Download as pdf or txt
Download as pdf or txt
You are on page 1of 70

Business Communication Essentials

6th Edition Bovee Test Bank


Go to download the full and correct content document:
https://testbankdeal.com/product/business-communication-essentials-6th-edition-bov
ee-test-bank/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...

Business Communication Essentials 7th Edition Bovee


Test Bank

https://testbankdeal.com/product/business-communication-
essentials-7th-edition-bovee-test-bank/

Business Communication Essentials Canadian 4th Edition


Bovee Test Bank

https://testbankdeal.com/product/business-communication-
essentials-canadian-4th-edition-bovee-test-bank/

Business Communication Essentials 7th Edition Bovee


Solutions Manual

https://testbankdeal.com/product/business-communication-
essentials-7th-edition-bovee-solutions-manual/

Business Communication Essentials Canadian 4th Edition


Bovee Solutions Manual

https://testbankdeal.com/product/business-communication-
essentials-canadian-4th-edition-bovee-solutions-manual/
Business Communication Essentials A Skills Based
Approach 8th Edition Bovee Test Bank

https://testbankdeal.com/product/business-communication-
essentials-a-skills-based-approach-8th-edition-bovee-test-bank/

Business Communication Today 13th Edition Bovee Test


Bank

https://testbankdeal.com/product/business-communication-
today-13th-edition-bovee-test-bank/

Business Communication Today 12th Edition Bovee Test


Bank

https://testbankdeal.com/product/business-communication-
today-12th-edition-bovee-test-bank/

Business Communication Today 11th Edition Bovee Test


Bank

https://testbankdeal.com/product/business-communication-
today-11th-edition-bovee-test-bank/

Business Communication Today 14th Edition Bovee Test


Bank

https://testbankdeal.com/product/business-communication-
today-14th-edition-bovee-test-bank/
Business Communication Essentials, 6e (Bovee/Thill)
Chapter 7 Writing Routine and Positive Messages

1) When developing routine requests and positive messages, you should ________.
A) slowly build up to the request or main idea
B) not assume that your audience will comply
C) demand action to ensure compliance
D) be non-specific when stating what you want
E) state precisely what you want
Answer: E
Explanation: E) You should begin routine requests by placing your initial request up front,
where it stands out and gets the most attention. Of course, getting right to the point should not be
interpreted as license to be abrupt or tactless. You should pay attention to tone. Instead of
demanding action, soften your request with words such as "please" and "I would appreciate."
Classification: Conceptual
AACSB: Communication Abilities
LO: 1
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

2) Routine requests should begin with ________.


A) a clear statement of request
B) a buffer that builds up to the main request
C) a justification for the request
D) an attention-getting statement, fact or question
E) the phrase "thank you in advance" or similar words of appreciation
Answer: A
Explanation: A) Making requests is a routine part of business. In most cases, your audience will
be prepared to comply. Therefore, using the direct approach, open with your main idea, which is
a clear statement of your request. Use the body to give details and justify your request, then close
by requesting specific action.
Classification: Conceptual
AACSB: Communication Abilities
LO: 1
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

1
Copyright © 2014 Pearson Education, Inc.
3) When stating your routine request up front, you should ________.
A) use a demanding tone to ensure compliance
B) assume that your audience will comply
C) avoid spelling out exactly what you want
D) first offer a justification for the request
E) use the phrase "thank you in advance"
Answer: B
Explanation: B) Making requests is a routine part of business. In most cases, your audience will
be prepared to comply, as long as you're not being unreasonable.
Classification: Conceptual
AACSB: Communication Abilities
LO: 1
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

4) When stating your routine request upfront, you should ________.


A) use the phrase "thank you in advance"
B) first offer a justification for the request
C) use a demanding tone to ensure compliance
D) state precisely what you want
E) not assume that your audience will comply
Answer: D
Explanation: D) You should be specific about what you want when stating your request upfront
in a routine request message.
Classification: Conceptual
AACSB: Communication Abilities
LO: 1
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

5) When making a routine request, the body of your message should ________.
A) put your most important request at the end
B) explain and justify your request
C) address multiple topics in one question
D) offer apologies for any inconvenience caused
E) include information about how you can be reached
Answer: B
Explanation: B) Use the body of your message to explain your request. Make the explanation a
smooth and logical outgrowth of your opening remarks. If complying with the request could
benefit the reader, be sure to mention that.
Classification: Conceptual
AACSB: Communication Abilities
LO: 1
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

2
Copyright © 2014 Pearson Education, Inc.
6) When explaining and justifying multiple requests or questions in the body of your message,
you should ________.
A) address all topics in one question
B) offer apologies for any inconvenience caused
C) start with your most important request
D) not assume that your audience will comply
E) avoid asking questions of the reader
Answer: C
Explanation: C) Use the body of your message to explain your request. You can also use the
body to ask questions that will help you organize the message and help your audience identify
the information you need. However, be sure to ask only relevant questions. To help expedite the
response to your request, ask only questions that are central to your main request.
Classification: Conceptual
AACSB: Communication Abilities
LO: 1
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

7) When explaining and justifying your routine request in the body of your message, you should
________.
A) address multiple topics in one question
B) offer apologies for any inconvenience caused
C) put your most important request at the end
D) not assume that your audience will comply
E) break down complex requests into specific questions
Answer: E
Explanation: E) If you have an unusual or complex request, break it down into specific,
individual questions so that the reader can address each one separately. This consideration not
only shows respect for your audience's time but also gets you a more accurate answer in less
time.
Classification: Conceptual
AACSB: Communication Abilities
LO: 1
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

3
Copyright © 2014 Pearson Education, Inc.
8) The closing of a routine request message should include ________.
A) a sincere apology for the inconvenience caused
B) explanations and justifications for the request
C) the phrase "thank you in advance" to ensure compliance
D) information about how you can be reached
E) questions that will help you organize the message
Answer: D
Explanation: D) Request messages should be closed with a request for some specific action,
information about how you can be reached, and an expression of appreciation. Concluding your
note with "Thank you" or "Thanks for your help" is fine, although "Thank you in advance" is
considered stuffy and presumptuous.
Classification: Conceptual
AACSB: Communication Abilities
LO: 1
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

9) The closing of a routine request message should include ________.


A) a sincere apology for the inconvenience caused
B) explanations and justifications for the request
C) the phrase "thank you in advance" to ensure compliance
D) a specific request that includes any relevant deadlines
E) questions that will help you organize the message
Answer: D
Explanation: D) Close your message with three important elements: (1) a specific request that
includes any relevant deadlines, (2) information about how you can be reached (if it isn't
obvious), and (3) an expression of appreciation or goodwill.
Classification: Conceptual
AACSB: Communication Abilities
LO: 1
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

4
Copyright © 2014 Pearson Education, Inc.
10) You are developing a routine request asking the sales personnel in your team to submit their
sales figures for the month. Which of the following would most effectively close your message?
A) Please send me the information by Thursday evening so that I can include the information in
the monthly sales report. Thank you.
B) These figures should reach my office as soon as possible.
C) I would like to have these figures at the earliest since they need to be included in the monthly
sales report. Thanks in advance.
D) Please ensure that this request is complied with by Thursday evening so that I can include the
figures in the monthly sales report.
E) I expect this information to be sent by Thursday. Please note that time is of the essence here.
Answer: A
Explanation: A) The closing of a routine request message should have three important elements:
(1) a specific request that includes any relevant deadlines, (2) information about how you can be
reached (if it isn't obvious), and (3) an expression of appreciation or goodwill.
Classification: Application
AACSB: Communication Abilities; Analytic Skills
LO: 1
Difficulty: Difficult
Learning Outcome: Describe strategies for developing routine and positive messages

11) A message sent by an HR manager asking all employees to submit details about overtime
performed in the previous quarter is an example of a routine request asking for ________.
A) settlements to claims
B) recommendations
C) adjustments
D) information or action
E) references
Answer: D
Explanation: D) Routine requests asking for information or action are used when you need to
know about something, elicit an opinion from someone, or request a simple action.
Classification: Application
AACSB: Communication Abilities; Analytic Skills
LO: 2
Difficulty: Moderate
Learning Outcome: Describe strategies for developing routine and positive messages

5
Copyright © 2014 Pearson Education, Inc.
12) You write to your college professor, asking her to vouch for your skills and abilities to a
prospective employer. This is an example of a routine request asking for ________.
A) settlements to claims
B) recommendations
C) adjustments
D) information or action
E) mediation
Answer: B
Explanation: B) The need to inquire about people arises often in business. For example, before
extending credit or awarding contracts, jobs, promotions, or scholarships, companies often ask
applicants to supply references. Requests for recommendations and references are routine, so you
can organize your inquiry using the direct approach.
Classification: Application
AACSB: Communication Abilities; Analytic Skills
LO: 2
Difficulty: Moderate
Learning Outcome: Describe strategies for developing routine and positive messages

13) Which of the following is a point to keep in mind when developing routine requests for
recommendations?
A) Use the indirect approach for requests for recommendations.
B) Avoid stating why the recommendation is required.
C) Always ask for permission before using someone as a reference.
D) Always offer to pay for the favor.
E) Avoid pressuring the receiver by mentioning a deadline.
Answer: C
Explanation: C) Before you volunteer someone's name as a reference, ask permission to do so.
Some people don't want you to use their names, perhaps because they don't know enough about
you to feel comfortable writing a letter or because they or their employers have a policy of not
providing recommendations.
Classification: Conceptual
AACSB: Communication Abilities
LO: 2
Difficulty: Moderate
Learning Outcome: Describe strategies for developing routine and positive messages

6
Copyright © 2014 Pearson Education, Inc.
14) When developing routine requests for recommendations, one should ________.
A) use the direct approach for requests for recommendations
B) avoid stating why the recommendation is required
C) ask the referee to sign the letter
D) offer to pay for the favor
E) avoid pressuring the receiver by mentioning a deadline
Answer: A
Explanation: A) Requests for recommendations and references are routine, so you can organize
your inquiry using the direct approach.
Classification: Conceptual
AACSB: Communication Abilities
LO: 2
Difficulty: Moderate
Learning Outcome: Describe strategies for developing routine and positive messages

15) The opening of a request for recommendation should ________.


A) include the full name and address of the person to whom the letter should be sent
B) mention the deadline for sending the letter
C) trigger the reader's memory of the relationship he/she had with the person referred
D) include an offer to pay for the service rendered
E) contain a neutral buffer statement or statements
Answer: C
Explanation: C) Requests for recommendations and references are routine, so you can organize
your inquiry using the direct approach. Open your message by clearly stating why the
recommendation is required and that you would like your reader to write the letter. If you haven't
had contact with the person for some time, use the opening to trigger the reader's memory of the
relationship you had, the dates of association, and any special events that might bring a clear and
favorable picture of you to mind.
Classification: Conceptual
AACSB: Communication Abilities
LO: 2
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

7
Copyright © 2014 Pearson Education, Inc.
16) The opening of a request for recommendation should ________.
A) contain a sincere apology for the trouble caused
B) clearly state why the recommendation is required
C) include an offer to pay for the service rendered
D) include the full name and address of the person to whom the letter should be sent
E) contain a neutral buffer statement or statements
Answer: B
Explanation: B) Requests for recommendations and references are routine, so you can organize
your inquiry using the direct approach. Open your message by clearly stating why the
recommendation is required and that you would like your reader to write the letter.
Classification: Conceptual
AACSB: Communication Abilities
LO: 2
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

17) The body of a request for recommendations should ________.


A) clearly state the deadline for recommendation
B) include an offer to pay for the service rendered
C) contain a sincere apology for the trouble caused
D) mention the deadline for sending the letter
E) list all the information the recipient would need in order to write the recommendation
Answer: E
Explanation: E) Use the body of a request for recommendations to list all the information the
recipient would need in order to write the recommendation, including the full name and address
of the person to whom the letter should be sent.
Classification: Conceptual
AACSB: Communication Abilities
LO: 2
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

18) The body of a request for recommendations should ________.


A) include the full name and address of the person to whom the letter should be sent.
B) mention a deadline for recommendation
C) include an offer to pay for the service rendered
D) contain a sincere apology for the trouble caused
E) contain an expression of appreciation
Answer: A
Explanation: A) Use the body of a request for recommendations to list all the information the
recipient would need in order to write the recommendation, including the full name and address
of the person to whom the letter should be sent.
Classification: Conceptual
AACSB: Communication Abilities
LO: 2
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

8
Copyright © 2014 Pearson Education, Inc.
19) You should close a request for recommendation with ________.
A) the full name and address of the person to whom the letter should be sent
B) a complete career summary
C) a sincere apology for the trouble caused
D) an expression of appreciation
E) a statement that triggers the reader's memory of the relationship you had
Answer: D
Explanation: D) When writing a request for recommendation, close your message with an
expression of appreciation. When asking for an immediate recommendation, you should also
mention the deadline. Always be sure to enclose a stamped, preaddressed envelope as a
convenience to the other party.
Classification: Conceptual
AACSB: Communication Abilities
LO: 2
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

20) You should close a request for immediate recommendation with ________.
A) the full name and address of the person to whom the letter should be sent
B) a complete career summary
C) a sincere apology for the trouble caused
D) a mention of the deadline
E) a statement that triggers the reader's memory of the relationship you had
Answer: D
Explanation: D) When writing a request for recommendation, close your message with an
expression of appreciation. When asking for an immediate recommendation, you should also
mention the deadline. Always be sure to enclose a stamped, preaddressed envelope as a
convenience to the other party.
Classification: Conceptual
AACSB: Communication Abilities
LO: 2
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

9
Copyright © 2014 Pearson Education, Inc.
21) When sending a request for printed recommendation, you should always ________.
A) offer to pay for the service rendered by the person providing the reference
B) enclose a pre-written letter that the receiver only needs to sign
C) enclose a stamped, preaddressed envelope as a convenience to the other party
D) apologize sincerely for the trouble caused
E) use the indirect approach
Answer: C
Explanation: C) When sending a request for recommendations, always be sure to enclose a
stamped, preaddressed envelope as a convenience to the other party.
Classification: Conceptual
AACSB: Communication Abilities
LO: 2
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

22) Sandra's new laptop is not running some key applications. She sends an email to the
company's customer care center explaining the problem. This is an example of a routine request
for ________.
A) making a claim
B) information
C) recommendations
D) finalizing a decision
E) adjustment
Answer: A
Explanation: A) If you're dissatisfied with a company's product or service, you can opt to make
a claim (a formal complaint) or request an adjustment (a settlement of a claim).
Classification: Application
AACSB: Communication Abilities; Analytic Skills
LO: 2
Difficulty: Moderate
Learning Outcome: Describe strategies for developing routine and positive messages

10
Copyright © 2014 Pearson Education, Inc.
23) Zack's dishwasher has broken down several times since he bought it six months ago. Zack
writes a letter to the company's customer care center, explaining his problem and requesting that
he receive a replacement for the defective product. This is an example of a routine message
________.
A) asking for information
B) requesting recommendations
C) asking for a decision
D) requesting adjustment
E) requesting action
Answer: D
Explanation: D) If you're dissatisfied with a company's product or service, you can opt to make
a claim (a formal complaint) or request an adjustment (a settlement of a claim).
Classification: Application
AACSB: Communication Abilities; Analytic Skills
LO: 2
Difficulty: Moderate
Learning Outcome: Describe strategies for developing routine and positive messages

24) When making claims or requesting adjustments, you should ________.


A) avoid revealing your contact information
B) use the indirect approach
C) always maintain a professional tone
D) not request specific action; leave that to the reader
E) warn the reader of the consequences of inaction
Answer: C
Explanation: C) If you're dissatisfied with a company's product or service, you can opt to make a
claim or request an adjustment. In either case, it's important to maintain a professional tone in all
your communication, no matter how angry or frustrated you are. Keeping your cool will help you
get the situation resolved sooner. In most cases, and especially in your first message, assume that
a fair adjustment will be made and use a direct request.
Classification: Conceptual
AACSB: Communication Abilities
LO: 2
Difficulty: Moderate
Learning Outcome: Describe strategies for developing routine and positive messages

11
Copyright © 2014 Pearson Education, Inc.
25) When making claims or requesting adjustments, you should ________.
A) warn the reader of the consequences of inaction
B) apologize for the inconvenience caused
C) clearly convey your anger and frustration
D) keep your cool, no matter how angry or frustrated you are
E) use the indirect approach
Answer: D
Explanation: D) If you're dissatisfied with a company's product or service, you can opt to make
a claim or request an adjustment. In either case, it's important to maintain a professional tone in
all your communication, no matter how angry or frustrated you are. Keeping your cool will help
you get the situation resolved sooner.
Classification: Conceptual
AACSB: Communication Abilities
LO: 2
Difficulty: Moderate
Learning Outcome: Describe strategies for developing routine and positive messages

26) When making claims or requesting adjustments, you should open with a(n) ________.
A) apology for the inconvenience caused
B) straightforward statement of the problem
C) neutral buffer statement
D) expression of your anger and frustration
E) complete and specific explanation of the details of the problem
Answer: B
Explanation: B) If you're dissatisfied with a company's product or service, you can opt to make a
claim or request an adjustment. In most cases, and especially in your first message, assume that a
fair adjustment will be made and use a direct request. Open with a straightforward statement of
the problem.
Classification: Conceptual
AACSB: Communication Abilities
LO: 2
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

12
Copyright © 2014 Pearson Education, Inc.
27) In the body of your routine message making claims or requesting actions, you should
________.
A) clearly express your anger and frustration
B) warn the reader of the consequences of inaction
C) apologize for the inconvenience caused
D) request specific action
E) give a complete and specific explanation of the details
Answer: E
Explanation: E) In the body of a request making a claim or requesting adjustments, you should
give a complete, specific explanation of the details; provide any information an adjuster would
need to verify your complaint.
Classification: Conceptual
AACSB: Communication Abilities
LO: 2
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

28) In the close of your routine message making claims or requesting actions, you should
________.
A) politely request specific action
B) apologize for the inconvenience caused
C) warn the reader of the consequences of inaction
D) give a complete, specific explanation of the details of the claim
E) clearly express your anger and frustration
Answer: A
Explanation: A) In the close of your request making claims or requesting adjustments, you
should politely request specific action or convey a sincere desire to find a solution. And, if
appropriate, suggest that the business relationship will continue if the problem is solved
satisfactorily.
Classification: Conceptual
AACSB: Communication Abilities
LO: 2
Difficulty: Moderate
Learning Outcome: Describe strategies for developing routine and positive messages

13
Copyright © 2014 Pearson Education, Inc.
29) Which of the following is a guideline for making effective claims or requesting adjustments?
A) Always close with a sincere apology for the inconvenience caused.
B) Clearly convey your anger and frustration through your message.
C) Avoid giving a detailed explanation of your claim in the message.
D) Be prepared to back up your claim with relevant documents.
E) Warn the reader of the consequences of non-compliance.
Answer: D
Explanation: D) When sending messages making claims or requesting adjustments, be prepared
to back up your claim with invoices, sales receipts, canceled checks, dated correspondence, and
any other relevant documents. Send copies and keep the originals for your files.
Classification: Conceptual
AACSB: Communication Abilities
LO: 2
Difficulty: Moderate
Learning Outcome: Describe strategies for developing routine and positive messages

30) As the HR manager at Greenview Insurance, you wish to communicate to a job applicant that
he has been selected for the final interview process for the position of Financial Analyst. Which
of the following sentences is the best opening line to use when using the direct approach for
positive messages?
A) At Greenview Insurance, we believe in hiring people who share our vision of excellence in
customer service.
B) We are pleased to inform you that, after much deliberation and an exhaustive review of your
qualifications and test results, we have decided to select you from the pool of applicants for the
final interview stage for the position of Financial Analyst at Greenview Insurance.
C) This is to let you know that we have carefully considered your qualifications and test results
and compared them with those of our other job applicants and have concluded that you should be
shortlisted for the final interview process for the position of Financial Analyst at Greenview
Insurance.
D) You have been selected for the final interview for the position of Financial Analyst at
Greenview Insurance.
E) Did you know that Greenview Insurance has consistently been rated one of the best employers
in the financial sector since its inception in 1984?
Answer: D
Explanation: D) When using the direct approach in organizing a positive message, open with a
clear and concise expression of the main idea or good news. Be brief and to the point and avoid
giving unnecessary information that buries the purpose.
Classification: Critical Thinking
AACSB: Communication Abilities; Reflective Thinking Skills
LO: 3
Difficulty: Difficult
Learning Outcome: Describe strategies for developing routine and positive messages

14
Copyright © 2014 Pearson Education, Inc.
31) Which of the following is a strategy for routine replies and positive messages?
A) using the indirect approach
B) placing your main idea in the opening of the message
C) opening with an interesting fact or question
D) avoiding embedding negative information in a positive context
E) introducing your main idea in the body of the message
Answer: B
Explanation: B) Readers receiving routine replies and positive messages will generally be
interested in what you have to say, so you will usually use the direct approach. Therefore, place
your main idea—the positive reply or the good news—in the opening.
Classification: Conceptual
AACSB: Communication Abilities
LO: 3
Difficulty: Moderate
Learning Outcome: Describe strategies for developing routine and positive messages

15
Copyright © 2014 Pearson Education, Inc.
Roza bought a bookcase from a furniture store two days back. As she was trying to assemble the
bookcase, two of the pieces broke off at the corners when being screwed together. Roza
developed the following email to make a claim and request an adjustment of the company.

From: roza.white@mail.com
To: feedback@kian.com
Sub: Request for product replacement

Dear Customer Service Representative,

I am terribly disappointed at the quality of the product I bought at Kian Furniture. I was shocked
when some of the pieces just broke off into my hands during assembly.

Two of the pieces of the bookcase (model no. DA236698) I bought from your store in Decatur,
GA, on 6 June, 2011, broke off at the corners when I was trying to screw them together to
assemble the furniture. I was using the tools that were enclosed with the product and was
following the assembly directions closely. I have attached a scanned copy of the bill for the
purchase.

I want my money to be returned at the earliest. I have bought several products from Kian in the
past but will not do so again if this matter is not resolved satisfactorily. You can reach me on my
cell phone at (456) 123-4567. I look forward to hearing from you by the weekend.

Sincerely,
Roza White

32) This message is likely to be ineffective because it fails to ________.


A) maintain the writer's anger and frustration
B) warn the reader of the consequences of non-compliance
C) include a negative buffer statement in the opening
D) use the indirect approach
E) use a professional tone
Answer: E
Explanation: E) A message requesting claims must always maintain a professional tone, no
matter how angry or frustrated the writer is. It should show confidence in the reader's sense of
fairness and avoid threats, sarcasm, hostility, or exaggeration. Keeping your cool will help you
get the situation resolved sooner.
Classification: Critical Thinking
AACSB: Communication Abilities; Reflective Thinking Skills
LO: 3
Difficulty: Difficult
Learning Outcome: Describe strategies for developing routine and positive messages

16
Copyright © 2014 Pearson Education, Inc.
33) Which of the following statements would best replace the opening of the above message?
A) I am a regular customer at Kian and have always enjoyed the interactive shopping
environment and modern and functional designs in your stores.
B) I was always a huge fan of the furniture at Kian and have bought several products from your
stores. However, I am very disappointed with my new purchase.
C) Some pieces of a bookcase that I recently bought from your store broke during assembly.
Please arrange to give me a complete refund of the price of the bookcase or a voucher for the
same amount.
D) I expect a full and complete refund or voucher for the price of the bookcase that I recently
bought. Considering that it broke during assembly and is useless to me, don't you think that my
request is only fair?
E) I am a regular customer at Kian and have always enjoyed the interactive shopping
environment and modern and functional designs in your stores. However, my latest experience
has been less than satisfactory.
Answer: C
Explanation: C) The opening line of a message making a claim or requesting adjustment should
clearly state the problem. The tone of the statement must be professional and not angry or
disappointed.
Classification: Critical Thinking
AACSB: Communication Abilities; Reflective Thinking Skills
LO: 3
Difficulty: Difficult
Learning Outcome: Describe strategies for developing routine and positive messages

17
Copyright © 2014 Pearson Education, Inc.
34) As an expert in business communication, you realize that the following closing line in Roza's
message is not likely to be effective: "I want my money to be returned at the earliest. I have
bought several products from Kian in the past but will not do so again if this matter is not
resolved satisfactorily." Which of the following statements would best replace these lines?
A) Please resolve this issue at the earliest. Also, please keep in mind that I will no longer shop at
Kian if this issue is not resolved satisfactorily.
B) I would appreciate a complete refund of my money for this product or a voucher for the same
amount. I have bought several pieces from Kian in the past and enjoy your modern and
functional designs and excellent customer service.
C) I did enjoy shopping at Kian and your modern and functional designs. However, whether or
not I continue shopping from your stores depends on how you respond to my request.
D) I expect a full and complete refund or voucher for the price of the bookcase that I recently
bought. Considering that it broke during assembly and is now useless to me, don't you think that
my request is only fair?
E) Please give me complete refund of my money or a voucher for the same amount. Otherwise,
I'll just have to take my business somewhere else next time.
Answer: B
Explanation: B) The closing of a message making a claim or requesting adjustment should
request specific action and adopt a professional tone. It should show confidence in the reader's
sense of fairness and avoid threats, sarcasm, hostility, or exaggeration.
Classification: Critical Thinking
AACSB: Communication Abilities; Reflective Thinking Skills
LO: 3
Difficulty: Difficult
Learning Outcome: Describe strategies for developing routine and positive messages

35) Which of the following is a strategy for routine replies and positive messages?
A) using the indirect approach
B) introducing your main idea in the body of the message
C) opening with an interesting fact or question
D) embedding any negative information in a favorable context
E) assuming that your audience will generally not be interested in your message
Answer: D
Explanation: D) If your routine message is mixed and must convey mildly disappointing
information, put the negative portion of your message into as favorable a context as possible.
Classification: Conceptual
AACSB: Communication Abilities
LO: 3
Difficulty: Moderate
Learning Outcome: Describe strategies for developing routine and positive messages

18
Copyright © 2014 Pearson Education, Inc.
36) Routine replies and positive messages should close with ________.
A) a sincere apology for the trouble caused
B) information highlighting a benefit to the audience
C) a detailed explanation of the request
D) a mention of the consequences of non-compliance
E) information about negative aspects of the request, if any
Answer: B
Explanation: B) Your message is more likely to succeed if it leaves your readers with the feeling
that you have their best interests in mind. You can accomplish this by highlighting a benefit to
the audience or by expressing appreciation or goodwill.
Classification: Conceptual
AACSB: Communication Abilities
LO: 3
Difficulty: Moderate
Learning Outcome: Describe strategies for developing routine and positive messages

37) Routine replies and positive messages should close with ________.
A) a sincere apology for the trouble caused
B) an expression of appreciation or goodwill
C) a detailed explanation of the request
D) a mention of the consequences of non-compliance
E) information about the negative aspects of the request, if any
Answer: B
Explanation: B) Your message is more likely to succeed if it leaves your readers with the feeling
that you have their best interests in mind. You can accomplish this by highlighting a benefit to
the audience or by expressing appreciation or goodwill.
Classification: Conceptual
AACSB: Communication Abilities
LO: 3
Difficulty: Moderate
Learning Outcome: Describe strategies for developing routine and positive messages

19
Copyright © 2014 Pearson Education, Inc.
38) Which of the following is a guideline for granting claims and requests for adjustment when
your company is at fault?
A) Sympathize with the customer's inconvenience or frustration.
B) Specifically assign blame by name to someone in your organization.
C) Start from the assumption that the information the customer provided is incorrect.
D) Imply that the customer is at fault.
E) Avoid taking or assigning personal responsibility for setting matters straight.
Answer: A
Explanation: A) Most routine responses to claims and adjustments when your company is at
fault should take your company's specific policies into account and address the following points:
acknowledge receipt of the customer's claim or complaint; sympathize with the customer's
inconvenience or frustration; take (or assign) personal responsibility for setting matters straight;
explain precisely how you have resolved, or plan to resolve, the situation; take steps to repair the
relationship; and follow up to verify that your response was correct.
Classification: Conceptual
AACSB: Communication Abilities
LO: 4
Difficulty: Moderate
Learning Outcome: Describe strategies for developing routine and positive messages

39) Which of the following is a guideline for granting claims and requests for adjustment when
your company is at fault?
A) Do not go into details of how you plan to resolve the situation.
B) Specifically assign blame to someone in your organization by name.
C) Start from the assumption that the information the customer provided is correct.
D) Imply that the customer is at fault.
E) Avoid taking or assigning personal responsibility for setting matters straight.
Answer: C
Explanation: C) Most routine responses to claims and adjustments when your company is at
fault should take your company's specific policies into account and address the following points:
acknowledge receipt of the customer's claim or complaint; sympathize with the customer's
inconvenience or frustration; take (or assign) personal responsibility for setting matters straight;
explain precisely how you have resolved, or plan to resolve, the situation; take steps to repair the
relationship; and follow up to verify that your response was correct.
Classification: Conceptual
AACSB: Communication Abilities
LO: 4
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

20
Copyright © 2014 Pearson Education, Inc.
40) Which of the following is a guideline for granting claims and requests for adjustment when
your company is at fault?
A) Explain precisely how you have resolved, or plan to resolve, the situation.
B) Specifically assign blame to someone in your organization by name.
C) Start from the assumption that the information the customer provided is incorrect.
D) Imply that the customer is at fault.
E) Avoid taking or assigning personal responsibility for setting matters straight.
Answer: A
Explanation: A) Most routine responses to claims and adjustments when your company is at
fault should take your company's specific policies into account and address the following points:
acknowledge receipt of the customer's claim or complaint; sympathize with the customer's
inconvenience or frustration; take (or assign) personal responsibility for setting matters straight;
explain precisely how you have resolved, or plan to resolve, the situation; take steps to repair the
relationship; and follow up to verify that your response was correct.
Classification: Conceptual
AACSB: Communication Abilities
LO: 4
Difficulty: Moderate
Learning Outcome: Describe strategies for developing routine and positive messages

41) When granting claims and requests for adjustment when your company is at fault, you should
________.
A) specifically assign blame to someone in your organization by name
B) take steps to repair the relationship
C) start from the assumption that the information the customer provided is incorrect
D) imply that the customer is at fault
E) avoid taking or assigning personal responsibility for setting matters straight
Answer: B
Explanation: B) Most routine responses to claims and adjustments when your company is at
fault should take your company's specific policies into account and address the following points:
acknowledge receipt of the customer's claim or complaint; sympathize with the customer's
inconvenience or frustration; take (or assign) personal responsibility for setting matters straight;
explain precisely how you have resolved, or plan to resolve, the situation; take steps to repair the
relationship; and follow up to verify that your response was correct.
Classification: Conceptual
AACSB: Communication Abilities
LO: 4
Difficulty: Moderate
Learning Outcome: Describe strategies for developing routine and positive messages

21
Copyright © 2014 Pearson Education, Inc.
42) When granting claims and requests for adjustment when your company is at fault, you should
________.
A) specifically assign blame to someone in your organization by name
B) follow up to verify that your response was correct
C) start from the assumption that the information the customer provided is incorrect
D) imply that the customer is at fault
E) avoid taking or assigning personal responsibility for setting matters straight
Answer: B
Explanation: B) Most routine responses to claims and adjustments when your company is at
fault should take your company's specific policies into account and address the following points:
acknowledge receipt of the customer's claim or complaint; sympathize with the customer's
inconvenience or frustration; take (or assign) personal responsibility for setting matters straight;
explain precisely how you have resolved, or plan to resolve, the situation; take steps to repair the
relationship; and follow up to verify that your response was correct.
Classification: Conceptual
AACSB: Communication Abilities
LO: 4
Difficulty: Moderate
Learning Outcome: Describe strategies for developing routine and positive messages

43) When granting claims and requests for adjustment when your company is at fault, you should
NOT ________.
A) blame anyone in your organization by name
B) go into the details of how you plan to resolve the situation
C) start from the assumption that the information the customer provided is correct
D) openly sympathize with the customer's situation
E) take or assign personal responsibility for setting matters straight
Answer: A
Explanation: A) When granting claims and requests for adjustment when your company is at
fault, you should maintain professional demeanor by avoiding some key negative steps: Don't
blame anyone in your organization by name, don't make exaggerated apologies that sound
insincere, don't imply that the customer is at fault, and don't promise more than you can deliver.
Classification: Conceptual
AACSB: Communication Abilities
LO: 4
Difficulty: Moderate
Learning Outcome: Describe strategies for developing routine and positive messages

22
Copyright © 2014 Pearson Education, Inc.
44) When granting claims and requests for adjustment when your company is at fault, you should
NOT ________.
A) take or assign personal responsibility for setting matters straight
B) go into the details of how you plan to resolve the situation
C) start from the assumption that the information the customer provided is correct
D) openly sympathize with the customer's situation
E) imply that the customer is at fault
Answer: E
Explanation: E) When granting claims and requests for adjustment when your company is at
fault, you should maintain professional demeanor by avoiding some key negative steps: Don't
blame anyone in your organization by name, don't make exaggerated apologies that sound
insincere, don't imply that the customer is at fault, and don't promise more than you can deliver.
Classification: Conceptual
AACSB: Communication Abilities
LO: 4
Difficulty: Moderate
Learning Outcome: Describe strategies for developing routine and positive messages

45) Which of the following is a guideline for granting claims and requests for adjustment when
the customer is at fault?
A) Try to discourage future mistakes without insulting the customer.
B) Always apologize, even when the customer is at fault.
C) Start from the assumption that the information the customer provided is incorrect.
D) Clearly point out that the customer is at fault.
E) Discourage the customer from communicating with the company in the future.
Answer: A
Explanation: A) Communication about a claim is a delicate matter when the customer is clearly
at fault. To grant a claim when the customer is at fault, try to discourage future mistakes without
insulting the customer.
Classification: Conceptual
AACSB: Communication Abilities
LO: 4
Difficulty: Moderate
Learning Outcome: Describe strategies for developing routine and positive messages

23
Copyright © 2014 Pearson Education, Inc.
46) When granting claims and requests for adjustment when the customer is at fault, you should
________.
A) discourage the customer from communicating with the company in the future
B) always apologize, even when the customer is at fault
C) start from the assumption that the information the customer provided is incorrect
D) not argue with the customer's version of events
E) clearly point out that the customer is at fault
Answer: D
Explanation: D) Communication about a claim is a delicate matter when the customer is clearly
at fault. To grant a claim when the customer is at fault, try to discourage future mistakes without
insulting the customer. However, avoid getting into an argument with the customer about his
version of events.
Classification: Conceptual
AACSB: Communication Abilities
LO: 4
Difficulty: Moderate
Learning Outcome: Describe strategies for developing routine and positive messages

24
Copyright © 2014 Pearson Education, Inc.
Weaver Designs, a manufacturer and retailer of earth-friendly clothes for women, received a
complaint from a customer that the dress she had purchased from them had faded after just one
wash. The customer had asked that she be given a full refund on her purchase. However, all the
clothes manufactured by Weaver Designs use natural dyes, which run upon being washed in the
machine in hot water—which this customer indicated she had done. The washing instructions are
clearly printed on the labels of all garments manufactured by Weaver and on the packaging.
Nevertheless, in order to build customer goodwill, the company decides to offer to replace the
garment with an identical piece.

47) Which of the following would be most effective as the opening statement for a message from
a customer service executive of Weaver Designs to the customer, granting the claim?
A) Thanks for contacting us about the dress that you purchased from Weaver Designs. Even
though the problem of fading arose from the fact that you washed the dress in hot water, instead
of cold —as is spelt out in the washing instructions on the label—we are sending you a
replacement.
B) The problem that you brought to our notice occurred because you washed the naturally dyed
dress in hot water, instead of cold, as the instructions clearly explain. Nevertheless, we are
mailing you a dress identical to the one you purchased.
C) Thanks for contacting us about the dress that you purchased from Weaver Designs. We are
mailing you a dress identical to the one you purchased, even though the fading was a result of
washing the naturally dyed dress in hot water in the machine.
D) At Weaver Designs, we take pride in making all of our clothes from natural, earth-friendly
fabrics and dyes. However, to retain their color and shape, these fabrics need to be washed gently
in cold water, either in your machine or by hand, and laid flat to air-dry. From your email, it
appears that you neglected to do so. Nevertheless, we are mailing you an identical dress.
E) Weaver Designs is as much about excellence in customer service as it is about green fashion.
This is why we are disregarding your error in following the washing instructions indicated on the
label of our clothes and are mailing you an identical dress as replacement for the one you
damaged.
Answer: C
Explanation: C) Communication about a claim is a delicate matter when the customer is clearly
at fault. If you choose to grant the claim, simply open with that good news. Acknowledge the
reader's communication, keep the opening positive by avoiding words such as
problem, and convey the good news right away.
Classification: Critical Thinking
AACSB: Communication Abilities; Reflective Thinking Skills
LO: 4
Difficulty: Difficult
Learning Outcome: Describe strategies for developing routine and positive messages

25
Copyright © 2014 Pearson Education, Inc.
48) Which of the following would be most effective as the body for a message from a customer
service executive of Weaver Designs to the customer, granting the claim?
A) At Weaver Designs, we take pride in making all of our clothes from natural, earth-friendly
fabrics and dyes that must not be washed in hot water or put in the dryer. Please ensure that ,
henceforth, you wash the dress gently in cold water, either in your machine or by hand, and lay
flat to air-dry.
B) The problem that you brought to our notice is because you washed the naturally dyed dress in
hot water, instead of cold, as the instructions clearly explain. We request you to pay close
attention to the washing instructions when you wash this dress.
C) We at Weaver Designs urge you to carefully read and follow the washing instructions—
clearly printed on all labels and packaging—to prolong the life of your clothes and to avoid
further claims of this kind.
D) At Weaver Designs, we take pride in making all of our clothes from natural, earth-friendly
fabrics and dyes. To retain their color and shape, these fabrics need to be washed gently in cold
water, either in your machine or by hand, and laid flat to air-dry.
E) This entire issue could have been easily avoided if you had paid attention to the washing
instructions printed in no unclear terms on all labels and the packaging.
Answer: D
Explanation: D) Communication about a claim is a delicate matter when the customer is clearly
at fault. The body of the message needs special attention because you need to discourage
repeated mistakes without insulting the customer. This answer explains the problem without
blaming the customer by avoiding the pronoun you and by suggesting ways to avoid future
problems.
Classification: Critical Thinking
AACSB: Communication Abilities; Reflective Thinking Skills
LO: 4
Difficulty: Difficult
Learning Outcome: Describe strategies for developing routine and positive messages

26
Copyright © 2014 Pearson Education, Inc.
49) Which of the following would be most effective as the closing for a message from a
customer service executive of Weaver Designs to the customer, granting the claim?
A) We appreciate your support in our mission to promote green fashion, and would love to know
more about the other ways in which you try to help the environment.
B) We at Weaver Designs would like to minimize such complaints and urge you to double-check
washing instructions next time.
C) We at Weaver Designs urge you to carefully read and follow the washing instructions—
clearly printed on all labels and packaging—to prolong the life of your clothes and to avoid
further claims of this kind.
D) We appreciate your support in our mission to promote green fashion, and are very keen on
avoiding such frivolous claims. We are sure you agree with us.
E) Going forward, we recommend that you check for any mistakes from your end before you
send out a claim. We appreciate your support in our mission to promote green fashion.
Answer: A
Explanation: A) Communication about a claim is a delicate matter when the customer is clearly
at fault. This answer closes on a positive note that conveys an attitude of excellent customer
service. It gives the reader a glimpse into the corporate culture and encourages continued
correspondence.
Classification: Critical Thinking
AACSB: Communication Abilities; Reflective Thinking Skills
LO: 4
Difficulty: Difficult
Learning Outcome: Describe strategies for developing routine and positive messages

50) Which of the following is a pointer for writing positive messages?


A) Thank the reader "in advance" for cooperating.
B) Avoid offering additional services.
C) Avoid trite sayings that you may have heard or read.
D) Do not volunteer information about the request.
E) If the message is mixed, present the bad news first.
Answer: C
Explanation: C) When writing positive messages, avoid trite, obvious statements. Avoid clichés
such as "Please feel free to…"
Classification: Conceptual
AACSB: Communication Abilities
LO: 4
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

27
Copyright © 2014 Pearson Education, Inc.
51) Which of the following is a pointer for writing recommendation letters?
A) Omit negative information, if any.
B) Always verify only the dates of employment and job titles.
C) Never collaborate with the former employee in developing the letter.
D) Understand your company's policy to avoid legal complications.
E) Never offer to provide a personal reference.
Answer: D
Explanation: D) When writing recommendation letters, release information only to people who
have written authorization from the former employee. Take great care to avoid a lawsuit either
for including too much negative information or for omitting negative information.
Classification: Conceptual
AACSB: Communication Abilities
LO: 4
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

52) When writing recommendation letters, you should ________.


A) verify only the dates of employment and job titles
B) comment only on your direct working experience with the former employee
C) never collaborate with the former employee in developing the letter
D) omit negative information, if any
E) never offer to provide a personal reference
Answer: B
Explanation: B) When writing recommendation letters, comment only on your direct experience
working with the former employee. Take great care to avoid a lawsuit either for including too
much negative information or for omitting negative information.
Classification: Conceptual
AACSB: Communication Abilities
LO: 4
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

53) When writing recommendation letters you should ________.


A) limit your remarks to provable facts
B) never collaborate with the former employee in developing the letter
C) never offer to provide a personal reference
D) omit all negative information
E) never verify anything except the dates of employment and job titles
Answer: A
Explanation: A) When writing recommendation letters, limit your remarks to provable facts.
Take great care to avoid a lawsuit either for including too much negative information or for
omitting negative information.
Classification: Conceptual
AACSB: Communication Abilities
LO: 4
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages
28
Copyright © 2014 Pearson Education, Inc.
54) When writing recommendation letters you should ________.
A) always verify only the dates of employment and job titles
B) never collaborate with the former employee in developing the letter
C) never offer to provide a personal reference
D) omit all negative information
E) ask your human resource department to review the letter before you send it
Answer: E
Explanation: E) When writing recommendation letters, you should ask your human resource
department to review the letter before you send it. Take great care to avoid a lawsuit either for
including too much negative information or for omitting negative information.
Classification: Conceptual
AACSB: Communication Abilities
LO: 4
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

55) A ________ is a specialized document used to share information with the news media.
A) boilerplate
B) manifesto
C) newsfeed
D) claim
E) press release
Answer: E
Explanation: E) Good-news announcements are often communicated in a news release, also
known as a press release, a specialized document used to share relevant information with the
news media.
Classification: Conceptual
AACSB: Communication Abilities
LO: 4
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

56) Which of the following is a guideline for writing a successful news release?
A) Cover multiple, unrelated news items at once.
B) Put your most important idea last.
C) Extensively use self-congratulatory adjectives and adverbs.
D) Follow established industry conventions for style, punctuation, and format.
E) Write in long descriptive sentences and paragraphs.
Answer: D
Explanation: D) To write a successful news release, follow established industry conventions for
style, punctuation, and format.
Classification: Conceptual
AACSB: Communication Abilities
LO: 4
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

29
Copyright © 2014 Pearson Education, Inc.
57) A traditional press release should ________.
A) be written directly to the ultimate audience, such as the readers of a newspaper
B) not follow the customary pattern for a positive message
C) extensively use positive, self-congratulatory adjectives and adverbs
D) cover multiple, unrelated new items that will interest a wide audience
E) present the good news first, followed by details and a positive close.
Answer: E
Explanation: E) The content of a traditional press release follows the customary pattern for a
positive message: good news followed by details and a positive close. However, traditional news
releases have a critical difference: You're not writing directly to the ultimate audience (such as
the readers of a newspaper); you're trying to interest an editor or a reporter in a story, and that
person will then write the material that is eventually read by the larger audience.
Classification: Conceptual
AACSB: Communication Abilities
LO: 4
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

58) In order to write a successful news release, you should ________.


A) put your most important idea last
B) minimize self-congratulatory adjectives and adverbs
C) write in long descriptive sentences and paragraphs
D) try to cover multiple, unrelated news items at once
E) include extraneous facts to add interest
Answer: B
Explanation: B) Minimize the use of self-congratulatory adjectives and adverbs in news
releases. If the content of your message is newsworthy, the media professionals will be interested
in the news on its own merits.
Classification: Conceptual
AACSB: Communication Abilities
LO: 4
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

30
Copyright © 2014 Pearson Education, Inc.
59) In order to write a successful news release, you should ________.
A) use positive, self-congratulatory adjectives and adverbs
B) cover multiple, unrelated news items at once
C) write in long descriptive sentences and paragraphs
D) put your most important idea first
E) include extraneous facts to add interest
Answer: D
Explanation: D) When drafting news releases, put your most important idea first. Don't force
editors to hunt for the news.
Classification: Conceptual
AACSB: Communication Abilities
LO: 4
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

60) In order to write a successful news release, you should ________.


A) use positive, self-congratulatory adjectives and adverbs
B) focus on one subject
C) write in long descriptive sentences and paragraphs
D) put your most important idea last
E) include extraneous facts to add interest
Answer: B
Explanation: B) Focus on one subject in your news release. Don't try to pack a single news
release with multiple, unrelated news items.
Classification: Conceptual
AACSB: Communication Abilities
LO: 4
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

61) In order to write a successful news release, you should ________.


A) use positive, self-congratulatory adjectives and adverbs
B) try to cover multiple, unrelated news items at once
C) break up long sentences and keep paragraphs short
D) put your most important idea last
E) include extraneous facts to add interest
Answer: C
Explanation: C) Be brief when drafting news releases. Break up long sentences and keep
paragraphs short.
Classification: Conceptual
AACSB: Communication Abilities
LO: 4
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

31
Copyright © 2014 Pearson Education, Inc.
62) In order to write a successful news release, you should ________.
A) use positive, self-congratulatory adjectives and adverbs
B) try to cover multiple, unrelated news items at once
C) ensure relevance to the specific publications for which it is meant
D) put your most important idea last
E) include extraneous facts to add interest
Answer: C
Explanation: C) When developing a news release, make sure your information is newsworthy
and relevant to the specific publications or websites to which you are sending it.
Classification: Conceptual
AACSB: Communication Abilities
LO: 4
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

63) Which of the following is true about social media releases?


A) They emphasize the use of narrative paragraphs over bullet-point content.
B) They present fully developed stories and do not require editors to assemble their own stories.
C) They offer the ability to include videos and other multimedia elements.
D) They are challenging to publicize.
E) They are not electronic-only documents.
Answer: C
Explanation: C) As an electronic-only document (a specialized Web page, essentially), the
social media release offers the ability to include videos and other multimedia elements.
Classification: Conceptual
AACSB: Communication Abilities
LO: 4
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

64) Which of the following is true about social media releases?


A) They emphasize the use of bullet-point content over narrative paragraphs.
B) They present fully developed stories and do not require editors to assemble their own stories.
C) In order to eliminate clutter, they should not include videos and other multimedia elements.
D) They are challenging to publicize.
E) They are not electronic-only documents.
Answer: A
Explanation: A) The social media release emphasizes bullet-point content over narrative
paragraphs so that bloggers, editors, and others can assemble their own stories, rather than being
forced to rewrite the material in a traditional release.
Classification: Conceptual
AACSB: Communication Abilities
LO: 4
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

32
Copyright © 2014 Pearson Education, Inc.
65) Which of the following is true about sending goodwill messages?
A) A personal tone is inappropriate when sending congratulations even if you are already
friendly with the reader.
B) A handwritten note of appreciation is inappropriate in today's electronic media environment.
C) Send congratulations for personal events only if you know the reader well.
D) In a letter of appreciation, do not specifically mention the person or persons you want to
praise, as that can demoralize the others.
E) These messages need not have a direct business purpose.
Answer: E
Explanation: E) You can use these messages to enhance your relationships with customers,
colleagues,
and other business people by sending friendly, even unexpected, notes with no direct
business purpose.
Classification: Conceptual
AACSB: Communication Abilities
LO: 4
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

66) Goodwill messages should NOT be ________.


A) unexpected
B) without a direct business purpose
C) exaggerated
D) congratulatory
E) restrained
Answer: C
Explanation: C) To come across as sincere, avoid exaggerating and support compliments with
specific evidence. In addition, readers often regard more restrained praise as being more sincere.
Classification: Conceptual
AACSB: Communication Abilities
LO: 4
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

33
Copyright © 2014 Pearson Education, Inc.
67) Which of the following is true about sending goodwill messages?
A) If you are already friendly with the reader, a personal tone is appropriate when sending
congratulations.
B) A hand-written note of appreciation is inappropriate in today's electronic media environment.
C) Send congratulations for personal events only if you know the reader well.
D) In a letter of appreciation, do not specifically mention the person or persons you want to
praise, as that can demoralize the others.
E) Goodwill messages must always serve an immediate business purpose.
Answer: A
Explanation: A) When sending congratulations, you may take note of personal events, even if
you don't know the reader well. If you're already friendly with the reader, a more personal tone is
appropriate.
Classification: Conceptual
AACSB: Communication Abilities
LO: 4
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

68) When writing condolences, you should ________.


A) avoid recounting humorous anecdotes
B) dwell on the details of the loss
C) quote poetic passages and use formal phrases
D) open with a simple expression of sympathy
E) refer to death with euphemisms such as "passed away" or "departed"
Answer: D
Explanation: D) Open a condolence message with a simple expression of sympathy, such as "I
am deeply sorry to hear of your loss" or "I am sorry for your loss." How you continue from there
depends on the circumstances and your relationships with the deceased and the person to whom
you are writing.
Classification: Conceptual
AACSB: Communication Abilities
LO: 4
Difficulty: Moderate
Learning Outcome: Describe strategies for developing routine and positive messages

34
Copyright © 2014 Pearson Education, Inc.
69) When writing condolences, you should ________.
A) avoid recounting humorous anecdotes
B) dwell on the details of the loss
C) ensure that the message is short, simple, and sincere
D) never rely on reputation to write about the special qualities of the deceased
E) offer life advice to help the reader through the event
Answer: C
Explanation: C) Writing condolences can feel intimidating, but they don't need to be. Follow
these three principles: short, simple, and sincere. You don't need to produce a work of literary
art; the fact that you are writing sends a message that is as meaningful as anything you can say.
Classification: Conceptual
AACSB: Communication Abilities
LO: 4
Difficulty: Moderate
Learning Outcome: Describe strategies for developing routine and positive messages

70) Which of the following is a guideline for writing condolence messages?


A) Use formal or poetic phrases.
B) Do not recount humorous anecdotes.
C) Consider mentioning special attributes or resources of the bereaved person.
D) Offer life advice to help the reader face the event.
E) Express shock and dismay through lines such as "He/she was too young to die."
Answer: C
Explanation: C) When writing condolences, consider mentioning special attributes or resources
of the bereaved person. If you know that the bereaved person has attributes or resources that will
be a comfort in the time of loss, such as personal resilience, religious faith, or a circle of close
friends, mentioning these can make the reader feel more confident about handling the challenges
he or she faces.
Classification: Conceptual
AACSB: Communication Abilities
LO: 4
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

71) With routine requests, open with buffer statements that gradually build up to the main idea,
which is introduced in the body of the message.
Answer: FALSE
Explanation: Like all other business messages, routine requests have three parts: an opening, a
body, and a close. Using the direct approach, open with your main idea, which is a clear
statement of your request. Use the body to give details and justify your request, then close by
requesting specific action.
Classification: Conceptual
AACSB: Communication Abilities
LO: 1
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

35
Copyright © 2014 Pearson Education, Inc.
72) When using the body of your message to explain multiple requests, start with the most
important request.
Answer: TRUE
Explanation: If you have multiple requests or questions in your message, start with the most
important one. If you have an unusual or complex request, break it down into specific, individual
questions so that the reader can address each one separately.
Classification: Conceptual
AACSB: Communication Abilities
LO: 1
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

73) Routine requests do not need to be explained or justified as readers will comply, even if the
reason for the request is unclear.
Answer: FALSE
Explanation: With routine requests, you can generally assume that your readers will comply
when they clearly understand the reason for your request.
Classification: Conceptual
AACSB: Communication Abilities
LO: 1
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

74) To express goodwill in routine requests, close your message by thanking the reader "in
advance" for cooperating.
Answer: FALSE
Explanation: With routine requests, conclude your message by sincerely expressing your
goodwill and appreciation. However, don't thank the reader "in advance" for cooperating; many
people find that presumptuous.
Classification: Conceptual
AACSB: Communication Abilities
LO: 1
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

75) Requests for recommendations and references are routine, so you can open your message by
clearly stating why the recommendation is required.
Answer: TRUE
Explanation: Requests for recommendations and references are routine, so you can organize
your inquiry using the direct approach. Open your message by clearly stating why the
recommendation is required and that you would like your reader to write the letter.
Classification: Conceptual
AACSB: Communication Abilities
LO: 2
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

36
Copyright © 2014 Pearson Education, Inc.
76) When requesting an immediate recommendation, do not mention a deadline because it will
come across as discourteous.
Answer: FALSE
Explanation: Close your message with an expression of appreciation. When asking for an
immediate recommendation, you should also mention the deadline.
Classification: Conceptual
AACSB: Communication Abilities
LO: 2
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

77) While writing messages making a claim or requesting adjustments, open with a clear and
calm statement of the problem along with your request.
Answer: TRUE
Explanation: Open with a clear and calm statement of the problem along with your request. In
the body, give a complete, specific explanation of the details. Provide any information the
recipient needs to verify your complaint. In your close, politely request specific action or convey
a sincere desire to find a solution.
Classification: Conceptual
AACSB: Communication Abilities
LO: 2
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

78) Readers receiving routine replies and positive messages are generally not expecting it, so use
the indirect approach by placing the main idea in the body of the message.
Answer: FALSE
Explanation: Readers receiving routine replies and positive messages will generally be
interested in what you have to say, so use the direct approach. Place your main idea (the positive
reply or the good news) in the opening. Use the body to explain all the relevant details, and close
cordially, perhaps highlighting a benefit to your reader.
Classification: Conceptual
AACSB: Communication Abilities
LO: 3
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

79) If your routine message is mixed and must convey mildly disappointing information, put the
negative portion of your message in a negative context to avoid confusing the reader.
Answer: FALSE
Explanation: If your routine message is mixed and must convey mildly disappointing
information, try to embed any negative information in a positive context.
Classification: Conceptual
AACSB: Communication Abilities
LO: 3
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

37
Copyright © 2014 Pearson Education, Inc.
80) The close of routine replies and positive messages should leave things on a neutral or
positive note.
Answer: TRUE
Explanation: The close of routine replies and positive messages is usually short and simple,
because you're leaving things on a neutral or positive note and not usually asking for the reader
to do anything. Often, a simple thank you is all you need.
Classification: Conceptual
AACSB: Communication Abilities
LO: 3
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

81) When responding to a claim when your company is at fault, you should take or assign
personal responsibility for setting matters straight.
Answer: TRUE
Explanation: When responding to a claim when your company is at fault, you should take or
assign personal responsibility for setting matters straight. However, don't blame anyone in your
organization by name.
Classification: Conceptual
AACSB: Communication Abilities
LO: 4
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

82) To grant a claim when the customer is at fault, discourage future mistakes without insulting
the customer.
Answer: TRUE
Explanation: When granting a claim when the customer is at fault, the body of the message
needs special attention because you need to discourage repeated mistakes without insulting the
customer.
Classification: Conceptual
AACSB: Communication Abilities
LO: 4
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

83) Regardless of who is at fault, you must make it a point to apologize when granting a
customer's claim.
Answer: FALSE
Explanation: When granting a customer's claim, apologize only when appropriate, and do so in a
nondramatic fashion.
Classification: Conceptual
AACSB: Communication Abilities
LO: 4
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

38
Copyright © 2014 Pearson Education, Inc.
84) When responding to a claim where a third party is at fault, you should clearly assign the
blame to the third party and ask the customer to follow up the claim with the third party.
Answer: FALSE
Explanation: When a third party is at fault, your response to a claim depends on your company's
agreements with that organization. Regardless of who eventually resolves the problem, if
customers contact you, you need to respond with messages that explain how the problem will be
solved. Pointing fingers is both unproductive and unprofessional.
Classification: Conceptual
AACSB: Communication Abilities
LO: 4
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

85) To avoid lawsuits, you should omit all negative information from your letters of
recommendation.
Answer: FALSE
Explanation: Letters of recommendation should provide relevant, provable and accurate
information. Employees have sued employers and individual managers for providing negative
information or refusing to provide letters of recommendation, and employers have sued other
employers for failing to disclose negative information about job candidates.
Classification: Conceptual
AACSB: Communication Abilities
LO: 4
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

86) If you decide to write a letter of recommendation or respond to a request for information
about a job candidate, your goal is to convince readers that the person being recommended has
the characteristics necessary for the job, project assignment, or other objective the person is
seeking.
Answer: TRUE
Explanation: If you decide to write a letter of recommendation or respond to a request for
information about a job candidate, your goal is to convince readers that the person being
recommended has the characteristics necessary for the job, project assignment, or other objective
the person is seeking. However, recommendation letters are vulnerable to legal complications, so
consult with your company's legal department before writing one.
Classification: Conceptual
AACSB: Communication Abilities
LO: 4
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

39
Copyright © 2014 Pearson Education, Inc.
87) Since informative messages are not solicited by the reader, state the purpose of the message
only in the body of the message.
Answer: FALSE
Explanation: Unlike the replies discussed earlier, informative messages are not solicited by your
reader, so make it clear up front why the reader is receiving this particular message. Provide the
necessary details and end with a courteous close.
Classification: Conceptual
AACSB: Communication Abilities
LO: 4
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

88) The content of a news release follows the customary pattern for a positive message: good
news followed by details and a positive close.
Answer: TRUE
Explanation: The content follows the customary pattern for a positive message: good news
followed by details and a positive close. However, traditional news releases have a critical
difference: You're not writing directly to the ultimate audience (such as the readers of a
newspaper); you're trying to interest an editor or a reporter in a story, and that person will then
write the material that is eventually read by the larger audience.
Classification: Conceptual
AACSB: Communication Abilities
LO: 4
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

89) You may send congratulations for personal events, even if you don't know the reader well.
Answer: TRUE
Explanation: One prime opportunity for sending goodwill messages is to congratulate
individuals or companies for significant business achievements. You may also take note of
personal events, even if you don't know the reader well.
Classification: Conceptual
AACSB: Communication Abilities
LO: 4
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

40
Copyright © 2014 Pearson Education, Inc.
90) When sending condolence messages, open with your personal sense of loss followed by
some life advice for the reader.
Answer: FALSE
Explanation: As you decide what to include in the message, keep two points in mind. First,
make it a personal expression of sympathy, but not about your sense of loss. Second, don't offer
"life advice." At this point, soon after the loss, the recipient doesn't want your advice, only your
sympathy.
Classification: Conceptual
AACSB: Communication Abilities
LO: 4
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

91) Outline an effective strategy for writing routine business requests.


Answer: Like all other business messages, routine requests have three parts: an opening, a body,
and a close. Using the direct approach, open with your main idea, which is a clear statement of
your request. Use the body to give details and justify your request, then close by requesting
specific action.
Begin routine requests by placing your initial request first; up front is where it stands out and
gets the most attention. Pay attention to tone. Soften your request with words such as please.
Assume that the audience will comply. State precisely what you want.
Use the body of your message to explain your request. If complying with the request could
benefit the reader, be sure to mention that. You can also use the body to ask questions that will
help you organize the message and help your audience identify the information you need. Place
the most important question or request first, ask only relevant questions, and deal with only one
topic per question.
Close your message with three important elements: (1) a specific request that includes any
relevant deadlines, (2) information about how you can be reached (if it isn't obvious), and (3) an
expression of appreciation or goodwill.
Classification: Conceptual
AACSB: Communication Abilities
LO: 1
Difficulty: Moderate
Learning Outcome: Describe strategies for developing routine and positive messages

41
Copyright © 2014 Pearson Education, Inc.
92) You need a printed letter of recommendation from a professor in your college, and you are
not sure if the professor will remember you because more than five years have passed since you
graduated. How will you go about drafting your request in this case? Draft a message, filling in
the required details from your imagination.
Answer: Student answers may vary. The message should open by clearly stating why the
information is required. Also, in this case, it is important that the writer use the opening to trigger
the reader's memory of the relationship she had, the dates of association, and any special events
that might bring a clear and favorable picture of her to the professor's mind. The body of the
request should be used to list all the information the recipient would need in order to write the
recommendation, including the full name and address of the person to whom the letter should be
sent. In this case, the writer should also consider including an updated résumé since some time
has passed and it is likely that the writer has had significant career advancement since her last
contact. The message should close with an expression of appreciation and possibly a deadline. A
stamped, pre-addressed envelope should also be enclosed as a convenience to the other party.
Classification: Synthesis
AACSB: Communication Abilities; Reflective Thinking Skills
LO: 4
Difficulty: Difficult
Learning Outcome: Describe strategies for developing routine and positive messages

93) What are the points to be kept in mind when developing a message asking for a
recommendation?
Answer: Before you volunteer someone's name as a reference, ask permission to do so. Some
people don't want you to use their names, perhaps because they don't know enough about you to
feel comfortable writing a letter or because they or their employers have a policy of not
providing recommendations. Requests for recommendations and references are routine, so you
can organize your inquiry using the direct approach. Open your message by clearly stating why
the recommendation is required and that you would like your reader to write the letter. If you
haven't had contact with the person for some time, use the opening to trigger the reader's memory
of the relationship you had, the dates of association, and any special events that might bring a
clear and favorable picture of you to mind.
Use the body of the request to list all the information the recipient would need in order to write
the recommendation, including the full name and address of the person to whom the letter should
be sent. Consider including an updated résumé if you've had significant career advancement
since your last contact.
Close your message with an expression of appreciation. When asking for an immediate
recommendation, you should also mention the deadline. Always be sure to enclose a stamped,
pre-addressed envelope as a convenience to the other party.
Classification: Conceptual
AACSB: Communication Abilities
LO: 2
Difficulty: Moderate
Learning Outcome: Describe strategies for developing routine and positive messages

42
Copyright © 2014 Pearson Education, Inc.
94) You have not received a shipment of books that you had ordered from Serengeti, an online
book store. The shipment tracker on the website shows that the books have been returned to the
company as the address provided was not found. However, the address you provided was correct
and you have in the past received several shipments from Serengeti at the same address. Your
account has already been debited for the value of the shipment. Draft a message to Serengeti,
making a claim and requesting an adjustment.
Answer: Student answers should reflect the following guidelines for drafting a message making
a claim and requesting adjustments:
If you're dissatisfied with a company's product or service, you can opt to make a claim or request
an adjustment. In either case, it's important to maintain a professional tone in all your
communication, no matter how angry or frustrated you are. Keeping your cool will help you get
the situation resolved sooner.
In most cases, and especially in your first message, assume that a fair adjustment will be made
and use a direct request. Open with a straightforward statement of the problem. In the body, give
a complete, specific explanation of the details; provide any information an adjuster would need
to verify your complaint. In your close, politely request specific action or convey a sincere desire
to find a solution. And, if appropriate, suggest that the business relationship will continue if the
problem is solved satisfactorily. Be prepared to back up your claim with invoices, sales receipts,
canceled checks, dated correspondence, and any other relevant documents. Send copies and keep
the originals for your files. If the remedy is obvious, tell your reader exactly what you expect
from the company, such as exchanging incorrectly shipped merchandise for the right item or
issuing a refund if the item is out of stock. In some cases, you might ask the recipient to resolve a
problem. However, if you're uncertain about the precise nature of the trouble, you could ask the
company to make an assessment and then advise you on how the situation could be fixed. Supply
your contact information so that the company can discuss the situation with you, if necessary.
Classification: Critical Thinking
AACSB: Communication Abilities; Reflective Thinking Skills
LO: 2
Difficulty: Difficult
Learning Outcome: Describe strategies for developing routine and positive messages

43
Copyright © 2014 Pearson Education, Inc.
95) Outline an effective strategy for writing routine replies and positive messages.
Answer: Readers receiving routine replies and positive messages will generally be interested in
what you have to say, so you will usually use the direct approach. Place your main idea (the
positive reply or the good news) in the opening. Use the body to explain all the relevant details,
and close cordially, perhaps highlighting a benefit to your reader.
By opening with the main idea or good news, you prepare your audience for the details that
follow. Make your opening clear and concise.
Use the body to explain your point completely so that your audience won't be confused or
doubtful about your meaning. As you provide the details, maintain the supportive tone
established in the opening. However, if your routine message is mixed and must convey mildly
disappointing information, put the negative portion of your message into as favorable a context
as possible. However, if the negative news is likely to be a shock or particularly unpleasant for
the reader, you will want to use the indirect approach.
Your message is more likely to succeed if it leaves your readers with the feeling that you have
their best interests in mind. You can accomplish this by highlighting a benefit to the audience or
by expressing appreciation or goodwill. If follow-up action is required, clearly state who will do
what next.
Classification: Conceptual
AACSB: Communication Abilities
LO: 3
Difficulty: Moderate
Learning Outcome: Describe strategies for developing routine and positive messages

96) How should you respond to a customer's claim when your company is at fault?
Answer: Before you respond when your firm is at fault, make sure you know your company's
policies in such cases, which might include specific legal and financial steps to be taken. Most
routine responses should take your company's specific policies into account and address the
following points:
• Acknowledge receipt of the customer's claim or complaint.
• Sympathize with the customer's inconvenience or frustration.
• Take (or assign) personal responsibility for setting matters straight.
• Explain precisely how you have resolved, or plan to resolve, the situation.
• Take steps to repair the relationship.
• Follow up to verify that your response was correct.
In addition to these positive steps, maintain professional demeanor by avoiding some key
negative steps as well: Don't blame anyone in your organization by name, don't make
exaggerated apologies that sound insincere, don't imply that the customer is at fault, and don't
promise more than you can deliver.
Classification: Conceptual
AACSB: Communication Abilities
LO: 4
Difficulty: Moderate
Learning Outcome: Describe strategies for developing routine and positive messages

44
Copyright © 2014 Pearson Education, Inc.
97) You are Manager, Customer Services, at Famous Watches. You have received a complaint
from a customer stating that his watch has stopped working ever since the time he wore it when
he went diving. This particular model, though water resistant, cannot be worn when underwater.
This information is clearly given—with graphics—on the reverse of the watch, in the user
manual enclosed with the product, and on the packaging. However, in order to build goodwill,
the company decides to provide free service and parts to repair the watch. Draft an email to the
customer, communicating the company's decision, making up any details that you may need.
Answer: Student answers may vary. Communication about a claim is a delicate matter when the
customer is clearly at fault. When granting the claim, simply open with that good news.
Acknowledge the reader's communication, keep the opening positive by avoiding words such as
problem, and convey the good news right away. However, the body needs special attention
because you need to discourage repeated mistakes without insulting the customer. Explain the
problem without blaming the customer by avoiding the pronoun you and by suggesting ways to
avoid future problems. Close in a courteous manner that expresses your appreciation for the
customer's business. Close on a positive note that conveys an attitude of excellent customer
service. Give the reader a glimpse into the corporate culture and encourage continued
correspondence.
Classification: Synthesis
AACSB: Communication Abilities; Reflective Thinking Skills
LO: 4
Difficulty: Difficult
Learning Outcome: Describe strategies for developing routine and positive messages

98) What are the guidelines for creating informative messages?


Answer: All companies send routine informative messages, such as reminder notices and policy
statements. Use the opening to state the purpose (to inform) and briefly mention the nature of the
information you are providing. Unlike the replies discussed earlier, informative messages are not
solicited by your reader, so make it clear up front why the reader is receiving this particular
message. Provide the necessary details and end with a courteous close. Most informative
communications are neutral and straightforward, but some may require additional care. In
instances in which the reader may not initially view the information positively, use the body of
the message to highlight the potential benefits from the reader's perspective.
Classification: Conceptual
AACSB: Communication Abilities
LO: 4
Difficulty: Moderate
Learning Outcome: Describe strategies for developing routine and positive messages

45
Copyright © 2014 Pearson Education, Inc.
99) Describe the advantages social media releases have over traditional news releases.
Answer: The social media release has several advantages over the traditional release. First, the
social media release emphasizes bullet-point content over narrative paragraphs so that bloggers,
editors, and others can assemble their own stories, rather than being forced to rewrite the
material in a traditional release. Second, as an electronic-only document (a specialized Web
page, essentially), the social media release offers the ability to include videos and other
multimedia elements. Third, social bookmarking buttons make it easy for people to help
publicize the content.
Classification: Synthesis
AACSB: Communication Abilities; Reflective Thinking Skills
LO: 4
Difficulty: Easy
Learning Outcome: Describe strategies for developing routine and positive messages

100) Offer a few suggestions for writing condolence messages.


Answer:
• Keep reminiscences brief. Recount a memory or an anecdote (even a humorous one) but don't
dwell on the details of the loss, lest you add to the reader's anguish.
• Write in your own words. Write as if you were speaking privately to the person. Don't quote
"poetic" passages or use stilted or formal phrases. If the loss is a death, refer to it as such rather
than as "passing away" or "departing."
• Be tactful. Mention your shock and dismay but remember that bereaved and distressed loved
ones take little comfort in lines such as "Richard was too young to die."
• Take special care. Be sure to spell names correctly and to be accurate in your review of facts.
Try to be prompt.
• Write about special qualities of the deceased. You may have to rely on reputation to do this, but
let the grieving person know you valued his or her loved one.
• Consider mentioning special attributes or resources of the bereaved person. If you know that
the bereaved person has attributes or resources that will be a comfort in the time of loss, such as
personal resilience, religious faith, or a circle of close friends, mentioning these can make the
reader feel more confident about handling the challenges he or she faces.
Classification: Conceptual
AACSB: Communication Abilities
LO: 4
Difficulty: Moderate
Learning Outcome: Describe strategies for developing routine and positive messages

46
Copyright © 2014 Pearson Education, Inc.
Another random document with
no related content on Scribd:
The Project Gutenberg eBook of Note for a time
capsule
This ebook is for the use of anyone anywhere in the United States
and most other parts of the world at no cost and with almost no
restrictions whatsoever. You may copy it, give it away or re-use it
under the terms of the Project Gutenberg License included with this
ebook or online at www.gutenberg.org. If you are not located in the
United States, you will have to check the laws of the country where
you are located before using this eBook.

Title: Note for a time capsule

Author: Edward Wellen

Illustrator: Richard Kluga

Release date: October 13, 2023 [eBook #71869]

Language: English

Original publication: New York, NY: Royal Publications, Inc, 1957

Credits: Greg Weeks, Mary Meehan and the Online Distributed


Proofreading Team at http://www.pgdp.net

*** START OF THE PROJECT GUTENBERG EBOOK NOTE FOR A


TIME CAPSULE ***
NOTE FOR A TIME CAPSULE

By EDWARD WELLEN

Illustrated by RICHARD KLUGA

Yes, I know, the rating services probably never call


you up. But they call me up twenty times a week!

[Transcriber's Note: This etext was produced from


Infinity March 1958.
Extensive research did not uncover any evidence that
the U.S. copyright on this publication was renewed.]
I take it you sociologists living in what to me is the future (I take it
there's a future, a future with a place for sociologists) will note the
unlikely revolution in taste now going on. For your information, then,
here's why the rating services are reflecting a sudden upping from
the pelvis to the cortex—just in case this will have become a cause
for wild surmise.
You probably know what the rating services are ("were," to you; but I
don't want to tense this document up). Most people nowadays don't
know about the rating services; they know of them.
Every so often I hear someone say darkly, "I don't know about those
polls. I've never had a call from them and no one I know has ever
had a call from them."
I keep quiet or mumble something noncommittal. I could say,
truthfully, "I do know about those polls. They ring me up more than
twenty times a week." I could say that but I don't.
Not so much because I don't want to seem a crackpot or a liar as
because I don't want to spoil a good thing. Or at least what I think is
a good thing—and for the time being what I think is a good thing is
what the world thinks is a good thing.
Now, in order for you to get the picture you must understand that the
New York metropolitan area fashions the literary and musical fads of
the United States and the United States by example and by
infiltration via writings and movies and recordings fashions the fads
of the world. And the New York metropolitan area goes by the
opinions I frame.
It probably seems strange to you that I, in any amassing of statistics
merely one digit in the neighborhood of the decimal point, can claim
to exert such far-reaching influence.
But I've seen much the same sort of thing in my work as a CPA.
Someone possessing relatively few shares in a holding company
may exercise an inordinate amount of power over the national
economy.
An analogous set of operations makes it possible for me to be an
esthetic shot of digitalis in the body politic. That's why Bartok's
Mikrokosmos is at this writing the top tune and why archaeology
professor Dr. Loob is high man on the polls with his TV show Dig
This! and why the world has taken such a turn that you may very
likely be calling this the Day of the Egghead.
But you're most likely asking at this point, "Why, in the name of
statistical probability, did this character get so many calls when so
many people got none?" And your next thought is, "Or did he? Was
he a paranoiac?"
Here's my answer to your second question. I'm certainly not
imagining any of this. You're bound to come upon some signs of
these times and know what I've said about the revolution in taste is
true. Otherwise there'd be no point in my setting this down or in your
reading it.
The hard part is to convince you that the rest of it—about my role—is
true. The trouble is there's nothing about me personally that would
help me convince you. There's nothing uncommon about me except
that my tastes were previously uncommon.
As I mentioned, I'm a CPA. I live in a suburb of New York City. I have
an office in the city. I'm really semi-retired and take care of only a few
old business friends, so my listing in the Manhattan phone directory
doesn't include the terms CPA or ofc. I have a commutation book
and the usual gripes against the NYNH&H. As a matter of fact I'm
writing this while commuting and you'll have to blame not me but the
roadbed and the rolling stock for any of this you may find difficult to
decipher, for really I have a very neat handwriting. Although there's
no noticeable pressure of work I stay on at my office after the girl's
quitting time. (She still chews gum, but all day yesterday she was
humming Bartok's Mikrokosmos.) I balance books until the line at the
bottom of the column becomes a bongo board on a decimal point
and then I squeeze my eyes and shake my head and go home.
I live alone. I'm a widower. I have one daughter. Thank goodness
she's grown, married, and living in a place of her own, so there's no
one to tie up the phone. I've given up frequenting the haunts of my
old cronies. Though I miss their argumentative companionship I take
comfort in the fact that I'm furthering our common interests. I don't
give a hang that my lawn needs mowing; let the wind violin through
the grass—I'm staying near the phone.
It's between six and seven in the evening at the office and between
eight and midnight at home that I receive the calls.
That brings me to your first question—about why I consistently get
so many calls when so many people get none.
Let me make it clear at once that even if the polls were buyable or
fixable, and I'm not suggesting they are, I haven't the means to buy
or the electronic knowledge to fix supposedly random calls. Besides,
I'm fairly ethical.
Then what's the answer?
Naturally I've given this phenomenon more than a bit of thought, and
I've formulated a theory to explain—at least to my satisfaction—why
what's happening's happening. I believe the drawing power of my
phone numbers inheres in the nature of number.
Now don't go getting hot under the collar—if you're still wearing
collars—before you hear me out.
I'm not talking about numerology or any such mystical hocus-pocus.
I'm talking about the psychopathology of everyday life. That's what's
skewing and skewering the law of probabilities.
I know this demands explaining, so I'll be specific.
Apart from these calls from the rating services, I keep receiving calls
on my home phone from people who set out to dial a certain
undertaker—I beg his pardon, funeral director. We have the same
exchange, in fact his number differs from mine only in that the first of
his last four digits is a zero while my corresponding one is a nine.
Of course by now you've put your finger on it. These people are
dialing the under—funeral director because, in the current
colloquialism, someone's number's up. They misdial because they're
unconsciously saying nein to the zero of death.
I've analyzed both my home phone number and my office phone
number in this fashion, figuring out what their components connote
singly and as gestalts. And I can see why these fortuitous
combinings command attention, why these numbers leap out of the
directory pages right at you. Privately I call such a number a
common denominator with a way of accreting its numerator.
I hope you're not laughing at me.
After all, when you remember what number is, what's happening
follows naturally. Number's a language we use to blaze our way
through the wood of reality. Without number we couldn't say what is
more or less probable, we couldn't signpost our path. But using
number is like trying to detect the emission of a photon without
having to receive that photon. The difficulty lies in trying to get
number at least one remove from the font of all language—the
human mind. Possibly we'll come closest to order, be at one with
reality, when we can order number—at the level of statistical
probability—to be truly random, at one with chaos.
At any rate, there you have it. I'd like to go into greater detail but I'm
afraid to.
Before my phone numbers up and atted 'em I was content merely to
tune out the noisome and the fulsome and sigh to myself, "That's life.
You ask for beer and get water."
That is, I thought I was content.
It's only now that I'm getting beer with an egg in it that I realize how
passionately I hated the way things were and how passionately I'd
hate to have to go back to that way.
I don't know how long this phenomenon will go on but while it lasts I
mean to make the most of it.
I unashamedly enjoy watching the expression of bewildered
enthusiasm on everyone's face. That expression is there because
everyone listens to and looks at what the polls tell him is popular and
because everyone tells himself he likes it because "everyone" likes
it.
But in some respects my feelings are more uncertain. I'm glad and at
the same time sorry for the longhair musicians. It seems more
embarrassing than pleasing to them to find themselves suddenly the
idols of bobby-soxers. I try not to think of Stravinsky barricading
himself against the adulating adolescents souveniring him to his
underwear.
As you can see, I've had to harden my heart. (It's tempting to say I've
had to become number.) And I intend to be even more ruthless.
I'm planning, for example, to place on the Hit Parade Dhaly's
Concerto in Alpha Wave for Oscillograph and Woodwinds.
That's why I'm being exceedingly careful to leave nothing to chance.
Though this document is sort of a hostage to fortune, I'm taking into
account the possibility that I might lose it while commuting and that it
might fall into the hands of some unsympathetic contemporary. So
I'm not writing down my phone numbers or my name. I want to keep
the lines clear for the pollsters.
*** END OF THE PROJECT GUTENBERG EBOOK NOTE FOR A
TIME CAPSULE ***

Updated editions will replace the previous one—the old editions will
be renamed.

Creating the works from print editions not protected by U.S.


copyright law means that no one owns a United States copyright in
these works, so the Foundation (and you!) can copy and distribute it
in the United States without permission and without paying copyright
royalties. Special rules, set forth in the General Terms of Use part of
this license, apply to copying and distributing Project Gutenberg™
electronic works to protect the PROJECT GUTENBERG™ concept
and trademark. Project Gutenberg is a registered trademark, and
may not be used if you charge for an eBook, except by following the
terms of the trademark license, including paying royalties for use of
the Project Gutenberg trademark. If you do not charge anything for
copies of this eBook, complying with the trademark license is very
easy. You may use this eBook for nearly any purpose such as
creation of derivative works, reports, performances and research.
Project Gutenberg eBooks may be modified and printed and given
away—you may do practically ANYTHING in the United States with
eBooks not protected by U.S. copyright law. Redistribution is subject
to the trademark license, especially commercial redistribution.

START: FULL LICENSE


THE FULL PROJECT GUTENBERG LICENSE
PLEASE READ THIS BEFORE YOU DISTRIBUTE OR USE THIS WORK

To protect the Project Gutenberg™ mission of promoting the free


distribution of electronic works, by using or distributing this work (or
any other work associated in any way with the phrase “Project
Gutenberg”), you agree to comply with all the terms of the Full
Project Gutenberg™ License available with this file or online at
www.gutenberg.org/license.

Section 1. General Terms of Use and


Redistributing Project Gutenberg™
electronic works
1.A. By reading or using any part of this Project Gutenberg™
electronic work, you indicate that you have read, understand, agree
to and accept all the terms of this license and intellectual property
(trademark/copyright) agreement. If you do not agree to abide by all
the terms of this agreement, you must cease using and return or
destroy all copies of Project Gutenberg™ electronic works in your
possession. If you paid a fee for obtaining a copy of or access to a
Project Gutenberg™ electronic work and you do not agree to be
bound by the terms of this agreement, you may obtain a refund from
the person or entity to whom you paid the fee as set forth in
paragraph 1.E.8.

1.B. “Project Gutenberg” is a registered trademark. It may only be


used on or associated in any way with an electronic work by people
who agree to be bound by the terms of this agreement. There are a
few things that you can do with most Project Gutenberg™ electronic
works even without complying with the full terms of this agreement.
See paragraph 1.C below. There are a lot of things you can do with
Project Gutenberg™ electronic works if you follow the terms of this
agreement and help preserve free future access to Project
Gutenberg™ electronic works. See paragraph 1.E below.
1.C. The Project Gutenberg Literary Archive Foundation (“the
Foundation” or PGLAF), owns a compilation copyright in the
collection of Project Gutenberg™ electronic works. Nearly all the
individual works in the collection are in the public domain in the
United States. If an individual work is unprotected by copyright law in
the United States and you are located in the United States, we do
not claim a right to prevent you from copying, distributing,
performing, displaying or creating derivative works based on the
work as long as all references to Project Gutenberg are removed. Of
course, we hope that you will support the Project Gutenberg™
mission of promoting free access to electronic works by freely
sharing Project Gutenberg™ works in compliance with the terms of
this agreement for keeping the Project Gutenberg™ name
associated with the work. You can easily comply with the terms of
this agreement by keeping this work in the same format with its
attached full Project Gutenberg™ License when you share it without
charge with others.

1.D. The copyright laws of the place where you are located also
govern what you can do with this work. Copyright laws in most
countries are in a constant state of change. If you are outside the
United States, check the laws of your country in addition to the terms
of this agreement before downloading, copying, displaying,
performing, distributing or creating derivative works based on this
work or any other Project Gutenberg™ work. The Foundation makes
no representations concerning the copyright status of any work in
any country other than the United States.

1.E. Unless you have removed all references to Project Gutenberg:

1.E.1. The following sentence, with active links to, or other


immediate access to, the full Project Gutenberg™ License must
appear prominently whenever any copy of a Project Gutenberg™
work (any work on which the phrase “Project Gutenberg” appears, or
with which the phrase “Project Gutenberg” is associated) is
accessed, displayed, performed, viewed, copied or distributed:
This eBook is for the use of anyone anywhere in the United
States and most other parts of the world at no cost and with
almost no restrictions whatsoever. You may copy it, give it away
or re-use it under the terms of the Project Gutenberg License
included with this eBook or online at www.gutenberg.org. If you
are not located in the United States, you will have to check the
laws of the country where you are located before using this
eBook.

1.E.2. If an individual Project Gutenberg™ electronic work is derived


from texts not protected by U.S. copyright law (does not contain a
notice indicating that it is posted with permission of the copyright
holder), the work can be copied and distributed to anyone in the
United States without paying any fees or charges. If you are
redistributing or providing access to a work with the phrase “Project
Gutenberg” associated with or appearing on the work, you must
comply either with the requirements of paragraphs 1.E.1 through
1.E.7 or obtain permission for the use of the work and the Project
Gutenberg™ trademark as set forth in paragraphs 1.E.8 or 1.E.9.

1.E.3. If an individual Project Gutenberg™ electronic work is posted


with the permission of the copyright holder, your use and distribution
must comply with both paragraphs 1.E.1 through 1.E.7 and any
additional terms imposed by the copyright holder. Additional terms
will be linked to the Project Gutenberg™ License for all works posted
with the permission of the copyright holder found at the beginning of
this work.

1.E.4. Do not unlink or detach or remove the full Project


Gutenberg™ License terms from this work, or any files containing a
part of this work or any other work associated with Project
Gutenberg™.

1.E.5. Do not copy, display, perform, distribute or redistribute this


electronic work, or any part of this electronic work, without
prominently displaying the sentence set forth in paragraph 1.E.1 with
active links or immediate access to the full terms of the Project
Gutenberg™ License.
1.E.6. You may convert to and distribute this work in any binary,
compressed, marked up, nonproprietary or proprietary form,
including any word processing or hypertext form. However, if you
provide access to or distribute copies of a Project Gutenberg™ work
in a format other than “Plain Vanilla ASCII” or other format used in
the official version posted on the official Project Gutenberg™ website
(www.gutenberg.org), you must, at no additional cost, fee or expense
to the user, provide a copy, a means of exporting a copy, or a means
of obtaining a copy upon request, of the work in its original “Plain
Vanilla ASCII” or other form. Any alternate format must include the
full Project Gutenberg™ License as specified in paragraph 1.E.1.

1.E.7. Do not charge a fee for access to, viewing, displaying,


performing, copying or distributing any Project Gutenberg™ works
unless you comply with paragraph 1.E.8 or 1.E.9.

1.E.8. You may charge a reasonable fee for copies of or providing


access to or distributing Project Gutenberg™ electronic works
provided that:

• You pay a royalty fee of 20% of the gross profits you derive from
the use of Project Gutenberg™ works calculated using the
method you already use to calculate your applicable taxes. The
fee is owed to the owner of the Project Gutenberg™ trademark,
but he has agreed to donate royalties under this paragraph to
the Project Gutenberg Literary Archive Foundation. Royalty
payments must be paid within 60 days following each date on
which you prepare (or are legally required to prepare) your
periodic tax returns. Royalty payments should be clearly marked
as such and sent to the Project Gutenberg Literary Archive
Foundation at the address specified in Section 4, “Information
about donations to the Project Gutenberg Literary Archive
Foundation.”

• You provide a full refund of any money paid by a user who


notifies you in writing (or by e-mail) within 30 days of receipt that
s/he does not agree to the terms of the full Project Gutenberg™
License. You must require such a user to return or destroy all
copies of the works possessed in a physical medium and
discontinue all use of and all access to other copies of Project
Gutenberg™ works.

• You provide, in accordance with paragraph 1.F.3, a full refund of


any money paid for a work or a replacement copy, if a defect in
the electronic work is discovered and reported to you within 90
days of receipt of the work.

• You comply with all other terms of this agreement for free
distribution of Project Gutenberg™ works.

1.E.9. If you wish to charge a fee or distribute a Project Gutenberg™


electronic work or group of works on different terms than are set
forth in this agreement, you must obtain permission in writing from
the Project Gutenberg Literary Archive Foundation, the manager of
the Project Gutenberg™ trademark. Contact the Foundation as set
forth in Section 3 below.

1.F.

1.F.1. Project Gutenberg volunteers and employees expend


considerable effort to identify, do copyright research on, transcribe
and proofread works not protected by U.S. copyright law in creating
the Project Gutenberg™ collection. Despite these efforts, Project
Gutenberg™ electronic works, and the medium on which they may
be stored, may contain “Defects,” such as, but not limited to,
incomplete, inaccurate or corrupt data, transcription errors, a
copyright or other intellectual property infringement, a defective or
damaged disk or other medium, a computer virus, or computer
codes that damage or cannot be read by your equipment.

1.F.2. LIMITED WARRANTY, DISCLAIMER OF DAMAGES - Except


for the “Right of Replacement or Refund” described in paragraph
1.F.3, the Project Gutenberg Literary Archive Foundation, the owner
of the Project Gutenberg™ trademark, and any other party
distributing a Project Gutenberg™ electronic work under this
agreement, disclaim all liability to you for damages, costs and
expenses, including legal fees. YOU AGREE THAT YOU HAVE NO
REMEDIES FOR NEGLIGENCE, STRICT LIABILITY, BREACH OF
WARRANTY OR BREACH OF CONTRACT EXCEPT THOSE
PROVIDED IN PARAGRAPH 1.F.3. YOU AGREE THAT THE
FOUNDATION, THE TRADEMARK OWNER, AND ANY
DISTRIBUTOR UNDER THIS AGREEMENT WILL NOT BE LIABLE
TO YOU FOR ACTUAL, DIRECT, INDIRECT, CONSEQUENTIAL,
PUNITIVE OR INCIDENTAL DAMAGES EVEN IF YOU GIVE
NOTICE OF THE POSSIBILITY OF SUCH DAMAGE.

1.F.3. LIMITED RIGHT OF REPLACEMENT OR REFUND - If you


discover a defect in this electronic work within 90 days of receiving it,
you can receive a refund of the money (if any) you paid for it by
sending a written explanation to the person you received the work
from. If you received the work on a physical medium, you must
return the medium with your written explanation. The person or entity
that provided you with the defective work may elect to provide a
replacement copy in lieu of a refund. If you received the work
electronically, the person or entity providing it to you may choose to
give you a second opportunity to receive the work electronically in
lieu of a refund. If the second copy is also defective, you may
demand a refund in writing without further opportunities to fix the
problem.

1.F.4. Except for the limited right of replacement or refund set forth in
paragraph 1.F.3, this work is provided to you ‘AS-IS’, WITH NO
OTHER WARRANTIES OF ANY KIND, EXPRESS OR IMPLIED,
INCLUDING BUT NOT LIMITED TO WARRANTIES OF
MERCHANTABILITY OR FITNESS FOR ANY PURPOSE.

1.F.5. Some states do not allow disclaimers of certain implied


warranties or the exclusion or limitation of certain types of damages.
If any disclaimer or limitation set forth in this agreement violates the
law of the state applicable to this agreement, the agreement shall be
interpreted to make the maximum disclaimer or limitation permitted
by the applicable state law. The invalidity or unenforceability of any
provision of this agreement shall not void the remaining provisions.
1.F.6. INDEMNITY - You agree to indemnify and hold the
Foundation, the trademark owner, any agent or employee of the
Foundation, anyone providing copies of Project Gutenberg™
electronic works in accordance with this agreement, and any
volunteers associated with the production, promotion and distribution
of Project Gutenberg™ electronic works, harmless from all liability,
costs and expenses, including legal fees, that arise directly or
indirectly from any of the following which you do or cause to occur:
(a) distribution of this or any Project Gutenberg™ work, (b)
alteration, modification, or additions or deletions to any Project
Gutenberg™ work, and (c) any Defect you cause.

Section 2. Information about the Mission of


Project Gutenberg™
Project Gutenberg™ is synonymous with the free distribution of
electronic works in formats readable by the widest variety of
computers including obsolete, old, middle-aged and new computers.
It exists because of the efforts of hundreds of volunteers and
donations from people in all walks of life.

Volunteers and financial support to provide volunteers with the


assistance they need are critical to reaching Project Gutenberg™’s
goals and ensuring that the Project Gutenberg™ collection will
remain freely available for generations to come. In 2001, the Project
Gutenberg Literary Archive Foundation was created to provide a
secure and permanent future for Project Gutenberg™ and future
generations. To learn more about the Project Gutenberg Literary
Archive Foundation and how your efforts and donations can help,
see Sections 3 and 4 and the Foundation information page at
www.gutenberg.org.

Section 3. Information about the Project


Gutenberg Literary Archive Foundation

You might also like