CHAPTER SIX: STRUCTURE
The learning goal of this chapter is to teach students how to shape their messages and arguments
into appropriate structures.
Since the chapter is long and contains, in effect, three mini-cases — on Great Lakes, RAs, and
Beginning, Middle, and End
Both an argument (given, since, therefore) and a communication structure (introduction, body,
conclusion) share the same features, that is, they have a beginning, a middle, and an end. We
discuss these features in further detail in the Guides to Effective Writing and Speaking in Part
Three. Here, we simply encourage the instructor to pull together some organizational principles.
Some suggestions for focusing student discussion: When defining your content, marshalling your
arguments, and developing your structure, try to meet the following criteria:
Beginnings should:
1. Gain the audience’s attention and focus it on your topic.
Middles should:
2. Address subtopics according to their level of importance (either ascending or descending).
4. Acknowledge and neutralize reasonable alternative proposals.
37
Endings should:
1. Show how your evidence and arguments lead to your conclusion.
2. Emphasize the importance of your proposal.
Teaching McGREGOR’S LTD.
McGregor’s Ltd. puts students in the position of a relatively new, young CEO who wants to
make some changes — some major, some minor but sensitive — in a rather traditional
organization. Although compact, the case offers sufficient data for substantive discussion of
several aspects of this communication situation, especially audience analysis, argument, and
structure, that is, designing a message. Further, some of the exhibits and the comments of Allen
Lee suggest a point of view on the “real problem” that is quite different from McGregor’s.
Students good at number crunching can try their skill at interpreting the data in a different
direction.
The following questions provide a basis for discussion of the salient issues.
1. Do you agree with McGregor that the discount policy should be changed? Why or why not?
This question will unearth the class’s general view of McGregor’s reasoning. Opinions may
differ on the merits of his plan, but the fairness and simplicity arguments usually win
38
2. How should McGregor announce the new plan? McGregor is determined to implement the
new plan. How should he do it?
Students usually see that McGregor will at some point have to formally announce the new
discount policy and provide a description in writing, so a discussion of the appropriate
3. What goals should a written announcement achieve?
The memo should certainly accomplish three things: it should announce the new plan
unambiguously, explain how it differs from the old one, and provide a convincing rationale
4. How are the execs and buyers likely to view his arguments for the change? Which
arguments will they find most convincing? Which least?
In assessing McGregor’s arguments, students should be encouraged to consider their
audience and to be selective. On the one hand, the executives and buyers are professionals
and should appreciate several of McGregor’s claims about the benefits of the new plan. In
39
5. What sort of structure should McGregor use for this communication? Why?
McGregor’s major decision regarding the structure of the memo is whether to use a direct or
indirect order. A direct or deductive structure would announce and describe the new plan
and then offer a rationale. An indirect, or inductive, structure would discuss problems with
6. Is there validity to Allen Lee’s suggestion that administrative costs are too high? If so, what
arguments might persuade McGregor that other issues besides the discount policy require his
attention?
Independently minded students, or those with more experience, may notice from exhibits I
7. Should McGregor’s memo mention the issue of the “lost merchandise” and the cleaning
staff? Why or why not?
There is no evidence that the cleaners are responsible for these losses, and tact would dictate
not putting such an allegation in writing. Students often need to be alerted to these issues.
40
Memo Assignment: McGregor’s Ltd., Department Store
Read the McGregor’s case. Choose one of the following options.
Option 1. You are James McGregor.
A. Write a memo to your executives and buyers, informing them of the new discount policy and
explaining it in such a way as to gain their understanding and support. Assume that this is
B. Attach a brief cover memo to me and the class summarizing your overall approach to this
communication situation and, in particular, explaining your persuasive strategies. Of
McGregor’s several purposes (summarized on pp.101-102, and any others you infer from the
case), which did you adopt as primary? How did your view of the situation and the audience
influence your choice of arguments and structure?
Option 2. You are Allen Lee, McGregor’s trusted assistant, and you disagree with his decision to
institute a new discount policy.
A. Write a memo to McGregor, persuading him to modify, reconsider, or abandon his plan to
B. Attach a brief cover memo to me and the class explaining your persuasive strategies; how
did your view of the situation and your audience (McGregor) influence your choices
regarding argument and structure? Adapt the questions for option 1, above.
41
Peer Response Sheet: McGregor’s
Editor: Read your partner’s memo and respond to the questions below, adapting as necessary for
Option A or B. Be as specific as you can in the time allowed. Discuss your reactions with your
partner, and give him or her this sheet.
1. Clarity and completeness: Are the details of the new/preferred discount plan communicated
clearly?
2. Argumentation: Briefly identify your partner’s arguments for/against the new discount plan.
Which argument was presented as most important?