Business Communication Process and Product 7th Edition by Mary Ellen Guffey - Test Bank

Business Communication Process and Product 7th Edition by Mary Ellen Guffey – Test Bank

Instant Download – Complete Test Bank With Answers

Sample Questions Are Posted Below

Chapter 5—Organizing and Writing Business Messages

MULTIPLE CHOICE

Which of the following is done during Phase 2 of the writing process?

a.	Adapting
b.	Revising
c.	Analyzing
d.	Organizing

ANS: D

	Feedback
A	Researching, organizing, and composing are all done during Phase 2 of the writing process. Analyzing your purpose and audience and adapting take place during Phase 1. Revising takes place during Phase 3.
B	Researching, organizing, and composing are all done during Phase 2 of the writing process. Analyzing your purpose and audience and adapting take place during Phase 1. Revising takes place during Phase 3.
C	Researching, organizing, and composing are all done during Phase 2 of the writing process. Analyzing your purpose and audience and adapting take place during Phase 1. Revising takes place during Phase 3.
D	Researching, organizing, and composing are all done during Phase 2 of the writing process. Analyzing your purpose and audience and adapting take place during Phase 1. Revising takes place during Phase 3.

PTS: 1 DIF: 3 REF: p. 138 OBJ: 5-1

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Patterns

TOP: Gathering Information Through Research TYP: Conceptual

Stephanie is working on a report and has reached Phase 2 of the 3-x-3 writing process. What should she do first in this second phase?

a.	Write the rough draft of her report.
b.	Decide how to organize the report.
c.	Analyze her purpose and audience.
d.	Gather any necessary information.

ANS: D

	Feedback
A	The first step of Phase 2 of the 3-x-3 writing process is gathering necessary information, which is referred to as research.
B	The first step of Phase 2 of the 3-x-3 writing process is gathering necessary information, which is referred to as research.
C	The first step of Phase 2 of the 3-x-3 writing process is gathering necessary information, which is referred to as research.
D	The first step of Phase 2 of the 3-x-3 writing process is gathering necessary information, which is referred to as research.

PTS: 1 DIF: 3 REF: p. 138 OBJ: 5-1

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Patterns

TOP: Gathering Information Through Research TYP: Conceptual

Which of the following is an example of using a formal research method?

a.	Hank talks with his boss to decide what items to include on the meeting agenda.
b.	Amy conducts a Web search to find information about a competitor’s products.
c.	Galen looks in the company files for copies of minutes from previous meetings.
d.	Emily calls a few of her colleagues to learn how they feel about carpooling.

ANS: B

	Feedback
A	Talking with the boss is an informal research method.
B	Searching the Web is a formal research method.
C	Looking in the files is an informal research method.
D	Calling a few colleagues is an informal research method.

PTS: 1 DIF: 5 REF: p. 139-140 OBJ: 5-1

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Analysis

TOP: Gathering Information Through Research TYP: Application

Terry is working on a business proposal for a prospective client. What is the primary question Terry should ask as he gathers information for his project?

a.	How much money does the client have?
b.	What does the client need to know about this topic?
c.	Does the client have a good reputation in the community?
d.	How can I make myself look good in the eyes of my client?

ANS: B

	Feedback
A	To avoid frustration and inaccurate messages, Terry should gather information that answers this primary question: What does the client need to know about this topic?
B	To avoid frustration and inaccurate messages, Terry should gather information that answers this primary question: What does the client need to know about this topic?
C	To avoid frustration and inaccurate messages, Terry should gather information that answers this primary question: What does the client need to know about this topic?
D	To avoid frustration and inaccurate messages, Terry should gather information that answers this primary question: What does the client need to know about this topic?

PTS: 1 DIF: 5 REF: p. 138 OBJ: 5-1

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Analysis

TOP: Gathering Information Through Research TYP: Application

Leon has been asked to learn how many pedestrians walk by a specific location that his company is considering for a new coffee shop. Probably the most useful way to research this information would be by

a.	manually searching resources in his public library.
b.	searching the Internet.
c.	investigating primary sources.
d.	conducting a scientific experiment with controlled variables.

ANS: C

	Feedback
A	Leon will probably locate the most useful information about how many pedestrians walk by a specific location by investigating primary sources. In other words, he would go to the location and count the number of pedestrians. This is an example of a primary source, as opposed to a secondary source such as information in a book or article or on the Web.
B	Leon will probably locate the most useful information about how many pedestrians walk by a specific location by investigating primary sources. In other words, he would go to the location and count the number of pedestrians. This is an example of a primary source, as opposed to a secondary source such as information in a book or article or on the Web.
C	Leon will probably locate the most useful information about how many pedestrians walk by a specific location by investigating primary sources. In other words, he would go to the location and count the number of pedestrians. This is an example of a primary source, as opposed to a secondary source such as information in a book or article or on the Web.
D	Leon will probably locate the most useful information about how many pedestrians walk by a specific location by investigating primary sources. In other words, he would go to the location and count the number of pedestrians. This is an example of a primary source, as opposed to a secondary source such as information in a book or article or on the Web.

PTS: 1 DIF: 5 REF: p. 139-140 OBJ: 5-1

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Analysis

TOP: Gathering Information Through Research TYP: Application

Which of the following scenarios would most likely require a scientific experiment?

a.	A research firm wants to find out how many parents plan to send their children to private schools.
b.	A company wants to measure reactions to the price of a new flavored water product to learn how much consumers would be willing to pay.
c.	A student wants to find out how a business leader got his start in the industry.
d.	A development team has to decide which of four possible locations would be best for a new fast-food restaurant.

ANS: B

	Feedback
A	The only scenario requiring a scientific experiment involves measuring consumer reactions to the price of a new flavored water product to learn how much consumers would be willing to pay. In this scenario the company would present consumers with choices with controlled variables. All other scenarios could be accomplished with Internet research or investigation of primary and secondary sources.
B	The only scenario requiring a scientific experiment involves measuring consumer reactions to the price of a new flavored water product to learn how much consumers would be willing to pay. In this scenario the company would present consumers with choices with controlled variables. All other scenarios could be accomplished with Internet research or investigation of primary and secondary sources.
C	The only scenario requiring a scientific experiment involves measuring consumer reactions to the price of a new flavored water product to learn how much consumers would be willing to pay. In this scenario the company would present consumers with choices with controlled variables. All other scenarios could be accomplished with Internet research or investigation of primary and secondary sources.
D	The only scenario requiring a scientific experiment involves measuring consumer reactions to the price of a new flavored water product to learn how much consumers would be willing to pay. In this scenario the company would present consumers with choices with controlled variables. All other scenarios could be accomplished with Internet research or investigation of primary and secondary sources.

PTS: 1 DIF: 5 REF: p. 140-141 OBJ: 5-1

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Analysis

TOP: Gathering Information Through Research TYP: Application

Which of the following statements about formal and informal research is least accurate?

a.	Long reports and complex business problems generally require some use of formal research.
b.	When you work on a business report, avoid using the Web for research because much of what is available on the Web isn’t credible.
c.	Most routine writing tasks require data that you can collect informally.
d.	Some routine writing tasks will require no research at all.

ANS: B

	Feedback
A	You will usually conduct some formal research when working on a long report or a complex business problem.
B	You can find extraordinary amounts of information by searching the Web, but all information should be evaluated for credibility.
C	Most routine tasks¾such as composing e-mails, memos, letters, informational reports, and oral presentations¾require data that you can collect informally.
D	For some projects you can rely more on your own ideas instead of¾or in addition to¾researching existing facts.

PTS: 1 DIF: 3 REF: p. 139-141 OBJ: 5-1

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion

TOP: Gathering Information Through Research TYP: Conceptual

Which of the following is an informal research method?

a.	Searching the Internet
b.	Looking in the company files for information
c.	Conducting a scientific experiment to gather information under controlled circumstances
d.	Searching for information in public and college libraries

ANS: B

	Feedback
A	Searching the Internet is a formal research method.
B	Looking in the company files for information is an informal research method.
C	Conducting a scientific experiment is a formal research method.
D	Searching for information in your local library is a formal research method.

PTS: 1 DIF: 3 REF: p. 139-141 OBJ: 5-1

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion

TOP: Gathering Information Through Research TYP: Conceptual

Chloe is part of a team identifying ideas to cut expenses. The team has decided to hold a brainstorming session. What is the best thing the team can do during this session?

a.	Remember that the goal of a brainstorming session is quality, not quantity.
b.	Critique and evaluate each idea as it is presented during the brainstorming session.
c.	Set an established time limit.
d.	To encourage the maximum number of ideas, avoid defining the problem at the beginning of a brainstorming session.

ANS: C

	Feedback
A	The goal of a brainstorming session is quantity, not quality.
B	To encourage as many ideas as possible, do not criticize or evaluate each idea as it is presented in a brainstorming session.
C	A brainstorming session should be kept short and have an established time limit.
D	Do define the problem and create an agenda at the beginning of a brainstorming session.

PTS: 1 DIF: 5 REF: p. 142 OBJ: 5-1

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Analysis | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Teamwork, Patterns

TOP: Gathering Information Through Research TYP: Conceptual

One of the most important tasks in preparing well-organized messages is

a.	using a direct organizational pattern.
b.	creating a well-formatted title page.
c.	including ample tables and charts.
d.	grouping similar ideas together.

ANS: D

	Feedback
A	One of the most important tasks in preparing well-organized messages is grouping similar ideas together. These groups of ideas are then sequenced in a way that helps the reader understand relationships and accept the writer’s views.
B	One of the most important tasks in preparing well-organized messages is grouping similar ideas together. These groups of ideas are then sequenced in a way that helps the reader understand relationships and accept the writer’s views.
C	One of the most important tasks in preparing well-organized messages is grouping similar ideas together. These groups of ideas are then sequenced in a way that helps the reader understand relationships and accept the writer’s views.
D	One of the most important tasks in preparing well-organized messages is grouping similar ideas together. These groups of ideas are then sequenced in a way that helps the reader understand relationships and accept the writer’s views.

PTS: 1 DIF: 3 REF: p. 143 OBJ: 5-2

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Patterns TOP: Organizing Ideas

TYP: Conceptual

Pamela is preparing an outline to help her write a report about her department’s quarterly activities. She wants the outline to show major and minor ideas. What type of outline should she use?

a.	Decimal outline
b.	Alphanumeric outline
c.	Scratch list
d.	Web-based outline

ANS: B

	Feedback
A	Pamela should prepare an alphanumeric outline, which is best for showing major and minor ideas.
B	Pamela should prepare an alphanumeric outline, which is best for showing major and minor ideas.
C	Pamela should prepare an alphanumeric outline, which is best for showing major and minor ideas.
D	Pamela should prepare an alphanumeric outline, which is best for showing major and minor ideas.

PTS: 1 DIF: 5 REF: p. 143 OBJ: 5-2

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Analysis | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Patterns TOP: Organizing Ideas

TYP: Application

What type of outline shows how every item at every level relates to the whole?

a.	Decimal outline
b.	Alphanumeric outline
c.	Scratch list
d.	Web-based outline

ANS: A

	Feedback
A	A decimal outline has the advantage of showing how every item at every level relates to the whole.
B	A decimal outline has the advantage of showing how every item at every level relates to the whole.
C	A decimal outline has the advantage of showing how every item at every level relates to the whole.
D	A decimal outline has the advantage of showing how every item at every level relates to the whole.

PTS: 1 DIF: 3 REF: p. 143 OBJ: 5-2

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Patterns TOP: Organizing Ideas

TYP: Conceptual

Stephen wants to prepare an outline for a proposal he is writing. Which of the following is the best advice?

a.	The ideal number of components or categories in an outline is eight to ten.
b.	Divide every major category into at least five subcategories.
c.	Define the main topic or purpose of the message in the outline title.
d.	Prepare the outline manually rather than on a computer so that you can easily make revisions.

ANS: C

	Feedback
A	Ideas in an outline should ideally be grouped into three to five major components or categories.
B	Divide every major category into at least two categories.
C	The title of an outline defines the main topic or purpose of the message.
D	Most word processors have outlining features that make the mechanics of the outlining process much easier than preparing an outline manually.

PTS: 1 DIF: 5 REF: p. 143-144 OBJ: 5-2

You are preparing an outline for your report on Web security in the workplace. Which of the following should be a major category for this outline?

a.	Spam
b.	Web Security Threats
c.	Phishing
d.	Adware and Spyware

ANS: B

	Feedback
A	“Web Security Threats” should be a major category of this outline; “Spam,” “Phishing,” and “Adware and Spyware” should be subtopics in the outline.
B	“Web Security Threats” should be a major category of this outline; “Spam,” “Phishing,” and “Adware and Spyware” should be subtopics in the outline.
C	“Web Security Threats” should be a major category of this outline; “Spam,” “Phishing,” and “Adware and Spyware” should be subtopics in the outline.
D	“Web Security Threats” should be a major category of this outline; “Spam,” “Phishing,” and “Adware and Spyware” should be subtopics in the outline.

PTS: 1 DIF: 5 REF: p. 144-145 OBJ: 5-2

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Analysis

TOP: Organizing Ideas TYP: Application

An organizational pattern that presents the main idea after the details, explanation, and evidence represents the

a.	indirect organizational pattern.
b.	direct organizational pattern.
c.	geographical organizational pattern.
d.	chronological organizational pattern.

ANS: A

	Feedback
A	An organizational pattern that presents the main idea after the details, explanation, and evidence represents the indirect organizational pattern.
B	An organizational pattern that presents the main idea after the details, explanation, and evidence represents the indirect organizational pattern.
C	An organizational pattern that presents the main idea after the details, explanation, and evidence represents the indirect organizational pattern.
D	An organizational pattern that presents the main idea after the details, explanation, and evidence represents the indirect organizational pattern.

PTS: 1 DIF: 3 REF: p. 145 OBJ: 5-3

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Patterns TOP: Organizing Ideas

TYP: Conceptual

An organizational pattern that presents the main idea followed by details, explanation, and evidence represents the

a.	indirect organizational pattern.
b.	direct organizational pattern.
c.	geographical organizational pattern.
d.	chronological organizational pattern.

ANS: B

	Feedback
A	An organizational pattern that presents the main idea followed by details, explanation, and evidence represents the direct organizational pattern.
B	An organizational pattern that presents the main idea followed by details, explanation, and evidence represents the direct organizational pattern.
C	An organizational pattern that presents the main idea followed by details, explanation, and evidence represents the direct organizational pattern.
D	An organizational pattern that presents the main idea followed by details, explanation, and evidence represents the direct organizational pattern.

PTS: 1 DIF: 3 REF: p. 145 OBJ: 5-3

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Patterns TOP: Organizing Ideas

TYP: Conceptual

If an audience will be unwilling, uninterested, displeased, disappointed, or hostile, the most effective organizational pattern is the

a.	indirect pattern.
b.	geographical pattern.
c.	chronological pattern.
d.	direct pattern.

ANS: A

	Feedback
A	If an audience will be unwilling, uninterested, displeased, disappointed, or hostile, the most effective organizational pattern is the indirect pattern.
B	If an audience will be unwilling, uninterested, displeased, disappointed, or hostile, the most effective organizational pattern is the indirect pattern.
C	If an audience will be unwilling, uninterested, displeased, disappointed, or hostile, the most effective organizational pattern is the indirect pattern.
D	If an audience will be unwilling, uninterested, displeased, disappointed, or hostile, the most effective organizational pattern is the indirect pattern.

PTS: 1 DIF: 3 REF: p. 145 OBJ: 5-3

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Patterns TOP: Organizing Ideas

TYP: Conceptual

Rebecca is writing a memo to her staff about an upcoming training session, and she is sure they’ll be pleased with the news. Rebecca should use the

a.	direct pattern.
b.	indirect pattern.
c.	chronological pattern.
d.	geographical pattern.

ANS: A

	Feedback
A	When you expect the reader to be pleased, mildly interested, or neutral, use the direct pattern.
B	When you expect the reader to be pleased, mildly interested, or neutral, use the direct pattern.
C	When you expect the reader to be pleased, mildly interested, or neutral, use the direct pattern.
D	When you expect the reader to be pleased, mildly interested, or neutral, use the direct pattern.

PTS: 1 DIF: 5 REF: p. 145 OBJ: 5-3

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Analysis | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Patterns, Audience TOP: Organizing Ideas

TYP: Application

Which of the following is not an advantage of the direct pattern?

a.	Reduces frustration
b.	Saves the reader’s time
c.	Facilitates a fair hearing
d.	Sets a proper frame of mind

ANS: C

	Feedback
A	One advantage of the direct pattern is that it reduces frustration because it puts the main point right up front.
B	One advantage of the direct pattern is that it saves the reader’s time because it gets right to the point.
C	An advantage of the indirect pattern is that it facilitates a fair hearing.
D	One advantage of the direct pattern is that it sets a proper frame of mind by giving the reader the purpose in the beginning.

PTS: 1 DIF: 3 REF: p. 146 OBJ: 5-3

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Patterns TOP: Organizing Ideas

TYP: Conceptual

Which of the following should be organized in an indirect pattern?

a.	An e-mail message to customers about a free shipping offer
b.	An e-mail message to employees telling them that overtime will be eliminated
c.	A letter offering a position to a job applicant
d.	A letter to members of a professional organization telling them about an upcoming event

ANS: B

	Feedback
A	An e-mail message informing customers about a free shipping offer should be organized directly because the readers will be interested.
B	An e-mail message to employees telling them that overtime will be eliminated should be organized in an indirect pattern because employees will be displeased.
C	A letter offering a position to a job applicant should be organized in a direct pattern because the applicant will be pleased.
D	A letter informing members of a professional organization about an upcoming event should be organized in a direct pattern because the reader will be pleased or interested.

PTS: 1 DIF: 5 REF: p. 146 OBJ: 5-3

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Analysis | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Patterns, Audience TOP: Organizing Ideas

TYP: Application

If an audience will be pleased, mildly interested, or neutral, the most effective organizational pattern is the

a.	indirect pattern.
b.	geographical pattern.
c.	chronological pattern.
d.	direct pattern.

ANS: D

	Feedback
A	If an audience will be pleased, mildly interested, or neutral, the most effective organizational pattern is the direct pattern.
B	If an audience will be pleased, mildly interested, or neutral, the most effective organizational pattern is the direct pattern.
C	If an audience will be pleased, mildly interested, or neutral, the most effective organizational pattern is the direct pattern.
D	If an audience will be pleased, mildly interested, or neutral, the most effective organizational pattern is the direct pattern.

PTS: 1 DIF: 3 REF: p. 145 OBJ: 5-3

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Patterns, Audience TOP: Organizing Ideas

TYP: Conceptual

Which of the following is not an advantage of the indirect pattern?

a.	Reduces frustration
b.	Respects the feelings of the audience
c.	Facilitates a fair hearing
d.	Minimizes a negative reaction

ANS: A

	Feedback
A	An advantage of the direct pattern is that it reduces frustration because it puts the main point right up front.
B	One advantage of the indirect pattern is that it respects the audience’s feelings by preparing the audience for the bad news.
C	One advantage of the indirect pattern is that it facilitates a fair hearing by making the message more likely to be read.
D	One advantage of the indirect pattern is that it minimizes a negative reaction by delivering the bad news gently.

PTS: 1 DIF: 3 REF: p. 146 OBJ: 5-3

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Patterns TOP: Organizing Ideas

TYP: Conceptual

Galen is writing to an employee to deny the employee’s request to work from home three days a week. Galen should write the letter using the

a.	direct pattern.
b.	geographical pattern.
c.	indirect pattern.
d.	chronological pattern.

ANS: C

	Feedback
A	Because Galen is delivering bad news, he should use the indirect pattern.
B	Because Galen is delivering bad news, he should use the indirect pattern.
C	Because Galen is delivering bad news, he should use the indirect pattern.
D	Because Galen is delivering bad news, he should use the indirect pattern.

PTS: 1 DIF: 5 REF: p. 146 OBJ: 5-3

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Analysis | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Patterns, Audience TOP: Organizing Ideas

TYP: Application

Which of the following should be organized in a direct pattern?

a.	An online manual showing visitors how to download a software program
b.	A proposal submitted to the board of directors to add a wellness program to the company’s benefits package
c.	A memo to employees telling them that health benefits will be cut
d.	A letter denying a customer’s claim about a defective product

ANS: A

	Feedback
A	An online manual showing visitors how to download a software program should be organized in a direct pattern.
B	A proposal submitted to a board of directors to add a wellness program to the company’s benefits package should be organized in an indirect pattern because it would require persuasion.
C	A memo to employees telling them that health benefits will be cut should be organized in an indirect pattern because employees will be displeased.
D	A letter denying a customer’s claim about a defective product should be written using an indirect pattern because the customer will be disappointed.

PTS: 1 DIF: 5 REF: p. 146 OBJ: 5-3

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Patterns TOP: Organizing Ideas

TYP: Application

Sensitive messages that deliver bad news should usually be organized

a.	in an indirect pattern.
b.	by geographical area.
c.	in a direct pattern.
d.	in a pivoting pattern.

ANS: A

	Feedback
A	The indirect pattern is usually best for sensitive messages that deliver bad news.
B	The indirect pattern is usually best for sensitive messages that deliver bad news.
C	The indirect pattern is usually best for sensitive messages that deliver bad news.
D	The indirect pattern is usually best for sensitive messages that deliver bad news.

PTS: 1 DIF: 3 REF: p. 147 OBJ: 5-3

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Patterns TOP: Organizing Ideas

TYP: Conceptual

Andrew must deny a customer’s application for credit. What organizational pattern should he use?

a.	An indirect pattern
b.	A geographical pattern
c.	A direct pattern
d.	A pivoting pattern

ANS: A

	Feedback
A	Andrew should use the indirect organizational pattern to disapprove credit.
B	Andrew should use the indirect organizational pattern to disapprove credit.
C	Andrew should use the indirect organizational pattern to disapprove credit.
D	Andrew should use the indirect organizational pattern to disapprove credit.

PTS: 1 DIF: 5 REF: p. 147 OBJ: 5-3

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Analysis | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Patterns, Audience TOP: Organizing Ideas

TYP: Application

One effective way to overcome writer’s block is to

a.	stare at the page until you think of something to write.
b.	concentrate on finding the right words and perfect sentence structure before putting your ideas on paper.
c.	work in a quiet environment in which you can concentrate.
d.	take a creativity-enhancing vitamin supplement.

ANS: C

	Feedback
A	One effective way to overcome writer’s block is to work in a quiet environment in which you can concentrate.
B	One effective way to overcome writer’s block is to work in a quiet environment in which you can concentrate.
C	One effective way to overcome writer’s block is to work in a quiet environment in which you can concentrate.
D	One effective way to overcome writer’s block is to work in a quiet environment in which you can concentrate.

PTS: 1 DIF: 3 REF: p. 147 OBJ: 5-4

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Patterns TOP: Composing the First Draft

TYP: Conceptual

Olga has just been hired as an executive assistant and will be doing a lot of writing on the job. What is the best advice you can give her about composing documents?

a.	Set aside a given time for writing during which you will have no visitors, phone calls, or interruptions.
b.	Create an outline only for long, complex documents.
c.	To save time, begin working immediately on the final draft.
d.	Avoid freewriting because it results in sloppy documents.

ANS: A

	Feedback
A	Writing is easier if you have a quiet environment in which to concentrate. Set aside a given time and allow no calls, visitors, or other interruptions.
B	Even with a computer, some writers have trouble getting started, especially if they haven’t completed the preparatory work. Organizing your ideas and working from an outline are very helpful in overcoming writer’s block, no matter how long or complex a document is.
C	As you begin composing, keep in mind that you are writing the first draft, not the final copy.
D	Some experts suggest that you write quickly (freewriting), which allows you to get your thoughts down and then refine them in later versions.

PTS: 1 DIF: 5 REF: p. 147 OBJ: 5-4

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Analysis | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Patterns TOP: Composing the First Draft

TYP: Application

Using a computer can help you create better written messages, oral presentations, and Web pages by helping you fight writer’s block, develop an outline and organize ideas, make revisions, and

a.	collect information manually.
b.	determine the purpose of your message.
c.	improve correctness and precision.
d.	profile the audience for your message.

ANS: C

	Feedback
A	A computer can help you collect information electronically but not manually.
B	A computer is not useful in determining the purpose of a message.
C	A computer can be useful in improving correctness and precision through the use of spell and grammar checkers.
D	A computer is not useful in profiling the audience for a message.

PTS: 1 DIF: 3 REF: p. 148 OBJ: 5-4

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Technology | AACSB: Tier 2 – Word processing, Data conversion

TOP: Composing the First Draft TYP: Conceptual

Complete sentences

a.	have subjects.
b.	have verbs.
c.	make sense.
d.	All of these choices.

ANS: D

	Feedback
A	Complete sentences have subjects and verbs and make sense.
B	Complete sentences have subjects and verbs and make sense.
C	Complete sentences have subjects and verbs and make sense.
D	Complete sentences have subjects and verbs and make sense.

PTS: 1 DIF: 1 REF: p. 148 OBJ: 5-4

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Standard English TOP: Creating Effective Sentences

TYP: Definition

Which of the following is a phrase?

a.	On page three of the owner’s manual
b.	She applied for the scholarship
c.	If you are available
d.	Because you surpassed your sales goals

ANS: A

	Feedback
A	“On page three of the owner’s manual” is a phrase. It has no subject or verb.
B	“She applied for the scholarship” is an independent clause.
C	“If you are available” is a dependent clause.
D	“Because you surpassed your sales goals” is a dependent clause.

PTS: 1 DIF: 5 REF: p. 148 OBJ: 5-4

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Analysis | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Standard English TOP: Creating Effective Sentences

TYP: Application

Clauses that begin with words like if, when, because, and as are usually

a.	independent.
b.	dependent.
c.	direct.
d.	indirect.

ANS: B

	Feedback
A	Clauses that begin with words like “if,” “when,” “because,” and “as” are usually dependent.
B	Clauses that begin with words like “if,” “when,” “because,” and “as” are usually dependent.
C	Clauses that begin with words like “if,” “when,” “because,” and “as” are usually dependent.
D	Clauses that begin with words like “if,” “when,” “because,” and “as” are usually dependent.

PTS: 1 DIF: 5 REF: p. 149 OBJ: 5-4

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Standard English TOP: Creating Effective Sentences

TYP: Application

Which of the following is a clause?

a.	On Friday
b.	Will be arriving
c.	On our Web site
d.	When you were hired

ANS: D

	Feedback
A	“On Friday” is a prepositional phrase.
B	“Will be arriving” is a verb phrase.
C	“On our Web site” is a prepositional phrase.
D	“When you were hired” is a dependent clause because it begins with the subordinating conjunction “When” and contains a subject (you) and a verb (were hired).

PTS: 1 DIF: 5 REF: p. 149 OBJ: 5-4

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Analysis | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Standard English TOP: Creating Effective Sentences

TYP: Application

Which of the following is a dependent clause?

a.	On the 30^th of this month
b.	Except for our main competitor
c.	Since the company began selling stock to the public
d.	Your interview went well

ANS: C

	Feedback
A	“On the 30th of this month” contains two prepositional phrases.
B	“Except for our main competitor” is a prepositional phrase.
C	“Since the company began selling stock to the public” is a dependent clause because it begins with the subordinating conjunction “Since” and contains a subject (company) and a verb (began).
D	“Your interview went well” is an independent clause.

PTS: 1 DIF: 5 REF: p. 149 OBJ: 5-4

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Analysis | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Standard English TOP: Creating Effective Sentences

TYP: Application

Which of the following is an independent clause?

a.	As he signed the contract
b.	Of the two choices
c.	Please call with any questions you have
d.	None of these choices

ANS: C

	Feedback
A	“As he signed the contract” is a dependent clause because it does not convey a complete thought.
B	“Of the two choices” is a prepositional phrase; it does not have a subject and a verb.
C	“Please call with any questions you have” is an independent clause; it contains a subject, verb, and complete thought.
D	“Please call with any questions you have” is an independent clause; it contains a subject, a verb, and a complete thought.

PTS: 1 DIF: 5 REF: p. 149 OBJ: 5-4

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Analysis | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Standard English TOP: Creating Effective Sentences

TYP: Application

Which of the following statements about phrases and clauses is false?

a.	Phrases have subjects and verbs, but clauses do not.
b.	Clauses and phrases are the key building blocks of sentences.
c.	Clauses and phrases are related groups of words.
d.	Clauses may be either independent or dependent.

ANS: A

	Feedback
A	Clauses have subjects and verbs, but phrases do not.
B	The key building blocks of sentences are clauses and phrases.
C	Clauses and phrases are related groups of words.
D	Clauses may be either independent or dependent.

PTS: 1 DIF: 3 REF: p. 148-149 OBJ: 5-4

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Standard English TOP: Creating Effective Sentences

TYP: Application

Which of the following sentences contains a comma splice?

a.	Brandon will write the document, but Alicia will proofread it.
b.	Brandon will write the document, Alicia will proofread it.
c.	Brandon will write the document; however, Alicia will proofread it.
d.	None of these choices

ANS: B

	Feedback
A	“Brandon will write the document, Alicia will proofread it” contains a comma splice. The other sentences are grammatically correct.
B	“Brandon will write the document, Alicia will proofread it” contains a comma splice. The other sentences are grammatically correct.
C	“Brandon will write the document, Alicia will proofread it” contains a comma splice. The other sentences are grammatically correct.
D	“Brandon will write the document, Alicia will proofread it” contains a comma splice. The other sentences are grammatically correct.

PTS: 1 DIF: 5 REF: p. 149-150 OBJ: 5-4

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Analysis | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Standard English TOP: Creating Effective Sentences

TYP: Application

Which of the following is a sentence fragment?

a.	Because we expect sales to increase next quarter.
b.	We expect sales to increase next quarter.
c.	Because we expect sales to increase next quarter, we are hiring additional employees now.
d.	None of these choices

ANS: A

	Feedback
A	“Because we expect sales to increase next quarter” is a sentence fragment. The other sentences are grammatically correct.
B	“Because we expect sales to increase next quarter” is a sentence fragment. The other sentences are grammatically correct.
C	“Because we expect sales to increase next quarter” is a sentence fragment. The other sentences are grammatically correct.
D	“Because we expect sales to increase next quarter” is a sentence fragment. The other sentences are grammatically correct.

PTS: 1 DIF: 5 REF: p. 149 OBJ: 5-4

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Analysis | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Standard English TOP: Creating Effective Sentences

TYP: Application

Which of the following is a run-on sentence?

a.	Many companies use Facebook to connect with customers; some even use Twitter.
b.	Many companies use Facebook to connect with customers, and some even use Twitter.
c.	Many companies use Facebook to connect with customers some even use Twitter.
d.	None of these choices

ANS: C

	Feedback
A	“Many companies use Facebook to connect with customers some even use Twitter” is a run-on sentence because it joins two complete thoughts without the needed punctuation or conjunction. The other sentences are grammatically correct.
B	“Many companies use Facebook to connect with customers some even use Twitter” is a run-on sentence because it joins two complete thoughts without the needed punctuation or conjunction. The other sentences are grammatically correct.
C	“Many companies use Facebook to connect with customers some even use Twitter” is a run-on sentence because it joins two complete thoughts without the needed punctuation or conjunction. The other sentences are grammatically correct.
D	“Many companies use Facebook to connect with customers some even use Twitter” is a run-on sentence because it joins two complete thoughts without the needed punctuation or conjunction. The other sentences are grammatically correct.

PTS: 1 DIF: 5 REF: p. 149 OBJ: 5-4

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Analysis | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Standard English TOP: Creating Effective Sentences

TYP: Application

Monica wants to make sure that her sentences are easily understood. How long should she make them?

a.	An average of 20 words
b.	At least 30 words
c.	No more than 8 words
d.	An average of 28 words

ANS: A

	Feedback
A	Because Monica’s goal is to communicate clearly, she should strive for sentences that average 20 words.
B	Because Monica’s goal is to communicate clearly, she should strive for sentences that average 20 words.
C	Because Monica’s goal is to communicate clearly, she should strive for sentences that average 20 words.
D	Because Monica’s goal is to communicate clearly, she should strive for sentences that average 20 words.

PTS: 1 DIF: 5 REF: p. 150 OBJ: 5-4

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Analysis | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Rhetorical considerations TOP: Creating Effective Sentences

TYP: Application

Franco wants to emphasize the new features of a product he is selling. What should he do?

a.	Use vivid words to describe the features.
b.	Put the most important information in the middle of his sentences.
c.	Use the passive voice to describe the features.
d.	Put the most important information in a dependent clause.

ANS: A

	Feedback
A	Using vivid words will emphasize the important information.
B	Important information should be placed at the beginning or end of a sentence to emphasize it.
C	The active voice should be used to emphasize information.
D	Important information should be placed in an independent clause to emphasize it.

PTS: 1 DIF: 5 REF: p. 150-151 OBJ: 5-4

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Analysis | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Rhetorical considerations TOP: Creating Effective Sentences

TYP: Application

Which sentence best emphasizes the attorney?

a.	The closing arguments were delivered by the attorney.
b.	Because the attorney is ready, she will give her closing arguments today.
c.	Before the trial resumed, the attorney practiced for her closing arguments.
d.	The attorney delivered the closing arguments.

ANS: D

	Feedback
A	This sentence is in the passive voice. Because “the attorney” is not the subject of the sentence, it receives less emphasis.
B	Because “the attorney” appears in a dependent clause, it receives less emphasis.
C	“The attorney” appears in the middle of the sentence and receives less emphasis than it would if it were at the beginning of the sentence.
D	“The attorney” is the subject of this active-voice sentence; therefore, it receives the most emphasis.

PTS: 1 DIF: 5 REF: p. 150-151 OBJ: 5-4

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Rhetorical considerations TOP: Creating Effective Sentences

TYP: Application

When should the passive voice be used?

a.	For most business writing
b.	To de-emphasize bad news
c.	To emphasize the doer of the action
d.	Never

ANS: B

	Feedback
A	The active voice should be used for most business writing.
B	The passive voice should be used to de-emphasize bad news because the passive voice takes the emphasis off the doer of the action.
C	The active voice should be used to emphasize the doer of the action.
D	The passive voice should be used when you want to de-emphasize bad news or conceal the doer of the action.

PTS: 1 DIF: 3 REF: p. 151 OBJ: 5-4

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Rhetorical considerations TOP: Creating Effective Sentences

TYP: Conceptual

Select the active-voice sentence.

a.	The sales meeting has been scheduled for Friday.
b.	Many companies now offer wellness programs.
c.	The contract must be signed by all parties.
d.	The applicant was contacted by the hiring manager.

ANS: B

	Feedback
A	“The sales meeting has been scheduled for Friday” uses passive voice.
B	“Many companies now offer wellness programs” uses active voice because it reveals the doer of the action (“companies”) immediately.
C	“The contract must be signed by all parties” uses passive voice.
D	“The applicant was contacted by the hiring manager” uses passive voice.

PTS: 1 DIF: 5 REF: p. 151 OBJ: 5-4

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Standard English, Rhetorical considerations

TOP: Creating Effective Sentences TYP: Application

Select the passive-voice sentence.

a.	Michael Lewis wrote a book about the financial crisis.
b.	The market closed over 14,000 points for the first time in July 2007.
c.	Although he has no experience, Andrew applied for the position.
d.	The Web site was redesigned by a team of professionals.

ANS: D

	Feedback
A	“Michael Lewis wrote a book about the financial crisis” is in the active voice because the doer of the action (Michael Lewis) is the subject of the action verb (wrote).
B	“The market closed over 14,000 points for the first time in July 2007” is in the active voice.
C	“Although he has no experience, Andrew applied for the position” is in the active voice.
D	“The Web site was redesigned by a team of professionals” is in the passive voice. The subject (“Web site”) is being acted upon.

PTS: 1 DIF: 5 REF: p. 151 OBJ: 5-4

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Analysis | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Rhetorical considerations TOP: Creating Effective Sentences

TYP: Application

To apply for a job, a résumé must be submitted contains

a.	a misplaced modifier.
b.	the active voice.
c.	a dangling modifier.
d.	a limiting clause.

ANS: C

	Feedback
A	This sentence contains a dangling modifier. The correct wording should be “To apply for a job, you must submit a résumé.”
B	This sentence contains a dangling modifier. The correct wording should be “To apply for a job, you must submit a résumé.”
C	This sentence contains a dangling modifier. The correct wording should be “To apply for a job, you must submit a résumé.”
D	This sentence contains a dangling modifier. The correct wording should be “To apply for a job, you must submit a résumé.”

PTS: 1 DIF: 5 REF: p. 152 OBJ: 5-4

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Standard English TOP: Creating Effective Sentences

TYP: Application

Which of the following statements about paragraphs is most accurate?

a.	A paragraph is a group of sentences about one idea.
b.	The primary idea always appears first in a paragraph.
c.	Well-constructed paragraphs can discuss more than one topic.
d.	All of these statements are accurate.

ANS: A

	Feedback
A	A paragraph is a group of sentences about one idea.
B	The primary idea of a paragraph appears in a main sentence that usually, but not always, appears first.
C	Well-constructed paragraphs discuss only one topic.
D	A paragraph is a group of sentences about one idea.

PTS: 1 DIF: 3 REF: p. 153 OBJ: 5-5

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Rhetorical considerations

TOP: Drafting Powerful Paragraphs TYP: Conceptual

Most business messages use the ____ paragraph plan because it clarifies the subject immediately.

a.	dovetailing
b.	pivoting
c.	indirect
d.	direct

ANS: D

	Feedback
A	Most business messages use the direct paragraph plan because it clarifies the subject immediately.
B	Most business messages use the direct paragraph plan because it clarifies the subject immediately.
C	Most business messages use the direct paragraph plan because it clarifies the subject immediately.
D	Most business messages use the direct paragraph plan because it clarifies the subject immediately.

PTS: 1 DIF: 3 REF: p. 153 OBJ: 5-5

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Rhetorical considerations

TOP: Drafting Powerful Paragraphs TYP: Conceptual

Lydia is writing a document that will compare and contrast different health plans. She will most likely use the ____ paragraph plan.

a.	indirect
b.	pivoting
c.	transitional
d.	direct

ANS: B

	Feedback
A	Lydia will most likely use the pivoting paragraph plan, which is especially useful for comparing and contrasting ideas.
B	Lydia will most likely use the pivoting paragraph plan, which is especially useful for comparing and contrasting ideas.
C	Lydia will most likely use the pivoting paragraph plan, which is especially useful for comparing and contrasting ideas.
D	Lydia will most likely use the pivoting paragraph plan, which is especially useful for comparing and contrasting ideas.

PTS: 1 DIF: 5 REF: p. 153-154 OBJ: 5-5

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Analysis | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Rhetorical considerations

TOP: Drafting Powerful Paragraphs TYP: Application

You can build paragraph coherence by incorporating which of the following techniques?

a.	Using pronouns
b.	Using transitional expressions such as therefore, however, and then
c.	Dovetailing sentences
d.	All of these choices

ANS: D

	Feedback
A	You can use all of these techniques (using pronouns, using transitional expressions, and dovetailing sentences) to build paragraph coherence.
B	You can use all of these techniques (using pronouns, using transitional expressions, and dovetailing sentences) to build paragraph coherence.
C	You can use all of these techniques (using pronouns, using transitional expressions, and dovetailing sentences) to build paragraph coherence.
D	You can use all of these techniques (using pronouns, using transitional expressions, and dovetailing sentences) to build paragraph coherence.

PTS: 1 DIF: 3 REF: p. 154-155 OBJ: 5-5

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Rhetorical considerations

TOP: Drafting Powerful Paragraphs TYP: Conceptual

TRUE/FALSE

The first step of Phase 2 of the 3-x-3 writing process is to conduct research to collect all the needed information.

ANS: T

	Feedback
Correct	Research is the first step of Phase 2 of the 3-x-3 writing process.
Incorrect	Research is the first step of Phase 2 of the 3-x-3 writing process.

PTS: 1 DIF: 3 REF: p. 138 OBJ: 5-1

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Patterns

TOP: Gathering Information Through Research TYP: Conceptual

Research can be formal or informal, depending on the nature of the message.

ANS: T

	Feedback
Correct	Research for longer, more complex documents may be very formal. For simple documents, though, the procedure can be quite informal.
Incorrect	Research for longer, more complex documents may be very formal. For simple documents, though, the procedure can be quite informal.

PTS: 1 DIF: 3 REF: p. 139 OBJ: 5-1

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion

TOP: Gathering Information Through Research TYP: Conceptual

Doing Web research is an example of an informal research method.

ANS: F

	Feedback
Correct	Doing Web research is an example of a formal research method.
Incorrect	Doing Web research is an example of a formal research method.

PTS: 1 DIF: 3 REF: p. 139-140 OBJ: 5-1

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion

TOP: Gathering Information Through Research TYP: Conceptual

The Web has made manual searching in libraries obsolete and unnecessary.

ANS: F

	Feedback
Correct	If you need background or supplementary information, manual searching in public and college libraries is useful.
Incorrect	If you need background or supplementary information, manual searching in public and college libraries is useful.

PTS: 1 DIF: 3 REF: p. 140 OBJ: 5-1

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion

TOP: Gathering Information Through Research TYP: Conceptual

Scientific experiments involve the use of controlled variables.

ANS: T

	Feedback
Correct	Scientific researchers present choices with controlled variables.
Incorrect	Scientific researchers present choices with controlled variables.

PTS: 1 DIF: 3 REF: p. 140 OBJ: 5-1

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion

TOP: Gathering Information Through Research TYP: Conceptual

Looking in the company files is an example of an informal research method.

ANS: T

	Feedback
Correct	Looking in the company files is an informal research method.
Incorrect	Looking in the company files is an informal research method.

PTS: 1 DIF: 3 REF: p. 140-141 OBJ: 5-1

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion

TOP: Gathering Information Through Research TYP: Conceptual

The best brainstorming sessions have time limits.

ANS: T

	Feedback
Correct	Time limits should be established for brainstorming sessions, and short sessions are best.
Incorrect	Time limits should be established for brainstorming sessions, and short sessions are best.

PTS: 1 DIF: 3 REF: p. 142 OBJ: 5-1

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Teamwork

TOP: Gathering Information Through Research TYP: Conceptual

The focus of a brainstorming session should be on the quality of ideas, not the quantity.

ANS: F

	Feedback
Correct	A quota should be set during brainstorming sessions, such as a minimum of 100 ideas. The goal is quantity, not quality.
Incorrect	A quota should be set during brainstorming sessions, such as a minimum of 100 ideas. The goal is quantity, not quality.

PTS: 1 DIF: 3 REF: p. 142 OBJ: 5-1

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Teamwork

TOP: Gathering Information Through Research TYP: Conceptual

A well-organized message helps the reader understand relationships and accept the writer’s view.

ANS: T

	Feedback
Correct	Well-organized messages group ideas to help the reader understand relationships and accept the writer’s view.
Incorrect	Well-organized messages group ideas to help the reader understand relationships and accept the writer’s view.

PTS: 1 DIF: 3 REF: p. 143 OBJ: 5-2

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Patterns TOP: Organizing Ideas

TYP: Conceptual

Many communication experts regard poor organization as the greatest failing of business writers.

ANS: T

	Feedback
Correct	Poor organization is the greatest failing of business writers according to many communication experts.
Incorrect	Poor organization is the greatest failing of business writers according to many communication experts.

PTS: 1 DIF: 3 REF: p. 143 OBJ: 5-1

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion

TOP: Organizing Ideas TYP: Conceptual

The alphanumeric and the decimal outlining formats help business writers to focus on the topic, identify major ideas, and support those ideas with details, illustrations, or evidence.

ANS: T

	Feedback
Correct	Both outlining formats help business communicators to focus on the topic, identify major ideas, and support those ideas with details, illustrations, or evidence.
Incorrect	Both outlining formats help business communicators to focus on the topic, identify major ideas, and support those ideas with details, illustrations, or evidence.

PTS: 1 DIF: 3 REF: p. 143 OBJ: 5-2

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Patterns, Rhetorical considerations

TOP: Organizing Ideas TYP: Conceptual

Each major category in an outline should be divided into at least four subcategories.

ANS: F

	Feedback
Correct	Each major category in an outline should be divided into at least two subcategories. These subcategories are then fleshed out with examples, details, statistics, case histories, and other data.
Incorrect	Each major category in an outline should be divided into at least two subcategories. These subcategories are then fleshed out with examples, details, statistics, case histories, and other data.

PTS: 1 DIF: 3 REF: p. 144 OBJ: 5-2

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Patterns, Rhetorical considerations

TOP: Organizing Ideas TYP: Conceptual

As you move from a major point to a subpoint in an outline, you are progressing from large, abstract concepts to small, concrete ideas.

ANS: T

	Feedback
Correct	In moving from a major point to a subpoint in an outline, you are progressing from large, abstract concepts to small, concrete ideas.
Incorrect	In moving from a major point to a subpoint in an outline, you are progressing from large, abstract concepts to small, concrete ideas.

PTS: 1 DIF: 3 REF: p. 144-145 OBJ: 5-2

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Patterns, Rhetorical considerations

TOP: Organizing Ideas TYP: Conceptual

The primary difference between the direct pattern and the indirect pattern is where the main idea is placed.

ANS: T

	Feedback
Correct	The primary difference between the two patterns is where the main idea is placed.
Incorrect	The primary difference between the two patterns is where the main idea is placed.

PTS: 1 DIF: 3 REF: p. 145 OBJ: 5-3

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Patterns TOP: Organizing Ideas

TYP: Conceptual

In the indirect pattern, the main idea comes first, followed by details, explanation, or evidence. In the direct pattern the main idea follows the details, explanation, and evidence.

ANS: F

	Feedback
Correct	In the direct pattern, the main idea comes first, followed by details, explanation, or evidence. In the indirect pattern the main idea follows the details, explanation, and evidence.
Incorrect	In the direct pattern, the main idea comes first, followed by details, explanation, or evidence. In the indirect pattern the main idea follows the details, explanation, and evidence.

PTS: 1 DIF: 3 REF: p. 145 OBJ: 5-3

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Patterns TOP: Organizing Ideas

TYP: Conceptual

The direct organizational pattern should be used when writing to an audience that will be unwilling, uninterested, displeased, disappointed, or hostile.

ANS: F

	Feedback
Correct	The indirect organizational pattern should be used when writing to an audience that will be unwilling, uninterested, displeased, disappointed, or hostile. The direct organizational pattern should be used when writing to an audience that will be pleased, mildly interested, or neutral.
Incorrect	The indirect organizational pattern should be used when writing to an audience that will be unwilling, uninterested, displeased, disappointed, or hostile. The direct organizational pattern should be used when writing to an audience that will be pleased, mildly interested, or neutral.

PTS: 1 DIF: 3 REF: p. 145 OBJ: 5-3

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Patterns TOP: Organizing Ideas

TYP: Conceptual

Molly is writing an e-mail message to ask about hotel availability and rates. She should use the direct pattern.

ANS: T

	Feedback
Correct	Typical business messages that follow the direct pattern include routine requests and responses, orders and acknowledgments, nonsensitive memos, e-mail messages, informational reports, and informational oral presentations.
Incorrect	Typical business messages that follow the direct pattern include routine requests and responses, orders and acknowledgments, nonsensitive memos, e-mail messages, informational reports, and informational oral presentations.

PTS: 1 DIF: 5 REF: p. 146 OBJ: 5-3

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Analysis | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Patterns, Purpose TOP: Organizing Ideas

TYP: Application

The development team will meet Friday, August 7, at 10 a.m. uses the direct pattern to inform team members of an upcoming meeting.

ANS: T

	Feedback
Correct	Because this sentence contains the main idea, it is a good example of the direct pattern.
Incorrect	Because this sentence contains the main idea, it is a good example of the direct pattern.

PTS: 1 DIF: 5 REF: p. 146 OBJ: 5-3

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Analysis | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Patterns, Rhetorical considerations

TOP: Organizing Ideas TYP: Application

Trey is writing a memo to refuse an employee’s vacation request. He should use the indirect pattern.

ANS: T

	Feedback
Correct	Because Trey can expect his audience to be displeased, the indirect pattern is more appropriate.
Incorrect	Because Trey can expect his audience to be displeased, the indirect pattern is more appropriate.

PTS: 1 DIF: 5 REF: p. 146-147 OBJ: 5-3

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Analysis | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Patterns, Audience, Rhetorical considerations

TOP: Organizing Ideas TYP: Application

Caitlin is writing a sales letter to encourage customers to add features to their wireless data plans. She should use the direct approach.

ANS: F

	Feedback
Correct	Caitlin should use the indirect approach. The indirect approach is best for bad news, persuasive requests, sales letters, and sensitive messages.
Incorrect	Caitlin should use the indirect approach. The indirect approach is best for bad news, persuasive requests, sales letters, and sensitive messages.

PTS: 1 DIF: 5 REF: p. 147 OBJ: 5-3

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Analysis | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Patterns, Audience, Rhetorical considerations

TOP: Organizing Ideas TYP: Application

Organizing one’s ideas ahead of time is a good way to prevent writer’s block.

ANS: T

	Feedback
Correct	A good way to prevent writer’s block is to organize ideas ahead of time.
Incorrect	A good way to prevent writer’s block is to organize ideas ahead of time.

PTS: 1 DIF: 3 REF: p. 147 OBJ: 5-4

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion

TOP: Composing the First Draft TYP: Conceptual

Most experts recommend trying to produce error-free first drafts of your documents.

ANS: F

	Feedback
Correct	Experts suggest that you write the first draft quickly (freewriting). Get your thoughts down first, and then refine them in later versions.
Incorrect	Experts suggest that you write the first draft quickly (freewriting). Get your thoughts down first, and then refine them in later versions.

PTS: 1 DIF: 3 REF: p. 147 OBJ: 5-4

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion

TOP: Composing the First Draft TYP: Conceptual

Dependent clauses have subjects and verbs; independent clauses do not.

ANS: F

	Feedback
Correct	Both dependent and independent clauses have subjects and verbs.
Incorrect	Both dependent and independent clauses have subjects and verbs.

PTS: 1 DIF: 1 REF: p. 148 OBJ: 5-4

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Standard English TOP: Creating Effective Sentences

TYP: Definition

As long as a group of words has a subject and a verb, it is considered complete sentence.

ANS: F

	Feedback
Correct	Complete sentences have subjects and verbs and must also make sense.
Incorrect	Complete sentences have subjects and verbs and must also make sense.

PTS: 1 DIF: 3 REF: p. 148 OBJ: 5-4

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Standard English TOP: Creating Effective Sentences

TYP: Conceptual

In our largest conference room is an example of a phrase.

ANS: T

	Feedback
Correct	“In our largest conference room” is an example of a prepositional phrase.
Incorrect	“In our largest conference room” is an example of a prepositional phrase.

PTS: 1 DIF: 5 REF: p. 148 OBJ: 5-4

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Analysis | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Standard English TOP: Creating Effective Sentences

TYP: Application

If you have any questions is an example of an independent clause.

ANS: F

	Feedback
Correct	“If you have any questions” is an example of a dependent clause.
Incorrect	“If you have any questions” is an example of a dependent clause.

PTS: 1 DIF: 5 REF: p. 149 OBJ: 5-4

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Analysis | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Standard English TOP: Creating Effective Sentences

TYP: Application

The first ATM opened near London in 1967 is an example of an independent clause.

ANS: T

	Feedback
Correct	“The first ATM opened near London in 1967” is an example of an independent clause; it has a subject and a verb and has a complete thought.
Incorrect	“The first ATM opened near London in 1967” is an example of an independent clause; it has a subject and a verb and has a complete thought.

PTS: 1 DIF: 5 REF: p. 149 OBJ: 5-4

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Analysis | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Standard English TOP: Creating Effective Sentences

TYP: Application

With a solid plan and careful planning is a sentence fragment.

ANS: T

	Feedback
Correct	“With a solid plan and careful planning” is a sentence fragment.
Incorrect	“With a solid plan and careful planning” is a sentence fragment.

PTS: 1 DIF: 5 REF: p. 149 OBJ: 5-4

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Analysis | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Standard English TOP: Creating Effective Sentences

TYP: Application

June is our busiest month, February is our slowest contains a comma splice.

ANS: T

	Feedback
Correct	“June is our busiest month, February is our slowest” contains a comma splice that can be corrected by replacing the comma with a semicolon.
Incorrect	“June is our busiest month, February is our slowest” contains a comma splice that can be corrected by replacing the comma with a semicolon.

PTS: 1 DIF: 5 REF: p. 149-150 OBJ: 5-4

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Analysis | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Standard English TOP: Creating Effective Sentences

TYP: Application

What you need to do, therefore, is consult a specialist is a run-on sentence.

ANS: F

	Feedback
Correct	“What you need to do, therefore, is consult a specialist” is a grammatically correct sentence.
Incorrect	“What you need to do, therefore, is consult a specialist” is a grammatically correct sentence.

PTS: 1 DIF: 5 REF: p. 149 OBJ: 5-4

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Analysis | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Standard English TOP: Creating Effective Sentences

TYP: Application

Sentences that average 20 words are most effective for business writing.

ANS: T

	Feedback
Correct	Because your goal is to communicate clearly, your sentences should average 20 words. Sentences of 19 words can be understood by about 80 percent of their audience, while sentences that are 28 words long can be understood by only about 50 percent.
Incorrect	Because your goal is to communicate clearly, your sentences should average 20 words. Sentences of 19 words can be understood by about 80 percent of their audience, while sentences that are 28 words long can be understood by only about 50 percent.

PTS: 1 DIF: 3 REF: p. 150 OBJ: 5-4

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Rhetorical considerations TOP: Creating Effective Sentences

TYP: Conceptual

Placing the main idea first or last in a sentence is a good way to emphasize it.

ANS: T

	Feedback
Correct	Place the important idea first or last in a sentence to emphasize it.
Incorrect	Place the important idea first or last in a sentence to emphasize it.

PTS: 1 DIF: 3 REF: p. 150 OBJ: 5-4

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Rhetorical considerations TOP: Creating Effective Sentences

TYP: Conceptual

The sentence Clara was accepted into an MBA program is an active-voice sentence.

ANS: F

	Feedback
Correct	The sentence “Clara was accepted into an MBA program” is in the passive voice.
Incorrect	The sentence “Clara was accepted into an MBA program” is in the passive voice.

PTS: 1 DIF: 5 REF: p. 151 OBJ: 5-4

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Analysis | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Standard English TOP: Creating Effective Sentences

TYP: Application

The sentence James responded to the inquiry is an active-voice sentence in which James acts as the subject.

ANS: T

	Feedback
Correct	The sentence “James responded to the inquiry” is an active-voice sentence in which “James” acts as the subject.
Incorrect	The sentence “James responded to the inquiry” is an active-voice sentence in which “James” acts as the subject.

PTS: 1 DIF: 5 REF: p. 151 OBJ: 5-4

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Analysis | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Standard English TOP: Creating Effective Sentences

TYP: Application

Passive voice can be used to conceal the doer of the action.

ANS: T

	Feedback
Correct	In sentences with passive-voice verbs, the doer of the action may be revealed or left unknown.
Incorrect	In sentences with passive-voice verbs, the doer of the action may be revealed or left unknown.

PTS: 1 DIF: 3 REF: p. 151 OBJ: 5-4

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Standard English TOP: Creating Effective Sentences

TYP: Conceptual

The following sentence contains a dangling modifier: Working all night, the report was finished by Robert.

ANS: F

	Feedback
Correct	“Working all night, the report was finished by Robert” is an example of a misplaced modifier, which occurs when the word or phrase a modifier describes is not close enough to be clear. The sentence should be reworded as follows: “Working all night, Robert finished the report.”
Incorrect	“Working all night, the report was finished by Robert” is an example of a misplaced modifier, which occurs when the word or phrase a modifier describes is not close enough to be clear. The sentence should be reworded as follows: “Working all night, Robert finished the report.”

PTS: 1 DIF: 5 REF: p. 152 OBJ: 5-4

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Analysis | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Standard English TOP: Creating Effective Sentences

TYP: Application

The topic sentence of a paragraph must always appear first.

ANS: F

	Feedback
Correct	Well-constructed paragraphs reveal the primary idea in a topic sentence that usually, but not always, appears first.
Incorrect	Well-constructed paragraphs reveal the primary idea in a topic sentence that usually, but not always, appears first.

PTS: 1 DIF: 3 REF: p. 153 OBJ: 5-5

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Standard English

TOP: Drafting Powerful Paragraphs TYP: Conceptual

Paragraphs arranged in the direct plan start with supporting sentences and conclude with the topic sentence.

ANS: F

	Feedback
Correct	Most business messages use the direct paragraph plan, which begins with the main sentence, followed by supporting sentences. Paragraphs using the indirect method start with the supporting sentences and conclude with the topic sentence.
Incorrect	Most business messages use the direct paragraph plan, which begins with the main sentence, followed by supporting sentences. Paragraphs using the indirect method start with the supporting sentences and conclude with the topic sentence.

PTS: 1 DIF: 1 REF: p. 153 OBJ: 5-5

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Patterns, Standard English

TOP: Drafting Powerful Paragraphs TYP: Definition

Sentences are “dovetailed” when an idea at the end of one connects with an idea at the beginning of the next.

ANS: T

	Feedback
Correct	Sentences are “dovetailed” when an idea at the end of one connects with an idea at the beginning of the next. Dovetailing sentences is especially helpful with dense, difficult topics.
Incorrect	Sentences are “dovetailed” when an idea at the end of one connects with an idea at the beginning of the next. Dovetailing sentences is especially helpful with dense, difficult topics.

PTS: 1 DIF: 1 REF: p. 154 OBJ: 5-5

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Patterns, Standard English

TOP: Drafting Powerful Paragraphs TYP: Definition

To be most effective, paragraphs in business messages should be limited to eight or fewer printed lines.

ANS: T

	Feedback
Correct	Paragraphs of eight or fewer printed lines look more readable than longer paragraphs.
Incorrect	Paragraphs of eight or fewer printed lines look more readable than longer paragraphs.

PTS: 1 DIF: 3 REF: p. 155 OBJ: 5-5

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Patterns, Rhetorical considerations

TOP: Drafting Powerful Paragraphs TYP: Conceptual

COMPLETION

The second phase of the 3-x-3 writing process includes researching, organizing, and ____________________.

ANS: composing

PTS: 1 DIF: 1 REF: p. 138 OBJ: 5-1

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Patterns

TOP: Gathering Information Through Research TYP: Definition

Searching the Web, manually consulting library resources, investigating primary sources, and conducting scientific experiments are all examples of ____________________ research methods.

ANS: formal

PTS: 1 DIF: 3 REF: p. 139-140 OBJ: 5-1

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion

TOP: Gathering Information Through Research TYP: Conceptual

Looking in the files and talking with your boss are examples of ____________________ research methods.

ANS: informal

PTS: 1 DIF: 3 REF: p. 141-142 OBJ: 5-1

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion

TOP: Gathering Information Through Research TYP: Conceptual

____________________ is used by small groups to help generate ideas for writing tasks.

ANS: Brainstorming

PTS: 1 DIF: 1 REF: p. 149 OBJ: 5-1

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Teamwork

TOP: Gathering Information Through Research TYP: Definition

Two commonly used outline formats are alphanumeric and ____________________.

ANS: decimal

PTS: 1 DIF: 1 REF: p. 143 OBJ: 5-2

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Patterns, Rhetorical considerations

TOP: Organizing Ideas TYP: Definition

When you expect the audience to be pleased, mildly interested, or neutral, use the ____________________ pattern of organization.

ANS: direct

PTS: 1 DIF: 3 REF: p. 145 OBJ: 5-3

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Patterns, Rhetorical considerations

TOP: Organizing Ideas TYP: Conceptual

When you expect the audience to be unwilling, uninterested, displeased, disappointed, or hostile, the ____________________ pattern of organization is appropriate.

ANS: indirect

PTS: 1 DIF: 3 REF: p. 145 OBJ: 5-3

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Patterns, Rhetorical considerations

TOP: Organizing Ideas TYP: Conceptual

In the ____________________ organizational pattern, the main idea comes first, followed by details, explanation, or evidence.

ANS: direct

PTS: 1 DIF: 3 REF: p. 145 OBJ: 5-3

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Patterns, Rhetorical considerations

TOP: Organizing Ideas TYP: Conceptual

In the ____________________ organizational pattern, the main idea follows the details, explanation, and evidence.

ANS: indirect

PTS: 1 DIF: 3 REF: p. 145 OBJ: 5-3

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Patterns, Rhetorical considerations

TOP: Organizing Ideas TYP: Conceptual

The ____________________ organizational pattern is typically used for bad news, persuasive requests, sales letters, and sensitive messages.

ANS: indirect

PTS: 1 DIF: 3 REF: p. 146 OBJ: 5-3

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Patterns, Rhetorical considerations

TOP: Organizing Ideas TYP: Conceptual

The ____________________ organizational pattern is typically used for routine requests and responses, orders and acknowledgments, nonsensitive memos, e-mail messages, informational reports, and informational oral presentations.

ANS: direct

PTS: 1 DIF: 3 REF: p. 146 OBJ: 5-3

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Patterns, Rhetorical considerations

TOP: Organizing Ideas TYP: Conceptual

A complete ____________________ has a subject and a verb and makes sense.

ANS: sentence

PTS: 1 DIF: 3 REF: p. 148 OBJ: 5-4

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Standard English TOP: Creating Effective Sentences

TYP: Conceptual

Clauses and ____________________, the key building blocks of sentences, are related groups of words.

ANS: phrases

PTS: 1 DIF: 1 REF: p. 148 OBJ: 5-4

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Standard English TOP: Creating Effective Sentences

TYP: Definition

When the contract is approved is an example of a(n) ____________________ clause.

ANS: dependent

PTS: 1 DIF: 5 REF: p. 149 OBJ: 5-4

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Standard English TOP: Creating Effective Sentences

TYP: Application

Hard-working employees are rewarded for their efforts is an example of a(n) ____________________ clause.

ANS: independent

PTS: 1 DIF: 5 REF: p. 149 OBJ: 5-4

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Standard English TOP: Creating Effective Sentences

TYP: Application

On the Senate floor is an example of a(n) ____________________.

ANS: phrase

PTS: 1 DIF: 5 REF: p. 148 OBJ: 5-4

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Standard English TOP: Creating Effective Sentences

TYP: Application

A(n) ____________________ is usually a broken-off part of a complex sentence and is one of the most serious errors a writer can make.

ANS: fragment

PTS: 1 DIF: 1 REF: p. 149 OBJ: 5-4

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Standard English TOP: Creating Effective Sentences

TYP: Definition

A comma ____________________ results when a writer joins two independent clauses with a comma.

ANS: splice

PTS: 1 DIF: 1 REF: p. 149 OBJ: 5-4

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Standard English TOP: Creating Effective Sentences

TYP: Definition

The sentence The presentation was given by Barry is in the ____________________ voice.

ANS: passive

PTS: 1 DIF: 5 REF: p. 151 OBJ: 5-4

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Standard English TOP: Creating Effective Sentences

TYP: Application

A(n) ____________________ is a group of sentences about one idea.

ANS: paragraph

PTS: 1 DIF: 1 REF: p. 153 OBJ: 5-5

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Standard English

TOP: Drafting Powerful Paragraphs TYP: Definition

ESSAY

Researching may involve formal or informal methods. List and describe two formal research methods and two informal research methods.

ANS:

Student answers will vary but should include two in each category below.

Formal Research Methods:

1)	Access electronically: Much information is now available on the Internet, on CDs or DVDs, and in databases that can be accessed by computer. College and public libraries subscribe to retrieval services that permit you to access most periodic literature. You can also find extraordinary amounts of information by searching the Web.
2)	Search manually: If a business writer needs background or supplementary information, he or she will probably conduct manual research in public or college libraries. These traditional resources include books and newspapers, magazines, and journals. Other sources are encyclopedias, reference books, handbooks, dictionaries, directories, and almanacs.
3)	Investigate primary sources: To develop firsthand, primary information for a project, business writers should go directly to the source. Primary sources can be investigated using observation, questionnaires, interviews, and focus groups.
4)	Experiment scientifically: Another source of primary data is experimentation. Instead of merely asking for the target audience’s opinion, scientific researchers present choices with controlled variables. The results of such experimentation would provide valuable data for decision making and problem solving.

Informal Research Methods:

1)	Look in the files: Before asking others for help, business writers should see what they can find themselves. For many routine messages, previous documents can help with content and format.
2)	Talk with your boss: Get information from the individual making the assignment to find out what that person knows about the topic, what slant should be taken, and what other sources he or she suggests.
3)	Interview the target audience: Talk with individuals at whom the message is aimed. They can provide clarifying information that tells you what they want to know and how you should shape your remarks.
4)	Conduct an informal survey: Gather unscientific but helpful information via questionnaires or telephone surveys.

PTS: 1 DIF: 5 REF: p. 139-140 OBJ: 5-1

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion, Analysis

TOP: Gathering Information Through Research TYP: Application

Describe the two outline formats discussed in your textbook. Explain which format you would use for a business report comparing computer equipment that you will submit to your boss. Why would you choose this format?

ANS:

Student answers will vary. Students should support their views with a relevant, well-written response.

2 Outline Formats

1)	Alphanumeric format: The alphanumeric format uses Roman numerals, letters, and numbers to show major and minor ideas.
2)	Decimal format: The decimal format has the advantage of showing how every item at every level relates to the whole.

PTS: 1 DIF: 5 REF: p. 143-145 OBJ: 5-2

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion, Analysis | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Patterns TOP: Organizing Ideas

TYP: Application

Compare and contrast the direct and indirect patterns of organization. What are the benefits of each pattern? When would each pattern be used in business writing?

ANS:

Student answers will vary.

Two organizational patterns provide plans of action for typical business messages: the direct pattern and the indirect pattern. The primary difference between the two patterns is where the main idea is placed. In the direct pattern, the main idea comes first, followed by details, explanation, or evidence. In the indirect pattern, the main idea follows the details, explanation, and evidence. The pattern you select is determined by how you expect the audience to react to the message.

When you expect the reader to be pleased, mildly interested, or, at worst, neutral, use the direct pattern. Typical business messages that follow the direct pattern include routine requests and responses, orders and acknowledgments, nonsensitive memos, e-mail messages, informational reports, and informational oral presentations.

This direct pattern has at least three advantages:

1)	Saves the reader’s time. Many of today’s businesspeople can devote only a few moments to each message. Messages that take too long to get to the point may lose their readers along the way.
2)	Sets a proper frame of mind. Learning the purpose up front helps the reader put the subsequent details and explanations in perspective. Without a clear opening, the reader may be thinking, “Why am I being told this?”
3)	Reduces frustration. Readers forced to struggle through excessive verbiage before reaching the main idea become frustrated. They resent the writer. Poorly organized messages create a negative impression of the writer.

When you expect the audience to be uninterested, unwilling, displeased, or perhaps even hostile, the indirect pattern is more appropriate. This approach works well with three kinds of messages: (1) bad news, (2) ideas that require persuasion, and (3) sensitive news, especially when being transmitted to superiors. Typical business messages that could be developed indirectly include letters and memos that refuse requests, deny claims, and disapprove credit. Persuasive requests, sales letters, sensitive messages, and some reports and oral presentations also benefit from the indirect strategy.

The indirect pattern has three advantages:

1)	Respects the feelings of the audience. Bad news is always painful, but the trauma can be lessened when the receiver is prepared for it.
2)	Facilitates a fair hearing. Messages that may upset the reader are more likely to be read when the main idea is delayed. Beginning immediately with a piece of bad news or a persuasive request may cause the receiver to stop reading or listening.
3)	Minimizes a negative reaction. A reader’s overall reaction to a negative message is generally improved if the news is delivered gently.

PTS: 1 DIF: 5 REF: p. 145-147 OBJ: 5-3

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion, Analysis | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Patterns TOP: Organizing Ideas

TYP: Application

Explain five ways the computer can help you create better written documents. Which two techniques are most useful to you and why?

ANS:

Student answers will vary but should include five of the following:

1)	Fighting writer’s block. Because word processors enable ideas to flow almost effortlessly from your brain to a screen, you can expect fewer delays resulting from writer’s block. You can compose rapidly, and you can experiment with structure and phrasing, later retaining and polishing your most promising thoughts.
2)	Collecting information electronically. As a knowledge worker in an information economy, you will need to find information quickly. Much of the world’s information is now accessible in databases or on the Web.
3)	Outlining and organizing ideas. Most word processors include some form of outliner, a feature that enables you to divide a topic into hierarchical order with main points and subpoints. Your computer keeps track of the levels of ideas automatically so that you can easily add, cut, or rearrange points in an outline.
4)	Improving correctness and precision. Nearly all word processing programs today provide features that catch and correct spelling and typographical errors. Grammar checkers detect many errors in capitalization, word use (such as it’s/its), double negatives, verb use, subject-verb agreement, sentence structure, number agreement, number style, and other writing faults.
5)	Adding graphics for emphasis. Your letters, memos, and reports may be improved by the addition of graphs and artwork to clarify and illustrate data. You can import charts, diagrams, and illustrations created in database, spreadsheet, graphics, or draw-and-paint programs. Ready-made pictures, or clip art, can be used to symbolize or illustrate ideas.
6)	Designing and producing professional-looking documents, presentations, and Web pages. Most software now includes a large selection of scalable fonts (for different character sizes and styles), italics, boldface, symbols, and styling techniques to aid you in producing consistent formatting and professional-looking results. Presentation software enables you to incorporate illustrative slide effects, color, sound, pictures, and video clips into your talks for management or customers. Web document builders also help you design and construct Web pages.
7)	Using collaborative software for team writing. Special programs with commenting and revision features allow you to make changes and to identify each team member’s editing.

PTS: 1 DIF: 5 REF: p. 149 OBJ: 5-4

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion, Analysis | AACSB: Tier 1 – Technology | AACSB: Tier 2 – Word processing, Data conversion, Communication evolution

TOP: Composing the First Draft TYP: Application

Compare and contrast the three classic paragraph plans discussed in your book. When would each be used?

ANS:

Student answers will vary.

Direct Plan: Paragraphs arranged in the direct plan begin with the main sentence, followed by supporting sentences. Most business messages use this paragraph plan because it clarifies the subject immediately. This plan is useful whenever you must define (a new product or procedure), classify (parts of a whole), illustrate (an idea), or describe (a process). Simply start with the main sentence; then strengthen and amplify that idea with supporting ideas.

Pivoting Plan: Paragraphs arranged in the pivoting plan start with a limiting sentence that offers a contrasting or negative idea before delivering the main sentence. The pivoting plan is especially useful for comparing and contrasting ideas. In using the pivoting plan, be sure you emphasize the turn in direction with an obvious “but” or “however.”

Indirect Plan: Paragraphs arranged in the indirect plan start with the supporting sentences and conclude with the main sentence. This useful plan enables you to build a rationale, a foundation of reasons, before hitting the audience with a big idea¾possibly one that is bad news. It enables you to explain your reasons and then, in the final sentence, draw a conclusion from them. This indirect plan works well for describing causes followed by an effect.

PTS: 1 DIF: 5 REF: p. 153-154 OBJ: 5-5

NAT: AACSB: Tier 1 – Reflective thinking | AACSB: Tier 2 – Conclusion, Analysis | AACSB: Tier 1 – Communication | AACSB: Tier 2 – Patterns, Rhetorical considerations

TOP: Drafting Powerful Paragraphs TYP: Application

Business Communication Process and Product 7th Edition by Mary Ellen Guffey - Test Bank

Description

Additional Information

Reviews

Additional information

Add Review Cancel reply

Evidence Based Practice For Nurses 4th Edition By Schmidt Brown

Burns' Pediatric Primary Care 7th Edition By Burns

Basic And Clinical Pharmacology 14th Edition by Katzung Trevor

Advanced Health Assessment & Clinical Diagnosis in Primary Care 5th Edition by Joyce E. Dains

Winningham’s Critical Thinking Cases in Nursing 6th Edition

Advanced Pediatric Assessment 3rd Edition By Ellen M. Chiocca

Quick Links

Contact Information

Business Communication Process and Product 7th Edition by Mary Ellen Guffey - Test Bank

Description

Additional Information

Reviews

Additional information

Add Review Cancel reply

Related Products

Evidence Based Practice For Nurses 4th Edition By Schmidt Brown

Burns' Pediatric Primary Care 7th Edition By Burns

Basic And Clinical Pharmacology 14th Edition by Katzung Trevor

Advanced Health Assessment & Clinical Diagnosis in Primary Care 5th Edition by Joyce E. Dains

Winningham’s Critical Thinking Cases in Nursing 6th Edition

Advanced Pediatric Assessment 3rd Edition By Ellen M. Chiocca

Quick Links

Contact Information