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Chapter 5 LECTURE NOTES AND TEACHING SUGGESTIONS
Writing Process Phrase 2: Research, Organize, Compose
CHAPTER SYNOPSIS
This chapter explains how to carry out the second phase of the writing process: researching,
organizing, and composing. First, before writing, a businessperson must collect thorough
research all of the needed information. The gathered information helps the writer shape the
message to the receiver’s need for knowledge or action. Students may expect research to be a
complicated process. Remind them that at times researching can mean having at your fingertips
the previous correspondence from the person to whom you are about to write. Researching can
also mean just jotting down what information should be covered in the message you are creating.
Other times, researching can mean performing tests and collecting data, interviewing people, or
going to secondary data sources. Help them grasp the many facets of the word research.
Second, the writer organizes information through direct or indirect patterns to emphasize main
points and anticipate the audience’s reaction. If the audience will be pleased, interested, or
neutral, the writer should use the direct pattern. If the audience will be uninterested, displeased,
or hostile regarding the message, the writer should use the indirect pattern. To introduce the
process of organizing, help students see its two parts—generating ideas and selecting patterns
according to their purpose. First, through brainstorming, outlining, cluster diagrams, or the like,
students develop the data and ideas needed to compose the first draft. Then, students select an
appropriate pattern to use—direct for receptive audiences or indirect for unreceptive audiences.
Finally, the writer composes the first draft. The chapter concludes by reviewing ways to compose
effective sentences and paragraphs. Finally, as you present composing the first draft, suggest to
students that drafting and revising are two separate steps of the composing process. First, they
should get their ideas down on paper quickly (perhaps by sprint writing) without worrying
whether the draft is perfect. Once they have created a substantial draft, then they can revise,
using effective sentences and paragraph patterns as explained and modeled in the chapter.
LEARNING OBJECTIVES
1. Apply Phase 2 of the 3-x-3 writing process, which begins with formal and informal methods
for researching data and generating ideas.
2. Explain how to organize data into lists and alphanumeric or decimal outlines.
233
234 Part III Lecture Notes
3. Compare direct and indirect patterns for organizing ideas.
4. Compose the first draft of a message, focusing on effective sentences including techniques
for emphasizing important ideas, avoiding misplaced modifiers, and using active and passive
voice successfully.
5. Compose effective paragraphs using three classic paragraph plans as well as applying
techniques for achieving paragraph coherence.
WHAT’S NEW IN THIS CHAPTER
Updated Gap Inc. opening case study with current information about the popular clothing
retailer Gap Inc.
Added Writing Improvement Exercises to reinforce specific techniques taught in chapter.
Strengthened all reinforcement exercises with new material.
Added new Paragraph Organization exercise at reviewer’s request so that students have
additional practice items to try out their skills.
LECTURE OUTLINE
I. Writing Process Phase 2: Research (p. 124)
Before collecting data, ask these questions:
What does the receiver need to know about this topic?
What is the receiver to do?
How is the receiver to do it?
When must the receiver do it?
What will happen if the receiver doesn’t do it?
Figure 5.1 Guffey’s 3-x-3 Writing Process
PowerPoint slides 1, 2
A. Formal Research Methods
Access electronically (Internet, databases, CD-ROMs).
Search manually (books, magazines, journals).
Investigate primary sources (interviews, surveys, questionnaires, focus groups).
Experiment scientifically (measure variables using control groups).
PowerPoint slide 3
B. Informal Research Methods
Look in the organization’s files.
Talk with your boss.
Chapter 5 Writing Process Phase 2: Research, Organize, Compose 235
Interview the target audience.
Conduct an informal survey.
PowerPoint slide 4
Lecture Tidbit
Researching for information today is vastly different from the past when business organizations and
writers relied on libraries, encyclopedias, and experts. Today, the Web offers a vast amount of
information that can dramatically shape decision making and corporate strategy.
For example, company executives are increasingly monitoring blogs to gather market information about
customer satisfaction with its products and services. Blogs pushed Dell and Apple into recalling millions of
laptop computers after the fire risk of its laptop batteries was exposed. Engadget, a gadget news blog,
posted photos of a Dell notebook that had caught fire in Singapore. Its comment: “We’ll keep posting these
until we see a recall or a solution, so please Dell, treat ‘em right.” (S. Hamm, “The Battery Recall: A Win for
the Web,” BusinessWeek, August 30, 2006. Retrieved June 20, 2007, from http://www.businessweek.com.)
C. Generating Ideas by Brainstorming
Define the problem and create an agenda that outlines the topics to be covered.
Establish time limits, remembering that short sessions are best.
Set a quota, such as a minimum of 100 ideas.
Require every participant to contribute ideas, accept the ideas of others, or
improve on ideas.
Encourage wild, “out of the box” thinking. Allow no one to criticize or evaluate
ideas.
Write ideas on flipcharts or on sheets of paper hung around the room.
Organize and classify the ideas, retaining the best. Consider using cluster
diagrams, discussed shortly.
D. Collecting Information and Generating Ideas on the Job
A cluster diagram captures the ideas that are generated during a brainstorming
session.
Similar ideas are grouped together and sequenced to form subclusters.
Writers of well-organized messages group similar ideas together so that readers
can see relationships and follow arguments.
Figure 5.2 Creating Cluster Diagram to Generate Ideas for Old Navy/Gap Recruiting
Brochure
Figure 5.3 Organizing Ideas From Cluster Diagram Into Subclusters
II. Writing Process Phase 2: Organize (p. 127)
PowerPoint slides 5-7
236 Part III Lecture Notes
A. Using Lists and Outlines to Organize Ideas
Scratch list—a quick list of topics to cover
Outline—ideas organized into a hierarchy using the alphanumeric or decimal
system
Figure 5.4 Two Outlining Formats
Figure 5.5 Typical Major Components in Business Outlines
PowerPoint slides 8-10
B. Organizing Ideas Into Patterns
Business messages follow either the direct pattern, with the main idea first, or the
indirect pattern, with the main idea following explanation and evidence.
Figure 5.6 Audience Response Determines Pattern of Organization
C. Direct Pattern for Receptive Audiences
Places the main idea in the first or second sentence of your message followed by
details and explanations
Saves the reader’s time
Sets a proper frame of mind
Prevents frustration
PowerPoint slide 11
D. Indirect Pattern for Unreceptive Audiences
Explanation precedes main idea
Respects the feelings of the audience
Facilitates a fair hearing
Minimizes a negative reaction
PowerPoint slide 12
Let’s Discuss
If you are being told bad news, would you prefer to have it delivered directly or indirectly? What
factors would affect your choice?
Many Americans prefer to hear bad news delivered indirectly, which is the opposite of a blunt
announcement. The choice might be affected by the severity of the news, whether it touched the receiver
personally, and the relationship between the communicators.
III. Writing Process Phase 2: Compose (p. 134)
PowerPoint slides 13-18
Chapter 5 Writing Process Phase 2: Research, Organize, Compose 237
A. Creating Effective Sentences
Complete sentences must have subjects and verbs and must make sense.
Clauses have subjects and verbs, but phrases do not.
Independent clauses may stand alone; dependent clauses cannot stand alone.
1. Preferring Short Sentences
Strive for sentences that average 20 words.
Reader comprehension drops as sentences become longer.
2. Emphasizing Important Ideas
Use vivid words.
Label the main idea.
Place the important idea first or last in the sentence.
Place the important idea in a simple sentence or in an independent clause.
Make sure the important idea is the sentence subject.
3. Managing Active and Passive Voice
Active voice: subject is the doer of the action
Example: Staples shipped our order for office supplies today.
Passive voice: subject is acted upon
Example: The office supplies were shipped by Staples today.
Use the active voice for most business writing.
Use the passive voice to emphasize an action or the recipient of the action.
Use the passive voice to de-emphasize negative news.
Use the passive voice to conceal the doer of an action.
Let’s Discuss
Why is the active voice preferred for business writing?
The active voice reveals the doer of the action immediately. It creates efficient, concise, and simple
messages.
Does it seem unethical to use the passive voice to conceal the doer of an action? (An error was
made in the report.)
Many people use the passive voice to be tactful.
4. Avoiding Dangling and Misplaced Modifiers
A modifier dangles when the word or phrase it describes is missing.
Example: By advertising extensively, all open jobs were filled quickly.
A modifier is misplaced when the word or phrase it describes is not close
enough to be clear.
Example: Any student has full online privileges who is enrolled in the
college.
238 Part III Lecture Notes
B. Drafting Meaningful Paragraphs
Well-constructed paragraphs discuss one topic.
Paragraphs may be composed of three different types of sentences: main,
supporting, and limiting.
Paragraphs may be organized into three plans: direct, pivoting, and indirect.
PowerPoint slides 19-26
1. Using the Direct Paragraph Plan to Define, Classify, Illustrate, or Describe
Most business messages use this paragraph plan because it clarifies the subject
immediately.
Use the direct paragraph plan to define, classify, illustrate, or describe.
2. Using the Pivoting Paragraph Plan to Compare and Contrast
The pivotal plan is useful in comparing and contrasting ideas.
Notify the reader in the turn in direction by using but or however.
3. Using the Indirect Paragraph Plan to Explain and Persuade
The indirect paragraph plan is appropriate for delivering bad news.
The paragraph starts with the supporting sentences and concludes with the
main sentence.
C. Linking Ideas to Build Coherence
1. Sustaining the key idea (repeating a key expression or using a similar one)
2. Using pronouns (using familiar pronouns such as this, that, these, and those)
3. Dovetailing sentences (linking the idea at the end of one sentence to an idea at
the beginning of the next)
4. Showing connections with transitional expressions (using verbal road signs to
help the receiver anticipate what’s coming, reduce uncertainty, and speed up
comprehension)
Figure 5.7 Transitional Expressions to Build Coherence
PowerPoint slides 27-32
D. Composing Short Paragraphs for Readability
Short paragraphs are more attractive and readable than longer ones.
Paragraphs with eight or fewer lines look inviting.
E. Checklist for Composing Sentences and Paragraphs
For Effective Sentences
Control sentence length.
Emphasize important ideas.
Apply active- and passive-voice verbs carefully.
Eliminate misplaced modifiers.
Chapter 5 Writing Process Phase 2: Research, Organize, Compose 239
For Meaningful Paragraphs
Develop one idea.
Use the direct plan.
Use the pivoting plan.
Use the indirect plan.
Build coherence by linking sentences.
Provide road signs with transitional expressions.
Limit paragraph length.
Lecture Transparencies
(available in a separate packet and at http://www.meguffey.com)
Writing Process Phase 2: Research, Organize, Compose Transparency
Acetates Number
Informal Research Methods; Informal Research, Idea Generation;
Organizing Data 50
Audience Response Determines Pattern of Organization—Direct Pattern 51
Audience Response Determines Pattern of Organization—Indirect Pattern 52
Creating Effective Sentences 53
Drafting Effective Paragraphs 54
Solution Masters
Page Number
in This Book
5.1 and 5.2 Document for Analysis – Revision 539
5.2 Organizing Data — Outline for Activity 5.1 540
5.11 Sentence Elements 541
5.12 Active and Passive Voice 541–542
5.13 Dangling and Misplaced Modifiers 542
5.14 Transitional Expressions 543
5.15 Paragraph Organization – Revisions 544
5.16 Sentence Length 545
Answers to Chapter Review Questions
1. What are the three main activities involved in the second phase of the 3-x-3 writing
process? (Obj. 1)
The three main activities are researching, organizing, and writing.
240 Part III Lecture Notes
2. What are four primary methods used for conducting formal research? (Obj. 1)
Four formal research methods:
1. Access electronically.
2. Search manually.
3. Investigate primary sources.
4. Experiment scientifically.
3. Name seven specific techniques for a productive group “brainstorming” session.
(Obj. 1)
1. Define the problem and create an agenda that outlines the topics to be covered.
2. Establish time limits, remembering that short sessions are best.
3. Set a quota, such as a minimum of 100 ideas. The goal is quantity, not quality.
4. Require every participant to contribute ideas, accept the ideas of others, or improve on
ideas.
5. Encourage wild, “out of the box” thinking. Allow no one to criticize or evaluate ideas.
6. Write ideas on flipcharts or on sheets of paper hung around the room.
7. Organize and classify the ideas, retaining the best. Consider using cluster diagrams.
4. How is an alphanumeric outline different from a decimal outline? (Obj. 2)
An alphanumeric outline uses roman numerals (I, II, III), capital letters (A, B, C,), and
numbers (1, 2, 3) to divide a topic into main and subpoints. A decimal outline uses
numerals (1.0, 2.0, 3.0) for main points and decimal numerals (1.1, 1.2, 1.3) for subpoints
so that every item is related to the overall outline.
5. How are the main headings in an outline used when writing a report? (Obj. 2)
The main headings from the outline become the main points in the report.
6. Distinguish between the direct and indirect patterns of organization for typical
business messages. (Obj. 3)
The direct pattern starts with the main idea, followed by details, explanation, and evidence.
The indirect pattern starts with details and explanation and ends with the main idea. The
direct pattern is useful for audiences that you expect to be pleased, mildly interested, or
neutral to your message. The indirect pattern is better for audiences that you expect to be
uninterested, unwilling, displeased, disappointed, or hostile toward your message.
7. Why should most messages be “frontloaded”? (Obj. 3)
Starting with the main idea saves the reader time, sets the proper frame of mind, and
prevents reader frustration.
Chapter 5 Writing Process Phase 2: Research, Organize, Compose 241
8. Name three business messages that should be frontloaded and three that should not
be frontloaded. (Obj. 3)
Frontload (1) nonsensitive (routine) messages to customers and colleagues, (2) nonsensitive
messages to vendors, and (3) routine messages to government agencies. Use the indirect
pattern for (1) refusals to customers, (2) bad news to colleagues, and (3) bad news to
government agencies.
9. Why should writers plan for revision? How can they do it? (Obj. 4)
Very few writers can create the final version of a message on the first attempt. Nearly all
documents need to be revised. You can plan for revision by working on a word processor
or by double-spacing a handwritten draft. Most important, though, is your mindset.
Recognize that you will be revising and plan time for it.
10. Name three ways to emphasize important ideas in sentences. (Obj. 4)
Three ways to emphasize important ideas in sentences include:
1. Put the important idea in a short sentence.
2. Make the idea the subject of a sentence.
3. Place the idea at the beginning of a sentence.
11. When should business writers use active-voice sentences? Passive-voice sentences?
Give an original example of each. (Obj. 4)
Most business writing should use active-voice verbs. Passive-voice verbs are useful (a) to
emphasize an action or the recipient of the action, (b) to de-emphasize negative news, and (c)
to conceal the doer of an action. Active-voice example: My team and I researched and wrote
a report. Passive-voice example: A report was researched and written by my team and me.
12. Give an original example of a dangling or misplaced modifier. Why are introductory
verbal phrases dangerous? (Obj. 4)
Example: To enroll in this class, the instructor is encouraging early registration.
Introductory verbal phrases are dangerous because they must be followed by a word that
can logically be modified. Not doing so creates a sentence error.
13. Describe three kinds of sentences used to develop ideas in paragraphs. (Obj. 5)
The main sentence expresses the primary idea. Supporting sentences illustrate, explain, or
strengthen the primary idea. Limiting sentences express opposing or contrasting ideas.
14. Describe three paragraph plans. Identify the uses for each. (Obj. 5)
The most frequently used plan for business messages is the direct plan. It begins with the
main idea followed by supporting sentences. A variation may include one limiting sentence
242 Part III Lecture Notes
followed by sentences that support the main idea. The direct plan is useful for defining,
classifying, illustrating, or describing.
The pivoting paragraph begins with a limiting sentence followed by the main and
supporting sentences. This plan is useful for comparing and contrasting.
The indirect plan begins with supporting sentences and concludes with the main sentence.
This plan is useful for building a foundation of ideas and drawing a conclusion from it or
for delaying bad news until after explaining the reasons causing it.
15. What is coherence, and how is it achieved? (Obj. 5)
Coherence exists when one idea leads logically to another; sentences are coherent when
they stick together. To achieve coherence, (a) sustain a key idea, (b) use pronouns and
demonstrative adjectives (this, that, these, those), (c) dovetail sentences, and (d) use
transitional expressions.
Answers to Critical Thinking Questions
1. Why is cluster diagramming considered an intuitive process whereas outlining is
considered an analytical process? (Obj. 1)
Cluster diagramming calls for us to jot down ideas without censoring or evaluating them.
By freely using our imaginations, we allow intuition to take over; that is, we are governed
by only logical processes. Outlining is a methodical, analytical process. It involves ordering
items into a hierarchy. Cluster diagramming is free form, thus promoting a shower of ideas,
some usable and many unusable. Postponing judgment on this flow of ideas acts as a
stimulant to our creative processes.
2. In what ways do you imagine that writing on the job differs from the writing you do
in your academic studies? Consider process as well as product. (Obj. 1)
Here are some of the ways that writing on the job differs from that which your students do
in their academic studies: audience, goals, deadlines, outcomes, feedback, and
collaboration.
In school the audience for an assignment is generally just one individual, the professor. On
the job the audience may be customers, peers, superiors, or subordinates. Many messages
will have multiple audiences, some of whom are unknown to the sender. Encourage
students to discuss what effect different audiences will have on a person’s writing. Discuss
how the goals of student term papers and other assignments are different from the goals of
letters to customers, memos to colleagues, and reports to management.
Discuss how missing a deadline on the job might be different from missing a deadline in
submitting a class assignment. You might wish to point out that the outcomes of on-the-job
Chapter 5 Writing Process Phase 2: Research, Organize, Compose 243
writing are critical to the success of individuals and organizations. Feedback on the job is
more problematic than on campus. Employees may or may not receive any feedback at all;
if received, it may be ambiguous or destructive (instead of the generally constructive
feedback from college assignments). And on-the-job projects are often team efforts,
although the final writing may be done by one individual.
In business communication classes we try to provide realistic assignments, but much on-
the-job writing is more demanding and less structured than we can present.
3. What are the advantages and disadvantages to “sprint writing”? (Obj. 4)
Sprint writing encourages writers to get their ideas down fast. Speedy writing is helpful
when ideas are flowing freely. Rather than trying to refine them, writers merely get them
down and plan to come back later to polish them in the revision stage. Sprint writing seems
to work well for creative compositions. However, for business messages that must be clear
and built on organized data, it might make more sense to write slowly and deliberately. At
a slower pace, one can do a better job of organizing material and following an outline. At a
slower pace, it’s easier to craft sentences and integrate coherence techniques. Whether one
writes rapidly or slowly, however, the message can always be improved in the revision
stage.
4. Why are short sentences and short paragraphs appropriate for business
communication? (Objs. 4, 5)
Business readers want to see the main idea immediately. Short sentences and paragraphs
convey ideas quickly and are more readable than longer ones.
5. Ethical Issue: Discuss the ethics of the indirect pattern of organization. Is it
manipulative to delay the presentation of the main idea in a message?
All good writers practice empathy. Since the indirect pattern is used when receivers will be
uninterested, unwilling, displeased, or hostile toward the message, they certainly will not
be pleased to receive the communication. Although you may not be able to give them
exactly what they want, you may have alternatives that will partially satisfy them.
Encouraging receivers to read and understand your entire message is very important under
these circumstances. Beginning with an explanation followed by alternatives is not
manipulative; when bad news is involved, this indirectness shows courtesy and
consideration. Delaying the main idea is not unethical unless the intent is to deceive.
COMMUNICATING AT WORK, Part 1:
Once the Height of Hip, Gap Struggles to Stop Sagging Sales
Critical Thinking
In what ways would research (gathering information) be important to Gap and Old
Navy in getting their customers back?
244 Part III Lecture Notes
Research is important to the Gap, Old Navy, and all decision makers. Companies that are
struggling generally seek ways to turn around their fortunes. They want to know what is
wrong and how to fix it. Gap and Old Navy would probably gather information from
customers, product managers, field researchers, and competitors to learn what procedures
and fashion mix they need to become successful again.
Why is it important for Gap managers, as well as other business communicators, to
gather all necessary information before making management decisions?
Before making management decisions, businesspeople must gather all necessary
information. Most decisions are then communicated through writing or presentations.
Before beginning to write, business communicators should have completed all their
research. If new information emerges, it often changes the writer’s perspective and
strategy. To save time in the long run, it is always better to complete all research before
beginning to write.
What techniques can business communicators at Gap and other companies use to
generate ideas for new products as well as to improve business processes?
Business communicators often must generate ideas for projects or to solve problems. One
of the best ways to generate ideas is by brainstorming. This chapter provides techniques for
effective brainstorming.
COMMUNICATING AT WORK, Part 2: Gap Inc.
Critical Thinking
When a business communicator responds to an inquiry, such as a letter about human
rights violations among contractors, is “research” necessary?
Of course! Form letters would be inappropriate, especially for an organization such as Old
Navy or the Gap. They pride themselves on their senses of social responsibility and doing
the right thing. Research is necessary before answering any inquiry or starting any project.
Research merely means collecting information. Informed decisions cannot be made without
solid facts. Gathering information is the first step in solving any problem.
What are the differences between formal and informal research?
Long reports and complex business problems typically require some use of formal research
methods. Formal research might include a serious review of all literature (printed and
electronic) available on a topic. It might also involve scientific experiments to test various
alternatives to solving a problem. Informal research is generally necessary for routine tasks,
such as answering letters, writing memos, and preparing informational reports. Informal
research involves looking in the files, checking the company Web site, talking with
management, perhaps interviewing the target audience, and brainstorming for ideas.
Chapter 5 Writing Process Phase 2: Research, Organize, Compose 245
What are the advantages and disadvantages of brainstorming with groups?
Proponents of brainstorming say that it is a productive and powerful method of generating
ideas. It is especially effective for solving problems that one person may not be able to
solve alone. Group brainstorming enables many individuals to share their ideas, a process
that may stimulate unusually creative solutions. Critics say that brainstorming groups
produce fewer and poorer quality ideas than the same number of people working alone.
Brainstorming also takes time, which might be better used with individuals working
separately. But even critics say that if people are going to use brainstorming techniques,
they should do it with the most effective techniques.
COMMUNICATING AT WORK, Your Turn:
Applying Your Skills at the Gap
Because most students know the Gap and Old Navy retail outlets, they probably have definite
opinions about shopping there. Students should be able to generate many ideas about improving
the fashion mix, changing the stores, and generating positive publicity about its social
responsibility principles.
Discussion Material for TECH TALK:
Seven Ways Computers Can Help You Create Better Written
Messages, Oral Presentations, and Web Pages
Have students complete this activity individually or in teams and discuss the results in class.
What software programs are best for creating documents? Which ones are best for designing and
producing professional presentations and Web pages? What are some of the drawbacks of each
one for business communicators?
Activities
5.1 Document for Analysis (Objs. 3–5) The “Document for Analysis” exercises appear at
http://www.meguffey.com so that students may edit and revise them without total
retyping. Solutions in the form of transparency masters are available in this manual.
This poorly organized and written memo is hard to read because the major points are
submerged in a mass of wordy, confusing, and ungrammatical sentences. Sentence 4 is 54
words long! Sentences 1, 2, and 3 contain passive-voice constructions. Sentences 2 and 4
contain poor modification; introductory verbal phrases are not followed by words that can
logically be modified. In sentence 2 (After giving the matter . . . , it), it appears to be
giving the attention. In sentence 4 (To make the best possible choice, SDD . . . ), the
illogical modifier is SDD. SDD is not making the choice. Similar faults appear in the
246 Part III Lecture Notes
second paragraph. Sentences 6 and 8 both have dangling and misplaced modifiers. This
memo could be vastly improved through organization. The writer should outline three
steps in a new procedure. Discuss with students the development of an outline, as shown
in the discussion for 5.2.
5.2 Organizing Data (Obj. 2) (Transparency solution available)
Use the direct pattern when rewriting this message. Since this is an informative message,
it should not alienate its readers.
Outline
I. Before purchase
A. Let us help you make decision.
B. Our knowledgeable staff is available for consultation.
C. We know personal computers, word processors, and software.
II. Purchase authorization
A. Present written proposal.
1. Describe need for equipment.
2. Analyze the benefits resulting from purchase.
3. Itemize costs for all hardware and software.
B. Prepare purchase request form for approval.
III. After purchase
A. Coordinate all future hardware and software purchases to facilitate compatibility.
B. Coordinate compatibility of purchases.
1. Allows computers to “talk” to each other.
2. Develops a library of resources for entire division.
Revision (Transparency available)
To: All Southeast Division Employees
To help you make better hardware and software selections that benefit you and the
Southeast Division, the Systems Development Department (SDD) has developed three
steps we’d like you to follow when making any future purchases.
1. Contact SDD when you begin your search for hardware or software. Our staff is very
knowledgeable about personal computers, word processing programs, and software.
As a result, we can provide you with invaluable assistance in making the best
selection for your needs at the best possible prices.
2. Present a written proposal and a purchase request form for approval. The proposal
should establish the need for computer equipment and analyze the benefits resulting
from the purchase. Also include an itemized statement of costs for all proposed
hardware and software.
Chapter 5 Writing Process Phase 2: Research, Organize, Compose 247
3. Coordinate all future purchases with SDD. After your equipment or software arrives,
be sure to continue to schedule all your purchases through SDD. In this way, we can
maintain compatibility; your computer can “talk” with those of your colleagues in the
division. We can also help you develop a library of resources.
If you follow these three steps, we’ll all benefit from a coordinated purchase effort. Call
me at Extension 466 if you have any questions.
5.3 Collaborative Brainstorming (Obj. 1)
Be sure students realize that this is a serious assignment and that you will be asking them
to submit their results. If you will give them about 10 minutes to work in groups for three
or four days, they will have time to prepare and present their findings to the class. Since
students dislike completing an activity without receiving a grade, you may want to give
them a quiz grade on this. To help them stay on task, be sure to roam the room while they
are working. You might want to combine this activity with 5.4 below to have students
compare the effectiveness of these two techniques.
5.4 Individual Brainstorming (Objs. 1, 2)
Be sure students realize that this is a serious assignment and that you will be asking them
to submit their results. If you will give them about 10 minutes to work individually for
three or four days, they will have time to prepare and present their findings to the class. If
you do not have time for each student to present, have each student submit his or her
findings in writing. You might want to combine this activity with 5.3 above to have
students compare the effectiveness of these two techniques.
5.5 Brainstorming Tips for Productive Sessions (Obj. 1)
Students will find many “tips” articles if they conduct a Google or database search. Each
student outline should look something like the following:
Outline
I. Before your brainstorming session
A. Select a leader.
B. Define your problem.
C. Create an agenda.
D. Set time limits.
E. Set quotas.
F. Select your group and announce a session.
G. Circulate background information.
II. During your session
A. Review the problem and background information.
B. Establish ground rules.
1. Each participant must contribute ideas, accept ideas of others, or improve on
ideas.
248 Part III Lecture Notes
2. No one may criticize or evaluate any idea.
3. No one will hold back ideas.
4. The group will encourage wild, out-of-the-box thinking.
5. The goal of the session is quantity, not quality.
C. Take detailed notes.
III. After the session
A. Allow time for the incubation of further ideas.
B. Type and circulate all the ideas generated.
C. Organize or classify the ideas in some fashion for later evaluation.
D. Evaluate the ideas and choose the best.
5.6 Collecting Primary Information: Research Interviewing (Obj. 1)
Students will generate a number of responses to these questions. The goal of this activity
is to encourage students to develop their speaking, interviewing, summarizing, and
outlining skills.
5.7 Outlining (Obj. 2)
EMPLOYMENT BENEFITS AT GAP INC.
I. Health Benefits
A. Medical
B. Dental
C. Vision
D. Health care flexible spending account
E. NurseLine (a service that allows employees to speak with a registered nurse 24
hours a day, seven days a week)
II. Insurance
A. Life
B. Disability
C. Accidental death and dismemberment
D. Business travel accident protection
III. Employee assistance
A. EAP Life Resources
B. Home loans
C. Moving and relocation assistance
D. Travel assistance
IV. Retirement
A. 401(k) plan
B. Employee stock purchase plan
Chapter 5 Writing Process Phase 2: Research, Organize, Compose 249
V. Career development
A. Tuition reimbursement
B. Internal placement
5.8 Collaborative Career Info (Objs. 3–5)
This project involves writing a group letter asking for information about skills on the job.
Instructors may vary this project by asking teams to compose group letters to campus
administrators discussing problems on campus; to newspaper editors reacting to news
items or editorial positions; or to local, state, or federal elected officials discussing
policies that you support or oppose.
5.9 Brainstorming: Are Ethics Programs Helpful? (Obj. 1)
Depending on their level of business experience, students will have definite opinions
about whether ethics codes are effective. You might wish to get them started by citing
typical ethical lapses: stealing office supplies, lying about absences, misusing company
resources. Managerial employees may be guilty of accepting presents, meals, or
performance tickets in return for favors to vendors. You might ask students to download
some ethics codes and bring them to the discussion.
5.10 Researching, Brainstorming, and Organizing: Student Loans (Objs. 1–3)
Searching the Web and databases, students will find many articles about burgeoning
student loan debt. They should produce a final outline with a title, an introduction, and
some of the following strategies for avoiding, reducing, and repaying student loans:
STRATEGIES FOR AVOIDING, REDUCING, AND REPAYING STUDENT LOANS
I. Introduction
A. Demographics of student borrowers
B. Current overall picture for nation as a whole
C. Individual student situations
II. Strategies for avoiding student loans
A. Apply for financial aid
B. Attend community college for first two years of degree program
C. Secure private loans; have parents fund schooling
D. Negotiate with college for lower fees
III. Strategies for reducing student loans
A. Finish school early
B. Shop for campus-specific discounts (such as taking classes during off-peak hours)
C. Shop for lowest and best loans
D. Refinance loan rates
250 Part III Lecture Notes
IV. Strategies for repaying loans
A. Take a job with a federal agency that helps pay off loans
B. Consolidate all debt for a lower rate
C. Stretch out student loans for lower payments
Based on Bonnici, J. & Scherban, D. W. (2006, November). How to turn marketing
students into millionaires: Decision making for personal wealth management. Journal of
Financial Services Marketing, 11(2), 125–130; Schembari, J. (2003, November 9). I’m
NOT going to pay a lot for this education. The New York Times, p. 4A.27; Importance of
federal student aid continues to grow. (2003, October 23). Black Issues in Higher
Education, 13; Kristof, K. M. (2003, September 14). More grads struggling to repay loans.
Los Angeles Times, p. C3.
Writing Improvement Exercises (Transparencies available)
5.11 Sentence Elements (Obj. 4)
a. DC – degree e. IC – brain
b. IC – you f. P
c. P g. DC – multitasking
d. DC – you h. P
5.12 Active and Passive Voice (Obj. 4)
a. Kodak introduced the first digital camera back in 1996.
b. Kodak executives did not ignore digital imaging, but they did not take it seriously.
c. UPS transports every new Ford vehicle from the factory floor to the dealer’s lot.
d. We cannot authorize repair of your computer because the warranty period has
expired.
e. The giant grocer Kroger built an all-Hispanic supermercado in Houston.
f. A cash refund cannot be given for merchandise purchased 90 or more days ago.
g. Uninsured patients cannot be admitted [by St. Elizabeth’s Hospital].
h. A significant costing error was made in the distributed annual report.
i. Café-style restaurants for employees are provided in corporate buildings.
Chapter 5 Writing Process Phase 2: Research, Organize, Compose 251
j. Interoffice shuttles were established [by General Dynamics] to improve its
transportation system.
5.13 Dangling and Misplaced Modifiers (Obj. 4)
a. To find a good job, a candidate must target his or her résumé to the desired position.
b. Skilled at designing brochures, ExpoArts was awarded the contract.
c. Ignoring the warning prompt on the screen, the operator turned off the computer,
resulting in the loss of data.
d. Using a number of creative search terms, we finally found the Web site.
e. By working as a temporary employee, you greatly improve your chance of permanent
employment.
f. Acting as team leader, Matt organized and led the meeting.
g. This sentence has no misplaced modifier. Because this sentence is a command, the
understood subject is “you.”
h. In her hometown of Pleasantville, New Jersey, the presidential candidate announced
her intention to run for national office.
5.14 Transitional Expressions (Obj. 5)
You might want to tell students that the transitional expressions employed in these
paragraphs depend largely on the emphasis desired. We show only one version, but
others are possible. You should also warn students that transitional expressions can be
overdone. They should be used only when they improve coherence.
a. The phrase “a good excuse” falsely implies a difference between good and bad
excuses. However, all excuses are bad. Therefore, they are unacceptable. On the
contrary, a reason is a legitimate, truthful account of a situation.
b. We recognize that giving your time to important causes is just as important as giving
your money. Therefore, we’ve created several programs that make it easy and
rewarding for our employees to get involved.
c. Our database file includes all customer contact information. For example, it provides
space for name, address, phone, e-mail, and other vital information. Moreover, it has
an area for comments, a feature that comes in handy and helps us keep our records
up-to-date.
252 Part III Lecture Notes
d. No one likes to turn out poor products. As a result, we began highlighting recurring
problems. Now, employees make a special effort to be more careful in doing their work
right the first time. Consequently, it doesn’t have to be returned to them for corrections.
5.15 Paragraph Organization (Obj. 5)
a. Professional graphic designers can be helpful to both large and small businesses.
Large corporations, of course, have the resources to hire graphic designers to help
with key projects. These projects might include corporate brochures and annual
reports. However, even small businesses should consider investing in a graphic
designer for important visual communications. For example, logos, business
stationery, business cards, Web sites, and PowerPoint presentations would benefit
from a polished professional image.
b. Please authorize additional funds for my department to hire technicians for night and
weekend service hours. Many of our customers struggle with their businesses because
of problems with their disk drives, printers, and peripherals. They can’t go without
this equipment long enough for the repair. Consequently, the only time we can
service their equipment is in the middle of the night or on Sunday. Currently, our
entire staff of technicians works every Sunday.
c. Retailers have three options for taking delivery of a shipment of SturdyBilt power
mowers and chain saws. The cheapest method is for them to pick up shipments
themselves at our nearest distribution center. These centers are located in St. Louis,
Phoenix, and Los Angeles. A second option involves having our trucks deliver the
shipment from our distribution center to their door for an additional fee. The final
option is delivery by air express. Although fast, air delivery is expensive.
5.16 Sentence Length (Obj. 4)
a. Firms with a substantial investment in original research or development of new
products should consider protecting those products with patents. Eventually, however,
all patents expire. What were once trade secrets can become common knowledge in
the industry.
b. As soon as consumers recognize a name associated with a product or service, that
name is entitled to legal protection as a trademark. Consumers may even create a
trademark where none existed. They may create a second trademark by using a
nickname as a source indicator. The name “Coke,” for example, was legally protected
even before it had ever been used by the company.
c. Although no magic formula exists for picking a good trademark name, firms should
avoid picking the first name that pops into someone’s head. Moreover, they should be
aware that unique and arbitrary marks are best. Descriptive terms such as “car” or
“TV repair” are useless. Surnames and geographic names are also weak because they
lack distinction and exclusivity.
Chapter 5 Writing Process Phase 2: Research, Organize, Compose 253
Ethics Check Solutions
Ethics Check, Page 130
Campus Boycotts
Students wield considerable power. In the past, campus organizations decided to boycott
Nestle for marketing infant formula in Africa, Pepsi for its involvement in Myanmar, Nike
for sweatshop conditions in its plants abroad, and Coca-Cola for alleged misdeeds in
Colombia and India. Are such initiatives fair to businesses? Would you participate?
Poll students whether they are aware of any actions on campus against specific businesses. Ask
them if they would consider participating in any boycotts of companies that have engaged in
unethical conduct. Would they stop wearing the clothing of a retailer known for sweatshop
conditions? Would it make a difference whether their friends participated? Are they choosing
products based on the perceived ethics of a business, for example, sweatshop-free clothing
manufacturer American Apparel?
Ethics Check, Page 139
Dress Code and Grooming Ruckus
The Commonwealth Bank of Australia apologized to its retail division employees for
issuing a grooming and style handbook that the workers and their union viewed as too
invasive. The advice covered proper hairstyles, underwear, stockings, earrings, and more.
Do you think that formal dress codes are necessary to project a professional image?
When they perceive an organization’s dress codes as too strict, workers will feel alienated. Yet
grooming and attire send powerful nonverbal messages about not only the individual but also the
organization as a whole and its culture. Ask students whether they would be comfortable
changing their hair styles and underwear to adapt to a strict company culture.
Photo Essay Solutions
Photo Essay, Page 125
Research data developed by buzz-tracking firms like Nielsen BuzzMetrics enable business
communicators to better align their messages with known market preferences. Communication
professionals with access to timely business intelligence can harness the power of consumer-
generated content to gauge audience receptivity and to craft persuasive messages.
Photo Essay, Page 132
Negative events and bad publicity require business communicators to craft written responses
using indirect patterns. The indirect approach is favored for ideas that require persuasion or when
a company has sensitive news that predisposes an audience to be unreceptive or hostile. The
indirect strategy shows sensitivity to readers, helps soften the impact of bad news, and minimizes
a negative reaction.
254 Part III Lecture Notes
Video Resources
Instructors may show the Guffey’s 3-x-3 Writing Process video from Video Library 1, Building
Workplace Skills. The video illustrates each phase of the writing process and is a useful
introduction to Chapters 4, 5, and 6, all of which present writing techniques. After viewing the
video, students should be prepared to discuss critical-thinking questions.
Chapter Presentation Ideas and Extras
For instructors who have extra class time, we provide the following activity ideas.
1. Cluster Diagramming vs. Outlining. Give students the same topic to consider or a problem to
solve. Ask half the class to use cluster diagrams and half the class to use regular outlining
techniques to organize their thoughts. At the end of ten minutes, see which method has
resulted in the generation of more ideas. You will probably find that students feel less
restricted when they use the cluster diagram method for outlining because it tends to increase
the free flow of ideas, especially for visual learners.
2. Independence vs. Collaboration. Give students another topic or problem to consider. Have
half the class work alone. The other half of the class should be divided into groups of three or
four. At the end of ten minutes, see who has generated more solutions or ideas. You should
find that those who collaborated have generated many more options. If you intend to include
some collaborative writing work in your course, laying the groundwork here will help to
make team writing more meaningful for your students.
3. Direct and Indirect Patterns. Ask students when they would consider using the direct pattern or
the indirect pattern. Can they think of situations when using the direct approach for bad news
would be appropriate? Why do good business writers prefer the indirect pattern for bad news?
The Technology Link
1. Class Mailing List. Have students discuss the following questions on the class mailing list. (1)
Would research ever be necessary before sending an e-mail message? When? (2) Should e-mail
generally use a direct or an indirect format? Why? (3) Is being able to compose effective
sentences and paragraphs necessary when composing an e-mail message?
2. Class Discussion Board/Samples on the Web. Create a topic on the discussion board that asks
students to search the Web to find models of letters and memos that they can use to get ideas.
Have students share their findings on the discussion board—or bring copies of what they find
to class if you’re not using a discussion board. Have students discuss the models. Are they
well-written? Would they be useful to a business writer? How? (Note: Many models of
business correspondence have been posted to Web pages. Some of these models are acceptable
and some are unprofessional.) This exercise can help students to think critically about the
information they find on the Web.
