Chapter 1-4 Study Questions PDF

**Question 1** 0 / 1 point Katelyn is writing a letter to thank a potential employer for her job interview. Which of these sentences contains modern expressions Katelyn should use? +-----------------------------------+-----------------------------------+ | Incorrect Response | *Tha...

**Question 1** 0 / 1 point Katelyn is writing a letter to thank a potential employer for her job interview. Which of these sentences contains modern expressions Katelyn should use? +-----------------------------------+-----------------------------------+ | Incorrect Response | *Thank you in advance for | | | considering me for your available | | | position.* | +===================================+===================================+ |  | has thoroughly prepared me for | | | your medical technician | | | position.* | +-----------------------------------+-----------------------------------+ | | *Enclosed herein please find the | | | salary history you requested | | | during the interview.* | +-----------------------------------+-----------------------------------+ | | *Pursuant to your request, I will | | | return for a second interview on | | | May 28.* | +-----------------------------------+-----------------------------------+ | Hide question 1 feedback | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | **Feedback** | | | | | | Rationale: | | | | | | \"You will note that my | | | coursework has thoroughly | | | prepared me for your medical | | | technician position\" uses modern | | | phrases and avoids outdated | | | phrases such as \"Thank you in | | | advance,\" \"Enclosed herein | | | please find,\" and \"Pursuant to | | | your request.\" | | +-----------------------------------+-----------------------------------+ ---------------- -- ------------- **Question 2** 1 / 1 point ---------------- -- ------------- The central objective of communication is the transmission of meaning. +-----------------------+-----------------------+-----------------------+ | | | True | +=======================+=======================+=======================+ | | | False | +-----------------------+-----------------------+-----------------------+ | Hide question 2 | | | | feedback | | | +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ | **Feedback** | | | | | | | | Rationale: | | | | | | | | ​Only when the | | | | receiver understands | | | | the meaning intended | | | | by the sender does | | | | communication take | | | | place. | | | +-----------------------+-----------------------+-----------------------+ ---------------- -- ------------- **Question 3** 1 / 1 point ---------------- -- ------------- Use the indirect strategy when your audience may be uninterested, unwilling, hostile, or displeased. +-----------------------+-----------------------+-----------------------+ | | | True | +=======================+=======================+=======================+ | | | False | +-----------------------+-----------------------+-----------------------+ | Hide question 3 | | | | feedback | | | +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ | **Feedback** | | | | | | | | Rationale: | | | | | | | | ​When you expect the | | | | audience to be | | | | uninterested, | | | | unwilling, | | | | displeased, or even | | | | hostile, the indirect | | | | strategy is | | | | appropriate. In this | | | | strategy the main | | | | idea is revealed | | | | after an explanation | | | | and evidence. | | | +-----------------------+-----------------------+-----------------------+ ---------------- -- ------------- **Question 4** 1 / 1 point ---------------- -- ------------- Amelia has made a conscious effort to become an active listener. Therefore, she shuts down her computer, turns off her cell phone, and asks her assistant to hold all incoming calls when she conducts interviews. What technique is she using to improve listening? +-----------------------------------+-----------------------------------+ | | Keeping an open mind | +===================================+===================================+ | | Establishing a receptive mindset | +-----------------------------------+-----------------------------------+ | | Capitalizing on lag time | +-----------------------------------+-----------------------------------+ | | Controlling her surroundings | +-----------------------------------+-----------------------------------+ | Hide question 4 feedback | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | **Feedback** | | | | | | Rationale: | | | | | | Active listeners strive to do all | | | of these, but Amelia is focusing | | | on controlling her surroundings | | | by removing as many competing | | | sounds and distractions as | | | possible. | | +-----------------------------------+-----------------------------------+ ---------------- -- ------------- **Question 5** 0 / 1 point ---------------- -- ------------- Before you write a message, your *first* step should be to \_\_\_\_\_\_\_. +-----------------------------------+-----------------------------------+ | | conduct research | +===================================+===================================+ | Incorrect Response | prepare an outline of your ideas | +-----------------------------------+-----------------------------------+ |  | anticipate its reaction to the | | | message | +-----------------------------------+-----------------------------------+ | | select an appropriate | | | organizational pattern | +-----------------------------------+-----------------------------------+ | Hide question 5 feedback | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | **Feedback** | | | | | | Rationale: | | | | | | If you begin the writing process | | | by analyzing your purpose and | | | audience, you can avoid | | | backtracking and starting over. | | | Analyzing your purpose and | | | audience can also help you | | | organize your message and select | | | appropriate wording. | | +-----------------------------------+-----------------------------------+ ---------------- -- ------------- **Question 6** 1 / 1 point ---------------- -- ------------- What kind of sentence reveals the main idea of a paragraph? +-----------------------------------+-----------------------------------+ | | Pivoting | +===================================+===================================+ | | Supporting | +-----------------------------------+-----------------------------------+ | | Topic | +-----------------------------------+-----------------------------------+ | | Transitional | +-----------------------------------+-----------------------------------+ | Hide question 6 feedback | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | **Feedback** | | | | | | Rationale: | | | | | | ​The main idea of a paragraph is | | | revealed in a topic sentence. | | | Business writers generally place | | | the topic sentence first in a | | | paragraph because it tells | | | readers what to expect and helps | | | them understand the paragraph\'s | | | central thought immediately. | | +-----------------------------------+-----------------------------------+ ---------------- -- ------------- **Question 7** 1 / 1 point ---------------- -- ------------- Which of the following sentences expresses the idea using the \"you\" view? +-----------------------------------+-----------------------------------+ | | All applicants must complete the | | | attached form by December 1. | +===================================+===================================+ | | Because your information is | | | important for the application | | | process, complete your form by | | | December 1.  | +-----------------------------------+-----------------------------------+ | | The attached form must be | | | completed by December 1. | +-----------------------------------+-----------------------------------+ | | Forms completed after December 1 | | | will not be accepted. | +-----------------------------------+-----------------------------------+ | Hide question 7 feedback | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | **Feedback** | | | | | | Rationale: | | | | | | The \"you\" view emphasizes | | | second-person pronouns (*you, | | | your*), as in: *Because your | | | information is important for the | | | application process, complete | | | your form by December 1. * | | +-----------------------------------+-----------------------------------+ ---------------- -- ------------- **Question 8** 1 / 1 point ---------------- -- ------------- *Please give consideration to our latest offer* contains a buried verb.  +-----------------------+-----------------------+-----------------------+ | | | True | +=======================+=======================+=======================+ | | | False | +-----------------------+-----------------------+-----------------------+ | Hide question 8 | | | | feedback | | | +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ | **Feedback** | | | | | | | | Rationale: | | | | | | | | This sentence | | | | contains a buried | | | | verb (*consider*) | | | | that has been | | | | needlessly converted | | | | to a wordy noun | | | | expression: *give | | | | consideration to*. | | | | Wordy noun | | | | expressions increase | | | | sentence length, slow | | | | the reader, and muddy | | | | the thought. This | | | | sentence can be | | | | cleaner and more | | | | forceful by unburying | | | | the verb: *Please | | | | consider our latest | | | | offer.* | | | +-----------------------+-----------------------+-----------------------+ ---------------- -- ------------- **Question 9** 0 / 1 point ---------------- -- ------------- As interns in human resource management, Brad and his team are administering a professionally developed employee questionnaire to collect information on workplace violence. This type of research produces data that is considered \_\_\_\_\_\_\_. +-----------------------------------+-----------------------------------+ | Correct Answer | firsthand information | +===================================+===================================+ | | informal documentation | +-----------------------------------+-----------------------------------+ |  | information | +-----------------------------------+-----------------------------------+ | | scientific experimentation | +-----------------------------------+-----------------------------------+ | Hide question 9 feedback | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | **Feedback** | | | | | | Rationale: | | | | | | This questionnaire produces | | | firsthand information because the | | | human resources team is | | | collecting workplace violence | | | information directly from | | | employees. | | +-----------------------------------+-----------------------------------+ ----------------- -- ------------- **Question 10** 0 / 1 point ----------------- -- ------------- Which of the following sentences demonstrates an effective business tone and style that avoids using trite business phrases? +-----------------------------------+-----------------------------------+ | | *Pursuant to your request, | | | enclosed please find a copy of | | | our current catalog.* | +===================================+===================================+ | Correct Answer | *Enclosed is a copy of our | | | current catalog.* | +-----------------------------------+-----------------------------------+ | | *Per your request, you will find | | | our current catalog.* | +-----------------------------------+-----------------------------------+ |  | our current catalog.* | +-----------------------------------+-----------------------------------+ | Hide question 10 feedback | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | **Feedback** | | | | | | Rationale: | | | | | | *Enclosed is a copy of our | | | current catalog.* demonstrates | | | the most effective business tone | | | and style by not using trite | | | business phrases such | | | as *Pursuant to your | | | request* and *Please | | | find* and *per your request.* | | +-----------------------------------+-----------------------------------+ ----------------- -- ------------- **Question 11** 1 / 1 point ----------------- -- ------------- *Melissa completed her undergraduate studies in May, she is now pursuing a master\'s degree in business administration* is an example of a \_\_\_\_\_\_\_. +-----------------------------------+-----------------------------------+ | | complete sentence | +===================================+===================================+ | | fused or run-on sentence | +-----------------------------------+-----------------------------------+ | | fragment | +-----------------------------------+-----------------------------------+ | | comma splice | +-----------------------------------+-----------------------------------+ | Hide question 11 feedback | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | **Feedback** | | | | | | Rationale: | | | | | | This example is a comma splice.​ | | | A comma splice results when a | | | writer joins two independent | | | clauses with a comma. To correct | | | a comma splice, add a | | | coordinating conjunction (*and, | | | or, not, but*) after the comma, | | | or replace the comma with a | | | semicolon and follow it with a | | | conjunctive adverb (*however, | | | consequently,* *therefore*, | | | etc.). | | +-----------------------------------+-----------------------------------+ ----------------- -- ------------- **Question 12** 1 / 1 point ----------------- -- ------------- The benefits of a diverse work environment include improved ability to respond to a diverse customer base, better decision making and problem solving, and \_\_\_\_\_\_\_. +-----------------------------------+-----------------------------------+ | | being able to charge more money | | | for products and services | +===================================+===================================+ | | having lower payroll expenses | +-----------------------------------+-----------------------------------+ | | improve employee relationships | +-----------------------------------+-----------------------------------+ | | increased automation of lower | | | skill jobs   | +-----------------------------------+-----------------------------------+ | Hide question 12 feedback | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | **Feedback** | | | | | | Rationale: | | | | | | Inclusivity has become a critical | | | bottom-line strategy to increase | | | revenue, engage employees, and | | | spur innovation. A culturally | | | diverse group can create a sense | | | of camaraderie and cohesion, is | | | more likely to increase market | | | share and benefits all workers.  | | +-----------------------------------+-----------------------------------+ ----------------- -- ------------- **Question 13** 1 / 1 point ----------------- -- ------------- *I am sending this message to let you know that* *Tuesday\'s meeting has been cancelled* is ineffective because it contains a long lead-in.   +-----------------------+-----------------------+-----------------------+ | | | True | +=======================+=======================+=======================+ | | | False | +-----------------------+-----------------------+-----------------------+ | Hide question 13 | | | | feedback | | | +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ | **Feedback** | | | | | | | | Rationale: | | | | | | | | This sentence is not | | | | concise because it | | | | contains unnecessary | | | | introductory | | | | words: *I am sending | | | | this message to let | | | | you know that.* A | | | | more concise and | | | | direct message | | | | eliminates the long | | | | lead-in*: Tuesday\'s | | | | meeting has been | | | | cancelled.* | | | +-----------------------+-----------------------+-----------------------+ ----------------- -- ------------- **Question 14** 0 / 1 point ----------------- -- ------------- *Snarky* is an example of a(n) \_\_\_\_\_\_\_\_\_\_\_\_ expression. +-----------------------------------+-----------------------------------+ | Correct Answer | slang | +===================================+===================================+ | | clichéd | +-----------------------------------+-----------------------------------+ | | active | +-----------------------------------+-----------------------------------+ |  | | +-----------------------------------+-----------------------------------+ | Hide question 14 feedback | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | **Feedback** | | | | | | Rationale: | | | | | | Slang is composed of informal | | | words with arbitrary and | | | extravagantly changed meanings, | | | such as *s*narky. | | +-----------------------------------+-----------------------------------+ ----------------- -- ------------- **Question 15** 0 / 1 point ----------------- -- ------------- Many routine tasks, such as drafting e-mails, memos, letters, informational reports, and oral presentations, require the writer to collect formal research. +-----------------------+-----------------------+-----------------------+ | Incorrect Response | | True | +=======================+=======================+=======================+ |  | | | +-----------------------+-----------------------+-----------------------+ | Hide question 15 | | | | feedback | | | +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ | **Feedback** | | | | | | | | Rationale: | | | | | | | | Many routine tasks, | | | | such as drafting | | | | e-mails, memos, | | | | letters,​ | | | | informational | | | | reports, and oral | | | | presentations, | | | | require information | | | | that can be collected | | | | informally by | | | | searching company | | | | files, talking with | | | | the boss, | | | | interviewing the | | | | target audience, | | | | brainstorming, and | | | | preparing an informal | | | | survey. | | | +-----------------------+-----------------------+-----------------------+ ----------------- -- ------------- **Question 16** 0 / 1 point ----------------- -- ------------- To optimize the connection with your audience, you should use first-person pronouns such as *I, we*, and *our* liberally in written messages. +-----------------------+-----------------------+-----------------------+ | Incorrect Response | | True | +=======================+=======================+=======================+ |  | | | +-----------------------+-----------------------+-----------------------+ | Hide question 16 | | | | feedback | | | +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ | **Feedback** | | | | | | | | Rationale: | | | | | | | | ​Skilled | | | | communicators | | | | concentrate on | | | | audience benefits by | | | | using the \"you\" | | | | view. They emphasize | | | | second-person | | | | pronouns | | | | (*you*, *your*) | | | | instead of | | | | first-person pronouns | | | | (*I, we, us, our*). | | | | In fact, whether the | | | | goal is to inform, | | | | persuade, or promote | | | | goodwill, the | | | | catchiest words you | | | | can use | | | | are *you* and *your.* | | | +-----------------------+-----------------------+-----------------------+ ----------------- -- ------------- **Question 17** 1 / 1 point ----------------- -- ------------- To save time, you should thoroughly proofread a document as you draft it. +-----------------------+-----------------------+-----------------------+ | | | True | +=======================+=======================+=======================+ | | | False | +-----------------------+-----------------------+-----------------------+ | Hide question 17 | | | | feedback | | | +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ | **Feedback** | | | | | | | | Rationale: | | | | | | | | ​You should proofread | | | | a document when it is | | | | in its final form. | | | | Don\'t proofread | | | | earlier because you | | | | may waste time | | | | checking items that | | | | eventually will be | | | | changed or omitted. | | | +-----------------------+-----------------------+-----------------------+ ----------------- -- ------------- **Question 18** 0 / 1 point ----------------- -- ------------- Communicators in high-context cultures (such as those in China, Japan, and Arab countries) tend to be intuitive, contemplative, and group oriented. +-----------------------+-----------------------+-----------------------+ | Correct Answer | | True | +=======================+=======================+=======================+ |  | | | +-----------------------+-----------------------+-----------------------+ | Hide question 18 | | | | feedback | | | +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ | **Feedback** | | | | | | | | Rationale: | | | | | | | | ​Communicators in | | | | high-context cultures | | | | (such as those in | | | | China, Japan, and | | | | Arab countries) | | | | assume that the | | | | listener does not | | | | need much background | | | | information. They are | | | | also more likely to | | | | be intuitive and | | | | contemplative, may | | | | not take words | | | | literally, and value | | | | group membership. | | | +-----------------------+-----------------------+-----------------------+ ----------------- -- ------------- **Question 19** 1 / 1 point ----------------- -- ------------- *Every mechanic must submit his timesheet by Friday* is grammatically correct and bias free.   +-----------------------+-----------------------+-----------------------+ | | | True | +=======================+=======================+=======================+ | | | False | +-----------------------+-----------------------+-----------------------+ | Hide question 19 | | | | feedback | | | +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ | **Feedback** | | | | | | | | Rationale: | | | | | | | | This example is not a | | | | well-written sentence | | | | because it | | | | incorporates | | | | insensitive and | | | | biased language. | | | | Therefore, it should | | | | be revised. One way | | | | to revise this | | | | sentence is *Every | | | | mechanic must submit | | | | a timesheet by | | | | Friday.* | | | +-----------------------+-----------------------+-----------------------+ ----------------- -- ------------- **Question 20** 1 / 1 point ----------------- -- ------------- Nonverbal communication includes only those behaviors that are intended.  +-----------------------+-----------------------+-----------------------+ | | | True | +=======================+=======================+=======================+ | | | False | +-----------------------+-----------------------+-----------------------+ | Hide question 20 | | | | feedback | | | +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ | **Feedback** | | | | | | | | Rationale: | | | | | | | | ​Nonverbal | | | | communication | | | | includes all | | | | unwritten and | | | | unspoken messages, | | | | whether intended or | | | | not. | | | +-----------------------+-----------------------+-----------------------+ ----------------- -- ------------- **Question 21** 1 / 1 point ----------------- -- ------------- Which of the following sentences avoids clichés, trite phrases, and buzzwords?   +-----------------------------------+-----------------------------------+ | | *Enclosed please find my résumé.* | +===================================+===================================+ | | *Our committee will analyze the | | | proposals on Monday.* | +-----------------------------------+-----------------------------------+ | | *Finding an acceptable solution | | | will be easier said than done.* | +-----------------------------------+-----------------------------------+ | | *This new paradigm shift will | | | impact all employees.* | +-----------------------------------+-----------------------------------+ | Hide question 21 feedback | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | **Feedback** | | | | | | Rationale: | | | | | | The clearest writing is *Our | | | committee will analyze the | | | proposals on Monday*. All other | | | answer choices contain​ trite | | | business phrases (*Enclosed | | | please find*), clichés (*easier | | | said than done)*, or buzzwords | | | (*paradigm shift*). | | +-----------------------------------+-----------------------------------+ ----------------- -- ------------- **Question 22** 0 / 1 point ----------------- -- ------------- Adapting your message to the audience involves \_\_\_\_\_\_\_. +-----------------------------------+-----------------------------------+ | Correct Answer | thinking of the right words and | | | tone to use in your message | +===================================+===================================+ | | rewriting your message several | | | times to ensure it is clear | +-----------------------------------+-----------------------------------+ | | selecting the best research to | | | incorporate within the message | +-----------------------------------+-----------------------------------+ |  | analysis | +-----------------------------------+-----------------------------------+ | Hide question 22 feedback | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | **Feedback** | | | | | | Rationale: | | | | | | The last step in the prewriting | | | phase involves adapting your | | | message to the audience, which | | | requires thinking of the right | | | words and tone to use in your | | | message. Adapting occurs after | | | analyzing the audience, but | | | before researching and revising. | | +-----------------------------------+-----------------------------------+ ----------------- -- ------------- **Question 23** 1 / 1 point ----------------- -- ------------- The most important dimension of culture is \_\_\_\_\_\_\_. +-----------------------------------+-----------------------------------+ | | time orientation | +===================================+===================================+ | | context | +-----------------------------------+-----------------------------------+ | | individualism | +-----------------------------------+-----------------------------------+ | | power distance | +-----------------------------------+-----------------------------------+ | Hide question 23 feedback | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | **Feedback** | | | | | | Rationale: | | | | | | ​According to cultural | | | anthropologist Edward T. Hall, | | | context, the most important | | | dimension of culture, refers to | | | the stimuli, environment, or | | | ambience surrounding an event. | | +-----------------------------------+-----------------------------------+ ----------------- -- ------------- **Question 24** 1 / 1 point ----------------- -- ------------- Ethnocentrism is inherent in all cultures. +-----------------------+-----------------------+-----------------------+ | | | True | +=======================+=======================+=======================+ | | | False | +-----------------------+-----------------------+-----------------------+ | Hide question 24 | | | | feedback | | | +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ | **Feedback** | | | | | | | | Rationale: | | | | | | | | ​The belief in the | | | | superiority of one\'s | | | | own culture is called | | | | ethnocentrism, a | | | | natural attitude | | | | found in all | | | | cultures. | | | +-----------------------+-----------------------+-----------------------+ ----------------- -- ------------- **Question 25** 0 / 1 point ----------------- -- ------------- Advantages of the direct strategy are saving the reader\'s time, setting a proper frame of mind, and \_\_\_\_\_\_\_. +-----------------------------------+-----------------------------------+ | Incorrect Response | establishing goodwill at the | | | start of the message | +===================================+===================================+ | | providing a buffer to bad news | +-----------------------------------+-----------------------------------+ | | building rapport with the reader | +-----------------------------------+-----------------------------------+ |  | | +-----------------------------------+-----------------------------------+ | Hide question 25 feedback | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | **Feedback** | | | | | | Rationale: | | | | | | The direct strategy places the | | | good news or main idea first | | | followed by explanations and | | | details. This strategy saves the | | | reader\'s time, sets a proper | | | frame of mind, and reduces | | | frustration. | | +-----------------------------------+-----------------------------------+ ----------------- -- ------------- **Question 26** 1 / 1 point ----------------- -- ------------- Which of the following sentences corrects the misplaced modifiers in this sentence: *Waiting for the interview, sweat formed on Rich.* +-----------------------------------+-----------------------------------+ | | Waiting for the interview, Rich | | | began to sweat. | +===================================+===================================+ | | Sweat waiting for the interview | | | formed on Rich. | +-----------------------------------+-----------------------------------+ | | Waiting for Rich, sweat formed on | | | the interview. | +-----------------------------------+-----------------------------------+ | | Waiting for the Rich, sweat began | | | the interview. | +-----------------------------------+-----------------------------------+ | Hide question 26 feedback | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | **Feedback** | | | | | | Rationale: | | | | | | Modifiers must be close to the | | | words they describe or limit. In | | | the sample sentence, the | | | modifying phrase *Waiting for the | | | interview* is currently modifying | | | the word *sweat*, suggesting that | | | the *sweat* is *waiting for the | | | interview*. To correct the | | | problem, the modifying phrase | | | must be moved to modify the | | | correct word in the | | | sentence: *Waiting for the | | | interview, Rich began to sweat.* | | +-----------------------------------+-----------------------------------+ ----------------- -- ------------- **Question 27** 1 / 1 point ----------------- -- ------------- In the final phase of the writing process, check the message for clarity and readability, proofread for errors, and \_\_\_\_\_\_\_. +-----------------------------------+-----------------------------------+ | | evaluate for effectiveness | +===================================+===================================+ | | assess the cost of the selected | | | delivery channel | +-----------------------------------+-----------------------------------+ | | solve the problem | +-----------------------------------+-----------------------------------+ | | forward the document to the | | | publishing department | +-----------------------------------+-----------------------------------+ | Hide question 27 feedback | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | **Feedback** | | | | | | Rationale: | | | | | | The last step of the writing | | | process is evaluation, deciding | | | whether your message accomplishes | | | your goal. | | +-----------------------------------+-----------------------------------+ ----------------- -- ------------- **Question 28** 0 / 1 point ----------------- -- ------------- Shipping Clerk Christina included this sentence in her message to a customer: *Pertaining to your returns, we must verify the shipping numbers and lot codes of all outstanding merchandise prior to issuance of a refund.* This sentence is an example of \_\_\_\_\_\_\_. +-----------------------------------+-----------------------------------+ | | an unprofessional tone | +===================================+===================================+ | Correct Answer | overly formal language | +-----------------------------------+-----------------------------------+ |  | | +-----------------------------------+-----------------------------------+ | | plain English | +-----------------------------------+-----------------------------------+ | Hide question 28 feedback | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | **Feedback** | | | | | | Rationale: | | | | | | This sentence includes overly | | | formal language. Formal language | | | may involve the use of big words, | | | long sentences, legal | | | terminology, or third-person | | | constructions. Instead of using | | | formal language, business writers | | | should concentrate on a warm, | | | friendly tone that is | | | professional because one of their | | | goals is to express, not impress. | | +-----------------------------------+-----------------------------------+ ----------------- -- ------------- **Question 29** 1 / 1 point ----------------- -- ------------- How many main ideas should be developed in a paragraph?  +-----------------------------------+-----------------------------------+ | | Two | +===================================+===================================+ | | Three to five | +-----------------------------------+-----------------------------------+ | | One | +-----------------------------------+-----------------------------------+ | | As many as needed to convey | | | effective meaning | +-----------------------------------+-----------------------------------+ | Hide question 29 feedback | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | **Feedback** | | | | | | Rationale: | | | | | | Good business writers develop | | | well-organized paragraphs by | | | focusing on a single main idea. | | +-----------------------------------+-----------------------------------+ ----------------- -- ------------- **Question 30** 0 / 1 point ----------------- -- ------------- All of the following are informal research methods *except \_\_\_\_\_\_\_.* +-----------------------------------+-----------------------------------+ | | interviewing the target audience | +===================================+===================================+ | Correct Answer | conducting a scientific | | | experiment | +-----------------------------------+-----------------------------------+ |  | | +-----------------------------------+-----------------------------------+ | | brainstorming for ideas | +-----------------------------------+-----------------------------------+ | Hide question 30 feedback | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | **Feedback** | | | | | | Rationale: | | | | | | Informal research methods include | | | searching company files, talking | | | with the boss, interviewing the | | | target audience, conducting an | | | informal survey, or brainstorming | | | for ideas.   | | +-----------------------------------+-----------------------------------+ ----------------- -- ------------- **Question 31** 0 / 1 point ----------------- -- ------------- One technique that improves business writing is the use of *empathy*, which allows you to adapt the message to the readers\' needs.  An abbreviation that you should keep in mind to help you do this is \_\_\_\_\_\_\_.  +-----------------------------------+-----------------------------------+ | | FIFO | +===================================+===================================+ | | ROI | +-----------------------------------+-----------------------------------+ | Correct Answer | WIIFM | +-----------------------------------+-----------------------------------+ |  | | +-----------------------------------+-----------------------------------+ | Hide question 31 feedback | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | **Feedback** | | | | | | Rationale: | | | | | | Every message you write should | | | begin with the notion that your | | | audience is thinking *WIIFM | | | (What\'s in it for me)?  * | | +-----------------------------------+-----------------------------------+ ----------------- -- ------------- **Question 32** 0 / 1 point ----------------- -- ------------- Which of the following is a psychological barrier to effective listening? +-----------------------------------+-----------------------------------+ | Incorrect Response | Focusing on a speaker\'s unusual | | | voice | +===================================+===================================+ | | Concentrating on a speaker\'s | | | unfamiliar words | +-----------------------------------+-----------------------------------+ | | Having noisy surroundings | +-----------------------------------+-----------------------------------+ |  | do not match our own | +-----------------------------------+-----------------------------------+ | Hide question 32 feedback | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | **Feedback** | | | | | | Rationale: | | | | | | Every one of us brings to the | | | communication process a unique | | | set of cultural, ethical, and | | | personal values. As a result, | | | each of us has an idea of what is | | | right and important. If other | | | ideas run counter to our | | | preconceived thoughts, we tend to | | | \"tune out\" speakers and fail to | | | receive their messages. This | | | demonstrates a psychological | | | barrier to listening. | | +-----------------------------------+-----------------------------------+ ----------------- -- ------------- **Question 33** 0 / 1 point ----------------- -- ------------- An American businessperson who thinks that all Swiss are hardworking, efficient, and neat is demonstrating an example of \_\_\_\_\_\_\_. +-----------------------------------+-----------------------------------+ | | ethnocentrism | +===================================+===================================+ | | tolerance | +-----------------------------------+-----------------------------------+ | Correct Answer | stereotyping | +-----------------------------------+-----------------------------------+ |  | | +-----------------------------------+-----------------------------------+ | Hide question 33 feedback | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | **Feedback** | | | | | | Rationale: | | | | | | The belief that all members of a | | | group have the same behavioral | | | pattern is stereotyping and not | | | ethnocentrism, tolerance, or a | | | cultural norm. | | +-----------------------------------+-----------------------------------+ ----------------- -- ------------- **Question 34** 0 / 1 point ----------------- -- ------------- To improve your chance of being understood when writing to someone from a different culture, you should cite numbers carefully and \_\_\_\_\_\_\_. +-----------------------------------+-----------------------------------+ | Correct Answer | use short sentences and short | | | paragraphs | +===================================+===================================+ |  | paragraphs so you can provide | | | more explanation | +-----------------------------------+-----------------------------------+ | | apply only styles and conventions | | | that are standard in your own | | | culture | +-----------------------------------+-----------------------------------+ | | use ambiguous wording to avoid | | | offending them | +-----------------------------------+-----------------------------------+ | Hide question 34 feedback | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | **Feedback** | | | | | | Rationale: | | | | | | When you write to someone from a | | | different culture, you can | | | improve your chances of being | | | understood if you consider local | | | styles and conventions, hire a | | | translator, use short sentences | | | and paragraphs, avoid ambiguous | | | wording, and cite numbers | | | carefully. | | +-----------------------------------+-----------------------------------+ ----------------- -- ------------- **Question 35** 0 / 1 point ----------------- -- ------------- Which of the following sentences demonstrates direct, concise language? +-----------------------------------+-----------------------------------+ | | *This is to inform you that due | | | to the fact that health care | | | costs are rising, there is a new | | | employee wellness program that | | | will be offered starting on May | | | 1.* | +===================================+===================================+ | | Health care costs are rising and | | | there is a new employee wellness | | | program that will be offered | | | starting on May 1. | +-----------------------------------+-----------------------------------+ | Correct Answer | Because health care costs are | | | rising, a new employee wellness | | | program will be offered May 1 | +-----------------------------------+-----------------------------------+ |  | costs are rising, a new employee | | | wellness program will be offered | | | starting on May 1. | +-----------------------------------+-----------------------------------+ | Hide question 35 feedback | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | **Feedback** | | | | | | Rationale: | | | | | | *Because health care costs are | | | rising, a new employee wellness | | | program will be offered May | | | 1. *demonstrates the most concise | | | language.  The other examples | | | contain long lead-ins such | | | as *This is to inform | | | you*, flabby expressions such | | | as *due to the fact,* and fillers | | | such as *there is*. | | +-----------------------------------+-----------------------------------+ ----------------- -- ------------- **Question 36** 1 / 1 point ----------------- -- ------------- Most people are good listeners. +-----------------------+-----------------------+-----------------------+ | | | True | +=======================+=======================+=======================+ | | | False | +-----------------------+-----------------------+-----------------------+ | Hide question 36 | | | | feedback | | | +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ | **Feedback** | | | | | | | | Rationale: | | | | | | | | Most people are poor | | | | listeners. According | | | | to researchers, we | | | | misinterpret, | | | | misunderstand, or | | | | change 70 to 90 | | | | percent of what we | | | | hear. | | | +-----------------------+-----------------------+-----------------------+ ----------------- -- ------------- **Question 37** 0 / 1 point ----------------- -- ------------- The richest communication channel is e-mail.​ +-----------------------+-----------------------+-----------------------+ | Incorrect Response | | True | +=======================+=======================+=======================+ |  | | | +-----------------------+-----------------------+-----------------------+ | Hide question 37 | | | | feedback | | | +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ | **Feedback** | | | | | | | | Rationale: | | | | | | | | The richest | | | | communication channel | | | | is face-to-face​ | | | | conversation because | | | | it allows for more | | | | interactivity and | | | | feedback. | | | +-----------------------+-----------------------+-----------------------+ ----------------- -- ------------- **Question 38** 0 / 1 point ----------------- -- ------------- Brainstorming is an ineffective research technique. +-----------------------+-----------------------+-----------------------+ | Incorrect Response | | True | +=======================+=======================+=======================+ |  | | | +-----------------------+-----------------------+-----------------------+ | Hide question 38 | | | | feedback | | | +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ | **Feedback** | | | | | | | | Rationale: | | | | | | | | You should use | | | | brainstorming to | | | | generate ideas and | | | | collect research; | | | | however, don\'t | | | | evaluate ideas during | | | | the brainstorming | | | | process. | | | +-----------------------+-----------------------+-----------------------+ ----------------- -- ------------- **Question 39** 1 / 1 point ----------------- -- ------------- Which of the following sentences uses positive language? +-----------------------------------+-----------------------------------+ | | *Your order cannot be shipped | | | before June 1.* | +===================================+===================================+ | | *Your August 15 letter claims | | | that your new computer is | | | malfunctioning.* | +-----------------------------------+-----------------------------------+ | | *We can\'t provide a free printer | | | with your purchase of a | | | computer.* | +-----------------------------------+-----------------------------------+ | | *We look forward to completing | | | your order when we receive your | | | credit card information.* | +-----------------------------------+-----------------------------------+ | Hide question 39 feedback | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | **Feedback** | | | | | | Rationale: | | | | | | ​Positive language generally | | | conveys more information than | | | negative language. In addition, | | | positive language tells | | | what *is* and what *can be | | | done* rather than | | | what *isn\'t* and what *can\'t be | | | done.* It also avoids words that | | | can create ill will, such | | | as *complaint, criticism, claim, | | | defective, | | | mistake,* and *neglected*. The | | | only sentence that uses positive | | | language is *We look forward to | | | completing your order when we | | | receive your credit card | | | information.* | | | | | | ​ | | +-----------------------------------+-----------------------------------+ ----------------- -- ------------- **Question 40** 1 / 1 point ----------------- -- ------------- Which of the following statements about writing skills in today\'s business world is correct? +-----------------------------------+-----------------------------------+ | | Because of today\'s emphasis on | | | technology, the need for good | | | writing skills is not important. | +===================================+===================================+ | | Employees today can expect to | | | write fewer messages than in | | | previous years. | +-----------------------------------+-----------------------------------+ | | Today\'s employees must use a | | | variety of media to communicate | | | with others. | +-----------------------------------+-----------------------------------+ | | Only employees in fields such as | | | communications and public | | | relations must be able to write | | | effective business messages. | +-----------------------------------+-----------------------------------+ | Hide question 40 feedback | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | **Feedback** | | | | | | Rationale: | | | | | | Because of today\'s | | | hyperconnected business world, | | | writing skills are very | | | important. In addition, | | | employees in all fields should be | | | prepared to write more messages | | | and to use a variety of media, | | | such as e-mail, instant | | | messaging, texting, blogs, wikis, | | | and social media sites, to | | | communicate with others. | | +-----------------------------------+-----------------------------------+ ----------------- -- ------------- **Question 41** 1 / 1 point ----------------- -- ------------- Which statement regarding headings is *most* accurate? +-----------------------------------+-----------------------------------+ | | Headings provide visual | | | distraction for readers; thus | | | they should be avoided. | +===================================+===================================+ | | Headings appear most often in | | | business letters. | +-----------------------------------+-----------------------------------+ | | Headings highlight information | | | and improve readability. | +-----------------------------------+-----------------------------------+ | | Headings should be written in | | | complete sentences. | +-----------------------------------+-----------------------------------+ | Hide question 41 feedback | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | **Feedback** | | | | | | Rationale: | | | | | | ​Headings are an effective tool | | | for highlighting information and | | | improving readability. Although | | | they appear most often in | | | reports, they can also improve | | | the readability in e-mails, | | | letters, and memos. When they are | | | incorporated in business | | | messages, they should be | | | expressed using just key words or | | | phrases. | | +-----------------------------------+-----------------------------------+ ----------------- -- ------------- **Question 42** 0 / 1 point ----------------- -- ------------- Which of the following sentences demonstrates parallel structure? +-----------------------------------+-----------------------------------+ | | *Marian will interview all | | | candidates, Dale will train new | | | employees, and annual reviews | | | will be conducted by Paul.* | +===================================+===================================+ | Correct Answer | *The proposal affected all | | | students, educators, and | | | administrators.* | +-----------------------------------+-----------------------------------+ | | *The committee plans to review | | | all proposals, interview | | | contractors, and then it must | | | select a certified vendor.* | +-----------------------------------+-----------------------------------+ |  | demonstrate leadership, teamwork, | | | and they must possess strong | | | communication skills.* | +-----------------------------------+-----------------------------------+ | Hide question 42 feedback | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | **Feedback** | | | | | | Rationale: | | | | | | ​Parallelism is a skillful | | | writing technique that creates | | | balanced writing. To achieve | | | parallel writing, you must use | | | similar structures to express | | | similar ideas by matching, for | | | instance, nouns with nouns, verbs | | | with verbs, and clauses with | | | clauses. The only sentence that | | | expresses ideas similarly is *The | | | proposal affected all students, | | | educators, and administrators.* | | +-----------------------------------+-----------------------------------+ ----------------- -- ------------- **Question 43** 1 / 1 point ----------------- -- ------------- \* Due to the fact that *is a wordy expression that could be shortened to the word(s) \_\_\_\_\_\_\_. +-----------------------------------+-----------------------------------+ | | *Because* | +===========