Complete Activities 9.5, 9.18, and 9.19 from the
end-of-chapter materials in your print textbook and
compare your responses with the Recommended
Answers to Activities.

Complete Critical Thinking 3 and 4 from the

end-of-chapter materials in your print textbook and
compare your responses with the Recommended
Answers to Critical Thinking.

What are the unique reading activity

features of and
techniques for writing From the print textbook, on pages 202 to 206, read the
goodwill messages? following topics:

Would you do business  Goodwill Messages

with a company that
sends letters you find  Checklist for Writing Goodwill Messages
insulting or demeaning?

How can you adjust your writing activity

letters to ensure
international audiences Complete Activities 9.20, 9.21, and 9.22 from the
interpret them positively? end-of-chapter materials in your print textbook and
compare your responses with the Recommended
Answers to Activities.

optional activity

On the textbook companion Web site, click Crossword

Puzzles in the right-hand menu and complete the
crossword puzzle for Chapter 9.

Work through these review

activities to review and
practise what you have Read the Summary of Learning Objectives at the end
learned in Chapter 9. of the chapter.
These activities will help
you prepare for Complete the Chapter Review from the end-of-chapter
Assignments and Chapter materials in your print textbook and compare your
Quizzes. responses with the Recommended Answers to Chapter
Review.

ADMN233v11 Page 65 of 127 April 20/2016

 On the textbook companion Web site, locate Student
Resources on the right-hand side of the page and click
Test Yourself to informally test your understanding of
writing rules and key concepts taught in this chapter.

Then locate Quiz 5 by clicking Quizzes (in the

Evaluation block on the course homepage) to formally
test your knowledge of these rules and key concepts.
The mark you achieve on this quiz will contribute to
your final grade in the course.

Recommended Answers to Activities

9.1 Direct Openings (Objs. 1–7)

a. Please send by UPS the following items from your winter catalogue.

b. Yes, we do offer our European-style patio umbrella in two colours: cream and
forest green.

c. Nearly all of the riders in the Honda Superbike Classic at Mosport selected
Dunlop Blue Groove hard-compound front and rear tires.

d. Your order for Colour-Block Sweatshirts is now being filled and should arrive
by UPS about February 20.

e. Yes, you may send your Premier DVD directly to our St. Catharines plant for
inspection.

9.2 Subject Lines (Objs. 1–7)

a. ORDER FOR ITEMS FROM WINTER CATALOGUE

b. YOUR MARCH 4 INQUIRY ABOUT OUR PATIO UMBRELLAS
c. YOUR JUNE 14 LETTER ABOUT TIRES IN HONDA SUPERBIKE CLASSIC
d. YOUR FEBRUARY 4 SWEATSHIRT ORDER
e. YOUR OCTOBER 3 LETTER ABOUT YOUR PREMIER DVD

9.4 Document for Analysis: Information Request (Obj. 3)

Weaknesses:

 Fails to use appropriate salutation. The writer should address the receiver by
name; this may require calling the hotel to learn the name of the person who
should receive this inquiry. If you cannot obtain the name of the receiver, try
using “Dear Meeting or Events Manager.” Although the case does not provide
a specific resort, we have used Deerhurst Resort for illustration.

ADMN233v11 Page 66 of 127 April 20/2016

  Fails to open directly by identifying the main idea.

 Does not group like items together.

 Does not list questions to improve readability.

 Language is wordy and imprecise.

 Includes cliché in closing but fails to provide end date.

Revision:

Current date

Meeting Manager
Deerhurst Resort
1235 Deerhurst Drive
Huntsville, ON P1H 2E2

Dear Meeting Manager:

Can The Deerhurst Resort provide meeting rooms and accommodations for about
250 Cynergy sales associates from October 23–27?

We are seeking a hotel that offers both resort and conference facilities appropriate
for the next sales meeting of my company. Please answer these additional
questions:
 Does Deerhurst have a banquet room that can seat 250?

 Can you provide at least four smaller meeting rooms, each to accommodate a
maximum of 75?

 Do you supply public address systems, audiovisual equipment, and computer

facilities in each meeting room?

 Do you provide transportation to and from Pearson International Airport?

I will be most grateful for answers to these questions and for any other
information you can provide about your resort facilities. Please send your
response by April 25 so that I can meet with our planning committee on May 1.

Sincerely,

9.5 Document for Analysis: Adjustment (Obj. 6)

Weaknesses:

 Fails to develop goodwill by opening with the good news.

 Begins with unnecessary and rather obvious statement, "Your letter has been
referred to me for reply."

 Uses negative language ("you claim that . . . . your complaint").

ADMN233v11 Page 67 of 127 April 20/2016

  Challenges the veracity of the writer ("frankly, I find it difficult to believe").

 Provides an explanation that sounds more like an excuse.

 Makes feeble effort to win back the confidence of the customer; fails to
explain what steps will be taken to prevent recurrence of problem.

 Sounds grudging in granting the adjustment.

 Neither tells the customer exactly what to do nor explains who will pay for the
repair.

 Neglects to close with effective resale or promotional information to build

future sales.

Revision:

Current date

Mr. Joseph M. Thomas

2321 Columbia Street
Kitchener, ON N2B 4H6

Dear Mr. Thomas:

We agree that your newly purchased painting for your executive offices should
have arrived without sags in the canvas, and we urge you to engage a local
framing shop to restretch it.

When any Central Park Gallery painting is shipped, we encase it in three layers of
protection: two layers of convoluted foam and one layer of Perf-Pack foam. These
multiple layers work together to provide superior shock absorption and guard your
art from bumps and scrapes during shipping. However, the shipper may have laid
the package down instead of standing it, thus allowing the canvas of this large
painting to sag somewhat. You can be sure that we will review our transport
instructions with our shippers so that future deliveries follow our strict guidelines,
thus preventing your experience.

Central Park Gallery takes pride in offering works of art of the highest quality and
value to collectors and decorators. Your satisfaction is important to us, and that’s
why we encourage you to have your new painting restretched at a local framing
shop so that you will be completely satisfied with the way your work of art hangs
in your executive offices. Please have the framing shop bill us directly.

To see our latest collection of original fine art at extraordinary prices, please look
at the enclosed catalogue of collectible, custom-framed works. We appreciate
your patronage, and our dedicated staff looks forward to continuing to serve you.

Sincerely,

9.7 Conference at the Fabulous Paris Las Vagas (Obj. 3)

ADMN233v11 Page 68 of 127 April 20/2016

 Current date

Ms. Nancy Mercado, Manager

Convention Services
Paris Las Vegas
281 Paris Drive
Las Vegas, NV 87551

Dear Ms. Mercado:

Can Paris Las Vegas provide rooms for 75 guests and their families for either
July 8–12 or August 18–22?

My company will be hosting a four-day combination sales conference/

vacation/retreat for 75 of our engineers, product managers, and salespeople.
Please answer the following questions to help us choose a suitable resort:

 What are the room rates and room sizes? Is there any discount for off–peak
season or for corporate customers? Are the rates different for those with Strip
views?

 Do you have three conference rooms available that would accommodate 25

people? We would need these rooms for one and a half days. What size are
these rooms?

 Do the conference rooms have audiovisual and computer facilities?

 What entertainment possibilities are available for the families of our staff?

 What entertainers will perform while we are there?

 Do you have facilities for us to host a banquet for 140 people one evening?
Your answers to these questions before March 1 will help me make a complete
presentation to our CEO, who is eager to select a spectacular resort for this
conference.

Sincerely,

9.9 Checking on Fats and Carbs (Obj. 3)

Current date

Ms. Robin Smith

Northface Outfitters
2380 Westside Drive
Vancouver, BC V3P 1W8

Dear Ms. Smith:

Does Northface Outfitters offer a line of freeze-dried products that meets the
various health needs of older adults?

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 I must provide freeze-dried food for older adults participating in a three-week
backpacking trip to northern Saskatchewan. Some of our hikers want foods
without preservatives, sugar, or additives. Others require foods with limited
carbohydrates, cholesterol, fat, and salt. Please answer the following questions
about your products:

 Does your new line contain a variety of foods that would meet our needs?
 Where can your products be purchased?
 What is the cost range of the products?
 What kinds of ingredients do you use?
 How long can unused foods be kept?
Because I anticipate placing a large order of the products we choose, I would like
to sample some of your items before ordering. Would you send any product
samples you have available, along with your answers to the questions listed
above. Please respond by April 1 so that I may order the products by April 15.

Sincerely,

9.10 Office Supply Jumble (Obj. 3)

Writer’s street address

Writer’s city, province, postal code

Current date

Office Central
200 Main Street
Mississauga, ON L5B 3X3

MAIL ORDER FROM WINTER CATALOGUE

From your winter catalogue, please send the following items by UPS:

Quality Catalogue Item Unit Total

Number Prince

5 648291-J4 Stackable letter trays $3.39 $16.95

3 247411-J4 Premier easel pads 24.49 73.47
1 489130-J4 Top-load sheet protectors 14.95 14.95
1 262981-J4 Avery self-laminating sheets 21.99 21.99
Subtotal 127.36
Harmonized Sales Tax @ 13% 16.56
Shipping 10.00
Total $153.92

We need the above items by April 15. Please invoice us using your current price
schedule. Should you need to discuss the order, call me at 905 541 1536.

Hector Rivera

ADMN233v11 Page 70 of 127 April 20/2016

 9.11 Headaches from "No Surprise" Offer (Obj. 4)

Current date

Ms. Paula Loveday

Customer Services
Virtuoso Enterprises
420 Ninth Street South
Langley, BC V2Y 2R1

Dear Ms. Loveday:

Please credit the account of Breaktime Travel Service for $229.13. This represents
the cost of sample items that were ordered February 5 and returned February 11.

The promotional items that I ordered were not appropriate as gifts for our
customers. Because your firm promises that free samples of promotional
merchandise may be returned under your “No Surprise” policy, I returned the
items expecting a full credit on our account. I called in March and spoke to
Rachel, who assured me that a credit would appear on our next statement. When
no credit appeared on our April statement, I called again and received a similar
promise.

The items were returned promptly. Enclosed is a postal receipt showing the date
they were sent. In keeping with your policy of fairness to customers, I am asking
that you credit our account immediately. We are hoping that your prompt
handling of this matter will enable us to recommend your firm to others in the
travel industry.

Sincerely,

Enclosure

9.12 This Desk is Going Back (Obj. 4)

Current date

Mr. Patrick Dwiggens

Operations Manager
Premier Wood Products
P.O. Box 528
Sydney, NS B1S 1A9

Dear Mr. Dwiggens:

SUBJECT: RETURN OF EXECUTIVE DESK FOR MONEY-BACK GUARANTEE

Please refund $1499.50 plus $125 return freight charges for an executive desk
I purchased on February 10.

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 The desk was described in your catalogue as “North American white oak
embellished with hand-inlaid walnut cross-banding.” However, the desk I received
had a rough wood finish and a splotchy wood grain. The drawers were difficult to
pull out, although the catalogue described “full suspension, silent ball-bearing
drawer slides.”

Because your catalogue promised a full money-back guarantee, I would like a

refund of $1524.99 including return freight charges. I have sent the desk to you
in a separate shipment, and it should arrive by March 20. Please send my refund
by March 22.

Sincerely,

9.13 The Real Thing (Obj. 4)

Current date

Customer Service Department

Avery Dennison Office Products
2985 Grant Street
Vancouver, BC V5K 3H6

Dear Avery Customer Service Department:

Please send me a new box of laser labels or refund three quarters of the purchase
price for a box that will not work in my printer.

On March 3, I purchased a box with 100 sheets of Avery Laser Labels (No.
5166). The cost was $36.99 plus tax. I used 25 sheets immediately, and they
worked well in my laser printer. Then I put the box away and didn’t need it again
until June 14. At that time, the labels would not feed through my printer. In fact,
some of the labels lifted off their sheets and jammed my printer. Although I was
able to get the printer working again, I threw out the remaining labels because I
could not risk ruining my printer.

Since I am forced to buy a box with 100 sheets when I need many fewer, I
wonder if you have considered packaging these labels in smaller units.
Apparently, they do not store well and must be used fairly soon after purchase.

I would appreciate your cheque for $30 (which is about three quarters of the
purchase price) or a replacement of the 75 sheets of Avery address labels that I
had to discard. Enclosed is the bar code from the box I purchased.

Sincerely,

Enclosure

9.14 McDonald's Recycles and Reduces Waste (Obj. 5)

Current Date

Ms. Nedra Lowe

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 2591 Evergreen Road
Waterloo, ON N2A 3G6

Dear Ms. Lowe:

SUBJECT: YOUR FEBRUARY 1 INQUIRY ABOUT MCDONALD’S ENVIRONMENTAL

POLICIES

McDonald’s is a fast-food industry leader in reducing waste and conserving the

environment. Since it began working with environmental groups, McDonald’s has
eliminated 80 percent of its restaurant waste stream. Using 42 resolutions,
McDonald’s is reducing its impact on landfills and world resources. Some of
McDonald’s environmentally friendly practices include the following:

 New packaging. We’ve reduced our polystyrene use by 90 percent.

 Increased recycling. We’re increasing the post-consumer recycled content

of our napkins and we’re using lighter weight paperboard for our fry cartons.
We’re also recycling corrugated boxes throughout the nation. Furthermore,
the company is testing reusable salad lids and shipping pallets, bulk
condiment dispensers, and refillable coffee mugs.

 Composting. More of our restaurants are experimenting with composting egg

shells, coffee grounds, and food scraps.

 Reduced waste. McDonald’s suppliers must meet new waste-reduction goals.

In addition, restaurant crews have been retrained to give waste reduction
equal priority with quality, quickness, and cleanliness.
McDonald’s cares about preserving the earth’s resources for today and the future.
Perhaps the best way to illustrate McDonald’s commitment to conservation is to
invite you to visit your local McDonald’s. I hope you will use the enclosed
sandwich coupons and experience firsthand the changes we’re making at
McDonald’s.

Sincerely,

Enclosures

9.16 Tell Me About Your Major (Obj. 5)

Current Date

Mr. Allen M. Miller

5290 Park Avenue
Sarnia, ON N6T 4S2

Dear Allen:

ADMN233v11 Page 73 of 127 April 20/2016

 In response to your inquiry about my major here at Great Lakes College, let me
describe the program, employment prospects, certificate, and courses in the field
of computer information systems.

My program, Computer Information Systems, provides students with entry-level

positions in computer programming, systems analysis, computer operations, and
network management. The program also prepares graduates for sales and
technical information positions. Employment prospects in these fields are very
good today. Many graduates find jobs that start at $35,000 and higher.

Great Lakes offers three different programs: (a) an occupational A.S. degree with
a strong emphasis in both computer systems and business studies, (b) a transfer
program in preparation for a four-year program, and (c) a certificate program that
provides marketable skills in PC hardware and software support. I’m working on
the certificate program, and I’m very pleased with my studies thus far.

My core courses include programming in BASIC, microcomputer applications,

database systems, operating systems, and computer repair and maintenance.
Some elective courses include Windows, Unix, Visual BASIC, COBOL, computer
accounting, and computer-assisted design. I’m more interested in computer
applications than in programming.

I chose this program because I’ve been hooked on computers since grade school
and because so many job opportunities are available for computer specialists.
Although this is a two-year program, it will probably take me three years because
I’m working part-time. The program here at Great Lakes is good; I can’t wait to
do my internship at a local company.

You can probably tell from this letter that I would recommend this major and this
program. If you’d like more specifics, I’ll send you our college catalogue.

Sincerely,

9.18 Backing Out of a Project Management Seminar (Obj. 6)

Current date

Mr. Kit Adkins

Raintree Manufacturing
491 South Emerald Road
St. John’s, NL A1N 3Y1

Dear Mr. Adkins:

Enclosed is our cheque for $6,600 representing the amount you paid for three
employees to attend the Ace Executive Training Institute seminar titled
“Enterprise Project Management Protocol.”

Although we are disappointed that three of your employees cannot attend, we

look forward to the attendance of one employee at our seminar scheduled for
June 1–2. We expect to offer a similar seminar later in the year, and we will be
sure to send you a brochure announcing the new seminars and their dates.

ADMN233v11 Page 74 of 127 April 20/2016

 Because on-site training may be easier for your employees, I encourage you to
consider our AccuVision Training Series. It offers training in team building,
situational style of interaction, initiative, and analysis/problem solving. Your
employees can receive highly focused skill training without leaving your building.
To learn more about AccuVision, visit our Web site at HTTP://
ACEEXECUTIVETRAINING.COM. We are always ready to help you and your
employees increase productivity and performance through continuous learning.

Sincerely,

Enclosure

9.19 Cure for "No Surprise" Headache (Obj. 6)

Current date

Ms. Leila Chambers

Breaktime Travel Service
350 Valley Drive
Richmond, BC V6Y 4S1

Dear Ms. Chambers:

Your account will be credited immediately for $229.13 representing the value of
the items you returned in February. We apologize for the delay in crediting your
account. More than anything we hate to disappoint our customers. That’s why we
instituted our “No Surprise” policy some time ago, and that’s why you can count
on us to honour it.

At the time your returned items were received, our Accounting Department was
changing the way it handled returns. For some reason your return was not
immediately credited to your account. But I have personally called Accounting and
authorized the credit. I was assured that it will appear on your next statement.

To compensate you for your inconvenience and to encourage you to take another
look at our promotional items, we are enclosing a sample imprinted travel mug in
a gift box and a Coleman 8-quart jug cooler. These items, which you may keep,
would make exciting gifts for your clients. For your patience and patronage, we
are truly grateful and we look forward to serving you again soon. Remember that
Virtuoso is the most reliable source for the lowest priced imprinted promotional
products in the field.

Sincerely, Enclosure

9.20 Thanks for a Favour: Got the Job! (Obj. 7)

250 Lumber Avenue

Steinbach, MB R0A 2A6

Current date

ADMN233v11 Page 75 of 127 April 20/2016

 Dr. Thomas Hirsch
School of Business Western College
1400 Main Street South
Dauphin, MB R7M 2M6

Dear Dr. Hirsch:

Thank you for your teaching and encouragement during my four years of school
at Western College. Your courses in financial management, advanced investment
finance, and international finance helped to prepare me for my new job as a
junior financial analyst.

Your supportive recommendation letter was instrumental in helping me obtain a

position with Fidelity Investment Services. The company was also impressed with
the investment portfolio I compiled in your advanced investment finance course.
The portfolio and other assignments helped me to respond knowledgeably when
interviewers questioned me about real-world financial situations.

Thank you for writing highly of my work as a student. You were an excellent
teacher, and I learned a great deal from your courses.

Sincerely,

9.21 Thanks for the Hospitality: Holiday Entertaining (Obj. 7)

8332 S. Mountain Trail

Hamilton, ON L8B 3H5

Current date

Mr. and Mrs. Dennis Tran

122 W. Evergreen
Oakville, ON L5J 3V4

Dear Dennis and Charlene:

Thanks so much for sharing your home and hospitality with all of us last Friday
evening.

Your home was decorated beautifully for the holidays, and the roasted turkey was
elegantly prepared and served. Everyone remarked at what a pleasure it was to
enjoy such a delightful evening sharing good food and conversation with friends.
Perhaps we did not resolve the issue of exorbitant salaries for athletes, but we
certainly thrashed it out.

We appreciate the opportunity you provided for us to spend time with you and
with our coworkers.

Sincerely,

ADMN233v11 Page 76 of 127 April 20/2016

 9.22 Personalizing Group Greeting Cards (Obj. 7)

DATE: Current
TO: Instructor
FROM: Your name
SUBJECT: BON MOTS FOR SPECIAL OCCASIONS

As you requested, I am submitting a list of “bon mots” that are appropriate for
use in celebrating office birthdays and retirements. These were located at Web
sites such as www.birthdaycelebrations.net. Here are selected short quotes for
office celebrations:

Birthdays
 “You wear your birthdays well.”
 “Age isn’t important unless you’re a cheese.”
 “Aging is bad, but consider the alternative.”
 “May you have the gift of a beautiful day.”
 “Never regret growing old. Many are denied the privilege.”
 “The best things in life are not things—they’re people like you.”
 “The secret of staying young is to live honestly, eat slowly, and lie about your
age.”—Lucille Ball
 “Old age is like everything else. To make a success of it, you’ve got to start
young.”—Fred Astaire

Retirement
 “Retired but not tired!”
 “Twice as much time; half as much money.”
 “Today is your day!”
 “Working people have a lot of bad habits, but the worst of these is work.”—
Clarence Darrow
 “You’re good enough, you’re smart enough, and doggone it, people really like
you!”—Stewart Smalley, Saturday Night Live

Recommended Answers to Critical Thinking

1. A recent article in a professional magazine carried this headline: “Is Letter

Writing Dead?” How would you respond to such a question? (Obj. 1)

Although correspondence on business letterhead is decreasing, many occasions still

require a professionally typed letter on business letterhead to convey the desired
message and tone. The author of the article suggested that letters were necessary when
the content fall into any of the following categories:

 confidential information

ADMN233v11 Page 77 of 127 April 20/2016

  sensitive issues (such as terminations, disciplinary actions, evaluations, and job
applications)

 congratulatory and special recognition

 official and legal information

 best impression

from Margaret H. Caddell, Is Letter Writing Dead? OfficePro , 22,

November/December 2003.

2. In promoting the value of letter writing, a well-known columnist recently

wrote, “To trust confidential information to e-mail is to be a rube.” What did he
mean? Do you agree? (Obj. 1)

A rube is an unsophisticated person. The columnist meant that educated, knowledgeable

people today know that e-mail is notoriously unsafe for confidential information. Nearly
everyone agrees that e-mail is unsafe for confidential information, yet it is so
convenient that people go on sending messages that can be embarrassing and
dangerous if and when revealed.

3. Is it insensitive to include resale or sales promotion information in an

adjustment letter? (Obj. 6)

Every situation requires individual judgment. When a customer complains about a

product or service, most companies want to explain what went wrong and tell what they
are doing to remedy the situation. Often this involves some resale. For example, a letter
responding to a customer who complains about a defective power drill may include
appropriate resale information describing features of the drill.

But a letter to a customer who complained about a frozen food product may simply
express appreciation for the customer’s letter; it may also explain how the company is
redoubling its quality control efforts. Resale or sales promotion material depends on the
situation and the product. But many companies look on any message to a customer as
an opportunity to sell themselves and their products.

4. Why is it important to regain the confidence of a customer in an adjustment

letter? How can it be done? (Obj. 6)

Unhappy customers have, naturally, lost some degree of confidence in the company and
its products or services. Regaining that confidence and re-establishing good feelings is
crucial for future business. Regaining confidence requires more than a general
form-letter statement, such as “We apologize for any inconvenience this has caused.”
When possible, companies should provide specific explanations of what is being done to
rectify the conditions leading to the product failure or dissatisfaction. Warm, simple, and
sincere language helps, too. Many companies extend coupons for free products or
services so that customers will give the company a second chance.

Recommended Answers to Chapter Review

ADMN233v11 Page 78 of 127 April 20/2016

1. Under what conditions is it important to send business letters rather than e-mail
messages? (Obj. 1)

Business letters are important when a permanent record is required, when formality is
necessary, and when a message is sensitive and requires an organized, well-considered
presentation. (textbook, p. 183)

2. What three activities should you perform in Phase 1 of the writing process for a
business letter? (Obj. 1)

In Phase 1, you should determine your purpose, anticipate the reaction of your audience
to this message, and visualize the audience. (textbook, p. 184)

3. Describe the three-part structure of a routine business letter. (Obj. 2)

Routine business letters have three parts:

 an opening that announces the purpose immediately

 the body with details that explain the purpose
 the closing, which requests action or provides a courteous conclusion

(textbook, p. 186)

4. What is “frontloading,” and why is it useful in routine business letters? (Obj. 2)

Frontloading refers to stating immediately why you are writing. It’s important because the
reader can anticipate and comprehend what follows. (textbook, p. 186)

5. Why is it best to write most business letters “backward”? (Obj. 2)

Business letters should begin with the main idea or purpose instead of an explanation.
Most writers review the background of a problem, discuss the reasons for the action, and
then request an action. For routine business letters, start with the request. (textbook, p.
186)

6. What is goodwill? Briefly describe five ways to develop goodwill in a letter. (Obj.
2)

Goodwill is a positive feeling the reader has toward an individual or an organization. To

achieve it, do the following: Present a message from the receiver’s perspective. Point out
benefits. Be sensitive to avoid words that might suggest gender, racial, age, or disability
bias. Frame your ideas positively because they will sound more pleasing and because they
give more information than negative constructions. Be courteous. (textbook, p. 188)

7. For order letters, what information goes in the opening? In the body? In the
closing? (Obj. 3)

The opening should include authorization for purchase ("Please send me"), the method of
delivery, and the catalogue or online source. The body should list the quantity, item
number, description, and price of each item. The closing should express appreciation, tell
when items are expected, and identify the method of payment. (textbook, pp. 190–191)

ADMN233v11 Page 79 of 127 April 20/2016

8. What is a claim? When is it straightforward? (Obj. 4)

A claim is a complaint or a request by a customer to correct a problem. The customer

may request a replacement, refund, new order, credit to his or her account, correction of
an error, free repairs, free inspection, or cancellation of an order. A straightforward claim
is one to which you expect the receiver to readily agree. (textbook, p. 191)

9. In complying with requests, why is it especially important that all facts are
correct on letters written on company stationery? (Obj. 5)

Because letters written on company stationery are considered legal contracts, their facts
and figures must be carefully checked. (textbook, p. 198)

10. What is an adjustment letter, and what are a writer’s three goals in writing
adjustment letters? (Obj. 6)

An adjustment letter is a company’s favourable response to a customer’s claim. In an

adjustment letter, the writer tries to

 rectify the wrong, if one exists

 regain the confidence of the customer
 promote further business.

(textbook, pp. 198–199)

11. Name four things to avoid in adjustment letters. (Obj. 6)

Sensitive writers avoid the following:

 negative words such as trouble , regret , misunderstanding , fault , error , and so on

 blaming customers
 blaming individuals or departments within the organization
 making unrealistic promises

(textbook, p. 200)

12. Name five characteristics of goodwill messages. (Obj. 7)

Goodwill messages are selfless, specific, sincere, spontaneous, and short. (textbook, p.
202)

Quiz 5

Click Quizzes (in the Evaluation block on the course homepage) to go to Quiz 5 (Chapter
9).

Chapter 10: Persuasive and Sales Messages

ADMN233v11 Page 80 of 127 April 20/2016

 Learning Objectives

After completing this chapter, you will be able to

1. apply the 3–x–3 writing process to persuasive messages.

2. explain the components of a persuasive message.

3. write successful persuasive messages, including requesting favours and actions,

persuading within organizations, and writing complaint letters.

4. plan and compose outstanding sales messages.

5. describe the basic elements in persuasive press releases.

Introduction

The routine e-mail messages, memos, and letters you have studied so far have one thing in
common: they are designed to effectively and efficiently inform the audience of your
message under positive or neutral circumstances. There are times, however, when the
intended audience may be skeptical or not immediately open to your message. For
example, a business must persuade customers to use its product or service, or an
employee may need to convince a manager that new equipment is required to increase
efficiency. In such cases, using specific writing techniques can help to persuasively present
the message.

Chapter 10 describes how the 3-x-3 writing process may be used to construct persuasive
documents. It also describes techniques for ethically changing your audience’s views or
overcoming resistance to an idea. Specifically, the chapter covers the issues of

 asking for favours or action

 convincing others within an organization
 requesting adjustments and making claims
 composing sales messages
 writing press releases.

By combining the strategies discussed in this chapter with a strong knowledge of your
organization and your audience, you will be able to craft messages that are both persuasive
and ethical. Such skills are essential to the growth and prosperity of any organization.

ADMN233v11 Page 81 of 127 April 20/2016

 Readings and Activities

Which step(s) in the 3-x-3 reading activity

writing process are most
important in composing a From the print textbook, on pages 216 to 222, read
persuasive message? the following topics:

What are four key  Strategies for Making Persuasive Requests

elements of a persuasive
request?  Blending the Components of a Persuasive Message

What are the unique  Writing Successful Persuasive Requests

features of and »Requesting Favours and Actions
techniques for writing
persuasive requests for writing activity
favours and actions?
Complete Critical Thinking 2 from the end-of-chapter
materials in your print textbook and compare your
response with the Recommended Answers to Critical
Thinking.

Complete Activities 10.1, 10.4, and 10.5 from the

end-of-chapter materials in your print textbook and
compare your responses with the Recommended
Answers to Activities.

What are the unique reading activity

features of and
techniques for writing From the print textbook, on pages 222 to 225, read
persuasive messages the following topic:
within organizations?
 Writing Successful Persuasive Requests
»Persuading Within Organizations

writing activity

Complete Activities 10.8 and 10.9 from the

end-of-chapter materials in your print textbook and
compare your responses with the Recommended
Answers to Activities.

Complete Critical Thinking 4 from the

end-of-chapter materials in your print textbook and
compare your response with the Recommended
Answers to Critical Thinking.

ADMN233v11 Page 82 of 127 April 20/2016

 What are the unique reading activity
features of and
techniques for writing From the print textbook, on pages 225 to 228, read
persuasive requests for the following topics:
adjustments or claims?
 Writing Successful Persuasive Requests
»Complaint Letters: Writing Persuasive Claims

 Checklist for Making Persuasive Requests

writing activity

Complete Activities 10.2 and 10.10 from the

end-of-chapter materials in your print textbook and
compare your responses with the Recommended
Answers to Activities.

What are the unique reading activity

features of and
techniques for writing From the print textbook, on pages 228 to 232, read
persuasive sales the following topics:
messages?
 Planning and Composing Effective Sales Messages

 Checklist for Writing Sales Letters

writing activity

Complete Activity 10.3 from the end-of-chapter

materials in your print textbook and compare your
response with the Recommended Answers to Activities.

Complete Critical Thinking 1 from the

end-of-chapter materials in your print textbook and
compare your response with the Recommended
Answers to Critical Thinking.

What are the unique reading activity

features of and
techniques for writing From the print textbook, on page 234, read the
persuasive news following topic:
releases?
 Developing Persuasive News Releases

writing activity

Complete Activity 10.12 from the end-of-chapter

materials in your print textbook and compare your

ADMN233v11 Page 83 of 127 April 20/2016

 response with the Recommended Answers to Activities.

Complete Critical Thinking 3 from the end-of-chapter

materials in your print textbook and compare your
response with the Recommended Answers to Critical
Thinking.

optional activity

On the textbook companion Web site, click Crossword

Puzzles in the right-hand menu and complete the
crossword puzzle for Chapter 10.

Work through these review

activities to review and
practise what you have Read the Summary of Learning Objectives at the end
learned in Chapter 10. of the chapter.
These activities will help
you prepare for Complete the Chapter Review from the end-of-chapter
Assignments and Chapter materials in your print textbook and compare your
Quizzes. responses with the Recommended Answers to Chapter
Review.

On the textbook companion Web site, locate Student

Resources on the right-hand side of the page and click
Test Yourself to informally test your understanding
of writing rules and key concepts taught in this
chapter.

Then locate Quiz 6 by clicking Quizzes (in the

Evaluation block on the course homepage) to formally
test your knowledge of these rules and key concepts.
The mark you achieve on this quiz will contribute to
your final grade in the course.

Recommended Answers to Activities

10.1 Document for Analysis: Weak Persuasive Memo (Obj. 3)

Weaknesses:

 Fails to provide a descriptive subject line.

 Opening paragraphs sound whining, negative, and critical.

 Fails to begin with an engaging statement or description of existing problem.

ADMN233v11 Page 84 of 127 April 20/2016

  Does not develop logical, focused description of problem or proposal.

 Fails to emphasize savings in highly readable form.

 Does not promote proposal with positive arguments.

 Fails to present counterarguments to possible objections.

 Fails to guide reader to a positive reaction to the proposal or the sample

garment.

 Does not put forth a specific recommendation.

 Fails to close with a specific action to be taken and an end date. Omits
motivation to act.

Revision:

DATE: Current
TO: Candace Daly, Vice President, Marketing
FROM: Robert Forsythe, Exhibit Manager
SUBJECT: REDUCING A MAJOR EXPENSE AT TRADE SHOWS

At your suggestion, I’ve been searching for ways to reduce our trade show
exhibition costs. One of our major expenses is the booth gift that we present to
visitors.

At past trade shows we’ve given away a nine-colour, silkscreened T-shirt

designed by a high-priced, outside designer. Each shirt cost $15 to produce.
However, I’ve located a Chinese supplier who can produce good-looking T-shirts,
and the cost is only $4 each. Look at the savings:

2000 silkscreened T-shirts @ $15 $30 000

2000 cheaper T-shirts @$4 8 000
Savings $22 000
Please examine the enclosed T-shirt sample. You might expect a cheaper shirt to
be less acceptable, but as you can see, this shirt is quite presentable. What’s
more, it advertises our name just as well as the more expensive silkscreened
T-shirts. We expect folks to wear this shirt when they work out, and the cheaper
shirt serves the purpose just as well as the more expensive one.

With increasing travel costs and decreasing trade show budgets, we at Life
Fitness have had to look carefully at how we spend our limited funds for
exhibitions. We have decreased the number of shows in which we participate,
and we take fewer booth staffers. But here is significant way in which we can
reduce a substantial expense.

To save $22,000 in exhibition costs, please authorize the purchase of 2000

T-shirts for our next major trade show. If I receive your authorization before
April 4, we can be sure of receiving a supply from our Chinese supplier for the
September Toronto trade show.

ADMN233v11 Page 85 of 127 April 20/2016

 Enclosure

Note: You may ask why this memo is not written directly. Actually, the direct
strategy is definitely a possibility. We have assumed that the writer thought it
necessary to use persuasion. If this memo were developed directly, the following
opening might be used: “We can save $22,000 at the next trade show by giving
away cheaper, yet nicely made, T-shirts as booth gifts.”

10.2 Document for Analysis: Poor Claim Letter (Obj. 3)

Weaknesses:

 Sounds angry, hostile, and accusatory.

 Fails to begin with compliment, point of agreement, statement of problem, or

brief review of action taken to resolve problem.

 Does not appeal to the receiver’s sense of fairness or responsibility.

 Provides little stress on reader benefits.

 Uses immoderate language (implies that the salesperson lied, calls the
transaction a “ripoff”).

 Fails to conclude with a specific action request.

 Does not make it easy for the reader to agree and respond.

Revision:

Current date

Mr. Kurt Littleton

Lawson Business Products
291 Bostwick Avenue
Kingston, ON K6K 6H7

Dear Mr. Littleton:

The four E-Studio 120 photocopiers that we purchased three months ago are
inadequate for our volume of copying.

Although we told your salesperson, Julia Franks, that we averaged 3000 copies a
day, she recommended the E-Studio 120. This model appears to have been the
wrong choice for our heavy use, and we’re disappointed in its performance.
Therefore, we’d like to trade in our four E-Studio 120 copiers (about $2500 each,
as shown on the enclosed invoice) on the purchase of two E-Studio 600 copiers
(about $13,500 each).

When I discussed this possibility with your district manager, Ron Rivera, he said
that we would be charged 50 percent depreciation if we traded in the four
E-Studio 120 copiers. That amounts to $5000, a considerable sum for three
months of copier use. We think a depreciation rate of 20 percent is more

ADMN233v11 Page 86 of 127 April 20/2016

 reasonable. Your company would profit in three ways:

 The E-Studio 120 machines were used a short time, and they can be resold
easily.

 You’ll be making a sizable profit when we purchase two E-Studio 600 copiers.

 Your service technicians will save time by making fewer trips to repair our
overworked E-Studio 120 machines.

We purchased the E-Studio 120 copiers in good faith on the recommendation of

your salesperson. We feel that it is your responsibility to help us secure the
proper model for our needs.

Please approve my request to trade in four E-Studio 120 copiers for a value of
$8000 (allowing for 20 percent depreciation) toward the purchase of two
E-Studio 600 models. Just initial this letter showing your approval, and return it
to me in the enclosed envelope. I’ll work out the details of the new purchase with
your salesperson.

Sincerely yours,

Enclosure

10.3 Sales Letter Analysis (Obj. 4)

Answers will vary. Be aware of the strategies used in sales letters; such
awareness will make you a better consumer.

10.4 A Helping Hand for College Expenses (Obj. 3)

DATE: Current
TO: Douglas A. Goings, Manager, Human Resources
FROM: Ashley Arnett, Accounting
SUBJECT: Improving Employee Productivity, Morale, and Recruiting

We employees here at First Bank think that the two most important elements in
workplace productivity are skills and high morale.

Both of these elements can be boosted through an employer-sponsored

tuition-reimbursement program. Here’s how the program works. Employees
attend evening or online college classes. If they finish approved courses with a C
or better, they are reimbursed for the costs of books and fees.

Many local employers—such as CIBC, General Motors, and Jones Manufacturing—

already have such programs in operation. Enclosed are several articles and
printouts describing such programs. These employers consider
tuition-reimbursement programs a smart investment because employees improve
their skills and create a strong pool for promotion. Surveys show that such
programs improve morale and loyalty. Moreover, companies with
tuition-reimbursement programs are more attractive to quality job candidates.

ADMN233v11 Page 87 of 127 April 20/2016

 Shari Sahab and I have done research on these programs at other companies. In
a meeting before April 1, we’d like to show you our data and discuss the
possibility of such a program here at First Bank. Please call me at Ext. 348 to
arrange a time.

Enclosures

10.5 How About Mandatory Tipping? (Obj. 3)

Current date

Mr. Doug Young

Tejas Grill
3150 Signal Hill Drive SW Calgary, AB T3H 3T2

Dear Mr. Young:

Even when servers have given good service, some customers leave no tip. This is
a serious problem for the servers at Tejas. Many of us have gotten together and
decided to bring the problem––and a possible solution––to your attention in this
letter.

Some restaurants, such as the new Porte Rouge restaurant in Montreal, now add
a 15 percent tip to the bill. Other restaurants are printing gratuity guidelines on
bills. In fact, American Express now provides a calculation feature on its
terminals so that restaurants can choose the tip levels they want printed. In
Europe a service charge of 10 to 15 percent is automatically added to a bill.

We servers feel that a mandatory tip printed on bills would work well here at
Tejas. We know that we give good service, but some customers forget to tip. By
printing a suggested tip on the cheque, we remind them so that they won’t
forget. A printed mandatory tip also does the math for them, which is an
advantage for customers who are not too good with figures.

Printing mandatory tips on bills not only helps customers but also proves to the
staff that you support them in their goal to receive decent wages for the hard
work they do. A few customers might resist, but these customers can always
crossout the printed tip if they wish. If you have any doubts about the plan, we
could try it for a six-month period and monitor customer reactions.

We urge you to begin printing a mandatory 15 percent tip on each customer’s

bill. Our American Express terminals are already equipped to do this. Please let
us know your feelings about this proposal because it is a serious concern to us.

Sincerely,

10.8 Supporting Project H.E.L.P. (Obj. 3)

DATE: Current Date

ADMN233v11 Page 88 of 127 April 20/2016

 TO: [email protected]

FROM: Brenda West <[email protected]>

CC: [email protected], [email protected], [email protected],

[email protected]

SUBJECT: PROJECT H.E.L.P.

Would you like to increase your commitment to your community and improve
your job skills? Project H.E.L.P. is an opportunity for employees to train and
encourage local students. You can also improve your own supervisory and
interpersonal skills.

Project H.E.L.P. teams major corporations and their employees with the Bruce
County District School Board to give young people on-the-job training. This
semester 12 Prudential employees will share their expertise with 50 students
who need on-the-job experience. Students will serve in the Claims, Word
Processing, Corporate Media Services, Marketing, Communications, Library, and
Administrative Support departments. Company employees from those
departments will supervise and instruct students for four hours per week at the
Prudential Newark facility.

As they instruct, lead, and supervise students, Project H.E.L.P. volunteers will
gain the opportunity to hone their own supervisory, speaking, and interpersonal
skills. With two hours of release time per week to work with students, employees
are supported by the company as they improve their own skills. Most of all,
however, employees will enjoy knowing that they have helped students gain
real-world business experience.

Prudential employees who have worked with Project H.E.L.P. know that being a
Project H.E.L.P. volunteer is satisfying and rewarding. If you would like to be a
part of this worthwhile project, please reply to this e-mail by August 6.

10.9 Revising a Miserable Memo (Obj. 3)

DATE: Current

TO: All Managers and Employees

FROM: Nancy Nelson, CEO

SUBJECT: SCHEDULING EMPLOYEE MEETINGS

To save your time and to reduce your frustration, we are suggesting that anyone
who schedules employee meetings in the future give serious thought to these
questions:

 Is a face-to-face meeting absolutely necessary?

 Could you achieve your purpose with a telephone, video, or e-mail

ADMN233v11 Page 89 of 127 April 20/2016

 conference?
If you decide that a meeting is absolutely necessary, please follow these
suggestions:

 Meet at a place where most of the participants work or at a central location.

 Schedule the meeting at a time that avoids rush-hour traffic.

 Travel together, if possible.

None of you should have to spend three or more hours of your valuable time
travelling to and from a meeting. Following these suggestions should avoid
unnecessary travel and meeting time.

10.10 Legal Costs for Sharing a Slice of Heaven (Obj. 3)

Current date

Mr. Louis Lancombe, LL.B

Lancombe, Pereigni, and Associates
1675 Croydon Avenue
Winnipeg, MB R3N 0S8

Dear Mr. Lancombe:

Tumbleweed Pizza has a reputation for excellent pizzas made from its secret
recipes. Naturally, when Tumbleweed Pizza was asked to distribute its product in
grocery and convenience stores, the company sought only excellent legal advice
for doing so.

Lancombe, Pereigni, and Associates drew up contracts regarding the use of

Tumbleweed Pizza’s name and quality standards for the distributed product. The
bill we received included 38 hours of lawyer preparation at $400 per hour. Surely
experienced lawyers like yours would not require so many hours to prepare such
contracts. Could an error have been made in the billing hours? Moreover, when I
checked with other businesses, I learned that competing law firms charge half
your rate, only $200 per hour.

We would like to continue working with your prestigious firm, Mr. Lancombe.
However, we expect accurate billing statements and competitive rates. Please
adjust the billing hours and rate to reflect a reasonable assessment of your
services. Since we would like to send you a cheque before our fiscal year closes
June 30, your response before June 20 would be greatly appreciated.

Sincerely,

10.12 Fast-Food Wraps That Decompose Like Grass and Leaves (Obj. 5)

FOR IMMEDIATE RELEASE

Contact: Cindy Eikenberg

(410) 847-9420

ADMN233v11 Page 90 of 127 April 20/2016

 BIG MACS GO GREEN WITH POTATO-STARCH
CLAMSHELL CONTAINERS

Santa Barbara, CA, current date. In an effort to use biodegradable packaging,

McDonald’s has approved a new sandwich container for its Big Mac. Over 300
McDonald’s stores will begin handing out its most popular sandwich in an
environmentally friendly clamshell container made from potato starch, limestone,
and 100 percent post-consumer recycled fibre.

The new container, produced by EarthShell, is whipped up out of renewable

starch that is reclaimed from the commercial processing of potatoes and French
fries. It also uses natural limestone, cellulose fibre (from post-consumer recycled
school milk cartons and juice boxes), biodegradable protective coatings,
manufacturing release agents, water, and a thickener. The mixture is blended
into a batter and then placed between two heated mold plates. Water in the
mixture turns to steam, expanding the blend that eventually cools into a
waffle-like form.

The miraculous EarthShell product is surprisingly strong, yet economical and

biodegradable. It meets industry requirements for rigidity, insulation, stacking,
consumer usage properties, and graphic capabilities. Using low-cost raw
materials
processed in conventional machinery, EarthShell packaging requires less total
energy to make than polystyrene or paper products. And EarthShell products are
competitively priced.

Many fast-food restaurants have turned to paper after consumer groups insisted
on banning polystyrene packaging, which is almost indestructible when
discarded. But paper packaging is expensive and offers reduced performance.
EarthShell offers a better solution.

EarthShell Corporation is engaged in the licensing and commercialization of

proprietary composite material technology for the manufacture of disposable
food-service packaging such as cups, plates, bowls, hinged-lid containers, and
sandwich wraps. EarthShell packaging is designed to be cost and performance
competitive compared to other food-service packaging materials. But it also
provides important environmental advantages.

For more information, visit its Web site at www.EarthShell.com.

Recommended Answers to Critical Thinking

1. How are requests for action and sales letters similar and how are they
different? (Objs. 3 and 4)

Persuasive requests for action and sales letters are similar in that writers should use the

ADMN233v11 Page 91 of 127 April 20/2016

 indirect pattern when writing them. Both types of letters should gain attention in the
opening, build interest and reduce resistance in the body, and motivate action in the
closing.

However, the contents used by the writer when applying the pattern would be quite
different. If the writer were requesting that a company change its method for
calculating bonuses for sales representatives, he or she might focus on the current
problem. Plenty of facts would be needed to support the case. To reduce resistance, the
writer must anticipate and counter possible objections. The closing would include a
specific action for the reader to take.

Sales letters follow the same general plan but focus on the product or service being
sold. They might include rational or emotional appeals, testimonials, guarantees, gifts,
and deadlines for action.

2. What are some of the underlying motivations that prompt individuals to agree
to requests that do not directly benefit themselves or their organizations?
(Objs. 2–4)

Many people and organizations agree to requests to donate money, time, equipment,
and expertise because they are interested in a project or because they see indirect
benefits. For example, many computer companies donate equipment to schools, hoping
that young users will become fans of their equipment and think well of them. Some
requests are granted because of feelings of ego, guilt, and duty. And many companies
genuinely want to give something back to their communities.

3. In view of the burden that “junk mail” places on society (depleted landfills,
declining timber supplies, overburdened postal system), how can “junk” mail
be justified? (Obj. 4)

Some would argue that junk mail can’t be justified and that the burden is greater than
the benefit. But direct mail marketers disagree. Their service stimulates business by
bringing messages directly to customers. Many companies find this to be the most
efficient and cost-effective method for selling their products. The huge increase in direct
selling through catalogues is testimony to the success of direct marketing. People want
the convenience and selection presented by direct selling. However, if environmental
activists convince enough people that the burden outweighs the value, direct mail
marketing could be controlled or reduced.

The Direct Marketing Association, mindful of environmental issues, has published a

“green” handbook urging its members toward improved practices: using recycled paper,
targeting receivers more carefully to reduce wasted copies, reducing excessive
wrapping, and purging databases of duplicate names.

4. Why is it important to know your needs and have documentation when you
make requests of superiors? (Obj. 3)

Knowing in concrete terms what is needed and having the documentation to support the
request will help employees make a favourable impression on superiors. When
employees don’t think through the situation and the possible negatives involved, they
will not be taken seriously and will be considered unprepared and incompetent.

ADMN233v11 Page 92 of 127 April 20/2016

 Recommended Answers to Chapter Review

1. List the four key elements in a persuasive request. (Objs. 1 and 2)

The four key elements are

 gaining attention
 building interest
 reducing resistance
 motivating action.

(textbook, p. 218)

2. List six or more techniques for opening a persuasive request for a favour. (Obj.
2)

To open a persuasive request for a favour, you could use any of the following:

 problem description
 unexpected statement
 reader benefit
 compliment
 related fact
 stimulating question

(textbook, pp. 219–220)

3. List techniques for building interest in a persuasive request for a favour. (Obj.
3)

To improve the success rate of your persuasive requests, use any of the following
techniques that are appropriate to the situation: provide facts, statistics, expert opinion,
examples, or specific details; show direct and indirect reader benefits. (textbook, pp.
222–225)

4. Describe ways to reduce resistance in persuasive requests. (Obj. 3)

To reduce resistance to persuasive requests, play What if? scenarios, anticipate and
counter reader objections, establish your credibility and that of your request, and show
how your proposal will be helpful. (textbook, p. 222)

5. How should a persuasive request end? (Objs. 2 and 3)

Asking for a specific action and making it easy to respond are effective ways to end
persuasive request letters and memos. (textbook, p. 222)

6. When does persuasion become unethical? (Obj. 2)

Persuasion becomes unethical when facts are distorted, overlooked, or manipulated with
the intent to deceive. Being unethical is not limited to lying; it can also mean including
only data that support your assertions. (textbook, p. 221)

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7. What are the differences between direct and indirect reader benefits? Give an
original example of each (other than those described). (Obj. 3)

Direct benefits help the receiver specifically—for example, providing a mug, pencil, or
pen with the receiver’s name on it. Indirect benefits come from feeling good that others
will benefit—for example, a company contributes books to a local library or donates
canned goods to the local homeless shelter. (textbook, p. 222)

8. When would persuasion be necessary in messages moving downward in

organizations? (Obj. 3)

Persuasion might be necessary when asking employees to work in a capacity outside

their work roles or when asking them to accept disagreeable changes. (textbook, pp.
222–224)

9. Why are persuasive messages usually longer than direct messages? (Objs. 1–4)

Persuasion takes longer because the writer must include explanations and benefits as
well as obtain the necessary action. (textbook, p. 225)

10. When is it necessary for a subordinate to be persuasive in addressing a

superior on the job? (Obj. 3)

When employees must convince management to adopt a procedure, invest in new

equipment, or make any number of other work-related requests that might be refused,
persuasion is necessary. (textbook, p. 224)

11. What is an appropriate tone for a claim letter? (Obj. 3)

The tone of a claim should be calm and moderate. Avoid venting anger and sounding
illogical. Reason and logic are better motivators than anger. (textbook, p. 225)

12. Name eight or more ways to attract attention in opening a sales message. (Obj.
4)

To attract attention in the opening of a sales message, use any of the following:

 offer or promise
 anecdote or story
 question
 quotation or proverb
 product feature
 testimonial
 startling statement
 personalized action setting
 solution to a problem
 relevant current event

(textbook, p. 230)

13. How do rational appeals differ from emotional appeals? Give an original
example of each. (Obj. 4)

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 Rational appeals relate to reason and intellect. Example: The tire has an 80,000-mile
warranty. Emotional appeals relate to feelings. Example: The car will make people think
you have good taste. (textbook, p. 230)

14. Name five or more ways to motivate action in closing a sales message.
(Obj. 4)

Ways to motivate action in the closing of a sales message include the following:

 Offer a gift.
 Make a promise.
 Offer an incentive.
 Limit the offer.
 Set a deadline.
 Guarantee satisfaction.
 Mention that the offer is good only while supplies last.

Use the strongest motivator in a P.S.

(textbook, pp. 231–232)

15. List five or more topics that an organization might feature in a press
release. (Obj. 5)

A press release may feature the following topics: new products, new managers,
new facilities, participation in community projects, awards given or received, joint
ventures, donations, or seminars and demonstrations. (textbook, p. 234)

Quiz 6

Click Quizzes (in the Evaluation block on the course homepage) to go to Quiz 6 (Chapter
10).

Chapter 11: Negative Messages

Learning Objectives

After completing this chapter, you will be able to

1. describe the goals and strategies of business communicators in delivering bad news,
including knowing when to use the direct and indirect patterns, applying the writing
process, and avoiding legal problems.

ADMN233v11 Page 95 of 127 April 20/2016

2. explain techniques for delivering bad news sensitively.

3. identify routine requests and describe a strategy for refusing such requests.

4. explain techniques for delivering bad news to customers.

5. explain techniques for delivering bad news within organizations.

6. compare strategies for revealing bad news in different cultures.

Introduction

Business (and life!) would be simpler if nothing ever went wrong. We would never have to
worry about being disappointed or disappointing others. Unfortunately, all businesses
sometimes encounter situations that could cause negative feelings for those involved. In
such circumstances, it is important to use specific techniques to communicate bad news in
the most sensitive and effective way possible. Skilful communication can often reduce
potential damage to business relationships and even bring about positive results and
increased feelings of goodwill.

Chapter 11 describes

 important goals of effectively delivering bad news, and how using the indirect and direct
patterns along with the 3-x-3 writing process can aid in achieving these goals

 techniques for delivering bad news sensitively

 strategies for rejecting routine requests

 techniques for managing bad news to customers

 techniques for managing bad news within organizations.

The chapter concludes with a reminder that different cultures may use very different
strategies to present bad news so extra care is required when communicating bad news to
an international audience.

Negative messages are among the most challenging to deliver. However, an effective
business communicator can often turn such challenges into opportunities or at least reduce
potential negative consequences for the organization.

ADMN233v11 Page 96 of 127 April 20/2016

 Reading and Activities

What are the most reading activity

important goals when
communicating bad news? From the print textbook, on pages 242 to 248, read
How can the indirect the following topics:
writing pattern help you
achieve these goals?  Strategies for Delivering Bad News

What techniques might be  Techniques for Delivering Bad News Sensitively

used to deliver bad news
sensitively? writing activity

Complete Activities 11.1, 11.2, 11.3, and 11.4

from the end-of-chapter materials in your print
textbook and compare your responses with the
Recommended Answers to Activities.

Complete Critical Thinking 1 and 3 from the

end-of-chapter materials in your print textbook and
compare your responses with the Recommended
Answers to Critical Thinking.

What strategies might be reading activity

used to refuse routine
requests? From the print textbook, on pages 249 to 253, read
the following topics:

 Refusing Routine Requests

 Checklist for Refusing Routine Requests

writing activity

Complete Activity 11.7 from the end-of-chapter

materials in your print textbook and compare your
response with the Recommended Answers to
Activities.

What techniques might be reading activity

used for managing bad
news to customers? From the print textbook, on pages 253 to 258, read
the following topics:

 Delivering Bad News to Customers

 Checklist for Delivering Bad News to Customers

ADMN233v11 Page 97 of 127 April 20/2016

 writing activity

Complete Activity 11.10 from the end-of-chapter

materials in your print textbook and compare your
response with the Recommended Answers to
Activities.

What techniques might be reading activity

used for managing bad
news within From the print textbook, on pages 259 to 262, read
organizations? the following topics:

 Delivering Bad News Within Organizations

 Checklist For Delivering Negative News Within

Organizations

 Presenting Bad News in Other Cultures

writing activity

Complete Activity 11.5 from the end-of-chapter

materials in your print textbook and compare your
response with the Recommended Answers to
Activities.

Complete Critical Thinking 2 and 4 from the

end-of-chapter materials in your print textbook and
compare your responses with the Recommended
Answers to Critical Thinking.

optional activity

On the textbook companion Web site, click

Crossword Puzzles in the right-hand menu and
complete the crossword puzzle for Chapter 11.

Work through these review

activities to review and
practise what you have Read the Summary of Learning Objectives at the end
learned in Chapter 11. of the chapter.
These activities will help
you prepare for Complete the Chapter Review from the
Assignments and Chapter end-of-chapter materials in your print textbook and
Quizzes. compare your responses with the Recommended
Answers to Chapter Review.

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 On the textbook companion Web site, locate Student
Resources on the right-hand side of the page and
click Test Yourself to informally test your
understanding of writing rules and key concepts
taught in this chapter.

Then locate Quiz 7 by clicking Quizzes (in the

Evaluation block on the course homepage) to
formally test your knowledge of these rules and key
concepts. The mark you achieve on this quiz will
contribute to your final grade in the course.

Recommended Answers to Activities

11.1 Organizational Patterns (Objs. 1–5)

a. A letter refusing a request by a charitable organization to use your office

equipment on the weekend. Indirect

b. A memo from the manager denying an employee’s request for special parking
privileges. The employee works closely with the manager on many projects.
Indirect

c. An announcement to employees that a financial specialist has cancelled a

scheduled lunchtime talk and cannot reschedule. Direct

d. A letter from a bank refusing to fund a company’s overseas expansion plan.

Indirect

e. A form letter from an insurance company announcing new policy

requirements that many policyholders may resent. If policyholders do not
indicate the plan they prefer, they may lose their insurance coverage.
Indirect (although you might choose to write this letter using the direct
pattern if you feel readers might overlook the information about losing their
insurance coverage).

11.2 Passive-Voice Verbs (Obj. 2)

a. Performance reviews are given only after employees have been on the job for
12 months.

b. Because more stringent security is required, company tours must be

postponed indefinitely.

c. Examination of patients cannot be made until their insurance coverage is

verified. OR: Patients can be examined after verification of insurance
coverage.

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 d. Large SUVs are not covered by your car rental insurance.

11.3 Subordinating Bad News (Obj. 2)

a. Although we no longer print a complete catalogue, we now offer all of our

catalogue choices at our Web site, which is always current.

b. Although an employment offer cannot be extended at this time, we

appreciate your interest in our organization.

c. Although your complete order cannot be shipped at this time, the four oak
desks should arrive within five days.

d. Although smoking is not allowed within 1.5 m of a public building, the college
has set aside 16 outdoor smoking areas.

11.4 Implying Bad News (Obj. 2)

a. Although all our present funds are needed to lease new equipment and
offices for our new branch in Richmond, we hope to be able to support this
endeavour in the future.

b. Because our billboard space was completely filled during the holidays, we
hope to display your message, as promised, next month.

c. We have your fresh fruit basket ready and will ship it as soon as you call us
with your credit card number.

11.5 Evaluating Bad-News Statements (Obj. 2)

a. Accentuate the positive: Your order will be shipped May 1.

b. This statement shows age discrimination. Omit.

c. If spoken before others, this statement is slanderous. If written, it is libellous.

The word shyster is actionable. Avoid.

d. Accentuate the positive: We can assure you that on return visits you will
be treated royally by our well-trained staff.

e. Too painful and specific. Keep the explanation vague and refer the
applicant to your credit-reporting agency for more information.

f. This statement, if ever a lawsuit were litigated, might support a

charge of discrimination. Improvement: Before considering this young
lady for a promotion, I would like to have more information about her past
work experience in positions where she was required to meet the public.

11.7 Document for Analysis: Saying No to a Job Applicant (Objs. 1, 2, and 5)

Weaknesses:

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  Opens with such enthusiastic language that reader is misled about what will
follow.

 Reveals dangerous information that may motivate litigation.

 Shows little respect for reader’s feelings.

 Uses many subordinate clauses but not skilfully.

 Includes more negative language than is necessary.

Revision:

Current date

Mr. Robert W. Margolies

9410 Plainfield Road
Guelph, ON N2H 5J4

Dear Mr. Margolies:

Ms. Martineau and I were pleased to interview you last Thursday and tell you
something about Vortec Enterprises and its operations.

We were fortunate to have a number of well-qualified individuals apply for the

position of human resources assistant. To fill this position, we hired a graduate of
Ryerson University who seemed to have the qualities we sought. We wanted to
write you immediately to enable you to continue your job search.

You have our best wishes in finding exactly the right position to match your
background and education.

Sincerely,

11.10 Damage Control for Disappointed Customers: Late Delivery of Printing

Order (Obj. 4)

a. Should Kearns call Tyra or delegate the task to his assistant?

Kearns is the sales manager and presumably is the main contact that Tyra
has with the printing company; therefore, it is his responsibility to deliver the
news. Under some circumstances, it might be appropriate to have someone
higher up in the organization, such as the CEO, place the call. Two
circumstances that might justify this approach: (a) Kearns wants to
emphasize that the company is taking this problem seriously and wants to go
all out to convince the client that the client is important; and (b) the
insurance company is one of the printing company’s biggest clients.

b. When should Tyra be informed of the problem?

Immediately.

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 c. What is the best procedure for delivering the bad news?

1. Call the individual involved.

2. Describe the problem and apologize.
3. Explain why the problem occurred, what you are doing to resolve it, and
how you will prevent it from happening again.

In describing the problem and apologizing, Kearns might say, “We discovered
just this morning that your cheque order will not be printed by the date I
originally promised you it would be ready. I apologize for causing a difficult
situation for your company.”

In explaining how the problem occurred, Kearns might say that the employee
who schedules orders to be printed misread the promised delivery date for
your cheques, so he didn’t schedule your printing order early enough for it to
be ready when you requested. Kearns might add, “As soon as we discovered
the mistake, your order got moved to the front of the production queue and
is being printed as we speak. As soon as the cheques come out of
production, we will ship them to you via FedEx Express SameDay delivery.
We will cover the increased shipping cost necessary to get your cheques to
you more quickly. Plus we’re giving you a 10 percent discount on the cost of
this order to compensate you in a small way for the inconvenience we’ve
caused you.”

In explaining what is being done to avoid recurrence of the problem, Kearns

might say, “We’ve instituted a new system to keep this problem from
happening again. After the employee does the initial scheduling of print jobs,
we have designated a second employee to double check that all the print
jobs have been scheduled in a timely fashion so that we can meet the
delivery dates we’ve promised our clients.”

In concluding his telephone call, Kearns should strive for a positive tone that
promotes goodwill: “Your satisfaction is what is important to us, and we’re
working extra hard to make sure you’re satisfied with how we’re handling
this situation.”

d. What follow-up to the phone call would you recommend to Kearns?

Kearns should write a follow-up letter that documents the phone call and
promotes goodwill. In addition, Kearns should keep in close contact with Tyra
until the problem is resolved. Confirm that the air freight delivery arrives
when it is supposed to arrive. If the shipment does not arrive on time, track
the delivery with the shipping company to determine its status. Confirm the
delivery of the remainder of the order that is coming by truck.

Recommended Answers to Critical Thinking

1. Does bad news travel faster and farther than good news? Why? What

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 implications would this have for companies responding to unhappy customers?
(Objs. 1–5)

Students will probably respond that bad news does travel faster and often farther than
good news. Why? Good news is not as interesting and doesn’t always provoke action.
Bad news often makes people angry, and they wish to vent their anger or seek revenge
by broadcasting their views. One writer claims that the recipient of good news tells
about six other people, while the recipient of bad news tells about eleven other people
(Mascolini, M. [June, 1994]. Another Look at Teaching the External Negative Message,
The Bulletin, 45 ). The implication for companies dealing with the public is to use all
means possible to retain customer goodwill. When revealing bad news, seek ways to
soften it, look for alternatives, and employ a warm, caring tone.

2. Some people feel that all employee news, good or bad, should be announced
directly. Do you agree or disagree? Why? (Objs. 1–5)

The times have changed. At one time with top-down, dictatorial management styles,
employees were told what to do. Today, however, management is more participatory
and team oriented. Gaining the compliance and cooperation of employees is now
recognized as beneficial to management in boosting productivity and serving customers.
Caring about employees’ reactions to any news, good or bad, means careful crafting of
messages. The indirect strategy might be appropriate for some messages, especially if
management wants to maintain the goodwill of employees as well as that of customers.

3. Consider times when you have been aware that others have used the indirect
pattern in writing or speaking to you. How did you react? (Objs. 1–5)

You may indicate that you appreciated the indirect pattern because it was more tactful
and made you feel that the communicator cared about your feelings. On the other hand,
you may suggest that you felt you were being manipulated and that you distrusted the
communicator who was not forthright. You may also say that you were impatient to
hear the bottom line, that you disliked “beating around the bush.”

Most business communicators feel that using the indirect pattern prepares the reader
for bad news or for an important idea. Other communicators contend that the indirect
strategy is unethical. However, it is not unethical to make the best presentation
possible. To say that something is unethical is to suggest dishonesty. It’s not dishonest
to delay bad news in an effort to protect the feelings of the receiver. The important
point to recognize here is assessment of the receiver’s reaction. If you feel that the
receiver would prefer to have the news directly, then do just that.

4. How effective is the following advice for supervisors? “Most bad news doesn’t
have to be given to employees. Instead, ask your employees two open-ended
questions: How do you think you performed? and How could you do better next
time? (Obj. 5)

This advice is intended to help supervisors avoid the unhappy task of delivering bad
news or confronting underperforming employees. Much of the time this advice will
probably work. Employees almost always recognize a problem and, with
encouragement, can figure out what would have worked better. This approach
demonstrates empathy on the part of the supervisor and encourages professionalism on
the part of the employee. But this approach doesn’t always work. When it doesn’t, the
supervisor should be prepared to use some of the techniques discussed in this chapter

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 for delivering bad news.

Recommended Answers to Chapter Review

1. Why is the indirect strategy appropriate for some bad-news messages? (Obj. 1)

The indirect strategy is appropriate for messages that may disappoint, irritate, or anger
receivers. It tends to reduce the pain and soften the effects of bad news. (textbook, p.
243)

2. What are four goals when a business communicator delivers bad news? (Obj. 1)

Following are four goals of the communicator when delivering bad news:

 Make the reader understand and accept the bad news.

 Promote and maintain a good image for the organization as well as the writer.
 Make the message so clear that additional correspondence is unnecessary.
 Avoid creating legal liability or responsibility.

(textbook, pp. 242–243)

3. Describe the four parts of the indirect message pattern. (Obj. 1)

The four parts of the indirect message pattern include the following:

 The buffer is a neutral or positive opening that does not reveal the bad news.

 The reasons explain the causes for the bad news before disclosing it.

 The bad news is a clear but unemphasized announcement. It may include an

alternative or compromise.

 The closing is a personalized, forward-looking, pleasant statement.

(textbook, p. 246)

4. Name five situations in which the direct pattern should be used for bad news.
(Obj. 1)

Use the direct pattern when

 the receiver may overlook the news

 organization policy suggests directness
 the receiver prefers directness
 firmness is necessary
 the bad news is not damaging
 the receiver’s goodwill is not an issue.

(textbook, pp. 233–244)

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5. Name five or more techniques to buffer the opening of a bad-news message.
(Obj. 2)

Appropriate buffers might start with the best news, a compliment, appreciation,
agreement, facts, understanding, or an apology. (textbook, p. 246)

6. Name four or more techniques to de-emphasize bad news when it is presented.

(Obj. 2)

Ways to de-emphasize bad news:

 Sandwich the bad news between other sentences. Avoid placing the bad news at
sentence and paragraph beginnings.

 Use the passive voice (instead of "We don’t admit uninsured patients," say "
Uninsured patients cannot be admitted").

 Place the bad news in a subordinate clause beginning with although , as , because , if ,
or since .

 Emphasize the positive (instead of "Your order cannot be delivered until August 1,"
say "Your order will be delivered August 1").

 Imply the refusal.

 Suggest an alternative.

(textbook, p. 248)

7. Name four kinds of routine requests that businesses must frequently refuse.
(Obj. 3)

Businesses must often refuse requests for

 favours
 money
 information
 action.

(textbook, p. 249)

8. Why should you be especially careful in cushioning the refusal to an invitation?

(Obj. 3)

Be sensitive when refusing invitations because these responses are often taken
personally. (textbook, p. 251)

9. What is the major difference between bad-news messages for customers and
those for other people? (Obj. 4)

Bad-news messages for customers may include resale or sales promotion emphases.
(textbook, p. 253)

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10. Identify a process used by a majority of business professionals in resolving
problems with disappointed customers. (Obj. 4)

A majority of business professionals resolve problems immediately and personally by

 calling the individual involved

 describing the problem and apologizing

 explaining why the problem occurred, what is being done to resolve it, and what
measures are being taken to prevent its recurrence

 following up with a letter that documents the phone call and promotes goodwill.

(textbook, p. 253)

11. List four goals a writer seeks to achieve in writing messages that deny credit
to prospective customers. (Obj. 4)

Four goals are to

 avoid language that causes hard feelings

 retain the customer on a cash basis
 prepare for possible future credit without raising false expectations
 avoid providing information that could cause a lawsuit.

(textbook, p. 257)

12. Why should a writer be somewhat vague in the reasons portion of a letter
rejecting a job applicant? (Obj. 4)

A writer should be somewhat vague to

 reduce the receiver’s pain

 avoid providing information that could possibly be used in a lawsuit charging

discrimination or wrongful actions.

(textbook, p. 260)

13. Why is the reasons-before-refusal strategy appropriate for customers who are
unhappy with a product or service? (Obj. 4)

This strategy enables the writer to offer explanations while the customer is still
attentive. It enables the writer to be empathic. (textbook, p. 247)

14. What actions are tactful, professional, and safe when a subordinate must
personally deliver upsetting news to a superior? (Obj. 5)

Gather all the information, prepare and rehearse, explain what happened and how it will
be fixed; consider taking a partner, consider timing, and be patient with the reaction.
(textbook, p. 259)

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15. In Latin countries why may employees sometimes fail to report accurately any
negative messages to management? (Obj. 6)

In Latin countries it’s considered disrespectful and impolite to report bad news to
superiors. (textbook, p. 262)

Quiz 7

Click Quizzes (in the Evaluation block on the course homepage) to go to Quiz 7 (Chapter
11).

Section 3 Reports and Proposals

Chapter 12: Preparing to Write Business Reports

Learning Objectives

After completing this chapter, you will be able to

1. describe business report basics, including functions, patterns (indirect or direct), writing
style, and format.

2. apply the 3–x–3 writing process to business reports.

3. find and use print and electronic sources of secondary data.

4. describe the evolving nature of communication technology: the Web, electronic

databases, and other resources for business writers and researchers.

5. find and use sources of primary data.

6. explain the purposes and techniques of documentation in business reports.

7. illustrate reports with graphics that create meaning and interest.

Introduction

To this point in the course, you have studied the basic 3-x-3 writing process and how it can
be applied to a variety of standard business documents. We will continue this pattern by
examining another class of business documents—reports and proposals.

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Reports and proposals are used in almost all North American firms to organize and analyze
information, and to present plans for action. These documents are often prepared for
management and used as the basis for important strategic and operational decisions.
Chapter 12 focuses on preparing to write business reports. While these documents take
many different forms depending on their specific purpose, they all "help us understand and
study systematically the challenges that we encounter in business before we can outline the
steps toward solving them" (textbook, p. 272).

The main topics addressed in this chapter include

 basics of business reports, such as functions, patterns, formats, and writing style
 applying the 3-x-3 writing process to business reports
 research for business reports, including both primary and secondary sources
 appropriate use of graphics to create meaning and interest
 purposes and techniques for documentation (e.g., paraphrasing) in business reports.

Keep in mind that while reports share many features with other documents (such as memos
and letters), they are usually meant to flow upward—from employees to management. By
learning to write effective reports, you can enhance your image with superiors and help
your organization make wise decisions.

Reading and Activities

What are the two main

categories of reports? reading activity
What influences the
choice of direct or indirect From the print textbook, on pages 272 to 278, read
patterns for reports? the following topic:
What are five common
formats for reports?  Understanding Report Basics
What influences the
choice of formal or writing activity
informal writing style for
reports? Complete Activity 12.1 from the end-of-chapter
materials in your print textbook and compare your
response with the Recommended Answers to Activities
.

How can the 3-x-3 be reading activity

used effectively in writing
reports? From the print textbook, on pages 278 to 282, read

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 the following topic:

 Applying the 3-x-3 Writing Process to Reports

writing activity

Complete Activities 12.3, 12.4, and 12.5 from the

end-of-chapter materials in your print textbook and
compare your responses with the Recommended
Answers to Activities.

Complete Critical Thinking 1 and 2 from the

end-of-chapter materials in your print textbook and
compare your responses with the Recommended
Answers to Critical Thinking.

What is a secondary reading activity

source? How can data
from secondary sources From the print textbook, on pages 282 to 295, read
be useful in researching a the following topics:
report?
 Gathering Information from Secondary Sources
What is a primary source?
Why is data from primary  Comprehending the Evolving Nature of
sources often required to Communication Technology
solve specific, current
business problems?  Gathering Information from Primary Sources

What types of information

require documentation? writing activity

How can graphics or Complete Critical Thinking 3 from the

illustrations enhance a end-of-chapter materials in your print textbook and
report? What types of compare your response with the Recommended
graphics are most Answers to Critical Thinking.
appropriate for
illustrating different types
of data? reading activity

From the print textbook, on pages 295 to 298, read

the following topic:
 Documenting Data

writing activity

Complete Critical Thinking 4 from the

end-of-chapter materials in your print textbook and
compare your response with the Recommended
Answers to Critical Thinking.

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 reading activity

From the print textbook, on pages 298 to 302, read

the following topic:
 Illustrating Data

writing activity

Complete Activities 12.10 and 12.12 from the

end-of-chapter materials in your print textbook and
compare your responses with the Recommended
Answers to Activities.

optional activity

On the textbook companion Web site, click Crossword

Puzzles in the right-hand menu and complete the
crossword puzzle for Chapter 12.

Work through these review

activities to review and
practise what you have Read the Summary of Learning Objectives at the end
learned in Chapter 12. of the chapter.
These activities will help
you prepare for Complete the Chapter Review from the end-of-chapter
Assignments and Chapter materials in your print textbook and compare your
Quizzes. responses with the Recommended Answers to Chapter
Review.

On the textbook companion Web site, locate Student

Resources on the right-hand side of the page and click
Test Yourself to informally test your understanding
of writing rules and key concepts taught in this
chapter.

Then locate Quiz 8 by clicking Quizzes (in the

Evaluation block on the course homepage) to formally
test your knowledge of these rules and key concepts.
The mark you achieve on this quiz will contribute to
your final grade in the course.

Recommended Answers to Activities

12.1 Report Functions, Writing Styles, and Formats (Obj. 1)

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 a. A persuasive proposal from a group of citizens to their town council to turn
the old elementary school, which is no longer in use, into a multipurpose
building for citizen education, community action meetings, and a low-cost
daycare centre.

Function: analytical; pattern: indirect; format: manuscript with cover letter

b. A report submitted by an outside consultant examining whether a sports

franchise should refurbish its stadium or look to relocate to another city.

Function: informational; pattern: direct; format: memo

c. A report from a national moving company telling provincial authorities how it

has improved its safety program so that its trucks now comply with provincial
regulations. The report describes but doesn't interpret the program.

Function: informational; pattern: direct; format: letter

12.3 Problem and Purpose Statements (Obj. 2)

a. Last winter a severe ice storm damaged well over 50 percent of the pear
trees lining the main street in the small town of Somerset. The local
university’s experts believe that well over 70 percent of the damaged trees
will die in the next two years and that this variety is not the best one for
providing shade (one of the major goals behind planting them eight years
ago).

Problem Question : Should the town council consider uprooting the trees and
planting a sturdier variety, one that will more likely withstand ice storms and
provide more shade for the merchants and their customers?

Purpose : To recommend whether the town council should invest in uprooting

the pear trees and planting a form of maple that will be sturdier and provide
more shade.

b. Health Canada's new food and drug regulations have changed the definitions
of common terms such as fresh , fat free , low in cholesterol , and light . The
Big Deal Bakery worries that it must rewrite all its package labels. Big Deal
doesn’t know whether to hire a laboratory or a consultant for this project.

Problem Question : Should Big Deal hire a laboratory or a consultant to

rewrite its package labels to meet new Health Canada requirements?

Purpose : To investigate how new Health Canada regulations affect Big Deal
package labels and to determine if a laboratory or a consultant is necessary
to comply with the new regulations.

c. Customers placing telephone orders for clothing with James River Enterprises
typically order only one or two items. JRE wonders whether it can train
telephone service reps to motivate customers to increase the number of
items ordered per call.

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 Problem Question : How can JRE train telephone service reps to motivate
customers to increase the number of items ordered per call?

Purpose : To investigate and recommend training procedures aimed at

motivating telephone service reps to increase the number of items ordered by
customers.

12.4 Problem and Purpose Statements (Obj. 2)

Answers will vary.

Sample Problem : Our company is losing business and antagonizing customers

because we have no toll-free 800 number to take orders or answer questions. If
the expense is not too great and if we can add a second telephone line without
too much trouble, perhaps we should install an 800 number.

Problem question : Should we acquire an 800 telephone number?

Report purpose : To investigate the costs of installing and operating an 800

telephone number.

12.5 Factoring and Outlining a Problem (Obj. 2)

Outline Key:

I. Should the JAL tour training program be located in Victoria?

A. Does Victoria have adequate access to air travel?

B. Does Victoria have available school buildings?
C. Would Victoria officials cooperate with us?

II. What entertainment areas are available to serve as training sites?

A. Does CBC offer training seminars, guest speakers, and other resources for
tour operators?
B. Would Magic Mountain allow us to conduct training there?
C. Would Griffith Park allow tour trainees to practise there?

III. Who could be invited to serve on an advisory committee?

A. Would representatives of the travel community be interested?

B. Would executives of other major airlines be willing to serve with JAL
people?
C. How could these people be motivated to participate?

12.10 Selecting Graphics (Obj. 6)

Identify the best kind of graphic to illustrate the following data.

a. Figures showing the process of delivering electricity to a metropolitan area.

Flow chart

b. Data showing the academic, administrative, and operation divisions of a

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 college, from the president to department chairs and division managers.
Organization chart

c. Figures showing the distribution of West Nile virus in humans by province.

Map

d. Percentages showing the causes of forest fires (lightning, 73 percent; arson,

5 percent; campfires, 9 percent; and so on) in the Rocky Mountains. Pie
chart; possibly bar chart

e. Figures comparing the costs of cable, DSL, and satellite Internet service in
ten major metropolitan areas of Canada for the past ten years (for a
parliamentary investigation). Table

12.12 Drawing a Bar Chart (Obj. 6)

Talking title: Comparing Tax Rates as Percentage of Gross Domestic

Product for Eight Industrial Countries

Functional title: Tax Rates as Percent of Gross Domestic Product

Conclusion: Sweden has the highest and Japan has the lowest tax rate as
a percentage of gross domestic product for the industrial
countries shown.

Emphasize percentages and countries in the graph. In the title emphasize that
the numbers represent tax rates as a percentage of gross domestic product.

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 Recommended Answers to Critical Thinking

1. When you are engaged in the planning process of a report, what is the
advantage of factoring (the process of breaking problems into subproblems)?
(Obj. 2)

Factoring enables a writer to identify key issues to address and begin to outline an
organizational structure. This process helps the writer ensure that the issues are
relevant and address the concerns outlined in the audience analysis. More importantly,
it lays the groundwork for the work plan.

2. For long reports, why is a written work plan a wise idea? (Obj. 2)

Preparing a written work plan forces you to evaluate resources, set priorities, outline a
course of action, and establish a time schedule. Having the plan will keep writers on
schedule and give management a means of measuring progress.

3. Is information obtained on the Web as reliable as information obtained from

journals, newspapers, and magazines? (Obj. 3)

Information obtained from professional journals and reputable newspapers and

magazines has generally been authenticated, edited, and reviewed. Professional
journals are also “refereed,” which means that the articles have undergone stiff peer
review. Therefore, the information obtained from these sources is generally considered
to be valid, objective, and credible. However, information from the Web is questionable.
Anyone can publish on the Web, and the “information” may be propaganda or
advertising or worse. It’s wise to scrutinize all Web data carefully.

4. Some people say that business reports never contain footnotes. If you were
writing your first report for a business and you did considerable research,
what would you do about documenting your sources? (Obj. 5)

Although some people do assert that business reports never contain documentation, it’s
dangerous to avoid revealing your sources. The best plan is to check with your
supervisor or look in the files to see how previous reports have been documented. If
you don’t see evidence of sources, it’s best to make a list of all your sources and be
prepared to submit it should someone ask where the information came from. Even if
your company does not have a general documentation style, you should carefully note
where your information came from. Another possibility is to note your sources with
textual comments, such as this: “According to an article on page 15 in Canadian
Business on December 16, 2008, the rate of increase was....” Never assume that giving
credit to or documenting your sources is unnecessary.

Recommended Answers to Chapter Review

1. What purpose do most reports serve? (Obj. 1)

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 Reports are systematic attempts to answer questions, solve problems, and provide
information. (textbook, p. 272)

2. How do informational and analytical reports differ? (Obj. 1)

Informational reports typically present data without analysis or recommendations.

Analytical reports provide data, analyses, and conclusions. If requested,
recommendations are also provided. (textbook, p. 273)

3. How do the direct and indirect patterns of development differ? (Obj. 1)

Reports organized directly begin with results or recommendations. Reports organized

indirectly begin with facts, discussion, and analysis. Conclusions and recommendations
are presented last. (textbook, pp. 273–277)

4. Name five common report formats. (Obj. 1)

Five commonly used report formats are

 letters
 memos
 manuscripts
 printed forms
 digital formats.

(textbook, p. 278)

5. List the seven steps in the report-writing process. (Obj. 2)

Seven steps in the report-writing process are

a. analyzing the problem and purpose

b. anticipating the audience and issues
c. preparing a work plan
d. researching data
e. organizing, analyzing, interpreting, and illustrating data
f. composing first draft
g. revising, proofreading, and evaluating.

(textbook, pp. 278–279)

6. What questions should you ask to anticipate your audience’s reaction? (Obj. 2)

Report writers should ask the following questions about their audiences:

 What do my readers need to know about this topic?

 What do they already know?
 What is their educational level?
 How will they react to this information?
 Which sources will they trust?
 How can I make this information readable, believable, and memorable?

(textbook, p. 281)

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7. How do primary data differ from secondary data? Give an original example of
each. (Obj. 3)

Primary data are generated from first-hand experience, observation, and

experimentation. Secondary data come from reading what others have experienced and
observed. Collecting data for a report on selling techniques by watching exceptional
sales people results in primary data. Reading about sales techniques produces
secondary data. (textbook, p. 284)

8. Discuss five techniques that you think are most useful in enhancing a Web
search. (Obj. 3)

Techniques that are useful in enhancing a Web search include the following:

 Use two or three search tools.

 Know your search tool.

 Understand case sensitivity.

 Use nouns as search words.

 Combine keywords into phrases.

 Omit articles and prepositions.

 Use wild cards, such as asterisks, to extend a search term.

 Become familiar with a search tool by reading Help, FAQs, and How-to-Search
sections.

 Learn basic Boolean search strategies.

 Bookmark the best sites.

 Keep trying if your search turns up nothing. Check your spelling. Check the syntax
of your Boolean operators. Try synonyms and variations on keywords.

 Repeat your search a week later.

(textbook, p. 289)

9. Why are your professors likely to discourage your use of Wikipedia, blogs, and
many other sources found on the Web as sources in your reports. (Obj. 4)

The biggest problem with wikis, blogs, and other team-generated content is that they
usually don’t last and, therefore, are not always verifiable as sources. In contrast to
print publications and peer-reviewed journals, the content on the Web is often fleeting.
Also, the quality of the contributions is inconsistent at best. In addition, relying on
encyclopedias amounts to lazy scholarship and poor research skills. (textbook, pp. 289–
290)

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10. What are four major sources of primary information? (Obj. 5)

The four major sources of primary information are surveys, interviews, observation, or
experimentation. (textbook, p. 291)

11. Why is a pilot study necessary before conducting a survey? (Obj. 5)

A pilot study helps the researcher learn whether the survey works as expected. It
enables the researcher to correct any questions or wording that might be confusing or
change any techniques that could make the survey more effective. (textbook, p. 292)

12. What is documentation, and why is it necessary in reports? (Obj. 6)

Documentation means revealing and crediting sources of information. Careful

documentation
 strengthens the argument of the report
 protects the report writer
 instructs the reader so that he or she may undertake additional investigation.

Including direct quotes is acceptable when such quotations strengthen the point
being made. But writers must credit the original source.

(textbook, p. 295)

13. List two strategies for managing your research data. (Obj. 6)

Following are strategies for managing research data:

 saving sources to disk
 copying and pasting
 printing pages
 creating favourites lists and bookmarks
 e-mailing documents

(textbook, p. 290)

14. Briefly compare the advantages and disadvantages of illustrating data

with charts (bar and line) versus tables. (Obj. 7)

Bar and line charts provide a visual overview or impression of trends, but they lack
exactness. Tables provide precise figures and values, but important points and
trends are not immediately visible. (textbook, pp. 299–300)

15. What is the major advantage of using a pie chart to illustrate data? (Obj.
7)

Pie charts help readers visualize a whole and the proportion of its component
parts. (textbook, p. 300)

Quiz 8

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Click Quizzes (in the Evaluation block on the course homepage) to go to Quiz 8 (Chapter
12).

Chapter 13: Organizing and Writing Typical Business

Reports

Learning Objectives

After completing this chapter, you will be able to

1. use tabulating and statistical techniques to sort and interpret report data.

2. draw meaningful conclusions and make practical report recommendations based on prior
logical analysis.

3. organize report data logically and provide cues to aid comprehension.

4. prepare short informational reports.

5. prepare short analytical reports that solve business problems.

Introduction

So far, you have been introduced to the main elements of business reports and how the
3-x-3 writing process is applied to planning such reports. Now, in Chapter 13, you will
examine more closely how information is organized and analyzed to produce an effective
report. You will also apply the 3-x-3 writing process (Phase 2) to actually write business
reports.

Specific topics covered in this chapter include

 sorting and interpreting data using tables and statistical techniques

 drawing conclusions and making recommendations
 organizing information logically
 writing typical informational reports
 writing typical analytical reports.

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The information presented in business reports is often complex and may have a significant
impact on decisions within an organization. You must be sure to analyze information
carefully and present it clearly so your research efforts are not wasted through inaccurate
or ineffectual reports.

Reading and Activities

Why must data be sorted reading activity

and interpreted before
being presented as a From the print textbook, on pages 308 to 310, read
report? What methods are the following topic:
used to accomplish this?
 Interpreting Data

writing activity

Complete Activity 13.1 from the end-of-chapter

materials in your print textbook and compare your
response with the Recommended Answers to Activities
.

How does a conclusion reading activity

differ from a
recommendation? Why is From the print textbook, on pages 310 to 314, read
a report writer’s ability to the following topic:
draw logical conclusions
and make useful  Drawing Conclusions and Making
recommendations a Recommendations
valuable skill?
writing activity

Complete Activity 13.3 from the end-of-chapter

materials in your print textbook and compare your
response with the Recommended Answers to Activities
.

Complete Critical Thinking 1 and 2 from the

end-of-chapter materials in your print textbook and
compare your responses with the Recommended
Answers to Critical Thinking.

Why is it so important reading activity

that reports be logically
organized? What cues are From the print textbook, on pages 314 to 317, read
commonly used to guide

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 the following topic:
readers through a report?
 Organizing Data

writing activity

Complete Activities 13.4 and 13.5 from the

end-of-chapter materials in your print textbook and
compare your responses with the Recommended
Answers to Activities.

Complete Critical Thinking 3 from the

end-of-chapter materials in your print textbook and
compare your response with the Recommended
Answers to Critical Thinking.

What are the unique reading activity

features of and
techniques for writing From the print textbook, on pages 317 to 333, read
typical informational the following topics:
reports?
 Writing Informational Reports
How do analytical reports
differ from informational  Checklist for Writing Informational Reports
reports? What are the
unique features of and  Writing Short Analytical Reports
techniques for writing
typical analytical reports?  Checklist for Writing Analytical Reports

writing activity

Complete Critical Thinking 4 from the

end-of-chapter materials in your print textbook and
compare your response with the Recommended
Answers to Critical Thinking.

optional activity

On the textbook companion Web site, click

Crossword Puzzles in the right-hand menu and
complete the crossword puzzle for Chapter 13.

Work through these review

activities to review and
practise what you have Read the Summary of Learning Objectives at the end
learned in Chapter 13. of the chapter.
These activities will help
you prepare for Complete the Chapter Review from the end-of-chapter

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 Assignments and Chapter materials in your print textbook and compare your
Quizzes. responses with the Recommended Answers to Chapter
Review.

On the textbook companion Web site, locate Student

Resources on the right-hand side of the page and click
Test Yourself to informally test your understanding
of writing rules and key concepts taught in this
chapter.

Then locate Quiz 9 by clicking Quizzes (in the

Evaluation block on the course homepage) to formally
test your knowledge of these rules and key concepts.
The mark you achieve on this quiz will contribute to
your final grade in the course.

Recommended Answers to Activities

13.1 Tabulation and Interpretation of Survey Results (Obj. 1)

a. REACTIONS OF NORTH SHORE COLLEGE STUDENTS TO

FOUR PROPOSALS ABOUT BOOKSTORE BAGS
Fall, 2010
N = 560 students
Agree Undecided Disagree
Provide no bags; encourage students to bring 73.9% 4.5% 21.6%
their own bags

Provide no bags; offer cloth bags at a reduced 63.4 3.4 32.9

price (about $3)

Continue to provide plastic bags 23.6 3.0 73.4

Give a cloth bag with each major purchase, 11.3 2.7 86.1
the cost to be included in registration fees

b. The data could be cross-tabulated by examining each response in terms of

number of units carried (did full-time students react differently than part-time
students?), by sex, and by major (if those questions had been asked in the
survey). However, such examination seems to serve no purpose beyond a
curiosity factor. The action taken will not be affected by such knowledge.

c. Three conclusions that could be drawn from the survey:

 A majority of students are concerned enough about the environment to

want to give up plastic bags.

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  Although a majority of students want to eliminate plastic bags, they do not
want to replace them with cloth bags financed by their registration fees.

 Most students seem to prefer bringing their own bags.

d. The following are possible recommendations based upon the data collected:

 Stop supplying plastic bags with each purchase.

 Encourage students to bring their own bags to hold purchases. Publicize

this change in policy in the campus newspaper and with signs around
campus and in the bookstore.

 Encourage students who want bags to purchase the bargain $3 cloth bag.
Put signs in the bookstore to promote cloth bags.

 Mount an advertising campaign to inform students of the impact on the

environment of plastic bags and your effort to reduce pollution.

13.3 Distinguishing Between Conclusions and Recommendations (Obj. 2)

For each statement below indicate whether it could be classified as a conclusion or

recommendation.

a. Red light violations are dangerous offences. Conclusion

b. Red light cameras are an effective traffic safety tool. Conclusion

c. Local governments should be allowed to implement red light camera programs.

Recommendation

d. Although red light camera programs are expensive, they prevent crashes and
are, therefore, worthwhile. Conclusion

e. The city of Centreville should not implement a red light program because of the
program’s cost. Recommendation

f. Red light programs are not necessarily profitable for local governments.
Conclusion

13.4 Organizing Data (Obj. 3)

a. A report comparing three locations for a fast-food company’s new restaurant.

The report presents data on real estate values, construction costs, traffic
patterns, competition, provincial taxes, labour availability, and population
demographics. Criteria (Note: Criteria. It’s better to discuss findings by
criteria rather than by location site.)

b. A report describing the history of the development of dwarf and spur apple
trees, starting with the first genetic dwarfs discovered about 100 years ago
and progressing to today’s grafted varieties on dwarfing rootstocks. Time

c. An informational report describing a company’s expansion plans in South

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 America, Europe, Australia, and Southeast Asia. Component

d. An employee performance appraisal submitted annually. Convention

13.5 Evaluating Headings and Titles (Obj. 3)

a. Budget - This functional heading fills a descriptive purpose and may be

appropriate in a shorter sensitive report, but it’s not very interesting or
helpful to the reader.

b. Mishandled Baggage Reports Filed by Passengers - This talking head identifies

a problem and interests reader, yet it’s not too long for easy reading.

c. Upgrades - This functional head provides minimal information and reader

interest.

d. How to Implement Instant Messaging Rules - This talking head is much better
than, say, “Instant Messaging” or “Rules.”

e. Case History: Focusing on Customer Service - This head combines talking and
function.

Recommended Answers to Critical Thinking

1. Researchers can draw various conclusions from a set of data. How do you
know how to shape conclusions and recommendations? Why? (Obj. 2)

Conclusions and recommendations should reflect the original assignment. What do the
data mean in terms of solving the original problem? Conclusions and recommendations
may be shaped to agree or disagree with the goals of the person or organization
authorizing the report. Generally, researchers strive to be objective. They avoid letting
preconceptions colour their reasoning. But the conclusions drawn depend greatly on the
viewpoint of the researcher and the organization’s goals.

2. Why is audience analysis particularly important in making report

recommendations? (Obj. 2)

Reports are written to supply information to readers. Therefore, writers must carefully
consider both the background and information needs of their audiences.
Recommendations that are impractical or unacceptable to those who authorize reports
will serve no purpose. Analyzing the audience and anticipating its response will help
report writers to develop recommendations that will work and that are likely to be
implemented.

3. Should all reports be organized so that they follow the sequence of

investigation—that is, describing for the reader the initial problem, analysis of

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 issues, data collection, data analysis, and conclusions? Why or why not? (Obj.
3)

Like letters and memos, reports may be organized directly or indirectly. The reader’s
expectations and the content of a report determine its pattern of development.
Corporate annual reports may have some parts developed directly while other parts are
arranged indirectly. Reports should be organized for the convenience of the reader.
Determine and then implement the most appropriate pattern for the audience of every
report.

4. What are the major differences between informational and analytical reports?
(Objs. 4 and 5)

Analytical reports differ significantly from informational reports. Although both seek to
collect and present data clearly, analytical reports also analyze the data and typically try
to persuade the reader to accept the conclusions and act on the recommendations.
Informational reports emphasize facts; analytical reports emphasize reasoning and
conclusions.

Recommended Answers to Chapter Review

1. What is data tabulation? Provide an original example. Why is tabulation

necessary for a researcher who has collected large amounts of data? (Obj. 1)

Tabulation involves simplifying, summarizing, and classifying data. For example, the
Statistics Canada Census Bureau must tabulate the huge amounts of data it collects.
Tabulation is necessary in order for the researcher to draw valid conclusions and make
reasoned recommendations. (textbook, p. 308)

2. What is cross-tabulation? Give an example. (Obj. 1)

Cross-tabulation is the process of analyzing two or more variables together. Example:

breaking down the responses to a student questionnaire by upperclass and underclass
students. (textbook, p. 309)

3. Calculate the mean, median, and mode for these figures: 3, 4, 4, 4, 10. (Obj. 1)

The mean or average is 5 (divide the total by the number of units); the median is 4 (the
midpoint in a group of figures arranged in order—either smallest to largest or largest to
smallest); the mode is 4 (the number that occurs most frequently). (textbook, p. 309)

4. How can a grid help classify material? (Obj. 1)

Grids help researchers analyze complex verbal data. Data are arranged systematically in
rows and columns so that comparisons can be made. (textbook, p. 309)

5. What are the two most widely read sections of a report? (Obj. 2)

The conclusions and recommendations are the two most widely read sections of a

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 report. (textbook, p. 310)

6. How do conclusions differ from recommendations? (Obj. 2)

Conclusions summarize and explain the findings; recommendations present specific

suggestions for actions that can solve the report problem. (textbook, p. 311)

7. When reports have multiple recommendations, how should they be presented?

(Obj. 2)

Multiple recommendations should be enumerated and written in parallel form with

imperative (command) sentences, each beginning with a verb. (textbook, p. 311)

8. Name five methods for organizing report data. Be prepared to discuss each.
(Obj. 3)

The five methods for organizing report data are the following:

 Time: Establishing a chronology of events.

 Component: Organizing data by components such as location, geography,

department, division, product, part, and so on.

 Importance: Beginning with the most important information and proceeding to the
least important, or vice versa.

 Criteria: Establishing criteria that readers can use to judge the information with
consistency.

 Convention: Following a prescribed plan that everyone understands.

(textbook, pp. 314–315)

9. What three devices can report writers use to prevent readers from getting lost
in the text? (Obj. 3)

Report writers can use

 an introduction that explains the report purpose and previews main points

 logic markers or transitions (words or expressions like consequently and on the

other hand )

 headings.

(textbook, pp. 316–317)

10. Informational reports typically are organized into what three parts? (Obj. 4)

Information reports are generally organized into the following three parts:

 introduction/background
 facts/findings

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  summary/conclusion

(textbook, p. 318)

11. Describe periodic reports and what they generally contain. (Obj. 4)

Periodic reports describe recurring operations, such as sales, shipments, and customer
service calls. They generally contain a summary of regular activities, irregular events,
and special needs and problems. (textbook, p. 319)

12. What should a progress report include? (Obj. 4)

Progress reports should contain the purpose and nature of the project, background
information, description of work completed, explanation of work in progress, anticipated
problems and remedies, future activities, and completion date. (textbook, p. 322)

13. What sequence should a direct recommendation/justification report follow?

(Obj. 5)

Direct recommendation/justification reports should identify the problem; announce the

recommendation(s); explain benefits; discuss pros, cons, and costs; and conclude with
a summary specifying the recommendations and action to be taken. (textbook, p. 325)

14. What is a feasibility report? Are they generally intended for internal or
external audiences? (Obj. 5)

A feasibility report examines the practicality and advisability of following a particular

course of action. This type of report is written for an internal audience to advise it about
matters such as consolidating departments, offering a wellness program to employees,
or hiring an outside firm to handle a company matter. (textbook, pp. 325-326)

15. What is a yardstick report? (Obj. 5)

A yardstick report examines problems with two or more solutions. To evaluate the best
solution, the writer establishes criteria by which to compare the alternatives. The
criteria then act as a yardstick against which all the alternatives are measured.
(textbook, p. 328)

Quiz 9

Click Quizzes (in the Evaluation block on the course homepage) to go to Quiz 9 (Chapter
13).

Copyright

Copyright and Credit Information

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The learning objectives in each chapter of this course Web site have been adapted from
Guffey, M. E., Rhodes, K., & Rogin, P. (2010). Business communication: Process and
product (3rd brief Can. ed.). Toronto: Nelson Education Ltd. Reproduced by permission.
www.cengage.com/permissions

Answers to end-of-chapter questions on this course Web site have been adapted from the
Instructor’s Manual for Guffey, M. E., Rhodes, K., & Rogin, P. (2010). Business
communication: Process and product (3rd brief Can. ed.). Toronto: Nelson Education Ltd.
Reproduced by permission. www.cengage.com/permissions

Every effort has been taken to ensure that these materials comply with the requirements of
copyright clearances and appropriate credits. Athabasca University will attempt to
incorporate in future versions any corrections that are communicated to it.

The material included in this course is strictly in accord with the consents obtained.
Athabasca University does not authorize or license any further reproduction or use without
the consent of the copyright holder.

Athabasca University does not accept responsibility for the content and links provided on
websites outside this course. Use discretion when visiting these sites.

All electronic communication retained by the University is subject to the University’s

retention and disposition schedules as well as the access and privacy provisions of the
Alberta Freedom of Information and Protection of Privacy (FOIP) Act.

ADMN 233 © Athabasca University 2013

All rights reserved

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