Chapter 7
Wrien Communicaon Paerns
Quesons
1. The formats of business leers in the U.S. and Lan America are as follows: U.S. – block
style, date is month-day–year, inside address is tle and full name “rst line-street
2. The Japanese tone and leer style is di*erent from the U.S. The Japanese open with a
3. In order to ulize internaonal English, the following cultural factors need to be
4. The di*erence between lexical and syntacc errors is that lexical errors are content
5. People from two cultures who speak the same language may have di0culty
6. A bu*er is used in U.S. leers to begin a leer that contains bad news; the bu*er is
7. Reading between the lines is expected by Lan Americans, Chinese, and Japanese
8. Guidelines for wring e-mail messages to internaonal colleagues include the following:
9. Items currently included in U.S. résumé are name, address, phone number, job
10. The U.S. résumé is very di*erent from some countries and similar to others. It is
Case 1
To “nd a list of potenal candidates for a management posion in a U.S. corporate o0ce
in Germany, you need to obtain résumés of candidates as follows. Since the posion is
Case 2
If the members of two corporaons do not speak a common language and are to work
Case 3
Although the U.S. execuve was not living in England, if he planned to do business in
Case 4
U.S. persons use humor which foreigners “nd very di0cult to understand. Much of
humor is a play on words which is lost when someone does not speak the language
Case 5
Since the intercultural virtual team is composed of members from China, France,
interacon, and strategies for handling problem situaons in the absence of nonverbal
communicaon.
Acvies
1. The diconary is the best source for determining the Lan or Germanic roots of words in
2. Instruct students to look in the foreign language secon of the library to complete this
3. Suggested bad-news leer is shown below:
September 10, 2—
4. Instruct students to note the job requirements as to language skills or other
5. The students can follow the suggested formats in the text or research beyond the text
6. Provide students with an appropriate leer format or instruct them to follow guidelines
7. Have the students consult a text designed for people who speak English as a second
8. Students should have iden”ed such errors as missing arcles, sentence construcon,
9. Students should concentrate on the fact that one person is group oriented and the other
10. Instructors could provide a case problem that all students would use as a basis for