Instructor Manual
Guffey/Loewy, Business Communication: Process & Product, 10e, 2022, 9780357129234;
Chapter 6: Revising 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 ……………………………………………………………………………………………. 5
Chapter Outline …………………………………………………………………………………………………………….. 6
Discussion Questions …………………………………………………………………………………………………… 13
Purpose and Perspective of the Chapter
The purpose of this chapter is to help students understand how to effectively revise
business messages during Phase 3 of the 3-x-3 writing process. First, we review techniques
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
activities by chapter with seat time)
Chapter Objectives
The following objectives are addressed in this chapter:
6-1 Demonstrate techniques that achieve conciseness as part of Phase 3 of the writing
process.
6-2 Demonstrate writing techniques that simplify and clarify business messages.
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
6-1
11
Knowledge Check in PPT
15 min
BUSPROG: Ethics
DISC: Theory application
6-2
19
Writing Improvement
Activity in PPT
20 min
BUSPROG: Communication
6-3
27
Writing Improvement
Activity in PPT
30 min
BUSPROG: Communication
DISC: Standard English
6-4
33
Pair Activity in PPT
20 min
BUSPROG: Communication
DISC: Theory application
6-5
Small Group Discussion in
25 min
BUSPROG: Ethics
6-1–6-5
39
Grammar and Mechanics
Quiz in PPT
30 min
BUSPROG: Communication
DISC: Standard English
N/A
N/A
Grammar and Mechanics
Pre-Course Diagnostic*
60 min
BUSPROG: Communication
DISC: Standard English
N/A
N/A
Grammar and Mechanics
Tutorials*
N/A
BUSPROG: Communication
N/A
N/A
Grammar and Mechanics
Check-Up Activities*
N/A
BUSPROG: Communication
DISC: Standard English
Process Matter to Me? (Unit
02 The Writing Process in
the Digital Era)**
N/A
Learn It: Chapter 06
Revising Business Messages
min
6-1–6-5
N/A
Video Presentation:
Clarifying a Business
Message (Chapter 06
Revising Business
Messages)
10 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
Buried verb: A verb that is needlessly converted to a wordy noun expression (for example,
give consideration to instead of consider).
Cliché: An expression that has become exhausted by overuse.
Exuberance: Overly enthusiastic words such as very, definitely, quite, completely,
extremely, really, actually, and totally. Used excessively, these words are considered
unbusinesslike.
Font: A specific set of print characters (such as italic) within a typeface family (such as
Times New Roman).
Margins: The white space on the left, right, top, and bottom of a block of type.
Microblogging: A type of communication that consists of short messages exchanged on
social media networks such as Twitter, Facebook, and Tumblr.
Serif: A typeface that has small features at the ends of strokes.
Skim value: Occurs when readers can browse a message quickly and grasp main ideas.
Slang: Informal words with arbitrary and extravagantly changed meanings that quickly go
out of fashion.
Trite business phrase: A stale expression that writers have used over the years.
Unnecessary filler: Excess words such as there is/are or it is/was that fatten sentences.
What’s New in This Chapter
The following elements are improvements in this chapter from the previous edition:
• Updated the Taco Bell opening case scenario featuring the company’s focus on fast-
service food trends, including vegetarian items, providing a context for readers to
relate to the ending application assignment.
• Added coverage describing the growing acceptance, with limitations, of exclamation
points in workplace messages to show warmth and enthusiasm in the icy channel of
digital messaging.
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Chapter Outline
In the outline below, each element includes references (in parentheses) to related content.
“CH.##” refers to the chapter objective; “PPT Slide #” refers to the slide number in the
PowerPoint deck for this chapter (provided in the PowerPoints section of the Instructor Resource
Center); and, as applicable for each discipline, accreditation or certification standards (DISC).
Introduce the chapter and review learning objectives for Chapter 6. (PPT Slide 2).
I. Hitting the Brakes: Applying Phase 3 of the Writing Process (6-1, PPT Slides 3–11,
DISC: Standard English, Rhetorical considerations)
a. The final phase of the 3-x-3 writing process focuses on editing, proofreading,
and evaluating.
e. Evaluating – analyzing whether your message achieves its purpose
f. Sloppy messages often lead to a lack of productivity.
g. Experts recommend devoting about one-half of total writing time to editing,
proofreading, and evaluating with a focus on improving conciseness, clarity,
and readability.
h. To revise for conciseness:
i. Slash vague expressions. (Figure 6.1)
i. Knowledge Check Activity: 15 minutes total. Test Your Workplace Etiquette
IQ
Have students determine whether each statement found at the end of the
chapter is True or False and then discuss the correct answers with the class.
• As a manager, you learn that your employee Shelby is having
exploratory surgery. Other employees ask you why Shelby is missing
• Although you would not enter an office with a closed door without
knocking, cubicles have no doors. Therefore, it’s senseless to consider
knocking before entering.
o False — It is good manners to simulate a knock by tapping
lightly on the wall before entering a cubicle; even better is to
call or e-mail in advance to ask about a good time for your visit.
don’t strive to socialize outside of business hours.
II. Enhancing Message Clarity (6-2, PPT Slides 12–19, DISC: Standard English; Rhetorical
considerations)
a. A clear message is one that is immediately understood. (Figure 6.2)
b. Improve the clarity of your writing using one of these techniques:
i. KISS (Keep it short and simple).
ii. Dump trite business phrases.
c. Writing Improvement Activity: 20 minutes total. Activities 6.7, 6.8, and
6.9—Trite Business Phrases; Clichés, Slang, Buzzwords, and Wordiness; and
Buried Verbs and Zombie Nouns
6.7—Trite Business Phrases:
a. As you request, I will submit your repair request immediately.
b. Enclosed is the list of customers to be used in our promotion.
6.8—Clichés, Slang, Buzzwords, and Wordiness:
a. Our manager insists that we must think creatively in promoting our new
kitchen tool.
6.9—Buried Verbs and Zombie Nouns:
a. After investigating, the fire department concluded that the blaze was set
intentionally.
b. Our committee promised to consider your proposal at its next meeting.
c. When used properly, zero-based budgeting can reduce overall costs.
d. Did our department apply for increased budget support?
b. To make white space work for you:
i. Use headings.
ii. Add bulleted or numbered lists.
c. Margins – the white space on the left, right, top, and bottom of a block of
type
d. Justified – when letter and word-spacing is adjusted so that lines are aligned
at both left and right margins
e. Ragged right – when the right margin is unjustified
f. Tips for effective margins and text alignment:
i. Set margins at 1 to 1.5 inches.
g. Tips for selecting appropriate typefaces include:
i. Serif typefaces have small features at the ends of strokes and are
used for body text; the most common serif typeface is Time New
Roman.
h. Font – mechanical means of adding emphasis to your words
i. All caps, small caps, and boldface are useful for headings,
subheadings, and single words or short phrases.
j. Use these techniques to make your lists look professional:
i. Numbered lists: Use for items that represent a sequence or reflect a
numbering system.
k. Headings – group similar material together and help the reader separate
major ideas from details while providing a quick preview or review
l. Main headings, subheadings, and category headings can improve readability
in e-mails, memos, and letters as well as reports. (Model Document 6.1)
m. Writing Improvement Activity: 30 minutes total. Activity 6.10—Lists, Bullets,
and Headings
Have students complete the writing improvement exercise related to lists,
a. You can build your online following, reputation, and customers’ trust
with three simple Twitter practices:
• Share. Share photos and behind-the-scenes information about
your business.
b. Computer passwords are a way of life today. To create a strong
password, follow these steps:
1. Think of an easy-to-remember eight-word phrase, such as my
favorite uncle was a firefighter in Cleveland.
c. Auto accidents account for a high number of accidental deaths.
Common causes are the following:
• Distracted drivers. Talking on smartphones, applying makeup,
texting, eating, and reading newspapers are all common ways that
drivers are distracted.
d. Many people want to improve their credit scores. Here are four
simple tips for doing so:
• Fix mistakes. Check your credit at least once a year and dispute
IV. Catching Errors With Careful Proofreading (6-4, PPT Slides 28–34, DISC: Rhetorical
considerations; Theory application)
a. Documents with errors affect your credibility and the success of your
organization. (Figure 6.4)
b. What to watch for in proofreading:
i. Spelling: Use spell-checker, but don’t rely on it completely.
ii. Grammar: Use grammar-checker, but be aware that it is not always
correct.
c. How to proofread routine documents:
i. Use the down arrow on your computer to reveal one line at a time
or read from a printed copy.