11
28) When writing for a claim or adjustment, the opening should state the problem as well as
A) who is at fault.
B) competitive options.
C) how the issue has affected the business relationship.
D) model and serial number.
E) your request.
AACSB: Written and oral communication
Difficulty: Difficult
Classification: Critical Thinking
Learning Outcome: Describe strategies for developing routine and positive messages
29) When you’re writing a routine request for information or action in a complex situation,
A) provide vague reasons to support your request.
B) limit the justification for your request.
C) point out the benefits of complying with your request.
D) dwell on the negative consequences of choosing not to comply.
E) identify who will be affected by a lack of action on the reader’s part.
AACSB: Written and oral communication
Difficulty: Difficult
Classification: Critical Thinking
Learning Outcome: Describe strategies for developing routine and positive messages
12
30) In requesting a sales report from a coworker, you should
A) use the indirect approach.
B) get straight to the point.
C) maintain a formal style and tone.
D) incorporate circular reasoning to justify your request.
E) copy the manager on the request.
AACSB: Written and oral communication
Difficulty: Difficult
Classification: Application
Learning Outcome: Describe strategies for developing routine and positive messages
31) Most simple requests can be handled by explaining
A) what you want to know or want the reader to do.
B) who is making the request.
C) why the request is critical.
D) who the reader should seek help from to fulfill the request.
E) the potential outcome if the request is denied.
AACSB: Written and oral communication
Difficulty: Moderate
Classification: Application
Learning Outcome: Describe strategies for developing routine and positive messages
13
32) A claim is ________; an adjustment is ________.
A) a goodwill message; a means to an end
B) an emotional reaction; a calculated response
C) a formal complaint; a settlement of a claim
D) an informal complaint; an emotional reaction
E) an assertion; a shift in point of view
AACSB: Written and oral communication
Difficulty: Difficult
Classification: Conceptual
Learning Outcome: Describe strategies for developing routine and positive messages
33) Before volunteering someone’s name as a reference, always
A) assume you have permission to do so.
B) ask that person’s permission.
C) describe your relationship with that person.
D) list that person’s address and phone number for ease of contact.
E) explain that you’re not really sure what they will say about you.
AACSB: Written and oral communication
Difficulty: Moderate
Classification: Conceptual
Learning Outcome: Describe strategies for developing routine and positive messages
14
34) If you request a recommendation from a person you haven’t had contact with recently, you
should
A) use the opening of your letter to refresh the person’s memory.
B) enclose a stamped, preaddressed envelope.
C) use the persuasive approach.
D) use the bad-news approach.
E) tell them what specific qualities you would like mentioned.
AACSB: Written and oral communication
Difficulty: Moderate
Classification: Application
Learning Outcome: Describe strategies for developing routine and positive messages
35) The opening of a request for a recommendation should include
A) a buffer statement to distract the reader.
B) a statement implying that you’re applying for a position.
C) a statement on why the recommendation is needed.
D) an apology for bothering the reader.
E) a request for the writer to overstate your qualifications.
AACSB: Written and oral communication
Difficulty: Moderate
Classification: Conceptual
Learning Outcome: Describe strategies for developing routine and positive messages
15
36) In closing a request for a recommendation, you should include
A) an expression of appreciation.
B) a reminder as to why you need a recommendation.
C) key points you want the writer to include in the recommendation.
D) type of job being applied for.
E) skills needed for the job being applied for.
AACSB: Written and oral communication
Difficulty: Moderate
Classification: Conceptual
Learning Outcome: Describe strategies for developing routine and positive messages
37) When making claims or requesting adjustments, you should begin by
A) complimenting the company for past service.
B) providing a detailed description of the faulty merchandise.
C) providing a straightforward explanation of what the problem is.
D) threatening legal action if you do not receive a favorable adjustment.
E) saying how disappointed you are in the company.
AACSB: Written and oral communication
Difficulty: Moderate
Classification: Conceptual
Learning Outcome: Describe strategies for developing routine and positive messages
16
38) When making a claim or requesting an adjustment, your close should
A) clearly state how angry and disappointed you are.
B) explain the specific details of the problem.
C) request the specific action required to resolve the problem.
D) explain that you are planning to seek legal counsel.
E) suggest that you will probably take your business elsewhere.
AACSB: Written and oral communication
Difficulty: Moderate
Classification: Conceptual
Learning Outcome: Describe strategies for developing routine and positive messages
39) Unlike a claim, a request for adjustment
A) is a formal complaint.
B) should be phrased in a more aggressive tone.
C) does not require supporting documentation.
D) seeks a specific settlement.
E) should always open with a buffer.
AACSB: Written and oral communication
Difficulty: Moderate
Classification: Conceptual
Learning Outcome: Describe strategies for developing routine and positive messages
17
40) When you request an adjustment, asking the company to assess your claim and then propose
a fair solution to the problem is
A) a waste of time.
B) effective with small companies only.
C) always more effective than proposing a solution of your own.
D) helpful when you are uncertain about the exact nature of the problem.
E) feasible only if you have hired legal counsel.
AACSB: Written and oral communication
Difficulty: Moderate
Classification: Conceptual
Learning Outcome: Describe strategies for developing routine and positive messages
41) Requesting references before extending credit
A) was once common, but not anymore.
B) happens only when the applicant has a very poor credit rating.
C) is illegal in the U.S.
D) is a diplomatic way of denying applications.
E) is a common practice.
AACSB: Written and oral communication
Difficulty: Moderate
Classification: Conceptual
Learning Outcome: Describe strategies for developing routine and positive messages
42) Due to potential legal problems, many companies have a policy that prevents employees
from providing recommendation letters.
AACSB: Written and oral communication
Difficulty: Moderate
Classification: Conceptual
Learning Outcome: Describe strategies for developing routine and positive messages
18
43) It’s best to back up all claims and requests for adjustments with invoices, sales receipts, and
so on and to send copies to the company and keep the originals.
AACSB: Written and oral communication
Difficulty: Moderate
Classification: Conceptual
Learning Outcome: Describe strategies for developing routine and positive messages
44) List the three major categories of common routine requests.
AACSB: Written and oral communication
Difficulty: Easy
Classification: Conceptual
Learning Outcome: Describe strategies for developing routine and positive messages
45) Describe the three-step strategy for requesting information and action.
AACSB: Written and oral communication
Difficulty: Moderate
Classification: Application
Learning Outcome: Describe strategies for developing routine and positive messages
46) When you’re providing details in the body of routine or positive message,
A) include a checklist of questions for the reader to consider.
B) identify potential flaws in service.
C) be complementary.
D) maintain the supportive tone that you established in the introduction.
E) explain the consequences of not achieving your goal in writing.
AACSB: Written and oral communication
Difficulty: Difficult
Classification: Conceptual
Learning Outcome: Describe strategies for developing routine and positive messages
19
47) Routine, positive messages should do all of the following except
A) leave your reader with a good impression.
B) use an indirect approach.
C) provide all required details.
D) communicate the information or positive news.
E) use a professional, respectful tone.
AACSB: Written and oral communication
Difficulty: Easy
Classification: Conceptual
Learning Outcome: Describe strategies for developing routine and positive messages
48) When you’re writing a routine reply to a positive message, your readers will generally be
________ what you have to say, so you can use the ________ in your reply.
A) interested in; direct approach
B) resistant to; indirect approach
C) disinterested in; direct approach
D) in tune with; indirect approach
AACSB: Written and oral communication
Difficulty: Difficult
Classification: Application
Learning Outcome: Describe strategies for developing routine and positive messages
49) In a positive message, present the main idea
A) in the first sentence of the middle paragraph.
B) at the end of the middle paragraph.
C) right at the beginning of the letter.
D) in the last sentence of the letter.
E) by implication only.
AACSB: Written and oral communication
Difficulty: Moderate
Classification: Conceptual
Learning Outcome: Describe strategies for developing routine and positive messages
20
50) In a positive message, you should explain your point completely in
A) the introduction.
B) the body.
C) the close.
D) all three, since repetition is the key to getting the message across.
E) none of the above, allowing the reader to figure it out on his or her own.
AACSB: Written and oral communication
Difficulty: Moderate
Classification: Conceptual
Learning Outcome: Describe strategies for developing routine and positive messages
51) If you have mildly disappointing information to deliver as part of a positive message, you
should
A) put the negative information in a favorable context.
B) simply omit it from the message.
C) put the negative information first.
D) put the negative information last.
E) use humor to suggest the outcome is not too bad.
AACSB: Written and oral communication
Difficulty: Moderate
Classification: Synthesis
Learning Outcome: Describe strategies for developing routine and positive messages