Essentials of Business Communication 8Th Canadian Edition By Mary Ellen Guffey -Test Bank
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Essentials of Business Communication 8Th Canadian Edition By Mary Ellen Guffey -Test Bank

Essentials of Business Communication 8Th Canadian Edition By Mary Ellen Guffey -Test Bank   Instant Download - Complete Test Bank With Answers     Sample Questions Are Posted Below   Chapter 5—Test Bank   Electronic Messages and Memorandums     DIFFICULTY (DIF)        TYPE                                             OTHER CODES 5 = Most difficult                 Ap: Application question        ANS: Answer 3 …

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Essentials of Business Communication 8Th Canadian Edition By Mary Ellen Guffey -Test Bank

 

Instant Download – Complete Test Bank With Answers

 

 

Sample Questions Are Posted Below

 

Chapter 5—Test Bank

 

Electronic Messages and Memorandums

 

 

DIFFICULTY (DIF)        TYPE                                             OTHER CODES

5 = Most difficult                 Ap: Application question        ANS: Answer

3 = Average difficulty          Con: Conceptual question       REF: Page Reference

1 = Least difficult                Def: Definition                      OBJ: Chapter Objective

NOT: Note (feedback/explanations)

AAC: AACSB Competencies

 

Multiple Choice

 

  1. Which of the following statements about communication in the workplace is most accurate?
  2. Paper-based messages such as memos and letters are no longer used in today’s workplace.
  3. People working in organizations exchange information internally with customers, suppliers, other businesses, and government agencies.
  4. Because electronic messaging is so informal, it is used only for internal communication.
  5. Information in the workplace can be exchanged electronically through e-mail, instant messaging, text messaging, podcasts, blogs, and wikis.

 

ANS: d              REF: p. 98         TYPE: Con               DIF: 3

TOP: How Organizations Exchange Messages and Information

NOT: Paper-based messages, which are still used in today’s workplace, include business letters and memos. Electronic messages include e-mail, instant messaging, text messaging, podcasts, blogs, and wikis. Both types of messages are used to send external messages to customers, suppliers, other businesses, and government agencies and to send internal messages to fellow employees. Knowing what channel to use and how to prepare an effective message can save you time, reduce stress, and make you look professional.
AAC: Tier 1—Technology; Tier 2—Asynchronous messaging, Synchronous messaging, Communication evolution

AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

  1. You are setting up a system for your tech support employees to communicate with customers to solve problems they are experiencing. What is the best electronic communication channel for this purpose?
  2. E-mail
  3. Instant messaging (IM)
  4. Podcast
  5. Blog

 

ANS: b             REF: pp. 99-100   TYPE: Ap             DIF: 5

TOP: Communicating With Electronic Messages

NOT: More interactive than e-mail, podcasts, or blogs, instant messaging (IM) involves the exchange of text messages in real time between two or more people logged into an IM service. IM is especially useful for back-and-forth online conversations, such as a customer communicating with a tech support person to solve a problem.
AAC: Tier 1—Communication; Tier 2—Syn./Asyn. choice

AAC: Tier 1—Technology; Tier 2—Synchronous messaging

AAC: Tier 1—Reflective Thinking; Tier 2—Analysis, Conclusion

 

  1. You are delivering information to your superior about proposed salary scales for employees in your department. What is the best communication channel for sending this confidential information?
  2. E-mail
  3. Podcast
  4. Interoffice memo
  5. All of the above are appropriate channels for sending confidential information.

 

ANS: c              REF: pp. 100-101 TYPE: Ap             DIF: 5

TOP: Knowing When to Send an E-Mail or a Memo

NOT: Interoffice memos are most appropriate for delivering confidential data, such as salary or employee review information. Confidential information should not be sent via e-mail.
AAC: Tier 1—Ethics; Tier 2—Application

AAC: Tier 1—Reflective Thinking; Tier 2—Analysis, Conclusion

 

  1. Which of the following messages is appropriate to send via e-mail?
  2. An announcement of a major benefit reduction for all employees
  3. An announcement of a change in a meeting date
  4. A quarterly performance appraisal of an employee
  5. Notification of company layoff plans for the next quarter

 

ANS: b          REF: pp. 100-101     TYPE: Ap             DIF: 5

TOP: Knowing When to Send an E-Mail or a Memo

NOT: Only an announcement of a change in a meeting date is a routine message that should be sent via e-mail. Other responses are bad news or sensitive information that should not be sent as e-mail messages.
AAC: Tier 1—Ethics; Tier 2—Application

AAC: Tier 1—Reflective Thinking; Tier 2—Analysis, Conclusion

 

  1. Alicia is sending an e-mail message about an important upcoming meeting. Which of the following represents the most effective subject line?
  2. Urgent!
  3. Our next staff meeting will be held on the 15th of August.
  4. Please Attend Staff Meeting August 15
  5. Please Read Right Away

 

ANS: c              REF: p. 101       TYPE: Ap                 DIF: 5

TOP: Writing the Subject Line

NOT: Only “Please Attend Staff Meeting August 15” explains the purpose of the message and how it relates to the reader. Other responses fail to communicate the topic of the e-mail. Also remember that a subject line is usually written in an abbreviated style, often without articles (a, an, the). It need not be a complete sentence, and it does not end with a period.
AAC: Tier 1—Technology; Tier 2—Asynchronous messaging
AAC: Tier 1—Reflective Thinking; Tier 2—Analysis, Conclusion

 

  1. Most e-mail messages and memos
  2. have topics that are not sensitive.
  3. require persuasion.
  4. are indirect and begin with an explanation.
  5. need not be carefully organized because they are informal.

 

ANS: a              REF: p. 101       TYPE: Con               DIF: 3

TOP: Opening With the Main Idea

NOT: Most e-mails and memos cover nonsensitive information that can be handled in a straightforward manner.
AAC: Tier 1—Communication; Tier 2—Patterns
AAC: Tier 1—Technology; Tier 2—Asynchronous messaging

AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

7   Bennett is sending an e-mail message about a change in procedure for submitting work hours. Which of the following represents the most direct opening?

  1. Recently, the management staff discussed our process for submitting work hours.
  2. A new procedure for submitting work hours will go into effect on April 1.
  3. Are you in the mood to try something a little different?
  4. We all hate when procedures change, but this change is needed.

 

ANS: b              REF: p. 101       TYPE: Ap                 DIF: 5

TOP: Opening With the Main Idea

NOT: “A new procedure for submitting work hours will go into effect on April 1″ provides detailed information about the purpose of the message, which is necessary for a direct opening.
AAC: Tier 1—Communication; Tier 2—Patterns
AAC: Tier 1—Reflective Thinking; Tier 2—Analysis, Conclusion

 

  1. Which of the following is the best advice for writing the body of an e-mail message?
  2. To help the receiver act on the subject, discuss only one idea.
  3. Because e-mail messages and memos are informal, do not use numbered or bulleted lists.
  4. Use graphics, various fonts, and different formatting freely.
  5. Type the body in all uppercase letters to make it look important.

 

ANS: a              REF: pp. 101-102 TYPE: Con           DIF: 3

TOP: Explaining in the Body

 

NOT: To allow receivers to act on the subject of the message, it is best to discuss only one topic. The body can contain numbered or bulleted lists; however, use graphics, fonts, and different formatting with caution. A message should never be written in all lowercase or all uppercase letters. Instead, use standard caps and lowercase characters.
AAC: Tier 1—Technology; Tier 2—Asynchronous messaging

AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

  1. Your e-mail messages and memos should have high skim value, which means
  2. you write the message quickly and efficiently.
  3. information presented is easy to read and comprehend.
  4. all sentences contain ten or fewer words.
  5. all paragraphs contain five or fewer lines.

 

ANS: b              REF: pp. 101-102 TYPE: Def            DIF: 1

TOP: Explaining in the Body

NOT: “Skim value” identifies the ability of readers to understand the message rapidly and easily. The benefit to you as the writer is that your message makes you appear more efficient and well organized.
AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

  1. Generally, close an e-mail message or memo with action information, needed dates, a summary of the message, or a
  2. witty quotation.
  3. copyright notice or confidentiality statement.
  4. closing thought.
  5. reference line that includes the typist’s initials.

 

ANS: c              REF: p. 102       TYPE: Con               DIF: 3

TOP: Closing With a Purpose

NOT: An e-mail message or memo could end with a closing thought. A witty quotation, reference lines, and copyright notices are not usual endings for the body of these messages.
AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

  1. Which of the following is the most appropriate closing for an e-mail message or memo?
  2. Please submit your report by August 1 so that the information can be presented at the seminar.
  3. Please let me know if I may be of further assistance.
  4. Thank you in advance for answering my questions.
  5. It’s been great talking with you.

 

ANS: a              REF: p. 102       TYPE: Ap                 DIF: 5

TOP: Closing With a Purpose

NOT: Only “Please submit your report by August 1 so that the information can be presented at the seminar” creates an appropriate closing because it provides deadlines and action information. Other choices do not provide such information, include trite language, or sound insincere.
AAC: Tier 1—Reflective Thinking; Tier 2—Analysis, Conclusion

 

  1. Which of the following is NOT a guide word used in e-mail messages and memos?
  2. TO:
  3. FROM:
  4. RESPONSE:
  5. DATE:

 

ANS: c              REF: p. 104       TYPE: Ap                 DIF: 5

TOP: Guide Words

NOT: Guide words used in e-mail messages and memos are “TO,” “FROM, “DATE,” and “SUBJECT.” “RESPONSE” is not a guide word.
AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

  1. What is the best advice for formatting hard-copy memos?
  2. Use even (justified) right and left margins for a neater look.
  3. Double-space memos to make them easier to read.
  4. Leave five blank lines between the last line of the heading and the first line of the memo.
  5. Key the guide words in bold at the left margin.

 

ANS: d              REF: pp. 105-106 TYPE: Con           DIF: 3

TOP: Formatting Interoffice Memos

NOT: Key in bold the guide words (Date:, To:, From:, and Subject:) at the left margin. The guide words may appear in all caps or with only the initial letter capitalized.
AAC: Tier 1—Technology; Tier 2—Word processing

AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

  1. Rania must send a long document to her boss via e-mail. What should she do?
  2. Place the document in the body of her e-mail message.
  3. Attach the document to the e-mail message, leaving the body of the message blank.
  4. Attach the document to the e-mail message, including identifying information in the body.
  5. Send it another way; e-mail is not appropriate for sending attachments.

 

ANS: c              REF: pp. 107     TYPE: Ap                 DIF: 5

TOP: Preparing Memos as E-Mail Attachments

NOT: Rania should attach the document to her e-mail message and should provide identifying information in the body of her e-mail message.
AAC: Tier 1—Technology; Tier 2—Asynchronous messaging

AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

  1. As you compose an e-mail message during Phase 2 of the writing process, you should
  2. gather any documentation necessary to support your message.
  3. make a brief outline of the points you want to cover in your message.
  4. use white space to separate paragraphs.
  5. do all of these.

 

ANS: d              REF: pp. 107-108 TYPE: Con           DIF: 3

TOP: Researching, Organizing, and Composing

 

NOT: During Phase 2 of the writing process, you should do all of these. Doing any necessary research beforehand and determining how you will organize your message will result in a stronger message. Separating paragraphs with white space will improve readability.
AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

  1. Which of the following statements about Phase 3 of the writing process is correct?
  2. E-mail messages should be revised for clarity as viewed from the sender’s perspective.
  3. Since e-mail messages are informal, a few spelling and punctuation mistakes are acceptable.
  4. The writer of an e-mail should plan for feedback to ensure that the message is successful.
  5. Phase 3 has little importance in routine messages.

 

ANS: c              REF: p. 108       TYPE: Con               DIF: 3

TOP: Revising, Proofreading, and Evaluating

NOT: Writers of e-mail need to plan for feedback. Reader feedback tells the writer if the message was clear and effective. E-mail should be error-free and revised for clarity from the reader’s perspective.
AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

  1. Office Manager Jim Arnold needs feedback from his employees. To improve feedback, which of the following sentences should he include in his e-mail?
  2. What do you think about these suggestions?
  3. If you don’t respond, I will assume that you support this plan.
  4. Please make an appointment to meet with me in my office to discuss your viewpoint on this plan.
  5. I am confident that this plan meets with everyone’s approval.

 

ANS: a              REF: p. 108       TYPE: Ap                 DIF: 5

TOP: Phase 3: Revision, Proofreading, and Evaluation

NOT: To improve feedback, Office Manager Jim Arnold should ask a sincere question such as “What do you think about these suggestions?” Assuming support or approval or requiring appointments to discuss the plan does not encourage feedback.
AAC: Tier1—Communication; Tier 2—Rhetorical considerations
AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

  1. Samantha must use e-mail frequently to communicate with others in her new job. What is the best advice to give her?
  2. Consider composing important messages offline.
  3. Use general tags such as Hi! or Important as the subject line to catch the reader’s attention.
  4. Add frequent emoticons, such as happy faces, to appear friendly and approachable in e-mail messages.
  5. Always press “Reply to All” when replying to e-mail messages.

 

ANS: a              REF: p. 109       TYPE: Ap                 DIF: 5

TOP: Best Practices—Getting Started

NOT: If a message is important, Samantha should think about using her word processing program to write offline. She should not use frequent emoticons or use general tags as subject lines; these are unprofessional and ineffective. She should also be careful that she doesn’t reply to a group of receivers when she intends to answer only one.
AAC: Tier 1—Technology; Tier 2—Asynchronous messaging

AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

  1. Good advice for e-mail is to use the “top-of-screen” test, which means
  2. beginning with a cute graphic or witty quotation to capture your reader’s attention.
  3. getting the e-mail address right.
  4. composing offline.
  5. conveying your purpose in the subject line and first paragraph.

 

ANS: d              REF: p. 109       TYPE: Def                DIF: 1

TOP: Best Practices—Getting Started

NOT: The top-of-screen test ensures that you convey your purpose in the subject line and first paragraph. This allows your readers to open the message, look at the first screen, and see what is most significant.
AAC: Tier 1—Communication; Tier 2—Purpose

AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

  1. Which of the following situations is most appropriate for sending an e-mail message?
  2. Matthew is angry with one of his colleagues and wants to let her know exactly how he feels.
  3. Ashley found a great political joke she wants to share with her colleagues.
  4. Melissa must send the monthly sales data to her department.
  5. Aidan needs to vent his frustrations about working conditions to his shift supervisor.

 

ANS: c          REF: pp. 109-110       TYPE: Ap           DIF: 5

TOP: Content, Tone, and Correctness

NOT: Only the monthly sales data should be sent via e-mail. All other items contain sensitive, inappropriate, inflammatory, or potentially embarrassing information that should not be sent via e-mail.
AAC: Tier 1—Ethics; Tier 2—Application

AAC: Tier 1—Reflective Thinking; Tier 2—Analysis, Conclusion

 

  1. E-mail produces a permanent record. Therefore, business communicators should follow which of these recommendations?
  2. Use e-mail to deliver bad news or to resolve arguments because it avoids confrontation.
  3. Add humor or tongue-in-cheek comments to lighten the tone of serious e-mail topics.
  4. Use e-mail instead of hard-copy memos for anything you wouldn’t want published.
  5. Care about tone, correctness, and conciseness to create messages with the reader in mind.

 

ANS: d          REF: pp. 109-110     TYPE: Con           DIF: 3

TOP: Content, Tone, and Correctness

NOT: You should care about tone, correctness, and conciseness in your e-mail messages. Other recommendations are actually bad advice.
AAC: Tier 1—Technology; Tier 2—Asynchronous messaging

AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

  1. Kevin wants to make sure that he is demonstrating good netiquette when using e-mail. What should he do?
  2. Document every business decision and action with an electronic paper trail.
  3. Write his messages in all capital letters to make them look important and professional.
  4. Ask permission before forwarding messages.
  5. He should do all of these.

 

ANS: c              REF: p. 110       TYPE: Ap                 DIF: 5

TOP: Netiquette

NOT: Kevin should obtain approval before forwarding a message. He should send copies of his messages only to people who really need to see them. It is unnecessary to document every business decision and action with an electronic paper trail. He should also avoid writing his entire messages in all caps.
AAC: Tier 1—Technology; Tier 2—Asynchronous messaging

AAC: Tier 1—Reflective Thinking; Tier 2—Analysis, Conclusion

 

  1. Which of the following is the best tip for replying to e-mail messages?
  2. Reply to an e-mail message as soon as you read it; don’t read additional e-mail messages in your in-box because doing so might confuse you.
  3. If you can’t reply immediately, send a quick message to acknowledge receipt of the message and to tell the sender when you’ll be able to reply.
  4. Include the sender’s entire original message in the body of your reply so that he/she knows what you’re responding to.
  5. Retain the original subject line to identify a conversation thread even if the topic shifts.

 

ANS: b              REF: pp. 110-111 TYPE: Con           DIF: 3

TOP: Reading and Replying to E-Mail

NOT: If you can’t reply immediately, you should send a quick message to acknowledge receipt and to let the sender know when you’ll respond. Other responses are inappropriate because they can confuse readers through misleading subject lines or the inclusion of unnecessary information.
AAC: Tier 1—Technology; Tier 2—Asynchronous messaging

AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

 

  1. Which of the following is an advantage of instant messaging (IM)?
  2. It includes “presence functionality,” which allows coworkers to locate each other online, thus avoiding wasting time tracking someone down who is out of the office.
  3. It is immediate; a user knows right away whether a message has reached its recipient.
  4. It avoids phone tag and eliminates the downtime associated with personal telephone conversations.
  5. All of the above are advantages of instant messaging (IM).

 

ANS: d              REF: pp. 112-113  TYPE: Con          DIF: 3

TOP: Weighing the Pros and Cons of Instant Messaging

NOT: All of these are advantages of instant messaging (IM). In addition, many people consider instant messaging a productivity booster because it enables them to get answers quickly and helps them multitask.
AAC: Tier 1—Technology; Tier 2—Synchronous messaging

AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

  1. Why do some employers forbid employees to use instant messaging (IM)?
  2. Instant messaging is more expensive to use than faxes or phone calls.
  3. Organizations fear that privileged information and company records will be revealed through public instant messaging systems, which hackers can easily penetrate.
  4. Delivery of instant messages takes longer than e-mail message delivery.
  5. Many companies forbid instant messaging use for all of these reasons.

 

ANS: b              REF: pp. 112-113 TYPE: Con           DIF: 3

TOP: Weighing the Pros and Cons of Instant Messaging

NOT: Many companies forbid instant messaging use because they fear that hackers will gain access to privileged information and company records. In addition, many employers consider instant messaging a distraction, and they worry about “phishing” schemes, viruses, malware, and spim (IM spam). In addition, instant messages can become evidence in lawsuits. Finally, some companies forbid instant messaging because it forces them to face the daunting task of tracking and storing messaging conversations to comply with legal requirements.
AAC: Tier 1—Technology; Tier 2—Synchronous messaging

AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

  1. Brianna’s company has decided to let employees use instant messaging (IM) as an internal communication tool, and she wants to make sure that she’s using it professionally. What should she do?
  2. Make sure she’s available via IM at all times so that her colleagues can always reach her.
  3. Include both professional and personal contacts on the same IM contact list for efficiency.
  4. Respect her receivers by using proper grammar, spelling, and proofreading in her instant messages.
  5. Brianna should do all of these things.

 

ANS: c              REF: p. 114       TYPE: Con               DIF: 3

TOP: Best Practices for Instant Messaging

NOT: Brianna should respect her receivers by using proper grammar, spelling, and proofreading in her instant messages. She should make herself unavailable when she needs to complete a project or meet a deadline, and she should keep separate lists for professional and personal contacts.
AAC: Tier 1—Technology; Tier 2—Synchronous messaging,

AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

  1. Which of the following is an effective statement for an information or procedure e-mail or memo?
  2. You are not allowed to smoke inside any room in any building according to the company’s smoke-free workplace policy.
  3. This is to inform you that the company at which you are currently employed has a smoke-free workplace policy.
  4. Haven’t you noticed the no-smoking signs located throughout the workplace?
  5. Smokers may use the smoking area outside the north entrance as part of our smoke-free workplace policy.

 

ANS: d          REF: pp. 114-116       TYPE: Ap           DIF: 5

TOP: Writing Information and Procedure E-Mail Messages and Memos

NOT: Only “Smokers may use the smoking area outside the north entrance as part of our smoke-free workplace policy” is effective because it is stated positively and concisely. Other responses are wordy, indirect, negative, or use long lead-ins.
AAC: Tier 1—Communication; Tier 2—Rhetorical considerations

AAC: Tier 1—Reflective Thinking; Tier 2—Analysis, Conclusion

 

  1. Bilal is writing an immigrant-support procedural manual on obtaining a green card. What should Bilal do in his list of steps in the procedure?
  2. Make sure all listed items are complete sentences.
  3. Start each item in the list with a passive verb.
  4. Use a bulleted list.
  5. Use a numbered list.

 

ANS: d              REF: pp. 114-116 TYPE: Ap             DIF: 5

TOP: Writing Information and Procedure E-Mail Messages and Memos

NOT: Bilal should use a numbered list to show the sequence of the steps. He should also start each item with an active (not passive) verb. His list may include either phrases or sentences, and all items in the list must be parallel.
AAC: Tier 1—Communication; Tier 2—Rhetorical considerations, Standard English

AAC: Tier 1—Reflective Thinking; Tier 2—Analysis, Conclusion

 

 

  1. Which of the following is the best closing for an information request?
  2. Thank you in advance for your response.
  3. Please send me your responses to these questions at your earliest convenience.
  4. Please send me your responses before the November 15 board meeting, during which we will select our new service provider.
  5. I need the answers to these questions ASAP.

 

ANS: c              REF: p. 116       TYPE: Ap                 DIF: 5

TOP: Writing Request and Reply E-Mail Messages and Memos

NOT: The best closing is Please send me your responses before the November 15 board meeting, during which we will select our new service provider” because it provides an end date that helps the reader know how to plan a response so that action is completed on time.
AAC: Tier 1—Communication; Tier 2—Rhetorical considerations

AAC: Tier 1—Reflective Thinking; Tier 2—Analysis, Conclusion

 

  1. You are writing a reply to an e-mail message. Which of the following is an appropriate opener for your reply agreeing to a request?
  2. I have just read your May 10 e-mail message about working overtime.
  3. Yes, I’m available to work overtime next weekend.
  4. Thank you for your e-mail message of the 10th in which you asked about my ability to work overtime this weekend.
  5. This is to inform you that I received your May 10 e-mail message.

 

ANS: b          REF: p. 118                 TYPE: Ap           DIF: 5

TOP: Replying to E-Mail and Memo Requests

NOT: Instead of using a trite or long-winded opening, your reply should start directly by responding to the writer’s request. Only “Yes, I’m available to work overtime next weekend” uses a cheerful, upbeat, direct opening to agree to the request.
AAC: Tier 1—Communication; Tier 2—Rhetorical considerations

AAC: Tier 1—Reflective Thinking; Tier 2—Analysis, Conclusion

 

 

True-False

 

  1. Internal messages to fellow employees have been increasing in number and importance in today’s workplace.

 

ANS: T              REF: p. 98         TYPE: Con               DIF: 3

TOP: How Organizations Exchange Messages and Information

NOT: Internal messages go to fellow employees. These internal messages are increasing in number and importance because organizations are downsizing, flattening chains of command, forming work teams, and empowering rank-and-file employees.
AAC: Tier 1—Technology; Tier 2—Asynchronous messaging

AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

  1. The popularity of electronic messages in the workplace has made paper-based messages obsolete.

 

ANS: F              REF: p. 99         TYPE: Con               DIF: 3

TOP: Communicating With Paper-Based Messages

NOT: Although businesses are quickly switching to electronic communication channels, paper-based documents still have definite functions. Business letters are used when a permanent record is necessary, when confidentiality is important, when sensitivity and formality are essential, and when you need to make a persuasive, well-considered presentation. Interoffice memos are used to convey confidential information, emphasize ideas, deliver lengthy documents, lend importance to a message, and explain organizational procedures or policies that become permanent guidelines.
AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

  1. A blog is a Web site that enables multiple users to collaboratively create and edit pages.

 

ANS: F              REF: p. 100       TYPE: Def                DIF: 1

TOP: Communicating With Electronic Messages

NOT: A wiki is a Web site that enables multiple users to collaboratively create and edit pages. A blog is a Web site with journal entries usually written by one person with comments added by others.
AAC: Tier 1—Technology; Tier 2—Communication evolution
AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

  1. E-mail and memos are standard forms of internal communication that follow similar structure and formatting.

 

ANS: T              REF: p. 101       TYPE: Con               DIF: 3

TOP: Components of E-Mail Messages and Memos

NOT: Whether electronic or hard copy, direct internal messages generally contain four parts: (a) an informative subject line that summarizes the message, (b) an opening that reveals the main idea immediately, (c) a body that explains and justifies the main idea, and (d) an appropriate closing.
AAC: Tier 1—Communication; Tier 2—Patterns
AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

  1. Including a subject line in your e-mail message or memo is optional because the message is usually short.

 

ANS: F              REF: p. 101       TYPE: Con               DIF: 3

TOP: Writing the Subject Line

NOT: In e-mails and memos, an informative subject line is mandatory. It summarizes the central idea, thus providing quick identification for reading and for filing. In e-mail messages, an informative subject line is critical. It often determines whether and when the message is read.
AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

  1. Most e-mails and memos should be written indirectly to show respect for readers.

 

ANS: F              REF: p. 101       TYPE: Con               DIF: 3

TOP: Opening With the Main Idea

NOT: Because e-mails and memos are used for nonsensitive information, most of these routine messages should begin in a straightforward manner.
AAC: Tier 1—Communication; Tier 2—Patterns

AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

  1. Effective e-mail messages and memos generally discuss only one topic.

 

ANS: T              REF: p. 101       TYPE: Con               DIF: 3

TOP: Explaining in the Body

NOT: Limiting the e-mail or memo to one topic helps the receiver act on the subject and file it appropriately. Therefore, effective e-mail messages and memos discuss only one topic.
AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

  1. The body of an e-mail message or memo is where readers look for deadlines and action language.

 

ANS: F              REF: p. 102       TYPE: Con               DIF: 3

TOP: Closing With a Purpose

NOT: The closing is where readers look for deadlines and action language.
AAC: Tier 1—Communication; Tier 2—Patterns

AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

  1. Please let me know if I may provide additional information or be of further assistance is an example of an effective, professional closing for an e-mail message or memo.

 

ANS: F              REF: p. 102       TYPE: Ap                 DIF: 5

TOP: Closing With a Purpose

NOT: Avoid closing with trite or overused expressions such as “Please let me know if I may provide additional information or be of further assistance” because these expressions sound mechanical and insincere.
AAC: Tier 1—Reflective Thinking; Tier 2—Analysis, Conclusion

 

  1. Because the recipient’s e-mail address is located in the e-mail heading, including a greeting in the message body is not necessary.

 

ANS: F              REF: p. 105       TYPE: Con               DIF: 3

TOP: Greeting

NOT: Begin your e-mail message with a greeting. In addition to being friendly, a greeting provides a visual cue marking the beginning of the message.
AAC: Tier 1—Technology; Tier 2—Asynchronous messaging

AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

  1. Typing your name at the bottom of an e-mail message is unnecessary.

 

ANS: F              REF: p. 105       TYPE: Con               DIF: 3

TOP: Closing

NOT: Always type your name at the bottom of every e-mail message you send. Messages without names become very confusing when forwarded or when they are part of a thread (string) of responses.
AAC: Tier 1—Technology; Tier 2—Asynchronous messaging

AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

  1. Because e-mail is composed rapidly and is used primarily for internal communications, writers do not have to worry about following the three-phase writing process when preparing these messages.

 

ANS: F              REF: p. 107       TYPE: Con               DIF: 3

TOP: Using the Writing Process to Create Effective Internal Messages

NOT: The three-phase writing process should be applied to e-mail messages and memos. By following the three-phase writing process, you can speed up your efforts and greatly improve the product.

AAC:  Tier 1—Reflective Thinking; Tier 2—Conclusion

 

  1. E-mail messages and memos should use bullets, lists, headings, and white space to improve readability.

 

ANS: T              REF: p. 107       TYPE: Con               DIF: 3

TOP: Analyzing, Anticipating, and Adapting

NOT: Many graphic techniques can be used to focus attention and improve readability. These techniques include bullets, lists, headings, and white space.
AAC: Tier 1—Technology; Tier 2—Word processing

AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

  1. Because e-mail is the preferred communication channel in most businesses today, most people know how to use it smartly, safely, and professionally.

 

ANS: F              REF: p. 108       TYPE: Con               DIF: 3

TOP: Best Practices for Using E-Mail Smartly, Safely, and Professionally

NOT: E-mail is the preferred communication channel in most businesses today. Because its use grew so quickly, many people need help in using it smartly, safely, and professionally.
AAC: Tier 1—Technology; Tier 2—Asynchronous messaging

AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

15   E-mail messages have benefits and risks; some risks occur because e-mail messages travel, intentionally or unintentionally, long distances.

 

ANS: T          REF: p. 108                 TYPE: Con         DIF: 3

TOP: Best Practices for Using E-Mail Smartly, Safely, and Professionally

 

NOT: Some risks arise because e-mail travels long distances, both intentionally and unintentionally. A quickly drafted note may end up in the boss’s inbox or be forwarded to an enemy’s inbox.
AAC: Tier 1—Technology; Tier 2—Asynchronous messaging

AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

  1. Once an e-mail message has been deleted, it can never be retrieved.

 

ANS: F              REF: p. 108       TYPE: Con               DIF: 3

TOP: Best Practices for Using E-Mail Smartly, Safely, and Professionally

NOT: Even erased messages can remain on multiple servers that are backed up by companies or Internet service providers.
AAC: Tier 1—Technology; Tier 2—Asynchronous messaging

AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

  1. Because employers have the legal right to monitor e-mail use, assume that all e-mail is monitored and don’t use it for personal matters.

 

ANS: T              REF: p. 111       TYPE: Con               DIF: 3

TOP: Personal Use

NOT: Employers legally have the right to monitor e-mail, and many do. Therefore, assume all e-mail is monitored, and never use your employer’s computers for personal messages, personal shopping, or entertainment unless your company specifically allows it.
AAC: Tier 1—Ethics; Tier 2—Application

AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

  1. Although teenagers use instant messaging (IM) frequently, corporations do not use this communication tool.

 

ANS: F              REF: p. 112       TYPE: Con               DIF: 3

TOP: Using Instant Messaging Professionally

NOT: Because instant messaging (IM) allows you to communicate with others in real time, more and more workers are using it as a speedy communication channel to exchange short messages.
AAC: Tier 1—Technology; Tier 2—Synchronous messaging

AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

  1. When using instant messaging (IM), all communication is directly between the users’ two computers without the need of a server.

 

ANS: T              REF: p. 112       TYPE: Con               DIF: 3

TOP: How Instant Messaging Works

NOT: Because your instant messaging client has the Internet address and port number for the computer of the person you addressed, your instant message is sent directly to the client on that person’s computer. All communication is directly between the two computers without the need of a server.

 

AAC: Tier 1—Technology; Tier 2—Asynchronous messaging

AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

  1. Although you may exchange very short instant messages, most of your writing tasks on the job will probably involve preparing e-mail messages and interoffice memos.

 

ANS: T              REF: p. 114       TYPE: Con               DIF: 3

TOP: Writing Information and Procedure E-Mail Messages and Memos

NOTE: Most of your writing tasks on the job will probably involve preparing e-mail messages and interoffice memos. Some of the most frequent messages that you can expect to be writing as a business communicator are (a) information and procedure messages and (b) request and reply messages.
AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

  1. Information and procedure messages generally flow upward from employees to management.

 

ANS: F              REF: pp. 114-115 TYPE: Con           DIF: 3

TOP: Writing Information and Procedure E-Mail Messages and Memos

NOT: Typically, information and procedure messages flow downward from management to employees and relate to the daily operation of an organization.
AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

  1. Antonia is writing a memo to all employees explaining how they can request vacation time using the company’s new online procedure. Antonia’s primary goal should be to explain the procedure clearly.

 

ANS: T          REF: pp. 114-116       TYPE: Ap           DIF: 5

TOP: Writing Information and Procedure E-Mail Messages and Memos

NOT: Antonia should focus on clearly explaining the new request procedure so clearly that no further explanation is necessary.
AAC: Tier 1—Communication; Tier 2—Rhetorical considerations

AAC: Tier 1—Reflective Thinking; Tier 2—Analysis, Conclusion

 

  1. In writing information and procedure messages, managers should try to sound demanding and autocrat as a way to gain the respect of employees.

 

ANS: F          REF: p. 116                 TYPE: Ap           DIF: 5

TOP: Writing Information and Procedure E-Mail Messages and Memos

NOT: In writing information and procedure messages, be careful of tone. Today’s managers and team leaders seek employee participation and cooperation. These goals can’t be achieved, though, if the writer sounds like a dictator or an autocrat.
AAC: Tier 1—Communication; Tier 2—Rhetorical considerations

AAC: Tier 1—Reflective Thinking; Tier 2—Analysis, Conclusion

 

 

  1. If you are requesting routine information or action within an organization, the direct approach works best.

 

ANS: T              REF: p. 117       TYPE: Con               DIF: 3

TOP: Making Direct E-Mail and Memo Requests

NOT: When requesting routine information or action within an organization, use the direct approach.
AAC: Tier 1—Communication; Tier 2—Patterns

AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

  1. When replying to a request that involves listed questions, it’s best to arrange your answers in the same sequence as in the list.

 

ANS: T          REF: pp. 118               TYPE: Con         DIF: 3

TOP: Replying to E-Mail and Memo Requests

NOT: If you are answering a number of questions, arrange your answers in the order in which the questions were asked.
AAC: Tier 1—Communication; Tier 2—Patterns

AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

 

Fill-in-the-Blank

 

  1. ______________-based messages include business letters and memos.

 

ANS: Paper

REF: p. 99         TYPE: Def        DIF: 1

TOP: How Organizations Exchange Messages and Information

NOT: Paper-based messages include business letters and memos.

AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

  1. _______________ messages include e-mail, instant messaging, text messaging, podcasts, blogs, and wikis.

 

ANS: Electronic

REF: pp. 99-100                         TYPE: Def                DIF: 1

TOP: How Organizations Exchange Messages and Information

NOT: Electronic messages include e-mail, instant messaging, and text messaging. Electronic information may also be exchanged through podcasts, blogs, and wikis.
AAC: Tier 1—Technology; Tier 2—Communication evolution

AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

  1. Sending very short messages (160 or fewer characters) from mobile phones and other wireless devices is called ____________ messaging.

 

ANS: text

REF: p. 100       TYPE: Def        DIF: 1

 

TOP: Communicating With Electronic Messages

NOT Sending very short messages (160 or fewer characters) from mobile phones and other wireless devices is called text messaging.
AAC: Tier 1—Technology; Tier 2—Communication evolution

AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

  1. A _____________ is a digital media file that is distributed over the Internet and downloaded on portable media players and personal computers.

 

ANS: podcast

REF: p. 100       TYPE: Def        DIF: 1

TOP: Communicating With Electronic Messages

NOT A podcast is a digital media file that is distributed over the Internet and downloaded on portable media players and personal computers.
AAC: Tier 1—Technology; Tier 2—Communication evolution

AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

  1. An e-mail message should include a descriptive __________ _________ to help ensure that the message will be read.

 

ANS: subject line

REF: p. 101        TYPE: Con      DIF: 3

TOP: Writing the Subject Line

NOT: In e-mail messages, a descriptive and informative subject line is critical. It often determines whether and when the message is read. Readers may automatically delete messages without subject lines.
AAC: Tier 1—Technology; Tier 2—Asynchronous messaging
AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

  1. To, From, Date, and Subject in an e-mail message or a memo are called ________ words.

 

ANS: guide

REF: p. 104       TYPE: Def        DIF: 1

TOP: Guide Words

NOT: These are guide words that appear at the top of every e-mail message or memo. Many e-mail systems provide these guide words and insert the sender’s name and the date automatically. You need provide only the subject line information and the receiver’s address in the heading.
AAC: Tier 1—Technology; Tier 2—Asynchronous messaging
AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

 

  1. Guidelines for polite online interaction, known as _______________, govern use of e-mail and other electronic communication.

 

ANS: netiquette

REF: p. 110       TYPE: Def        DIF: 1

TOP: Netiquette

NOT: A combination of the words “network” and “etiquette,” netiquette provides the guidelines for polite online interaction.
AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

  1. Writing an entire e-mail message in all capital letters may suggest to the receiver that the writer is ______________.

 

ANS: shouting

REF: p. 110       TYPE: Def       DIF: 1

TOP: Netiquette

NOT: All capital letter is similar to shouting and should be avoided. You can use all caps for emphasis of important points or titles.
AAC: Tier 1—Technology; Tier 2—Asynchronous messaging

AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

  1. ____________ messaging enables you to use the Internet to communicate in real time in a private chat room with one or more individuals. It is like live e-mail or a text telephone call.

 

ANS: Instant

REF: p. 112       TYPE: Def        DIF: 1

TOP: Using Instant Messaging Professionally

NOT: Instant messaging (IM) enables you to use the Internet to communicate in real time in a private chat room with one or more individuals. It is like live e-mail or a text telephone call.
AAC: Tier 1—Technology; Tier 2—Synchronous messaging

AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

  1. Would you please give us your feedback on the proposed use of job sharing is an example of an appropriate ___________ command for a request e-mail.

 

ANS: polite

REF: p. 117               TYPE: Ap       DIF: 5

TOP: Making Direct E-Mail and Memo Requests

NOT: “Would you please give us your feedback on the proposed use of job sharing” is an example of an appropriate polite command for a request e-mail.
AAC: Tier 1—Communication; Tier 2—Standard English

AAC: Tier 1—Reflective Thinking; Tier 2—Conclusion

 

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