Business Communication Chapter 4 Homework The purpose of this chapter is to explain the communication process and the factors that influence the successful transmission of meaning from sender to receiver

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Instructor Manual

Guffey/Loewy, Business Communication: Process & Product, 10e, 2022, 9780357129234;

Chapter 4: Planning Business Messages

Table of Contents

Purpose and Perspective of the Chapter …………………………………………………………………………. 2

Cengage Supplements …………………………………………………………………………………………………… 2

Chapter Objectives ………………………………………………………………………………………………………… 2

Complete List of Chapter Activities and Assessments ……………………………………………………… 3

Key Terms ……………………………………………………………………………………………………………………… 4

What’s New in This Chapter ……………………………………………………………………………………………. 6

Chapter Outline …………………………………………………………………………………………………………….. 6

Discussion Questions …………………………………………………………………………………………………… 16

Additional Activities and Assignments …………………………………………………………………………… 17

Additional Resources ……………………………………………………………………………………………………. 21

Cengage Video Resources ……………………………………………………………………………………………………….. 21

Appendix …………………………………………………………………………………………………………………….. 22

Generic Rubrics ……………………………………………………………………………………………………………………… 22

Standard Writing Rubric ………………………………………………………………………………………………………….. 22

Standard Discussion Rubric ……………………………………………………………………………………………………… 23

Purpose and Perspective of the Chapter

The purpose of this chapter is to explain the communication process and the factors that

influence the successful transmission of meaning from sender to receiver. First, we review

the steps in the communication process and potential barriers that may inhibit

Cengage Supplements

The following product-level supplements provide additional information that may help you

in preparing your course. They are available in the Instructor Resource Center.

• Transition Guide (provides information about what’s new from edition to edition)

• Educator’s Guide (describes assets in the platform with a detailed breakdown of

Chapter Objectives

The following objectives are addressed in this chapter:

4-1 List the steps in the communication process.

4-2 Describe the goals of business writers and three phases of the writing process.

Complete List of Chapter Activities and Assessments

For additional guidance refer to the Teaching Online Guide.

Chapter

Objective

PPT

Slide

Activity/Assessment

Duration

Certification Standard

4-1

Small Group Discussion in

PPT

25 min

BUSPROG: Technology

DISC: Communication

evolution

4-3

Group Discussion in PPT

60 min

BUSPROG: Communication

DISC: Audience

DISC: Rhetorical

4-5

Pair Activity in PPT

30 min

BUSPROG: Communication

DISC: Teamwork

4-1–4-5

Grammar and Mechanics

Quiz in PPT

30 min

BUSPROG: Communication

DISC: Standard English

N/A

Grammar and Mechanics

Pre-Course Diagnostic*

60 min

BUSPROG: Communication

N/A

Grammar and Mechanics

Tutorials*

N/A

BUSPROG: Communication

DISC: Standard English

Check-Up Activities*

(Unit 02 The Writing

Process in the Digital

Era)**

4-1–4-5

N/A

Learn It: Chapter 04

Planning Business

Messages

30–40

min

N/A

4-1–4-5

N/A

Assignment: Chapter 04

Planning Business

Messages

Communication Process

4-1–4-5

N/A

Practice Quiz: Chapter 04

Planning Business

Messages

min

N/A

Mail (Unit 02 The Writing

Era)***

20 min

N/A

* These activities appear before the student will begin the course.

** This activity appears at the beginning of Unit 2.

*** This activity appears at the end of Unit 2.

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Key Terms

Adapting: Thinking of the right words and the right tone that will win your audience’s

approval

Analyzing: Determining the purpose of a message and what it may achieve.

Decoding: Translating a message from its symbol form into meaning.

Drafting: The second phase of the writing process; includes researching, organizing, and

drafting the message.

Editing: Checking a message for clarity, conciseness, tone, and readability.

Emoji: An expressive cartoon face that conveys meaning beyond the expressed words.

Frame of reference: Everything a person sees and feels in the world is translated through

that person’s unique frame of reference, which is formed by a combination of experiences,

education, culture, expectations, personality, and other elements.

Informational message: A message that merely explains procedures, announces

meetings, answers questions, or transmits findings.

Researching: Collecting relevant information about a topic before beginning to write a

message.

WIIFM: An abbreviation for “What’s In it for Me,” reminding writers to think of the receiver’s

mindset.

“You” view: Audience-focused perspective; emphasis on receiver benefits.

What’s New in This Chapter

The following elements are improvements in this chapter from the previous edition:

• Created new opening Zooming In scenario featuring VisibleThread, a company that

focuses on improving the readability of websites and documents by employing

many of the writing techniques taught in this chapter.

• Expanded discussion of communication workplace distractions and how they lead

to miscommunication.

• Updated discussion of workplace communication channels with inclusion of mobile

and cloud-based tools.

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Chapter Outline

In the outline below, each element includes references (in parentheses) to related content.

I. Exploring the Communication Process (4-1, PPT Slides 3–13, DISC: Patterns;

Communication evolution)

a. Communication – the transmission of information and meaning from a

Planning Business Messages

expected response.

d. The sender then encodes the idea.

i. Encoding – converting the idea into words or gestures that will

convey meaning

e. The sender then selects a communication channel and transmits the

message.

i. Channel – the medium over which the message travels (computer,

smartphone, social network, letter, report, picture, spoken word,

fax, etc.)

f. Next, the receiver decodes the message.

i. Receiver – the individual for whom the message is intended

ii. Decoding – translating the message from its symbol form into

g. Feedback then returns to the sender.

i. Feedback – the verbal and nonverbal responses of the receiver

h. Communication barriers that may ruin the process include bypassing,

differing frames of reference, weak language skills, or distractions.

i. Bypassing – when people miss each other with their meanings,

attaching different meanings to words

i. Follow these tips to overcome communication obstacles:

i. Recognize the process is sensitive and susceptible to breakdown.

ii. Anticipate problems in encoding, transmitting, and decoding a

message.

j. Small Group Discussion Activity: 25 minutes total. The Shift to Digital

Communication

Break class into groups of three to five students. Have students discuss the

questions as a group and be prepared to share their responses with the

larger group.

• Has the shift to the use of digital communication changed the

fundamental process of communication?

II. Applying the 3-x-3 Writing Process to Business Messages (4-2, PPT Slides 14–19,

DISC: Purpose)

a. Business writers should have three primary goals:

i. To be purposeful: The goal should be to solve problems and convey

b. Preparing purposeful, concise, and audience-centered messages requires a

systematic plan and practice.

c. The 3-x-3 writing process breaks the entire task into three phases: prewriting,

drafting, and revising. (Figure 4.2)

i. Prewriting:

(1) Analyze audience and purpose.

ii. Drafting:

iii. Revising:

(1) Edit for clarity.

d. The steps in the writing process may be rearranged, abbreviated, or

repeated.

e. The time you spend on each phase varies depending upon:

i. The complexity of the problem

ii. The audience

iii. Your schedule

f. On average, you should expect to spend about 25 percent of your time

prewriting, 25 percent drafting, and 50 percent revising. (Figure 4.3)

g. Knowledge Check Activity: 15 minutes total. Test Your Workplace Etiquette

Have students check their workplace etiquette IQ by deciding whether the

following statements are true or false.

a) False — It’s not wise to take even short personal calls at work.

Before doing so, learn what your organization’s policy is. Tell

your friends and family your work hours, cautioning them not

a) False — Among the most offensive people in open offices are

speaker freakers, those who take their calls with speaker on.

a) False — First, don’t shout to anyone over the top of cubicles.

Second, don’t eavesdrop on conversations. Third, never give

advice to a coworker about information you overheard on any

call. It’s difficult working in close surroundings, but try to

observe others’ privacy and personal space.

III. Analyzing and Anticipating the Audience (4-3, PPT Slides 20–27, DISC: Audience)

a. When analyzing your purpose, ask yourself two questions: Why am I sending

this message? What do I hope to achieve?

e. Follow these suggestions to anticipate and profile the audience:

i. Imagine the characteristics of your receiver.

(1) What is the reader or listener like?

(2) How will that person react to the message?

g. In order to tailor a message to the audience profile, ask these questions:

i. What language is appropriate?

h. The channel you choose depends on:

i. Available technology

ii. Importance of the message

i. Also consider the richness of the channel; a richer medium enables the

sender to provide more verbal and visual cues as well as to tailor the

message to the audience.

a. Group Discussion Activity: 60 minutes total. Activity 4.8—Analyzing

Audiences

Have students review the communication tasks found at the end of the

chapter. On a separate sheet of paper or on their computer, students should

write a brief analysis of the audience for each of the first four tasks as listed

audiences.

• Who is the audience for each communication task?

• What kind of reaction should you expect from the primary reader and

any secondary readers?

• What tone should you convey?

a) As a soon-to-graduate senior, you are writing a profile that you

will post to LinkedIn. You hope it will land you a job offer.

▪ The primary readers of LinkedIn profiles are recruiters

their field, even if they don’t fit immediate openings. As

you will learn in Chapter 15, the LinkedIn profile should

carry a tone that is upbeat, professional, and confident.

b) As an administrator of your city water department, you must

write a letter to water users explaining that the tap water may

taste and smell bad; however, it poses no threats to health.

▪ The audience will be all city water users, with a wide

c) You are a member of an organization promoting Earth Day.

You have been asked to encourage your office to save paper,

and you know of several tips for doing that. You want to

persuade your boss to send a message to employees with a

number of tips that you will provide.

▪ You will probably be most successful if you schedule an

appointment with your boss to discuss your idea

d) You are about to send an e-mail to your regional sales

manager describing your visit to a new customer who is

demanding special discounts.

▪ Because the primary reader is your sales manager, you

should know what kind of communication format and