Chapter 2 Lecture Notes ● 1
Chapter 2 LECTURE NOTES
Planning Business Messages
CHAPTER SYNOPSIS
This chapter begins with an explanation of the five steps in the communication process and a
reminder that successful communication occurs only when the receiver understands an idea as
the sender intended it. Next, the chapter explores the unique characteristics of business writing
and defines business writing goals. A systematic process for creating effective business messages
is introduced, and the rest of the chapter focuses on the first stage of the 3-x-3 writing process:
prewriting.
LEARNING OBJECTIVES
1. Discuss the five steps in the communication process.
2. Recognize the goals of business writing, summarize the 3-x-3 writing process, and explain
how it guides a writer.
WHAT’S NEW IN THIS CHAPTER
The authors made the following changes and improvements:
• Strengthened the chapter by moving the communication process to this chapter so that the
nature of communication relates more closely to the writing process.
• Expanded the signature Guffey 3-x-3 writing process to better describe its functions.
• Added many colorful graphics to help student visualize chapter concepts.
Chapter 2 Lecture Notes ● 2
LECTURE OUTLINE
I. Understanding the Communication Process (p. 36)
1. Sender has an idea.
Figure 2.1 – The Communication Process
II. Using the 3-x-3 Writing Process as a Guide (p. 38)
A. Business writing is
• Purposeful
• Economical
• Audience oriented
B. Introducing the 3-x-3 Writing Process
• Prewriting: analyzing, anticipating, adapting
Figure 2.2 – The 3-x-3 Writing Process
C. Pacing the Writing Process
Time required for each phase of the writing process:
• Prewriting—25 percent
• Writing—25 percent
• Revising—50 percent
Figure 2.3 – Scheduling the Writing Process
Chapter 2 Lecture Notes ● 3
III. Analyzing and Anticipating the Audience (p. 41)
A. Determining Your Purpose
• Why am I sending this message?
• What do I hope to achieve?
• Business messages are usually written to inform and to persuade. A secondary
purpose is to promote goodwill.
B. Anticipating and Profiling Your Audience
• Profiling your audience is a pivotal step in the writing process.
• The questions in Figure 2.4 help you profile your audience.
Figure 2.4 Asking the Right Questions to Profile Your Audience
C. Selecting the Best Channel
• Selecting the best channel involves these factors:
1. Importance of message
2. Amount and speed of feedback and interactivity required
Figure 2.5 – Comparing Rich and Lean Communication Channels
• Keep in mind the following tips for choosing a communication channel:
1. Use the richest media available.
2. Employ richer media for more persuasive or personal communications.
IV. Using Expert Writing Techniques to Adapt to Your Audience (p. 44)
A. Spotlighting Audience Benefits
• Adaptation is the process of creating a message that suits the audience.
B. Developing the “You” View
• Emphasize second-person pronouns instead of first-person pronouns.
C. Sounding Conversational but Professional
Chapter 2 Lecture Notes ● 4
• Messages are most effective when they convey an informational, conversational
tone instead of a formal, pretentious tone.
• To project a professional image, strive to sound educated and mature.
Figure 2.6 Levels of Diction
V. Developing Additional Expert Writing Techniques (p. 47)
A. Being Positive Rather Than Negative
Use positive rather than negative language. For example, tell what can be done rather
B. Express Courtesy
• Avoid words that sound demanding or preachy.
• Give reasons for a request to soften the tone.
• Use polite phrases when speaking on the telephone.
C. Employ Bias-Free Language
fire fighter instead of fireman
letter carrier instead of mailman
server instead of waiter, waitress
D. Preferring Plain Language and Familiar Words
E. Using Precise, Vigorous Words
• Use strong words and concrete nouns to make your message clear and engaging.
Critical Thinking Discussion Guide
11. Has digital transmission changed the nature of communication? (Obj. 1)
Your authors argue that the basic elements of communication have not changed as a result
of digital transmission. Successful communication still requires the transmission of meaning
Chapter 2 Lecture Notes ● 5
12. Why do you think employers prefer messages that are not written like high school and
college essays? (Obj. 2)
Businesspeople prefer messages that are purposeful, persuasive, economical, and audience
13. Why should business writers strive to use short, familiar, simple words? Does this
“dumb down” business messages? (Obj. 5)
Using short, familiar, simple words increases the likelihood that business messages will be
14. A wise observer once said that bad writing makes smart people look dumb. Do you
agree or disagree, and why? (Objs. 1−5)
Bad writing conveys the impression that the writer is uneducated, uncaring, unintelligent, or
15. In a letter to the editor, a teacher criticized an article in USA Today on autism because
it used the term autistic child rather than child with autism. She championed people-
first terminology, which avoids defining individuals by their ability or disability. For
example, instead of identifying someone as a disabled person, one would say, she has a
disability. What does people-first language mean? Can language change perceptions?
(Obj. 5)
People-first language means putting the person before the disability (the child with autism
instead of the autistic child). Supporters say that such language eliminates prejudicial and
Chapter 2 Lecture Notes ● 6
Activities
Note: The solutions to the activities for this chapter are located in the Solutions to Activities
section of the Instructor’s Manual.
Communication Workshop (p. 61)
Career Skills
• Identifying and clarifying the problem. Students will first focus on the problem of the
chaos caused by multiple lines. Where should customers stand?
• Gathering information. When solving any problem, we need information. Students will
probably relate their experiences at banks and airlines (which often have roped areas clearly
forcing a single line), sports events (where fans frequently crowd concessionaires with a mob
of people), and retail stores (where people often politely form lines at checkout counters).
Grocery stores have multiple lines but they are physically separated.
• Evaluating the evidence. Many people prefer the orderliness of single lines. Customers
know that they are being treated fairly. No one can crowd ahead. However, when big crowds
of people are involved, the line can look very long. At McDonald’s a single line might snake
around and at rush times actually flow out the door, giving the impression that the restaurant
Workplace in Focus
Page 46
Effective communicators adopt the “you” view to help audiences see how a proposed course of
action benefits them. When urging consumers to embrace GPS navigation and other in-dash
computer features, automakers should emphasize customer benefits, such as real-time traffic
information, automatic roadside assistance, timely directions to restaurants and gas stations, and
other services. Pronoun use is also important in the “you” approach to crafting messages. Instead