Business Communication Chapter 8 Homework Created an opening scenario that presents the multichannel communication strategy of pizza giant Domino’s, a tech-savvy company whose digital practices will

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Instructor Manual

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

Chapter 8: Positive and Neutral 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 …………………………………………………………………………………………………………….. 5

Discussion Questions …………………………………………………………………………………………………… 14

Standard Discussion Rubric ……………………………………………………………………………………………………… 22

Purpose and Perspective of the Chapter

The purpose of this chapter is to explore the positive and neutral messages that most

workplace communications convey. First, we explain how to apply the 3-x-3 writing process

to positive and neutral messages. Next, we cover how to compose direct messages that

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:

8-1 Applying the 3-x-3 writing process, identify the channels through which neutral

and positive messages—e-mails, memos, and business letters—travel in the digital

era workplace.

8-2 Compose direct messages that make requests, respond to inquiries via any

channel, and deliver step-by-step instructions.

8-5 Write special messages that convey kindness and goodwill.

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

8-1

Knowledge Check in PPT

15 min

BUSPROG: Ethics

DISC: Theory application

8-2

Small Group Activity in PPT

50 min

BUSPROG: Reflective

thinking

8-3

Writing Activity in PPT

60 min

BUSPROG: Communication

DISC: Standard English

8-4

Pair Activity in PPT

40 min

BUSPROG: Reflective

thinking

8-5

Writing Activity in PPT

60 min

BUSPROG: Communication

DISC: Standard English

8-1–8-5

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

Check-Up Activities*

N/A

BUSPROG: Communication

DISC: Standard English

Communication)**

8-1–8-5

N/A

Learn It: Chapter 08 Positive

and Neutral Messages

35 –45

min

N/A

8-1–8-5

N/A

Assignment: Chapter 08

Positive and Neutral

Messages

08 Positive and Neutral

8-1–8-5

N/A

Practice Quiz: Chapter 08

Positive and Neutral

Messages

min

N/A

a Customer Complaint (Unit

03 Workplace

Communication)***

20 min

N/A

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

** This activity appears at the beginning of Unit 3.

*** This activity appears at the end of Unit 3.

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Key Terms

Claim: A message written by a customer to identify or correct a wrong.

Negative messages/bad-news messages: Messages that deliver refusals and bad news.

Persuasive messages: Messages that are written to persuade, including sales messages.

What’s New in This Chapter

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

• Created an opening scenario that presents the multichannel communication

strategy of pizza giant Domino’s, a tech-savvy company whose digital practices will

• Created four Ethics Checks—highlighting ethical dilemmas in the workplace, such as

quitting via e-mail, keeping one’s word, telling the truth, understanding the cost of

fraudulent reviews, and abusing generous return policies by wardrobing.

• Prompted students to contemplate the ethics of SLAPP laws that allow businesses to

sue consumers for writing negative reviews on the Internet.

• Added topical and intriguing Reality Check quotations by business practitioners to

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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 8. (PPT Slide 2).

I. The Writing Process for Positive and Neutral Messages (8-1, PPT Slides 3–9,

DISC: Patterns; Audience; Purpose; Rhetorical considerations)

a. Positive messages – straightforward requests, replies, and goodwill

d. Channels used for positive messages include e-mail, memos, letters, and

social media.

e. Routine, neutral, and positive messages make up the bulk of workplace

communication.

f. Phase 1: Analyzing, anticipating, and adapting

i. Do I really need to write this e-mail, memo, or letter?

g. In certain situations, letters are still the preferred channel of communication

for delivering message outside an organization to suppliers, government

agencies, other businesses, and customers. (Model Document 8.1)

i. Encourage feedback, project a favorable image, or promote future

business

h. Phase 2: Researching, organizing, and drafting

i. Gather information and documentation.

ii. Jot down notes or make a scratch list for short messages.

i. Phase 3: Editing, proofreading, and evaluating

i. Is the message clear?

ii. Is the message correct?

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

Have students check their workplace etiquette IQ by deciding whether the

statements are true or false and then discuss the answers with the class.

• Your office generously provides an enormous collection of Frito Lay

snack and cookie packages in the break room. Because these are free

and they are so delicious, it’s perfectly fine to take some home for

your next screening party.

• After completing a successful deal, you want to send a gift but the

client’s company has a no-gifts policy. You think, however, that it is

acceptable for you to send a gourmet food basket or a subscription to

• When receiving a business card, you should treat it as a gift. Take a

moment to study the card and perhaps remark on its distinctive

II. Routine Request, Response, and Instruction Messages (8-2, PPT Slides 10–20,

DISC: Patterns; Purpose; Audience; Rhetorical considerations)

a. When writing requests, follow these guidelines (Model Document 8.2):

i. Subject line: Use an informative subject line that summarizes the

purpose.

ii. Opening: Start with the main idea. Use a question or polite

command. Avoid explanations or justifications.

b. When responding to requests, following these guidelines

(Model Document 8.3):

i. Subject line: Refer to previous correspondence and/or summarize

the message.

c. It’s important to react appropriately to customer comments on social media.

i. Vocal individuals can start a firestorm of criticism or be powerful

brand ambassadors for certain products.

ii. Companies use guidelines developed by social media experts for

strategic decision making depending upon the situation.

d. Businesses can be ready to respond swiftly to social media comments and

complaints by adopting the following best practices (Figure 8.2):

i. Be positive.

e. Instruction messages should clearly explain how to complete a task.

f. To create step-by-step instructions, follow these guidelines:

i. Use plain English and familiar words.

g. When revising a message delivering instructions, follow these guidelines

(Model Document 8.4):

i. Be sure the message starts with the main idea and emphasizes any

benefits to the reader.

h. Small Group Activity: 50 minutes total. Activity 8.8—Responding to Social

Media Posts

Break the class into groups of three. Have students complete the activity

found at the end of the chapter. Students should decide whether or not they

should respond to each of the social media posts found within the activity.

They should compose an appropriate Facebook reply for those that warrant

one. Have students share their replies with the larger group.

III. Direct Claims and Complaints (8-3, PPT Slides 21–30, DISC: Patterns; Purpose;

Audience; Rhetorical considerations)

a. When you as a customer must write to identify or correct a wrong, the

message is called a claim.

b. Claims may be written as letters or made via telephone, e-mail, or social

media.

iii. Explain your goal when the remedy is less obvious.

e. To support a claim, follow these guidelines:

i. Use the body to explain the problem and justify your request.

f. Conclude a direct claim with an action request.

i. End with a courteous statement that summarizes your action

request.

g. Follow these guidelines to complete the message and revise it (Model

Document 8.5):

i. Be sure your subject line is informative and respectful.

h. Social media experts advise consumers to exhaust all other options for

claims and complaints with the company before venting online.

i. Don’t post vicious, irrational complaints just to let off steam.

ii. Think about whether people whom you respect and prospective

employers would approve.

i. When writing online reviews and complaints, follow these guidelines

(Figure 8.3):

i. Establish your credibility.

j. Writing Activity: 60 minutes total. Activity 8.17—Direct Claim: Disappointed?

Let the Business Know

Have students complete the writing activity found at the end of the chapter,

writing a direct claim letter. Students should be prepared to share their letter

with the larger group.

• What product or service did you select for your direct claim letter?

IV. Adjustment Messages (8-4, PPT Slides 31–39, DISC: Patterns; Purpose; Audience;

Rhetorical considerations)

a. Adjustments are favorable responses to a claim.

b. Favorable adjustments are made for two reasons.

i. Consumers are protected by contractual and tort law for recovery of

damages.

c. Adjustment messages have three goals.

i. Rectifying the wrong, if one exists

d. When writing an adjustment message, present good news immediately, do

not use a grudging tone or express anger, and avoid halfhearted or reluctant

responses. (Model Document 8.6)

e. Use the body to explain how you are complying with the claim.

i. Seek to regain the customer’s confidence.

f. Apologize when appropriate and when it seems natural to do so.

g. Use sensitive language for adjustment messages.

i. Don’t use negative words.

ii. Don’t blame customers—even when they may be at fault.

h. Use the closing to express confidence that the problem has been resolved.

i. Articulate your appreciation.

i. Pair Activity: 40 minutes total. It’s Hard to Say I’m Sorry

Break the class into pairs and have each student pair discuss apologies in

business as outlined on the PPT slide. Pairs should be prepared to share

their discussion with the larger group.

• Describe a situation you have experienced in which saying sorry was

difficult.

V. Goodwill Messages (8-5, PPT Slides 40–48, DISC: Patterns; Purpose; Audience;

Rhetorical considerations)

a. The five Ss of goodwill messages:

i. Selfless—Focus on the receiver and not the sender.