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Exam
Name___________________________________

1. When composing a negative message, you should try to

A) leave the reader with hope that you will change your decision.
B) choose a buffer that will distract your reader from the main point of your message.
C) gain the audience's acceptance of the bad news.
D) avoid stating the bad news.
Answer: C
Explanation: A) Gaining acceptance of the bad news is one of several goals to seek in writing a negative
message. You also need to focus on: conveying the news, maintaining goodwill and a good
image for your company, and in some cases, limiting further correspondence on the matter.
B) Gaining acceptance of the bad news is one of several goals to seek in writing a negative
message. You also need to focus on: conveying the news, maintaining goodwill and a good
image for your company, and in some cases, limiting further correspondence on the matter.
C) Gaining acceptance of the bad news is one of several goals to seek in writing a negative
message. You also need to focus on: conveying the news, maintaining goodwill and a good
image for your company, and in some cases, limiting further correspondence on the matter.
D) Gaining acceptance of the bad news is one of several goals to seek in writing a negative
message. You also need to focus on: conveying the news, maintaining goodwill and a good
image for your company, and in some cases, limiting further correspondence on the matter.
Comment:
Diff: 2 Type: MC Page Ref: 285
Skill: Concept
Objective: 1
AACSB: Communication Abilities

2. Use the direct approach with a negative message if

A) the message will have a great deal of personal impact on members of the audience.
B) an order is unfillable or portions of it must be back-ordered.
C) the situation is one in which people readily acknowledge the likelihood of receiving bad news.
D) you are refusing to make an adjustment on a claim.
Answer: C
Explanation: A) When the audience is well aware that bad news is possible, the direct approach is often
preferable. When the bad news will come as shock, it is better to work your way to the bad
news more slowly.
B) When the audience is well aware that bad news is possible, the direct approach is often
preferable. When the bad news will come as shock, it is better to work your way to the bad
news more slowly.
C) When the audience is well aware that bad news is possible, the direct approach is often
preferable. When the bad news will come as shock, it is better to work your way to the bad
news more slowly.
D) When the audience is well aware that bad news is possible, the direct approach is often
preferable. When the bad news will come as shock, it is better to work your way to the bad
news more slowly.
Comment:
Diff: 2 Type: MC Page Ref: 286
Skill: Concept
Objective: 2
AACSB: Communication Abilities
3. Which of the following is a negative phrasing?
A) We recognize that you have cash flow problems.
B) Thank you for informing us about your attempt to make a payment.
C) You are late on your payment.
D) Please confirm that your payment will be late.
Answer: C
Explanation: A) Negative phrasings focus on placing blame and fail to see the situation from the point of
view of both parties. "You are late on your payment" does not attempt to view the situation
from the point of view of the recipient. Instead it focuses on the recipient's failure, which is
likely to provoke resentment and ill will from the recipient.
B) Negative phrasings focus on placing blame and fail to see the situation from the point of
view of both parties. "You are late on your payment" does not attempt to view the situation
from the point of view of the recipient. Instead it focuses on the recipient's failure, which is
likely to provoke resentment and ill will from the recipient.
C) Negative phrasings focus on placing blame and fail to see the situation from the point of
view of both parties. "You are late on your payment" does not attempt to view the situation
from the point of view of the recipient. Instead it focuses on the recipient's failure, which is
likely to provoke resentment and ill will from the recipient.
D) Negative phrasings focus on placing blame and fail to see the situation from the point of
view of both parties. "You are late on your payment" does not attempt to view the situation
from the point of view of the recipient. Instead it focuses on the recipient's failure, which is
likely to provoke resentment and ill will from the recipient.
Comment:
Diff: 2 Type: MC Page Ref: 287
Skill: Critical Thinking
Objective: 1
AACSB: Communication Abilities

4. When you deliver negative messages, you

A) should always begin with a buffer.
B) should not include reasons for the decision or information.
C) can expect your audience to be offended.
D) should use language that conveys respect.
Answer: D
Explanation: A) By using respectful language, you preserve the recipient's sense of pride and avoid any
feelings of resentment or humiliation.
B) By using respectful language, you preserve the recipient's sense of pride and avoid any
feelings of resentment or humiliation.
C) By using respectful language, you preserve the recipient's sense of pride and avoid any
feelings of resentment or humiliation.
D) By using respectful language, you preserve the recipient's sense of pride and avoid any
feelings of resentment or humiliation.
Comment:
Diff: 2 Type: MC Page Ref: 287
Skill: Concept
Objective: 2
AACSB: Communication Abilities

5. If you choose to apologize in a negative message, you should

A) always demonstrate sincerity, but never accept blame.
B) imply that not all of the blame lies with you or your company.
 C) be sincere and make it a true apology.
D) phrase the apology in a conditional manner ("If I have offended anyone ...").
Answer: C
Explanation: A) Apologies in business can be fraught with difficulties. Before apologizing, make sure that
you are not jeopardizing your company or yourself in some way. Any apology you do end
up making should be sincere and honest, even if it is limited in scope.
B) Apologies in business can be fraught with difficulties. Before apologizing, make sure that
you are not jeopardizing your company or yourself in some way. Any apology you do end
up making should be sincere and honest, even if it is limited in scope.
C) Apologies in business can be fraught with difficulties. Before apologizing, make sure that
you are not jeopardizing your company or yourself in some way. Any apology you do end
up making should be sincere and honest, even if it is limited in scope.
D) Apologies in business can be fraught with difficulties. Before apologizing, make sure that
you are not jeopardizing your company or yourself in some way. Any apology you do end
up making should be sincere and honest, even if it is limited in scope.
Comment:
Diff: 2 Type: MC Page Ref: 288
Skill: Concept
Objective: 1
AACSB: Communication Abilities

6. Instead of beginning your negative message with a blunt announcement of the news, you can use
A) the direct approach.
B) a combination of the direct and indirect approaches.
C) a buffer.
D) the deductive approach.
Answer: C
Explanation: A) Using the indirect approach to delivering bad news, a buffer typically opens your message.
A buffer is a neutral, uncontroversial statement that establishes common ground with
recipient. Once you have included your buffer, it is easier to move on to negative matters.
B) Using the indirect approach to delivering bad news, a buffer typically opens your message.
A buffer is a neutral, uncontroversial statement that establishes common ground with
recipient. Once you have included your buffer, it is easier to move on to negative matters.
C) Using the indirect approach to delivering bad news, a buffer typically opens your message.
A buffer is a neutral, uncontroversial statement that establishes common ground with
recipient. Once you have included your buffer, it is easier to move on to negative matters.
D) Using the indirect approach to delivering bad news, a buffer typically opens your message.
A buffer is a neutral, uncontroversial statement that establishes common ground with
recipient. Once you have included your buffer, it is easier to move on to negative matters.
Comment:
Diff: 2 Type: MC Page Ref: 289
Skill: Concept
Objective: 3
AACSB: Communication Abilities

7. The buffer of a negative message

A) is a form of apology.
B) should be neutral and noncontroversial.
C) should be very vague about the subject of the message.
D) implicitly says no.
Answer: B
 Explanation: A) A buffer should be neutral and noncontroversial, but also sincere, genuine, and relevant. A
poorly written buffer serves no purpose. The recipient views a poorly written buffer as a
ploy and feels extra resentment for being "handled." A well-chosen buffer makes the bad
news more acceptable.
B) A buffer should be neutral and noncontroversial, but also sincere, genuine, and relevant. A
poorly written buffer serves no purpose. The recipient views a poorly written buffer as a
ploy and feels extra resentment for being "handled." A well-chosen buffer makes the bad
news more acceptable.
C) A buffer should be neutral and noncontroversial, but also sincere, genuine, and relevant. A
poorly written buffer serves no purpose. The recipient views a poorly written buffer as a
ploy and feels extra resentment for being "handled." A well-chosen buffer makes the bad
news more acceptable.
D) A buffer should be neutral and noncontroversial, but also sincere, genuine, and relevant. A
poorly written buffer serves no purpose. The recipient views a poorly written buffer as a
ploy and feels extra resentment for being "handled." A well-chosen buffer makes the bad
news more acceptable.
Comment:
Diff: 2 Type: MC Page Ref: 289
Skill: Concept
Objective: 3
AACSB: Communication Abilities

8. A poorly written buffer

A) shows appreciation or empathy to the audience.
B) may mislead the reader into thinking good news follows.
C) is specifically related to the topic of the message.
D) opens your message in a neutral manner.
Answer: B
Explanation: A) One of the purposes of a buffer is to delay the delivery of the bad news and soften the blow
for the reader. Too much delay and too much softening of the blow may cause the reader to
gain the erroneous impression that good news is about to follow.
B) One of the purposes of a buffer is to delay the delivery of the bad news and soften the blow
for the reader. Too much delay and too much softening of the blow may cause the reader to
gain the erroneous impression that good news is about to follow.
C) One of the purposes of a buffer is to delay the delivery of the bad news and soften the blow
for the reader. Too much delay and too much softening of the blow may cause the reader to
gain the erroneous impression that good news is about to follow.
D) One of the purposes of a buffer is to delay the delivery of the bad news and soften the blow
for the reader. Too much delay and too much softening of the blow may cause the reader to
gain the erroneous impression that good news is about to follow.
Comment:
Diff: 2 Type: MC Page Ref: 289-290
Skill: Concept
Objective: 3
AACSB: Communication Abilities

9. One important goal of a buffer is to

A) delay stating the bad news.
B) make your reader wonder what the message is about.
C) establish common ground with your reader.
D) divert the reader's attention to a more pleasant subject.
 Answer: C
Explanation: A) In establishing common ground, the buffer serves to signal to the reader, "We're in this
together." A sense of camaraderie gives the reader the comfort of feeling he or she is shares
this bad news rather than bearing the entire burden him- or herself.
B) In establishing common ground, the buffer serves to signal to the reader, "We're in this
together." A sense of camaraderie gives the reader the comfort of feeling he or she is shares
this bad news rather than bearing the entire burden him- or herself.
C) In establishing common ground, the buffer serves to signal to the reader, "We're in this
together." A sense of camaraderie gives the reader the comfort of feeling he or she is shares
this bad news rather than bearing the entire burden him- or herself.
D) In establishing common ground, the buffer serves to signal to the reader, "We're in this
together." A sense of camaraderie gives the reader the comfort of feeling he or she is shares
this bad news rather than bearing the entire burden him- or herself.
Comment:
Diff: 2 Type: MC Page Ref: 289
Skill: Concept
Objective: 3
AACSB: Communication Abilities

10. If you up to now you have failed to respond to a request, a buffer

A) automatically misleads the reader.
B) comes right out and says no to the request.
C) ignores the request altogether.
D) explains why you have so far not responded to the request.
Answer: D
Explanation: A) Rather than just give an outright rejection of a request, a buffer allows you to explain first
why you haven't responded to the request so far. After you have explained the delay in your
opening buffer section, you can then move more comfortably and naturally into rejecting the
request.
B) Rather than just give an outright rejection of a request, a buffer allows you to explain first
why you haven't responded to the request so far. After you have explained the delay in your
opening buffer section, you can then move more comfortably and naturally into rejecting the
request.
C) Rather than just give an outright rejection of a request, a buffer allows you to explain first
why you haven't responded to the request so far. After you have explained the delay in your
opening buffer section, you can then move more comfortably and naturally into rejecting the
request.
D) Rather than just give an outright rejection of a request, a buffer allows you to explain first
why you haven't responded to the request so far. After you have explained the delay in your
opening buffer section, you can then move more comfortably and naturally into rejecting the
request.
Comment:
Diff: 2 Type: MC Page Ref: 290
Skill: Concept
Objective: 3
AACSB: Communication Abilities

11. An effective indirect opening for a negative message would be:

A) Your résumé clearly shows why you are interested in becoming a management trainee with our
company.
B) In reply to your application for the management position I am sorry to say that we cannot use you.
 C) I'm sorry to say I have some bad news.
D) We have no openings at this time.
Answer: A
Explanation: A) The best choice starts with a positive that the applicant can build on for the future. Rather
than limit your response to all negative news, this approach allows the applicant to take
something positive away from the experience.
B) The best choice starts with a positive that the applicant can build on for the future. Rather
than limit your response to all negative news, this approach allows the applicant to take
something positive away from the experience.
C) The best choice starts with a positive that the applicant can build on for the future. Rather
than limit your response to all negative news, this approach allows the applicant to take
something positive away from the experience.
D) The best choice starts with a positive that the applicant can build on for the future. Rather
than limit your response to all negative news, this approach allows the applicant to take
something positive away from the experience.
Comment:
Diff: 3 Type: MC Page Ref: 290
Skill: Critical Thinking
Objective: 3
AACSB: Communication Abilities

12. In a negative message organized using the indirect approach, the reasons that justify the negative decision
A) should be long and roundabout to cushion the negative aspects.
B) come directly after the buffer and follow naturally from it.
C) are so obvious that you don't need to mention them.
D) should be glossed over quickly.
Answer: B
Explanation: A) The idea of a buffer is that it provides a safe bridge to the second section, which makes the
case in support of the bad news. This second section lays out a logical sequence of facts and
evidence that will lead into the third section, which contains the actual delivery of the
negative news.
B) The idea of a buffer is that it provides a safe bridge to the second section, which makes the
case in support of the bad news. This second section lays out a logical sequence of facts and
evidence that will lead into the third section, which contains the actual delivery of the
negative news.
C) The idea of a buffer is that it provides a safe bridge to the second section, which makes the
case in support of the bad news. This second section lays out a logical sequence of facts and
evidence that will lead into the third section, which contains the actual delivery of the
negative news.
D) The idea of a buffer is that it provides a safe bridge to the second section, which makes the
case in support of the bad news. This second section lays out a logical sequence of facts and
evidence that will lead into the third section, which contains the actual delivery of the
negative news.
Comment:
Diff: 2 Type: MC Page Ref: 290
Skill: Concept
Objective: 3
AACSB: Communication Abilities

13. In the reasons section of a negative message, you should

A) apologize for the negative decision.
 B) explain what your decision is before you explain why you have reached it.
C) present enough detail to make your conclusion compelling.
D) do all of the above.
Answer: C
Explanation: A) The point of the reasons section is to construct a convincing case that leads the reader to
understand that the negative conclusion you reach in the section that follows was fairly
inescapable. If handled well, the reader comes away from the reasons section thinking that
you made a good case for your position.
B) The point of the reasons section is to construct a convincing case that leads the reader to
understand that the negative conclusion you reach in the section that follows was fairly
inescapable. If handled well, the reader comes away from the reasons section thinking that
you made a good case for your position.
C) The point of the reasons section is to construct a convincing case that leads the reader to
understand that the negative conclusion you reach in the section that follows was fairly
inescapable. If handled well, the reader comes away from the reasons section thinking that
you made a good case for your position.
D) The point of the reasons section is to construct a convincing case that leads the reader to
understand that the negative conclusion you reach in the section that follows was fairly
inescapable. If handled well, the reader comes away from the reasons section thinking that
you made a good case for your position.
Comment:
Diff: 2 Type: MC Page Ref: 290
Skill: Concept
Objective: 3
AACSB: Communication Abilities

14. One way to be tactful when giving your reasons for bad news is to
A) explain why the decision is good for you and your company.
B) apologize for having to be the bearer of bad news.
C) explain that the decision is based on company policy.
D) highlight, if possible, how your negative decision benefits the recipient.
Answer: D
Explanation: A) The phrase, "There is a silver lining in every dark cloud" applies to this situation. If benefits
of the negative decision actually exist, pointing them out can be extremely heartening to your
recipient. For example, in turning down a candidate for one position you may indicate that
the rejection makes her eligible to apply for a better position later on in the year.
B) The phrase, "There is a silver lining in every dark cloud" applies to this situation. If benefits
of the negative decision actually exist, pointing them out can be extremely heartening to your
recipient. For example, in turning down a candidate for one position you may indicate that
the rejection makes her eligible to apply for a better position later on in the year.
C) The phrase, "There is a silver lining in every dark cloud" applies to this situation. If benefits
of the negative decision actually exist, pointing them out can be extremely heartening to your
recipient. For example, in turning down a candidate for one position you may indicate that
the rejection makes her eligible to apply for a better position later on in the year.
D) The phrase, "There is a silver lining in every dark cloud" applies to this situation. If benefits
of the negative decision actually exist, pointing them out can be extremely heartening to your
recipient. For example, in turning down a candidate for one position you may indicate that
the rejection makes her eligible to apply for a better position later on in the year.
Comment:
Diff: 3 Type: MC Page Ref: 290
Skill: Concept
Objective: 3
 AACSB: Communication Abilities, Ethical Understanding and Reasoning Abilities

15. Using the indirect approach, the negative news comes

A) immediately before the reasons.
B) at the very end.
C) immediately after the reasons.
D) immediately after the buffer.
Answer: C
Explanation: A) In the indirect approach, a buffer is followed by a reasons section that builds a case for the
third section, the delivery of the negative news itself.
B) In the indirect approach, a buffer is followed by a reasons section that builds a case for the
third section, the delivery of the negative news itself.
C) In the indirect approach, a buffer is followed by a reasons section that builds a case for the
third section, the delivery of the negative news itself.
D) In the indirect approach, a buffer is followed by a reasons section that builds a case for the
third section, the delivery of the negative news itself.
Comment:
Diff: 2 Type: MC Page Ref: 291
Skill: Concept
Objective: 3
AACSB: Communication Abilities

16. A good way to deliver bad news kindly is to

A) deemphasize it by embedding it in the middle of a paragraph or use parenthetical expressions.
B) say, "I trust our decision is satisfactory."
C) avoid stating it and hope that the reader understands what you mean.
D) maximize the space devoted to it.
Answer: A
Explanation: A) Putting the negative news in the middle of a paragraph works if it seems to flow naturally
from the information in the rest of the paragraph. So the beginning of the negative news
paragraph should skillfully lead into the news itself, which is then followed up by remarks
that further explain the reason for the negative decision.
B) Putting the negative news in the middle of a paragraph works if it seems to flow naturally
from the information in the rest of the paragraph. So the beginning of the negative news
paragraph should skillfully lead into the news itself, which is then followed up by remarks
that further explain the reason for the negative decision.
C) Putting the negative news in the middle of a paragraph works if it seems to flow naturally
from the information in the rest of the paragraph. So the beginning of the negative news
paragraph should skillfully lead into the news itself, which is then followed up by remarks
that further explain the reason for the negative decision.
D) Putting the negative news in the middle of a paragraph works if it seems to flow naturally
from the information in the rest of the paragraph. So the beginning of the negative news
paragraph should skillfully lead into the news itself, which is then followed up by remarks
that further explain the reason for the negative decision.
Comment:
Diff: 2 Type: MC Page Ref: 291
Skill: Concept
Objective: 3
AACSB: Communication Abilities
17. When rejecting a job applicant, you can soften the blow by
A) telling the applicant how many others he or she was competing against.
B) mentioning the qualifications of the person who was hired.
C) expressing appreciation for his or her application.
D) apologizing for wasting the person's time.
Answer: C
Explanation: A) Finding something you can admire about the applicant or the application can do a lot to
soften the blow of the rejection. Just be sure not to seem phony or come off as insincere.
B) Finding something you can admire about the applicant or the application can do a lot to
soften the blow of the rejection. Just be sure not to seem phony or come off as insincere.
C) Finding something you can admire about the applicant or the application can do a lot to
soften the blow of the rejection. Just be sure not to seem phony or come off as insincere.
D) Finding something you can admire about the applicant or the application can do a lot to
soften the blow of the rejection. Just be sure not to seem phony or come off as insincere.
Comment:
Diff: 2 Type: MC Page Ref: 291
Skill: Application
Objective: 7
AACSB: Communication Abilities

18. To reject someone as clearly and kindly as possible, do all of the following except
A) use phrases such as, "Much as I would like to help you."
B) de-emphasize the bad news.
C) tell the audience what you can or will do rather than what you cannot or will not do.
D) use a conditional statement.
Answer: A
Explanation: A) When seeing phrases like "Much as I would like to help you" the recipient feels that the
writer is not being sincere. Presumably, the recipient was rejected on merit, not on friendship
or likeability, so wanting or not wanting to help should be beside the point.
B) When seeing phrases like "Much as I would like to help you" the recipient feels that the
writer is not being sincere. Presumably, the recipient was rejected on merit, not on friendship
or likeability, so wanting or not wanting to help should be beside the point.
C) When seeing phrases like "Much as I would like to help you" the recipient feels that the
writer is not being sincere. Presumably, the recipient was rejected on merit, not on friendship
or likeability, so wanting or not wanting to help should be beside the point.
D) When seeing phrases like "Much as I would like to help you" the recipient feels that the
writer is not being sincere. Presumably, the recipient was rejected on merit, not on friendship
or likeability, so wanting or not wanting to help should be beside the point.
Comment:
Diff: 3 Type: MC Page Ref: 292
Skill: Concept
Objective: 4
AACSB: Communication Abilities

19. Which of the following statements does the best job of delivering bad news clearly and kindly?
A) Although you currently do not have the master's degree that we require for this position, we would be
happy to reconsider your application once you have completed your degree.
B) Because you do not have the experience we clearly listed in the job posting, we cannot offer you the
position.
C) I am sorry to have to tell you that you were not selected for the position.
D) Several other applicants were far more qualified for the position than you were, so we cannot offer you
the job.
Answer: A
Explanation: A) The choice that offers something positive for the recipient to consider that she might be
reconsidered if she obtains a master's degree does the best job of delivering negative news.
B) The choice that offers something positive for the recipient to consider that she might be
reconsidered if she obtains a master's degree does the best job of delivering negative news.
C) The choice that offers something positive for the recipient to consider that she might be
reconsidered if she obtains a master's degree does the best job of delivering negative news.
D) The choice that offers something positive for the recipient to consider that she might be
reconsidered if she obtains a master's degree does the best job of delivering negative news.
Comment:
Diff: 2 Type: MC Page Ref: 291
Skill: Critical Thinking
Objective: 4
AACSB: Ethical Understanding and Reasoning Abilities

20. When delivering bad news, wording such as "We must turn down," "I am unable to," and "We cannot afford
to"
A) is unavoidable.
B) is likely to cause pain and anger in the reader.
C) softens the blow by drawing attention away from the reader and onto the sender.
D) will impress the reader as being straightforward and forceful.
Answer: B
Explanation: A) Blunt rejection is hard for any person to take. That is why these phrases would be likely to be
troublesome to the recipient of the rejection.
B) Blunt rejection is hard for any person to take. That is why these phrases would be likely to be
troublesome to the recipient of the rejection.
C) Blunt rejection is hard for any person to take. That is why these phrases would be likely to be
troublesome to the recipient of the rejection.
D) Blunt rejection is hard for any person to take. That is why these phrases would be likely to be
troublesome to the recipient of the rejection.
Comment:
Diff: 2 Type: MC Page Ref: 292
Skill: Application
Objective: 4
AACSB: Communication Abilities

21. In the close of a negative message, you should

A) express concern over possibly losing the reader's business.
B) avoid uncertainty.
C) ask for feedback on whether the decision is acceptable to the reader.
D) encourage the person to write or call to discuss the situation further.
Answer: B
Explanation: A) One of the worst things you can do in a rejection message is to open the door to uncertainty
on the part of the recipient. In your mind, the issue is resolved you have said "no" to this
person. But when you create uncertainty or ambiguity, the person now has a sense of hope
that he or she is likely to pursue in the future. So instead of ending the issue you have set
yourself for needing to deal with it in the future.
B) One of the worst things you can do in a rejection message is to open the door to uncertainty
on the part of the recipient. In your mind, the issue is resolved you have said "no" to this
person. But when you create uncertainty or ambiguity, the person now has a sense of hope
that he or she is likely to instead of ending the issue you have set yourself for needing to deal with it in the future.
pursue in the future. So
C) One of the worst things you can do in a rejection message is to open the door to uncertainty
on the part of the recipient. In your mind, the issue is resolved you have said "no" to this
person. But when you create uncertainty or ambiguity, the person now has a sense of hope
that he or she is likely to pursue in the future. So instead of ending the issue you have set
yourself for needing to deal with it in the future.
D) One of the worst things you can do in a rejection message is to open the door to uncertainty
on the part of the recipient. In your mind, the issue is resolved you have said "no" to this
person. But when you create uncertainty or ambiguity, the person now has a sense of hope
that he or she is likely to pursue in the future. So instead of ending the issue you have set
yourself for needing to deal with it in the future.
Comment:
Diff: 2 Type: MC Page Ref: 292
Skill: Concept
Objective: 4
AACSB: Ethical Understanding and Reasoning Abilities

22. Which of the following is the most effective close for a letter rejecting a job applicant?
A) Again, we are very sorry that we cannot offer you a position at this time.
B) We hope that despite this rejection you will continue to frequent our establishments.
C) I wish you the best in your job search. I am confident you will find a match for your skills and interests.
D) If you have any questions about our decision, don't hesitate to call.
Answer: C
Explanation: A) A good closing section is optimistic, avoids uncertainty or future correspondence, and is
genuine and sincere in its sentiments.
B) A good closing section is optimistic, avoids uncertainty or future correspondence, and is
genuine and sincere in its sentiments.
C) A good closing section is optimistic, avoids uncertainty or future correspondence, and is
genuine and sincere in its sentiments.
D) A good closing section is optimistic, avoids uncertainty or future correspondence, and is
genuine and sincere in its sentiments.
Comment:
Diff: 2 Type: MC Page Ref: 292
Skill: Critical Thinking
Objective: 7
AACSB: Communication Abilities

23. The tendency to delay, downplay or distort bad news

A) can lead to unethical decisions, and even lawsuits.
B) is natural, and you should de-emphasize the news at all costs.
C) can lead to problems with internal communication, but generally not with external audiences.
D) can be eliminated by punishing employees who regularly deliver bad news.
Answer: A
Explanation: A) Your most important responsibility in delivering bad news is to make sure that you deliver
the news accurately. Any twisting of the facts or misleading of the recipient can result in
ethical and legal problems.
B) Your most important responsibility in delivering bad news is to make sure that you deliver
the news accurately. Any twisting of the facts or misleading of the recipient can result in
ethical and legal problems.
C) Your most important responsibility in delivering bad news is to make sure that you deliver
the news accurately. Any twisting of the facts or misleading of the recipient can result in ethical and legal problems.
D) Your most important responsibility in delivering bad news is to make sure that you deliver
the news accurately. Any twisting of the facts or misleading of the recipient can result in
ethical and legal problems.
Comment:
Diff: 2 Type: MC Page Ref: 292-293
Skill: Concept
Objective: 4
AACSB: Communication Abilities, Ethical Understanding and Reasoning Abilities

24. When you are refusing a routine request, you

A) don't need to invest as much time and effort as you would for other kinds of negative messages.
B) should use the indirect approach when you're forced to decline a request that you might have said yes
to in the past.
C) should always use the direct approach.
D) should invoke company policy if that is a possible out.
Answer: B
Explanation: A) When a routine request has been rejected, the audience is bound to be surprised and
dismayed. This was one thing that your recipient counted on to be stable and reliable, and
now she finds that it is no longer an option. For these reasons, it is wise to tread lightly in
this kind of situation and use an indirect approach.
B) When a routine request has been rejected, the audience is bound to be surprised and
dismayed. This was one thing that your recipient counted on to be stable and reliable, and
now she finds that it is no longer an option. For these reasons, it is wise to tread lightly in
this kind of situation and use an indirect approach.
C) When a routine request has been rejected, the audience is bound to be surprised and
dismayed. This was one thing that your recipient counted on to be stable and reliable, and
now she finds that it is no longer an option. For these reasons, it is wise to tread lightly in
this kind of situation and use an indirect approach.
D) When a routine request has been rejected, the audience is bound to be surprised and
dismayed. This was one thing that your recipient counted on to be stable and reliable, and
now she finds that it is no longer an option. For these reasons, it is wise to tread lightly in
this kind of situation and use an indirect approach.
Comment:
Diff: 2 Type: MC Page Ref: 295
Skill: Concept
Objective: 5
AACSB: Communication Abilities

25. Negative messages about business transactions are designed to

A) confirm the customer's expectations.
B) show the audience that whatever has happened, your company is not at fault.
C) let the audience know which of your employees caused the problem.
D) explain how you plan to resolve the situation.
Answer: D
Explanation: A) In a transaction, the recipient is usually not very interested in the cause of the problem on
your end. Instead, the recipient wants to know about how and when you can fix the
situation.
B) In a transaction, the recipient is usually not very interested in the cause of the problem on
your end. Instead, the recipient wants to know about how and when you can fix the
situation.
 C) In a transaction, the recipient is usually not very interested in the cause of the problem on
your end. Instead, the recipient wants to know about how and when you can fix the
situation.
D) In a transaction, the recipient is usually not very interested in the cause of the problem on
your end. Instead, the recipient wants to know about how and when you can fix the
situation.
Comment:
Diff: 2 Type: MC Page Ref: 295, 297
Skill: Concept
Objective: 5
AACSB: Ethical Understanding and Reasoning Abilities

26. Whether or not you should apologize when delivering bad news about transactions depends mainly on
A) how long it has been since the problem occurred.
B) the medium you are using for the message.
C) how much the customer has purchased from your company in the past.
D) none of the above.
Answer: D
Explanation: A) Legal and ethical issues dominate the question of whether or not you should apologize for a
problem. In many cases, your apology creates liability problems for your company and can
function as a "confession" of guilt in a courtroom. For that reason, many companies
discourage any kind of apology from an employee, except a personal expression of sorrow
that things didn't turn out well.
B) Legal and ethical issues dominate the question of whether or not you should apologize for a
problem. In many cases, your apology creates liability problems for your company and can
function as a "confession" of guilt in a courtroom. For that reason, many companies
discourage any kind of apology from an employee, except a personal expression of sorrow
that things didn't turn out well.
C) Legal and ethical issues dominate the question of whether or not you should apologize for a
problem. In many cases, your apology creates liability problems for your company and can
function as a "confession" of guilt in a courtroom. For that reason, many companies
discourage any kind of apology from an employee, except a personal expression of sorrow
that things didn't turn out well.
D) Legal and ethical issues dominate the question of whether or not you should apologize for a
problem. In many cases, your apology creates liability problems for your company and can
function as a "confession" of guilt in a courtroom. For that reason, many companies
discourage any kind of apology from an employee, except a personal expression of regret
that things didn't turn out well.
Comment:
Diff: 2 Type: MC Page Ref: 288, 297
Skill: Concept
Objective: 5
AACSB: Ethical Understanding and Reasoning Abilities

27. A woman returns a formal dress to your store. It is stained and has a rip at the hem line, but she says she is
returning it unworn because it doesn't fit. Which of the following would be the best way to inform her of
your refusal to give a refund?
A) Use humor to soften the blow of your refusal.
B) State that company policy prevents you from accepting the return but that if you had anything to say
about it you'd take it back, no questions asked.
C) Restate her complaint to let her know you understand it, explain as positively as possible that you are
unable to return of damaged merchandise, and recommend a tailor who can fix the tear and alter the dress for
accept the her.
D) Challenge the woman to try on the dress and prove that it doesn't fit.
Answer: C
Explanation: A) The key to the situation is to be as polite and helpful as possible. What you don't want to do
is give the woman any cause to feel she is being treated unfairly.
B) The key to the situation is to be as polite and helpful as possible. What you don't want to do
is give the woman any cause to feel she is being treated unfairly.
C) The key to the situation is to be as polite and helpful as possible. What you don't want to do
is give the woman any cause to feel she is being treated unfairly.
D) The key to the situation is to be as polite and helpful as possible. What you don't want to do
is give the woman any cause to feel she is being treated unfairly.
Comment:
Diff: 2 Type: MC Page Ref: 298
Skill: Critical Thinking
Objective: 5
AACSB: Communication Abilities

28. To avoid being accused of defamation, you should

A) make it clear to disgruntled customers that you refuse to be intimidated.
B) avoid any kind of behavior that could be considered abusive.
C) refuse to communicate with unhappy clients.
D) frequently refer to company policy.
Answer: B
Explanation: A) From time to time you will be involved in situations in which you just want to "tell the other
person off." Outrageous things may happen, and people will try your patience, but no matter
what you must never give in to temptation and call a person names or speak abusively. That
opens both you and your company up to being accused of defamation.
B) From time to time you will be involved in situations in which you just want to "tell the other
person off." Outrageous things may happen, and people will try your patience, but no matter
what you must never give in to temptation and call a person names or speak abusively. That
opens both you and your company up to being accused of defamation.
C) From time to time you will be involved in situations in which you just want to "tell the other
person off." Outrageous things may happen, and people will try your patience, but no matter
what you must never give in to temptation and call a person names or speak abusively. That
opens both you and your company up to being accused of defamation.
D) From time to time you will be involved in situations in which you just want to "tell the other
person off." Outrageous things may happen, and people will try your patience, but no matter
what you must never give in to temptation and call a person names or speak abusively. That
opens both you and your company up to being accused of defamation.
Comment:
Diff: 2 Type: MC Page Ref: 298
Skill: Concept
Objective: 5
AACSB: Ethical Understanding and Reasoning Abilities

29. In refusing a customer's request for adjustment, you are concerned about possible defamation charges. You
should
A) consult your company's legal department or an attorney if you think a message might have legal
consequences.
B) explain why you are making the refusal.
 C) make all refusals by phone instead of in writing.
D) do all of the above.
Answer: A
Explanation: A) Defamation cases arise if you speak or write abusively or if you treat a customer unfairly in
some way. If you think you have said something or done something you shouldn't have
done, speak to the legal department of your company.
B) Defamation cases arise if you speak or write abusively or if you treat a customer unfairly in
some way. If you think you have said something or done something you shouldn't have
done, speak to the legal department of your company.
C) Defamation cases arise if you speak or write abusively or if you treat a customer unfairly in
some way. If you think you have said something or done something you shouldn't have
done, speak to the legal department of your company.
D) Defamation cases arise if you speak or write abusively or if you treat a customer unfairly in
some way. If you think you have said something or done something you shouldn't have
done, speak to the legal department of your company.
Comment:
Diff: 2 Type: MC Page Ref: 298
Skill: Concept
Objective: 5
AACSB: Ethical Understanding and Reasoning Abilities

30. When you need to inform employees that a benefit or privilege will be eliminated
A) use the direct approach.
B) minimize the impact of the bad news by presenting it in as positive a light as possible.
C) use as many hedging words as possible.
D) the best approach is to leak the news as a rumor rather than make a public announcement.
Answer: B
Explanation: A) Losing benefits and/or privileges is something that employees don't take lightly. If you are
responsible to announce a cut in benefits or privileges, try to frame the situation as positively
as possible. Explain the position of the company as best you can, aiming to make the
employees see both sides of the situation the employee side and the company side.
B) Losing benefits and/or privileges is something that employees don't take lightly. If you are
responsible to announce a cut in benefits or privileges, try to frame the situation as positively
as possible. Explain the position of the company as best you can, aiming to make the
employees see both sides of the situation the employee side and the company side.
C) Losing benefits and/or privileges is something that employees don't take lightly. If you are
responsible to announce a cut in benefits or privileges, try to frame the situation as positively
as possible. Explain the position of the company as best you can, aiming to make the
employees see both sides of the situation the employee side and the company side.
D) Losing benefits and/or privileges is something that employees don't take lightly. If you are
responsible to announce a cut in benefits or privileges, try to frame the situation as positively
as possible. Explain the position of the company as best you can, aiming to make the
employees see both sides of the situation the employee side and the company side.
Comment:
Diff: 2 Type: MC Page Ref: 300
Skill: Application
Objective: 6
AACSB: Communication Abilities

31. A crisis management plan

A) is not helpful for small to mid-sized organizations.
 B) defines operational procedures to deal with a crisis.
C) should avoid limitations on who is authorized to speak to the media.
D) does all of the above.
Answer: B
Explanation: A) One of the most difficult things about handling a crisis is that crises are never routine the
situation in a crisis is always unique and confusing, and it is very hard to determine the right
thing to do. That is where a crisis management plan helps, by creating a protocol for how to
deal with the crisis in a calm and orderly way.
B) One of the most difficult things about handling a crisis is that crises are never routine the
situation in a crisis is always unique and confusing, and it is very hard to determine the right
thing to do. That is where a crisis management plan helps, by creating a protocol for how to
deal with the crisis in a calm and orderly way.
C) One of the most difficult things about handling a crisis is that crises are never routine the
situation in a crisis is always unique and confusing, and it is very hard to determine the right
thing to do. That is where a crisis management plan helps, by creating a protocol for how to
deal with the crisis in a calm and orderly way.
D) One of the most difficult things about handling a crisis is that crises are never routine the
situation in a crisis is always unique and confusing, and it is very hard to determine the right
thing to do. That is where a crisis management plan helps, by creating a protocol for how to
deal with the crisis in a calm and orderly way.
Comment:
Diff: 2 Type: MC Page Ref: 301
Skill: Application
Objective: 6
AACSB: Communication Abilities

32. Compared to traditional letters of recommendation, social networking recommendations

A) pose less of a risk to your professional reputation.
B) become a part of your brand.
C) require the same amount of detail.
D) are none of the above.
Answer: B
Explanation: A) On social networks such as LinkedIn, your recommendations become not only a part of the
profile of the person you recommend, they also become part of your own profile. That means
that your recommendations contribute to the "brand" that you present to the world through
your social network identity.
B) On social networks such as LinkedIn, your recommendations become not only a part of the
profile of the person you recommend, they also become part of your own profile. That means
that your recommendations contribute to the "brand" that you present to the world through
your social network identity.
C) On social networks such as LinkedIn, your recommendations become not only a part of the
profile of the person you recommend, they also become part of your own profile. That means
that your recommendations contribute to the "brand" that you present to the world through
your social network identity.
D) On social networks such as LinkedIn, your recommendations become not only a part of the
profile of the person you recommend, they also become part of your own profile. That means
that your recommendations contribute to the "brand" that you present to the world through
your social network identity.
Comment:
Diff: 2 Type: MC Page Ref: 303-304
Skill: Application
Objective: 7
 AACSB: Communication Abilities, Use of IT

33. A letter rejecting a job applicant should

A) point out the applicant's shortcomings.
B) be as long as possible.
C) be as personal as possible.
D) avoid explaining why he or she was not selected.
Answer: D
Explanation: A) Explaining the rejection opens the door to legal problems. If the rejection reason you offer
can't be proved legally, the rejected person can claim some sort of discrimination was
actually the true cause of the rejection. Because of these kinds of complications, many
companies advocate the "no explanations" approach.
B) Explaining the rejection opens the door to legal problems. If the rejection reason you offer
can't be proved legally, the rejected person can claim some sort of discrimination was
actually the true cause of the rejection. Because of these kinds of complications, many
companies advocate the "no explanations" approach.
C) Explaining the rejection opens the door to legal problems. If the rejection reason you offer
can't be proved legally, the rejected person can claim some sort of discrimination was
actually the true cause of the rejection. Because of these kinds of complications, many
companies advocate the "no explanations" approach.
D) Explaining the rejection opens the door to legal problems. If the rejection reason you offer
can't be proved legally, the rejected person can claim some sort of discrimination was
actually the true cause of the rejection. Because of these kinds of complications, many
companies advocate the "no explanations" approach.
Comment:
Diff: 2 Type: MC Page Ref: 304
Skill: Application
Objective: 7
AACSB: Communication Abilities

34. If you must give an employee a negative performance review,

A) do so by email or fax.
B) limit your discussion to the areas where the employee needs improvement.
C) support your claims with careful documentation.
D) do all of the above.
Answer: C
Explanation: A) As with other rejections, saying negative things about a person opens the door to legal
problems. If your evaluation is negative, you should be able to document your claims using
performance records, reports of problems and difficulties caused by the person, and official
complaints.
B) As with other rejections, saying negative things about a person opens the door to legal
problems. If your evaluation is negative, you should be able to document your claims using
performance records, reports of problems and difficulties caused by the person, and official
complaints.
C) As with other rejections, saying negative things about a person opens the door to legal
problems. If your evaluation is negative, you should be able to document your claims using
performance records, reports of problems and difficulties caused by the person, and official
complaints.
D) As with other rejections, saying negative things about a person opens the door to legal
problems. If your evaluation is negative, you should be able to document your claims using
performance records, reports of problems and difficulties caused by the person, and official
complaints.
Comment:
Diff: 2 Type: MC Page Ref: 305
Skill: Application
Objective: 7
AACSB: Communication Abilities

35. When writing an employment termination letter, you should

A) clearly present the reasons for the action.
B) not get too caught up in trying to preserve a good relationship with the employee.
C) make clear to the employee that you have carefully researched relevant employment laws.
D) include words that are open to interpretation, such as difficult and untidy.
Answer: A
Explanation: A) To terminate a person you should strive to build an airtight case that demonstrates that the
person could not perform up to company standards. Be as fair as possible. Avoid any
personal criticism and limit your remarks to statements about facts and data rather than
subjective opinions.
B) To terminate a person you should strive to build an airtight case that demonstrates that the
person could not perform up to company standards. Be as fair as possible. Avoid any
personal criticism and limit your remarks to statements about facts and data rather than
subjective opinions.
C) To terminate a person you should strive to build an airtight case that demonstrates that the
person could not perform up to company standards. Be as fair as possible. Avoid any
personal criticism and limit your remarks to statements about facts and data rather than
subjective opinions.
D) To terminate a person you should strive to build an airtight case that demonstrates that the
person could not perform up to company standards. Be as fair as possible. Avoid any
personal criticism and limit your remarks to statements about facts and data rather than
subjective opinions.
Comment:
Diff: 2 Type: MC Page Ref: 306
Skill: Application
Objective: 7
AACSB: Communication Abilities

36. When delivering bad news, your only goal is to make the recipient feel good about him- or herself.
Answer: True False
Explanation: One of your goals in delivering negative news should be to minimize distress for the person
receiving the news. But you should also be concerned about conveying the bad news accurately,
gaining acceptance of that news, and maintaining your company's reputation and image.
Comment:
Diff: 1 Type: TF Page Ref: 285
Skill: Concept
Objective: 1
AACSB: Communication Abilities

37. To avoid awkward situations, it is best to deliver bad news for employees in writing whenever possible.
Answer: True False
Explanation: For employees, the best way to deliver negative news is in person rather than in writing. Taking
the time to meet personally gives the employee a sense that he or she is being treated like a
valuable human being not simply being "moved through the system."
 Comment:
Diff: 2 Type: TF Page Ref: 285
Skill: Concept
Objective: 1
AACSB: Ethical Understanding and Reasoning Abilities

38. You can help establish the right tone in a negative message by using positive words rather than negative,
counterproductive ones.
Answer: True False
Explanation: Taking a negative or accusatory tone accomplishes nothing and makes your recipient feel worse
than is necessary. You want your tone to be as positive as possible without being unrealistic or
condescending.
Comment:
Diff: 1 Type: TF Page Ref: 287
Skill: Concept
Objective: 1
AACSB: Communication Abilities

39. The direct approach is never used for negative messages.

Answer: True False
Explanation: When the bad news is fairly minor in impact, or fully expected, a direct approach is often best.
Also, some individuals prefer a direct approach for all communication, so the direct approach
should be used with them.
Comment:
Diff: 1 Type: TF Page Ref: 287
Skill: Concept
Objective: 2
AACSB: Communication Abilities

40. You should use the direct approach for negative messages when the message has a relatively minor impact
on the audience.
Answer: True False
Explanation: When the situation is fairly simple and the bad news won't come as a shock, a direct approach is
preferred for delivering negative news.
Comment:
Diff: 2 Type: TF Page Ref: 287-288
Skill: Concept
Objective: 2
AACSB: Communication Abilities

41. An advantage of the direct approach for communicating bad news is that it keeps the message short.
Answer: True False
Explanation: In a routine situation there is no need to have the delivery of negative news be a long, drawn-out
affair. The direct approach delivers the unpleasant facts of the situation right up front and keeps
discussion and questions to a minimum.
Comment:
Diff: 1 Type: TF Page Ref: 288
Skill: Concept
Objective: 2
AACSB: Communication Abilities
42. No matter what the situation is, you should always provide an extensive explanation of the bad news in
negative messages.
Answer: True False
Explanation: In routine situations, or in situations in which you need to maintain a cordial relationship with the
recipient, extensive explanation of the bad news is not advised. The only time thorough
explanation is called for is typically when the situation is traumatic and unexpected for the
recipient.
Comment:
Diff: 2 Type: TF Page Ref: 288
Skill: Concept
Objective: 2
AACSB: Communication Abilities

43. Using a buffer to begin a negative message is generally manipulative and unethical.
Answer: True False
Explanation: A buffer is unethical only if it is so ineptly delivered that the recipient can recognize it as a period
of time-wasting before the delivery of unpleasant news. When skillfully done, a buffer forges
common ground between the deliverer of the negative news and the recipient, and ends up
making the whole experience for the recipient seem less arbitrary, more fair, and less traumatic.
Comment:
Diff: 2 Type: TF Page Ref: 289
Skill: Concept
Objective: 3
AACSB: Ethical Understanding and Reasoning Abilities

44. The buffer for a negative message should be positive.

Answer: True False
Explanation: Ideally, the buffer should be neither positive or negative. Buffers should avoid controversy the
last thing you want to do is get in an argument just before you deliver negative news.
Comment:
Diff: 1 Type: TF Page Ref: 289
Skill: Concept
Objective: 3
AACSB: Communication Abilities

45. When writing negative messages, you should begin with a buffer to make the reader think that good news
will follow.
Answer: True False
Explanation: The purpose of a buffer is not to lead the recipient to think that good news is about to follow.
Instead, it is to provide context for the situation so the recipient gets an idea of "where you are
coming from." When done well, this context makes it much easier for the recipient to understand
why the decision was unfavorable.
Comment:
Diff: 1 Type: TF Page Ref: 289
Skill: Concept
Objective: 3
AACSB: Communication Abilities
Another random document with
no related content on Scribd:
The Project Gutenberg eBook of Platonism in
English poetry of the sixteenth and
seventeenth centuries
 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: Platonism in English poetry of the sixteenth and

seventeenth centuries

Author: John Smith Harrison

Release date: February 26, 2024 [eBook #73049]

Language: English

Original publication: New York: The Columbia university press,

1903

Credits: Richard Tonsing, Aaron Adrignola, and the Online

Distributed Proofreading Team at https://www.pgdp.net
(This file was produced from images generously made
available by The Internet Archive)

*** START OF THE PROJECT GUTENBERG EBOOK PLATONISM

IN ENGLISH POETRY OF THE SIXTEENTH AND SEVENTEENTH
CENTURIES ***
Transcriber’s Note:
New original cover art included with this eBook is
granted to the public domain.
 Columbia University

STUDIES IN COMPARATIVE LITERATURE

PLATONISM IN ENGLISH POETRY

OF THE SIXTEENTH AND

SEVENTEENTH CENTURIES
PLATONISM IN ENGLISH POETRY

OF THE SIXTEENTH AND

SEVENTEENTH CENTURIES

BY

JOHN SMITH HARRISON

 New York
THE COLUMBIA UNIVERSITY PRESS
THE MACMILLAN COMPANY, Agents
LONDON: MACMILLAN AND CO., Ltd.

1903

All rights reserved

 Copyright, 1903,
By THE MACMILLAN COMPANY.

Set up, electrotyped, and published September, 1903.

Norwood Press
J. S. Cushing & Co.—Berwick & Smith Co.
Norwood, Mass., U. S. A.

TO

My Father and My Mother

 PREFACE

This essay was presented as a dissertation for the doctorate in

Columbia University. It attempts to explain the nature of the
influence of Platonism upon English poetry of the sixteenth and
seventeenth centuries, exclusive of the drama. Its method is purely
critical. It has not attempted to treat the subject from the standpoint
of the individual poet, but has tried to interpret the whole body of
English poetry of the period under survey as an integral output of the
spiritual thought and life of the time.
In its interpretation of this body of poetry the essay has aimed to
see Platonism in its true historical perspective, as it must have been
understood by the poets, either as a system of philosophic thought
held consciously in the mind, or as a more intimate possession of the
spirit in its outlook upon life. The idea of Platonism which these
poets had was that which Ficino had made known to Italy of the
fifteenth century, and from Italy to the rest of Europe. Ficino saw
Plato through two more or less refracting media. To him Plato was
the “divine Plato,” the importance of whose work lay in its subtle
affinity for the forms of Christian thought. He thus Christianized
Plato’s philosophy. But this body of thought was that peculiar
product resulting from the study of Plato’s “Dialogues” in the light of
what latter-day criticism has named Neo-platonism, or that new
form of Platonic philosophy which is expounded in the “Enneads” of
Plotinus. But more than this. Ficino endeavored to reform the
practice of love by the application of the Platonic doctrine of love and
beauty to the lover’s passion. From his “Commentarium in
Convivium,” which he translated into Italian, originate the various
discussions of love and beauty from the Platonic standpoint which
were carried on in dialogues and manuals of court etiquette
throughout the sixteenth century. In this essay, consequently,
reference has been made to Ficino’s “Commentarium” on the points
involved in the theory of love and beauty. The translations have been
made directly from the Latin version of the commentary. On the
more metaphysical side of Platonism the “Enneads” of Plotinus have
been accepted as representative. The translation on page 77 is taken
from Mr. Bigg’s “Neo-Platonism,” and those on pages 153, 154, 155
are from Thomas Taylor’s translation noted in the bibliography. In
interpreting the “Enneads” I have accepted the explanation of his
system by Mr. Whittaker in “The Neo-Platonists.” All the quotations
from Plato’s “Dialogues” are from Jowett’s translation. In quoting
from the poets the texts of the editions noted in the bibliography
have been followed in details of spelling, punctuation, and the like.
In the preparation of the work hardly anything of a critical nature
was found serviceable. In the notes to the works of the individual
poets several detached references are to be gratefully mentioned, but
no general appreciation of the part Platonism played in the work of
the English poets was at hand. Mr. Fletcher’s article on the
“Précieuses at the Court of Charles I,” in the second number of the
“Journal of Comparative Literature,” appeared after this essay had
gone to the printer.
I should like to acknowledge my thanks to Mr. W. H. Heck for his
service of transcription in the British Museum Library and to Miss
M. P. Conant for a similar kindness in research work in the Harvard
College Library. To Professor George Edward Woodberry I am most
deeply grateful for innumerable suggestions and invaluable advice.
The work was undertaken at his suggestion, and throughout the past
two years has progressed under his kindly criticism. But the help and
inspiration which I have received from him antedate the inception of
the essay, extending back to the earlier days of undergraduate life.
The work is thus inseparably connected with the training in the study
of literature which he has given, and his help in its completion is only
an episode in a long series of kindnesses which he has been ever
willing to show.

Orange, N.J.,
June 1, 1903.
 CONTENTS

CHAPTER I
PAGE
Ideals of Christian Virtues 1
I. Holiness 1
II. Temperance 12
III. Chastity 30

CHAPTER II
Theory of Love 67
I. Heavenly Love 67
II. Earthly Love 104

CHAPTER III
God and the Soul 167
I. Nature of God 167
II. Nature of the Soul 186
III. Eternity of the Soul and of Matter 202

Bibliography 223

Index 229
PLATONISM IN ENGLISH POETRY
 CHAPTER I
Ideals of Christian Virtues
 I. HOLINESS
The fundamental doctrine of Platonism as it was understood
throughout the period of the sixteenth and seventeenth centuries was
the reality of a heavenly beauty known in and by the soul, as contrasted
with an earthly beauty known only to the sense. In this the Christian
philosophic mind found the basis for its conception of holiness.
Christian discipline and Platonic idealism blended in the “Faerie
Queene” in the legend of the Red Cross Knight.
The underlying idea taught by Spenser in the first book is that
holiness is a state of the soul in which wisdom or truth can be seen and
loved in and for its beauty. In the allegorical scheme of his work Una
stands for the Platonic wisdom, σοφία, or ἀρετή, and a sight of her in
her native beauty constitutes the happy ending of the many struggles
and perplexities that the Red Cross Knight experiences in his pursuit of
holiness. The identification of Una with the Platonic idea of truth or
wisdom is not merely a matter of inference left for the reader to draw;
for Spenser himself is careful to inform us of the true nature of the part
she plays in his allegory. Una is presented as teaching the satyrs truth
and “trew sacred lore.” (I. vi. 19; I. vi. 30.) When the lion, amazed at her
sight, forgets his fierceness, Spenser comments:
“O how can beautie maister the most strong,
And simple truth subdue avenging wrong?”
(I. iii.
When Una summons Arthur to the rescue of the Red Cross Knight from
the Giant and the Dragon, Spenser opens his canto with a reflection on
the guiding power of grace and truth amid the many perils of human
life:
“Ay me, how many perils doe enfold
The righteous man, to make him daily fall?
Were not, that heavenly grace doth him uphold,
And stedfast truth acquite him out of all.
Her love is firme, her care continuall,
So oft as he through his owne foolish pride,
Or weaknesse is to sinfull bands made thrall.”
(I. viii
Here Arthur is meant by grace and Una by truth. In accordance with the
same conception of Una’s nature Satyrane is made to wonder
“at her wisedome heavenly rare,
Whose like in womens wit he never knew;

· · · · ·

Thenceforth he kept her goodly company,

And learnd her discipline of faith and veritie.”
(I. vi.
Furthermore, she is represented as guiding the Red Cross Knight to
Fidelia’s school, where he is to taste her “heavenly learning,” to hear the
wisdom of her divine words, and to learn “celestiall discipline.” (I. x.
18.) In making these comments and in thus directing the course of the
action of his poem Spenser presents in Una the personification of truth
or wisdom.
But he does more than this; he presents her not only as wisdom, but
as true beauty. Spenser is so thoroughly convinced of the truth of that
fundamental idea of Platonic ethics, that truth and beauty are identical,
that he shows their union in the character of Una, in whom, as her name
signifies, they are one. Plato had taught that the highest beauty which
the soul can know is wisdom, which, though invisible to sight, would
inflame the hearts of men in an unwonted degree could there be a
visible image of her. In his “Phædrus” he had stated that “sight is the
most piercing of our bodily senses; though not by that is wisdom seen;
her loveliness would have been transporting if there had been a visible
image of her.” (250.) Convinced, as Spenser was, of the spiritual nature
of the beauty of wisdom, he carefully avoids dwelling upon any detail of
Una’s physical beauty. The poetic form of allegory, through which his
ideas were to be conveyed, required the personification of truth, and the
romantic character of chivalry demanded that his Knight should have a
lady to protect. The progress of the action of the poem, moreover, made
necessary some reference to the details of Una’s form and feature. (Cf. I.
iii. 4–6; vi. 9.) But in no instance where the physical form of Una is
brought to notice is there any trace of the poet’s desire to concentrate
attention upon her physical charms. In this respect Una stands
distinctly apart from all his other heroines, and especially Belphœbe.
And yet Spenser has taken the greatest care to show that the source of
Una’s influence over those that come into her presence lies in the power
exerted by her beauty; but this is the beauty of her whole nature, a
penetrating radiance of light revealing the soul that is truly wise.
Indeed, when Spenser has the best of opportunities to describe Una,
after she has laid aside the black stole that hides her features, he
contents himself with a few lines, testifying only to their radiant
brilliancy:
“Her angels face
As the great eye of heaven shyned bright,
And made a sunshine in the shadie place.”
(I. iii.
In other instances he directs our attention to the power which the mere
sight of her has upon the beholder. Her beauty can tame the raging lion
and turn a ravenous beast into a strong body-guard who finds his duty
in the light of her fair eyes:
“It fortuned out of the thickest wood
A ramping Lyon rushed suddainly,
Hunting full greedie after salvage blood;
Soone as the toy all virgin he did spy,
With gaping mouth at her ran greedily,
To have attonce devour’d her tender corse:
But to the pray when as he drew more ny,
His bloudie rage asswaged with remorse,
And with the sight amazd, forgat his furious forse.”
(I. iii.

“The Lyon would not leave her desolate,

· · · · ·

From her faire eyes he tooke commaundement,

And ever by her lookes conceived her intent.”
(I. iii.
The wild-wood gods stand astonished at her beauty, and in their
wonder pity her desolate condition. (I. vi. 9–12.) Old Sylvanus is smitten
by a sight of her. In her presence he doubts the purity of his own
Dryope’s fairness; sometimes he thinks her Venus, but then on further
reflection he recalls that Venus never had so sober mood; her image
calls to mind—
“His ancient love, and dearest Cyparisse,

· · · · ·
How fair he was, and yet not faire to this.”
(I. vi.
To behold her lovely face the wood nymphs flock about and when they
have seen it, they flee away in envious fear, lest the contrast of its beauty
may disgrace their own. (I. vi. 18.)
By these dramatic touches Spenser very skilfully suggests to his
reader the high nature of Una’s beauty. It has a power to win its way
upon the brute creation, and it has a severity and radiance that set it off
from the beauty of physical form possessed by the wood nymphs and
even by the great goddess of love, Venus.
The most important consideration that bears upon the question of
Una’s beauty is found in the method which Spenser has used to indicate
how the Red Cross Knight attains to a knowledge of it. One reason why
the people of the wood, the nymphs, the fauns, and the satyrs, were
permitted to see the celestial beauty of Una unveiled lay in the fact that
through their experiences a means was provided by the poet to quicken
the imagination into a sense of its pure nature. But the Knight, though
he had journeyed with her throughout a great portion of her “wearie
journey,” had never been able to see her face in its native splendor,
hidden, as it had always been, from his sight by the black veil which Una
wore. The deep conceit which Spenser here uses points in the direction
of Platonism; for there it was taught that wisdom could be seen only by
the soul. This is a fundamental truth, present everywhere in Plato, in the
vision of beauty that rises before the mind at the end of the dialectic of
the “Symposium,” in the species of divine fury that accompanies the
recollection of the ideal world in the presence of a beautiful object, as
analyzed in the “Phædrus,” and in the “Hymn of the Dialectic” in the
“Republic” by which the soul rises to a sight of the good. (VII. 532.) In
the “Phædo” the function of philosophy is explained to lie in the exercise
by the soul of this power of spiritual contemplation of true existence.
(82, 83.) In Spenser this conception is further illustrated by the part
which the schooling, received by the Red Cross Knight on the Mount of
Contemplation, played in the perfection of his mental vision. Up to the
time when the Knight comes to the Mount he is, as the aged sire says, a
“man of earth,” and his spirit needs to be purified of all the grossness of
sense. (I. x. 52.) When this has been accomplished, the Knight is
prepared to
“see the way,
That never yet was seene of Faeries sonne.”
 (I. x. 5
While on this Mount he is initiated into a knowledge of the glories of the
Heavenly Jerusalem, and through this experience he is made aware of
the relative insignificance of that beauty which he had thought the
greatest to be known on earth. He thus says to the aged man, Heavenly
Contemplation, who has revealed this vision to him:
“Till now, said then the knight, I weened well,
That great Cleopolis, where I have beene,
In which that fairest Faerie Queene doth dwell,
The fairest Citie was, that might be seene;
And that bright towre all built of christall cleene,
Panthea, seemd the brightest thing, that was:
But now by proofe all otherwise I weene;
For this great Citie that does far surpas,
And this bright Angels towre quite dims that towre of glas.”
(I. x. 5
With his soul filled with the radiance of this vision of beauty, his eyes
dazed—
“Through passing brightnesse, which did quite confound
His feeble sence, and too exceeding shyne.
So darke are earthly things compard to things divine—”
(I. x. 6
the Red Cross Knight descends from the Mount; and when after the
completion of his labors he sees Una on the day of her betrothal, he
wonders at a beauty in her which he has never before seen. Una has now
laid aside her black veil, and shines upon him in the native undimmed
splendor of truth.
“The blazing brightnesse of her beauties beame,
And glorious light of her sunshyny face
To tell, were as to strive against the streame.
My ragged rimes are all too rude and bace,
Her heavenly lineaments for to enchace.
Ne wonder; for her owne deare loved knight,
All were she dayly with himselfe in place,
Did wonder much at her celestiall sight:
Oft had he seene her faire, but never so faire dight.”
(I. xii. 2
The contribution of Platonism to the formation of the ideal of holiness
can now be easily recognized. The discipline of the Red Cross Knight in
the House of Holiness is twofold. In the practice of the Christian graces
—faith, hope, and charity—the Knight is perfected in the way of the
righteous life. He is a penitent seeking to cleanse his soul of the
infection of sin. On the Mount of Heavenly Contemplation he exercises
his soul in the contemplative vision of the eternal world. But the
emphasis laid by Platonism upon the loveliness of that wisdom which is
the object of contemplation results in quickening the imagination and in
stirring the soul to realize the principle in love. This is the exact nature
of the experience of the Red Cross Knight at the end of his journey. On
the Mount of Heavenly Contemplation he has a desire to remain in the
peaceful contemplation of heaven:
“O let me not (quoth he) then turne againe
Backe to the world, whose joyes so fruitlesse are;
But let me here for aye in peace remaine,
Or streight way on that last long voyage fare,
That nothing may my present hope empare.”
(I. x. 6
But the aged sire, Heavenly Contemplation, reminds him of his duty to
free Una’s parents from the dragon. (I. x. 63.) Obedient but still
purposing to return to the contemplative life (I. x. 64.), the Knight
descends; and in the performance of his duty he gains the reward that
the contemplative life brings. “But he,” says Plato, “whose initiation is
recent, and who has been the spectator of many glories in the other
world, is amazed when he sees any one having a godlike face or any
bodily form which is the expression of divine beauty.” (“Phædrus,” 251.)
Thus it is that the Red Cross Knight
“Did wonder much at her celestiall sight.”
(I. xii. 2
With that sight comes the one joy of his life after the many struggles
experienced in the perfection of his soul in holiness.
“And ever, when his eye did her behold,
His heart did seeme to melt in pleasures manifold.”
(I. xii. 4