Essentials Of Business Communication 10th Edition by Mary Ellen Guffey -Test Bank

 

 

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Sample Test

Chapter_03_Organizing_and_Drafting_Business_Messages

 

1. The second phase of the 3-x-3 writing process begins with   a. analyzing the audience.   b. composing the message.   c. researching the topic.   d. organizing the message.   ANSWER:   c RATIONALE:   The second phase of the 3-x-3 writing process begins with researching the topic. Research is necessary before beginning to write because the information collected helps shape the message. POINTS:   1 DIFFICULTY:   Easy REFERENCES:   p. 64 LEARNING OBJECTIVES:   ESBC.GULO.16.03.01 – 03.01 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.06.04 – DISC.ESBC.GULO.16.06.04 TOPICS:   Drafting Workplace Messages KEYWORDS:   Bloom’s: Knowledge

 

2. Before composing a business document, you should gather information that will answer which of these questions?   a. Will I have enough time to complete thorough research?   b. What is the receiver to do?   c. What information will be the easiest to locate?   d. How will I use this information?   ANSWER:   b RATIONALE:   You should ask yourself “What is the receiver to do?” because it focuses on the audience rather than on the sender. POINTS:   1 DIFFICULTY:   Easy REFERENCES:   p. 64 LEARNING OBJECTIVES:   ESBC.GULO.16.03.01 – 03.01 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.01.03 – DISC.ESBC.GULO.16.01.03 TOPICS:   Drafting Workplace Messages KEYWORDS:   Bloom’s: Knowledge

 

3. All of the following would probably require informal research methods except   a. routine e-mail messages.   b. business letters.   c. long reports and complex business problems.   d. oral presentations.   ANSWER:   c RATIONALE:   Long reports and complex business problems generally require some use of formal research methods. However, routine tasks such as drafting e-mails, memos, letters, informational reports, and oral presentations require research that can be collected informally. POINTS:   1 DIFFICULTY:   Easy REFERENCES:   p. 64 LEARNING OBJECTIVES:   ESBC.GULO.16.03.01 – 03.01 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.06.04 – DISC.ESBC.GULO.16.06.04 TOPICS:   Drafting Workplace Messages KEYWORDS:   Bloom’s: Knowledge

 

4. All of the following are informal research methods except   a. interviewing the target audience.   b. conducting a scientific experiment.   c. looking in company files.   d. brainstorming for ideas.   ANSWER:   b RATIONALE:   Informal research methods include searching company files, talking with the boss, interviewing the target audience, conducting an informal survey, or brainstorming for ideas. POINTS:   1 DIFFICULTY:   Easy REFERENCES:   pp. 64-65 LEARNING OBJECTIVES:   ESBC.GULO.16.03.01 – 03.01 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.06.04 – DISC.ESBC.GULO.16.06.04 TOPICS:   Drafting Workplace Messages KEYWORDS:   Bloom’s: Knowledge

 

5. When brainstorming to generate ideas, you should   a. critique each idea as it is suggested.   b. record ideas without judging them.   c. always work alone for greater efficiency.   d. allow no more than five ideas to be discussed.   ANSWER:   b RATIONALE:   Brainstorming is the process of discussing and recording ideas without judging them. Evaluations, critiques, voting, and limiting the number of ideas can stifle ideas needed in brainstorming because brainstorming requires an open mind. POINTS:   1 DIFFICULTY:   Easy REFERENCES:   p. 65 LEARNING OBJECTIVES:   ESBC.GULO.16.03.01 – 03.01 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.06.04 – DISC.ESBC.GULO.16.06.04 TOPICS:   Drafting Workplace Messages KEYWORDS:   Bloom’s: Knowledge

 

6. Which of the following is a formal research method?   a. Talking with your boss   b. Investigating primary sources   c. Brainstorming   d. Looking in company files   ANSWER:   b RATIONALE:   Investigating primary sources is a formal research method using questionnaires, interviews, or focus groups. POINTS:   1 DIFFICULTY:   Easy REFERENCES:   pp. 65-66 LEARNING OBJECTIVES:   ESBC.GULO.16.03.01 – 03.01 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.06.04 – DISC.ESBC.GULO.16.06.04 TOPICS:   Drafting Workplace Messages KEYWORDS:   Bloom’s: Knowledge

 

7. Which formal research source is best to obtain firsthand information?   a. Internet websites and articles   b. Reference books   c. Electronic databases   d. Interviews   ANSWER:   d RATIONALE:   An interview would be the best form of research to obtain firsthand information. POINTS:   1 DIFFICULTY:   Easy REFERENCES:   p. 65 LEARNING OBJECTIVES:   ESBC.GULO.16.03.01 – 03.01 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.06.04 – DISC.ESBC.GULO.16.06.04 TOPICS:   Drafting Workplace Messages KEYWORDS:   Bloom’s: Knowledge

 

8. 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   a. firsthand information.   b. informal documentation.   c. supplementary, secondary information.   d. scientific experimentation.   ANSWER:   a RATIONALE:   This questionnaire produces firsthand information because the human resources team is collecting workplace violence information directly from employees. POINTS:   1 DIFFICULTY:   Moderate REFERENCES:   pp. 65-66 LEARNING OBJECTIVES:   ESBC.GULO.16.03.01 – 03.01 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.06.06 – DISC.ESBC.GULO.16.06.06 United States – BUSPROG.ESBC.GULO.16.06.07 – DISC.ESBC.GULO.16.06.07 TOPICS:   Drafting Workplace Messages KEYWORDS:   Bloom’s: Application

 

9. Quality Building Materials Inc. has developed a new whole-house weather blanket and needs to determine the price point at which builders would switch to this new product. The best research method for this is a(n)   a. manual search of other companies’ price lists.   b. interview with a local builder.   c. Internet search of insulation values for weather blankets.   d. scientific experiment that presents price choices with controlled variables.   ANSWER:   d RATIONALE:   To find a competitive price for this new product, this company should conduct a scientific experiment. An interview of a builder, a manual search of price lists, or Internet searches will not provide the needed information. POINTS:   1 DIFFICULTY:   Moderate REFERENCES:   p. 66 LEARNING OBJECTIVES:   ESBC.GULO.16.03.01 – 03.01 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.06.06 – DISC.ESBC.GULO.16.06.06 United States – BUSPROG.ESBC.GULO.16.06.07 – DISC.ESBC.GULO.16.06.07 TOPICS:   Drafting Workplace Messages KEYWORDS:   Bloom’s: Application

 

10. Ahna is sending a persuasive memo to her staff asking them to participate in the new wellness program. Which of the following sources of information would be most appropriate to help Ahna shape an effective persuasive message for her staff?   a. Tightly controlled scientific experimentation   b. Library research   c. Questionnaires and surveys of employees   d. Research in company files   ANSWER:   c RATIONALE:   Questionnaires and surveys of employees will provide information to shape a persuasive memo. Scientific experimentation, library research, and company files are unlikely to provide the needed information. POINTS:   1 DIFFICULTY:   Moderate REFERENCES:   pp. 65-66 LEARNING OBJECTIVES:   ESBC.GULO.16.03.01 – 03.01 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.06.06 – DISC.ESBC.GULO.16.06.06 United States – BUSPROG.ESBC.GULO.16.06.07 – DISC.ESBC.GULO.16.06.07 TOPICS:   Drafting Workplace Messages KEYWORDS:   Bloom’s: Application

 

11. According to communication experts, what is the greatest failing of business writers?   a. Poor spelling   b. Unclear sentence structure   c. Ambiguous wording   d. Poor organization   ANSWER:   d RATIONALE:   Because communication experts regard poor organization as the greatest failing of business writers, business writers should use a scratch list or an outline to organize ideas. POINTS:   1 DIFFICULTY:   Easy REFERENCES:   p. 66 LEARNING OBJECTIVES:   ESBC.GULO.16.03.02 – 03.02 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.01.01 – DISC.ESBC.GULO.16.01.01 TOPICS:   Organizing Information to Show Relationships KEYWORDS:   Bloom’s: Knowledge

 

12. The direct strategy would be most appropriate when   a. delivering bad news.   b. presenting ideas requiring persuasion.   c. expecting the audience to be pleased, mildly interested, or neutral.   d. revealing sensitive news.   ANSWER:   c RATIONALE:   When you expect the reader to be pleased, mildly interested, or, at worst, neutral, use the direct strategy. POINTS:   1 DIFFICULTY:   Easy REFERENCES:   p. 66 LEARNING OBJECTIVES:   ESBC.GULO.16.03.02 – 03.02 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.01.01 – DISC.ESBC.GULO.16.01.01 TOPICS:   Organizing Information to Show Relationships KEYWORDS:   Bloom’s: Knowledge

 

13. All of the following are effective tips for creating an outline except   a. use a single item under a major component.   b. divide the topic into three to five major components or classifications.   c. break the components into subpoints.   d. use details, illustrations, and evidence to support subpoints.   ANSWER:   a RATIONALE:   When creating an outline, follow these tips: define the main topic in the title; divide the main topic into three to five major components or classifications; break the components into at least two subpoints; strive to make each component exclusive; and use details, illustrations, and evidence to support subpoints. POINTS:   1 DIFFICULTY:   Moderate REFERENCES:   p. 67 LEARNING OBJECTIVES:   ESBC.GULO.16.03.02 – 03.02 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.01.01 – DISC.ESBC.GULO.16.01.01 TOPICS:   Organizing Information to Show Relationships KEYWORDS:   Bloom’s: Knowledge

 

14. Which of the following is an advantage of the direct strategy?   a. Minimizes a negative reaction   b. Respects the feelings of the reader   c. Saves the reader’s time   d. Encourages a fair hearing   ANSWER:   c RATIONALE:   The direct strategy saves the reader’s time. The direct strategy also sets a proper frame of mind and prevents frustration. POINTS:   1 DIFFICULTY:   Easy REFERENCES:   p. 67 LEARNING OBJECTIVES:   ESBC.GULO.16.03.02 – 03.02 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.01.01 – DISC.ESBC.GULO.16.01.01 TOPICS:   Organizing Information to Show Relationships KEYWORDS:   Bloom’s: Knowledge

 

15. Which of the following business messages would not use the direct strategy?   a. An e-mail message to a staff introducing a new employee   b. An oral presentation detailing the specifics of a new company wellness initiative   c. A letter to a coworker congratulating him or her on a recent promotion   d. A letter to a customer denying his or her request for credit   ANSWER:   d RATIONALE:   Typical business messages that follow the direct strategy include routine requests and responses, orders and acknowledgments, nonsensitive memos, e-mail messages, informational reports, and informational oral presentations. A letter denying credit to a customer should be organized indirectly. POINTS:   1 DIFFICULTY:   Moderate REFERENCES:   p. 67 LEARNING OBJECTIVES:   ESBC.GULO.16.03.02 – 03.02 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.01.01 – DISC.ESBC.GULO.16.01.01 TOPICS:   Organizing to Show Relationships KEYWORDS:   Bloom’s: Application

 

16. Which of the following message openings is the most direct opening for an e-mail message announcing a new telecommuting plan?   a. A number of employees have asked about telecommuting options.   b. Many businesses have been implementing telecommuting programs, and we have studied their programs extensively.   c. Rising gas prices have led many companies to allow telecommuting, and we think this might be a good idea for our company.   d. Our new telecommuting program will begin on August 1.   ANSWER:   d RATIONALE:   Of the options shown, “Our new telecommuting program will begin on August 1” is the most direct opening. The others are more indirect because they provide background information. POINTS:   1 DIFFICULTY:   Moderate REFERENCES:   p. 67 LEARNING OBJECTIVES:   ESBC.GULO.16.03.02 – 03.02 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.01.01 – DISC.ESBC.GULO.16.01.01 TOPICS:   Organizing Information to Show Relationships KEYWORDS:   Bloom’s: Application

 

17. Which of the following is an advantage of the indirect strategy?   a. Saves the reader’s time   b. Respects the feelings of the audience   c. Reduces frustration   d. Sets a proper frame of mind   ANSWER:   b RATIONALE:   The indirect strategy respects the feelings of the audience. The indirect strategy also encourages a fair hearing and minimizes a negative reaction. POINTS:   1 DIFFICULTY:   Easy REFERENCES:   pp. 67-68 LEARNING OBJECTIVES:   ESBC.GULO.16.03.02 – 03.02 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.01.01 – DISC.ESBC.GULO.16.01.01 TOPICS:   Organizing Information to Show Relationships KEYWORDS:   Bloom’s: Knowledge

 

18. When you expect a reader of your message to be uninterested, unwilling, displeased, or hostile, you should   a. put the bad news first.   b. begin with the main idea.   c. explain all background information first.   d. send the message via e-mail, text message, or IM.   ANSWER:   c RATIONALE:   When you expect a reader to be uninterested, unwilling, displeased, or hostile, you should place the main idea later in the message (after the details, explanation, or evidence). In addition, bad news should not be sent via e-mail, text message, or IM. POINTS:   1 DIFFICULTY:   Easy REFERENCES:   p. 67 LEARNING OBJECTIVES:   ESBC.GULO.16.03.02 – 03.02 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.01.01 – DISC.ESBC.GULO.16.01.01 TOPICS:   Organizing Information to Show Relationships KEYWORDS:   Bloom’s: Knowledge

 

19. The indirect strategy is most appropriate for what kind of messages?   a. Bad-news messages   b. Sensitive messages   c. Persuasive messages   d. The indirect strategy is appropriate for all answer choices.   ANSWER:   d RATIONALE:   The indirect strategy works well with bad-news messages, sensitive messages, and persuasive messages. POINTS:   1 DIFFICULTY:   Easy REFERENCES:   p. 67 LEARNING OBJECTIVES:   ESBC.GULO.16.03.02 – 03.02 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.01.01 – DISC.ESBC.GULO.16.01.01 TOPICS:   Organizing Information to Show Relationships KEYWORDS:   Bloom’s: Knowledge

 

20. Which of the following kinds of business messages typically use the indirect strategy?   a. Nonsensitive memos   b. Routine requests   c. Informational reports   d. Sensitive messages   ANSWER:   d RATIONALE:   Business messages that refuse requests, reject claims, or deny credit usually reflect the indirect strategy. Business messages that follow the direct strategy include routine requests and responses, orders and acknowledgments, nonsensitive memos, e-mail messages, informational reports, and oral presentations. POINTS:   1 DIFFICULTY:   Easy REFERENCES:   p. 68 LEARNING OBJECTIVES:   ESBC.GULO.16.03.02 – 03.02 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.01.01 – DISC.ESBC.GULO.16.01.01 TOPICS:   Organizing Information to Show Relationships KEYWORDS:   Bloom’s: Knowledge

 

21. What kind of sentence contains only one independent clause?   a. Simple sentence   b. Compound sentence   c. Complex sentence   d. Compound-complex sentence   ANSWER:   a RATIONALE:   A simple sentence contains one complete thought with a subject and predicate (verb). POINTS:   1 DIFFICULTY:   Easy REFERENCES:   p. 69 LEARNING OBJECTIVES:   ESBC.GULO.16.03.03 – 03.03 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.01.05 – DISC.ESBC.GULO.16.01.05 TOPICS:   Composing the First Draft With Effective Sentences KEYWORDS:   Bloom’s: Knowledge

 

22. What kind of sentence contains two independent clauses?   a. Simple sentence   b. Compound sentence   c. Complex sentence   d. Compound-complex sentence   ANSWER:   b RATIONALE:   Compound sentences contain two complete but related thoughts joined with a coordinating conjunction, a semicolon, or a conjunctive adverb. POINTS:   1 DIFFICULTY:   Easy REFERENCES:   p. 69 LEARNING OBJECTIVES:   ESBC.GULO.16.03.03 – 03.03 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.01.05 – DISC.ESBC.GULO.16.01.05 TOPICS:   Composing the First Draft With Effective Sentences KEYWORDS:   Bloom’s: Knowledge

 

23. What kind of sentence contains an independent clause and a dependent clause?   a. Simple sentence   b. Compound sentence   c. Complex sentence   d. Compound-complex sentence   ANSWER:   c RATIONALE:   A complex sentence contains one independent and one dependent clause. POINTS:   1 DIFFICULTY:   Easy REFERENCES:   p. 69 LEARNING OBJECTIVES:   ESBC.GULO.16.03.03 – 03.03 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.01.05 – DISC.ESBC.GULO.16.01.05 TOPICS:   Composing the First Draft With Effective Sentences KEYWORDS:   Bloom’s: Knowledge

 

24. Which of the following is a complex sentence?   a. Visit our website to learn more about our newest product line.   b. The conference will be held on Monday, but few managers will be able to attend.   c. Employers are now using social media sites to screen applicants; therefore, job seekers are advised to clean up their digital presence.   d. Because of rising insurance premiums, many companies are offering employee-wellness incentives.   ANSWER:   d RATIONALE:   “Because of rising insurance premiums, many companies are offering employee-wellness incentives” is a complex sentence. Complex sentences are often introduced by words such as “although,” “since,” “because,” “when,” and “if.” POINTS:   1 DIFFICULTY:   Moderate REFERENCES:   p. 69 LEARNING OBJECTIVES:   ESBC.GULO.16.03.03 – 03.03 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.01.05 – DISC.ESBC.GULO.16.01.05 United States – BUSPROG.ESBC.GULO.16.06.06 – DISC.ESBC.GULO.16.06.06 United States – BUSPROG.ESBC.GULO.16.06.07 – DISC.ESBC.GULO.16.06.07 TOPICS:   Composing the First Draft With Effective Sentences KEYWORDS:   Bloom’s: Application

 

25. Which of the following is a simple sentence?   a. If health insurance costs continue to rise, employee copays may increase.   b. Having healthy employees decreases the cost of monthly premiums; therefore, we will be implementing a wellness program.   c. HMO and PPO insurance plans offer additional cost savings.   d. Because we will be reducing employee health insurance benefits, some employees may be unhappy; however, we must make sure that they understand the reason for the change.   ANSWER:   c RATIONALE:   Only the sentence “HMO and PPO insurance plans offer additional cost savings” is a simple sentence. The sentence beginning with “If” is a complex sentence. The sentence with the conjunctive adverb “therefore” is a compound sentence. The sentence using “Because” and “however” is a compound-complex sentence. POINTS:   1 DIFFICULTY:   Moderate REFERENCES:   p. 69 LEARNING OBJECTIVES:   ESBC.GULO.16.03.03 – 03.03 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.01.05 – DISC.ESBC.GULO.16.01.05 United States – BUSPROG.ESBC.GULO.16.06.06 – DISC.ESBC.GULO.16.06.06 United States – BUSPROG.ESBC.GULO.16.06.07 – DISC.ESBC.GULO.16.06.07 TOPICS:   Composing the First Draft With Effective Sentences KEYWORDS:   Bloom’s: Application

 

26. What is a sentence fragment?   a. Two independent clauses connected without punctuation or a conjunction   b. Two independent clauses connected by a comma without a conjunction   c. A broken-off part of a sentence   d. The part of a sentence containing the verb   ANSWER:   c RATIONALE:   A fragment is usually a broken-off part of a sentence. A run on occurs when two independent clauses are run together without punctuation or a conjunction, and a comma splice is created when two independent clauses are joined by a comma without a conjunction. The part of a sentence containing the verb is the predicate. POINTS:   1 DIFFICULTY:   Easy REFERENCES:   p. 70 LEARNING OBJECTIVES:   ESBC.GULO.16.03.03 – 03.03 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.01.05 – DISC.ESBC.GULO.16.01.05 TOPICS:   Composing the First Draft With Effective Sentences KEYWORDS:   Bloom’s: Knowledge

 

27. What is a comma splice?   a. Two independent clauses run together without punctuation or a conjunction   b. Two independent clauses joined by a comma without a conjunction   c. A broken-off part of a sentence   d. Two dependent clauses   ANSWER:   b RATIONALE:   A comma splice is the joining of two independent clauses with only a comma. A run on occurs when two independent clauses are run together without punctuation or a conjunction, and a fragment is usually a broken-off part of a complex sentence. POINTS:   1 DIFFICULTY:   Easy REFERENCES:   p. 70 LEARNING OBJECTIVES:   ESBC.GULO.16.03.03 – 03.03 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.01.05 – DISC.ESBC.GULO.16.01.05 TOPICS:   Composing the First Draft With Effective Sentences KEYWORDS:   Bloom’s: Knowledge

 

28. What is a run-on sentence?   a. Two independent clauses run together without punctuation or a conjunction   b. Two independent clauses joined by a comma without a conjunction   c. A broken-off part of a sentence   d. An independent clause containing two dependent clauses   ANSWER:   a RATIONALE:   A run-on or fused sentence results when two independent clauses are run together without punctuation or a conjunction. A comma splice is the joining of two independent clauses with only a comma, and a fragment is usually a broken-off part of a complex sentence. POINTS:   1 DIFFICULTY:   Easy REFERENCES:   p. 70 LEARNING OBJECTIVES:   ESBC.GULO.16.03.03 – 03.03 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.01.05 – DISC.ESBC.GULO.16.01.05 TOPICS:   Composing the First Draft With Effective Sentences KEYWORDS:   Bloom’s: Knowledge

 

29. Technology has changed the working environments of employees, that is why employees are telecommuting more than ever is an example of a   a. complete sentence.   b. fragment.   c. fused or run-on sentence.   d. comma splice.   ANSWER:   d RATIONALE:   This group of words represents a comma splice, a sentence fault in which a comma is used to splice together two independent clauses. One way to remedy this fault is to change the comma to a semicolon. POINTS:   1 DIFFICULTY:   Moderate REFERENCES:   p. 70 LEARNING OBJECTIVES:   ESBC.GULO.16.03.03 – 03.03 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.01.05 – DISC.ESBC.GULO.16.01.05 United States – BUSPROG.ESBC.GULO.16.06.06 – DISC.ESBC.GULO.16.06.06 United States – BUSPROG.ESBC.GULO.16.06.07 – DISC.ESBC.GULO.16.06.07 TOPICS:   Composing the First Draft With Effective Sentences KEYWORDS:   Bloom’s: Application

 

30. What is the recommended maximum number of words for a sentence?   a. 10   b. 20   c. 25   d. 30   ANSWER:   b RATIONALE:   Because length can influence the readability of a sentence and a reader’s comprehension, you should limit your sentences to about 20 or fewer words. POINTS:   1 DIFFICULTY:   Easy REFERENCES:   p. 71 LEARNING OBJECTIVES:   ESBC.GULO.16.03.03 – 03.03 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.01.06 – DISC.ESBC.GULO.16.01.06 TOPICS:   Composing the First Draft With Effective Sentences KEYWORDS:   Bloom’s: Knowledge

 

31. To emphasize an idea through mechanics, place it in   a. boldface.   b. a different font style.   c. italics.   d. Any of these techniques would emphasize the idea.   ANSWER:   d RATIONALE:   You can emphasize ideas mechanically by using underlining, italics, boldface, font changes, all caps, dashes, and tabulation. POINTS:   1 DIFFICULTY:   Easy REFERENCES:   p. 71 LEARNING OBJECTIVES:   ESBC.GULO.16.03.04 – 03.04 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.01.05 – DISC.ESBC.GULO.16.01.05 TOPICS:   Developing Business Writing Techniques KEYWORDS:   Bloom’s: Knowledge

 

32. Which of the following sentences emphasizes an idea through style?   a. Consider adding a statement of qualifications section on your résumé; but, most important, include specific and relevant previous employment information.   b. Add a statement of qualifications section on your résumé, but also include specific and relevant previous employment information.   c. A résumé should include a statement of qualifications section and specific and relevant previous employment information.   d. You should include a statement of qualifications section and specific and relevant previous employment information on your résumé.   ANSWER:   a RATIONALE:   To emphasize an idea through style, you can label an idea if it is significant to the reader. The only sentence that labels an idea is “Consider adding a statement of qualifications section on your résumé; but, most important, include specific and relevant previous employment information” because it uses the words “most important.” POINTS:   1 DIFFICULTY:   Moderate REFERENCES:   p. 72 LEARNING OBJECTIVES:   ESBC.GULO.16.03.04 – 03.04 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.01.05 – DISC.ESBC.GULO.16.01.05 United States – BUSPROG.ESBC.GULO.16.06.06 – DISC.ESBC.GULO.16.06.06 United States – BUSPROG.ESBC.GULO.16.06.07 – DISC.ESBC.GULO.16.06.07 TOPICS:   Developing Business Writing Techniques KEYWORDS:   Bloom’s: Application

 

33. Which of the following sentences is most effective in de-emphasizing the bad news?   a. Although cash refunds are not offered, you can exchange resalable merchandise.   b. Although you can exchange returned merchandise, cash refunds are not available.   c. Because we only exchange merchandise, it is impossible for you to receive a cash refund.   d. Because of our exchange policy, you may not receive a cash refund.   ANSWER:   a RATIONALE:   “Although cash refunds are not offered, you can exchange resalable merchandise” puts the bad news in a dependent clause and the good news in an independent clause where it receives emphasis. Other options emphasize the bad news or business policy, which may anger customers. POINTS:   1 DIFFICULTY:   Moderate REFERENCES:   p. 73 LEARNING OBJECTIVES:   ESBC.GULO.16.03.04 – 03.04 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.01.05 – DISC.ESBC.GULO.16.01.05 United States – BUSPROG.ESBC.GULO.16.06.06 – DISC.ESBC.GULO.16.06.06 United States – BUSPROG.ESBC.GULO.16.06.07 – DISC.ESBC.GULO.16.06.07 TOPICS:   Developing Business Writing Techniques KEYWORDS:   Bloom’s: Application

 

34. Active-voice sentences   a. direct the action of the verb toward the subject.   b. place the subject of the sentence as the doer of the action.   c. generally use a to be helping verb.   d. should always be avoided.   ANSWER:   b RATIONALE:   In active-voice sentences, the subject of the sentence is the doer of the action. However, passive-voice sentences usually use a “to be” helping verb and direct the action of the verb toward the subject. Although sentences can be written in either voice, business writers generally use active voice because it is direct, clear, and concise. POINTS:   1 DIFFICULTY:   Easy REFERENCES:   p. 73 LEARNING OBJECTIVES:   ESBC.GULO.16.03.04 – 03.04 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.01.05 – DISC.ESBC.GULO.16.01.05 TOPICS:   Developing Business Writing Techniques KEYWORDS:   Bloom’s: Knowledge

 

35. Which of the following uses only active voice in a complete sentence?   a. The company’s rigid return policy was criticized by a few unhappy customers.   b. Because a few unhappy customers criticized the company’s rigid return policy.   c. Managers were told about the unhappy customers who criticized the company’s rigid return policy.   d. A few unhappy customers criticized the company’s rigid return policy.   ANSWER:   d RATIONALE:   The only option that includes an active-voice verb (criticized) in a complete sentence is “A few unhappy customers criticized the company’s rigid return policy.” The sentence beginning with “Because” is a fragment, and the other two sentences are in the passive voice. POINTS:   1 DIFFICULTY:   Moderate REFERENCES:   p. 73 LEARNING OBJECTIVES:   ESBC.GULO.16.03.04 – 03.04 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.01.05 – DISC.ESBC.GULO.16.01.05 United States – BUSPROG.ESBC.GULO.16.06.06 – DISC.ESBC.GULO.16.06.06 United States – BUSPROG.ESBC.GULO.16.06.07 – DISC.ESBC.GULO.16.06.07 TOPICS:   Developing Business Writing Techniques KEYWORDS:   Bloom’s: Application

 

36. When should passive voice be used in business writing?   a. When you want to de-emphasize the action or the recipient of the action   b. When you want to emphasize the bad news   c. When you want to conceal the doer of the action   d. Never   ANSWER:   c RATIONALE:   You can use the passive voice to emphasize an action or the recipient of an action, to conceal the doer of an action, or to de-emphasize bad news. POINTS:   1 DIFFICULTY:   Easy REFERENCES:   p. 73 LEARNING OBJECTIVES:   ESBC.GULO.16.03.04 – 03.04 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.01.05 – DISC.ESBC.GULO.16.01.05 TOPICS:   Developing Business Writing Techniques KEYWORDS:   Bloom’s: Knowledge

 

37. Parallel writing   a. uses similar structures to express similar words.   b. places modifiers close to the words being described.   c. uses mechanical techniques such as underlining and bolding to emphasize ideas.   d. de-emphasizes ideas by placing the ideas in dependent clauses.   ANSWER:   a RATIONALE:   Parallelism is a skillful writing technique that involves balanced writing by using similar structures to express similar ideas. POINTS:   1 DIFFICULTY:   Easy REFERENCES:   pp. 73-74 LEARNING OBJECTIVES:   ESBC.GULO.16.03.04 – 03.04 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.01.05 – DISC.ESBC.GULO.16.01.05 TOPICS:   Developing Business Writing Techniques KEYWORDS:   Bloom’s: Knowledge

 

38. Which of the following uses parallel structure?   a. Our new paralegal must be smart, efficient, and have flexibility.   b. The accident shattered her pelvis, dislocated her foot, and her spinal column was broken in three places.   c. Big business demands superior forecasting, reporting, and analyzing.   d. A good financial planner must be certified, competent, and must possess ethical standards.   ANSWER:   c RATIONALE:   Only “Big business demands superior forecasting, reporting, and analyzing” uses parallel structure. Other choices fail to use similar grammatical structures to express similar ideas. POINTS:   1 DIFFICULTY:   Moderate REFERENCES:   pp. 73-74 LEARNING OBJECTIVES:   ESBC.GULO.16.03.04 – 03.04 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.01.05 – DISC.ESBC.GULO.16.01.05 United States – BUSPROG.ESBC.GULO.16.06.06 – DISC.ESBC.GULO.16.06.06 United States – BUSPROG.ESBC.GULO.16.06.07 – DISC.ESBC.GULO.16.06.07 TOPICS:   Developing Business Writing Techniques KEYWORDS:   Bloom’s: Application

 

39. Modifiers   a. must be placed close to the words they describe or limit.   b. are always used in active-voice sentences.   c. should be avoided in business writing.   d. are always used in passive-voice sentences.   ANSWER:   a RATIONALE:   For clarity modifiers must be close to the words they describe or limit. POINTS:   1 DIFFICULTY:   Easy REFERENCES:   pp. 74-75 LEARNING OBJECTIVES:   ESBC.GULO.16.03.04 – 03.04 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.01.05 – DISC.ESBC.GULO.16.01.05 TOPICS:   Developing Business Writing Techniques KEYWORDS:   Bloom’s: Knowledge

 

40. Which of the following sentences uses modifiers correctly?   a. Competent in computer graphics, our website was designed by Gloria.   b. To take advantage of the discounted pricing, place your order immediately.   c. To meet customers’ orders, production must be increased.   d. Placing the proposal on the desk, the office was left by John.   ANSWER:   b RATIONALE:   Only “To take advantage of the discounted pricing, place your order immediately” uses modifiers correctly. Other choices contain misplaced or dangling modifiers. POINTS:   1 DIFFICULTY:   Moderate REFERENCES:   pp. 74-75 LEARNING OBJECTIVES:   ESBC.GULO.16.03.04 – 03.04 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.01.05 – DISC.ESBC.GULO.16.01.05 United States – BUSPROG.ESBC.GULO.16.06.06 – DISC.ESBC.GULO.16.06.06 United States – BUSPROG.ESBC.GULO.16.06.07 – DISC.ESBC.GULO.16.06.07 TOPICS:   Developing Business Writing Techniques KEYWORDS:   Bloom’s: Application

 

41. Effective paragraphs   a. usually present the main idea in the first sentence.   b. are coherent.   c. include supporting sentences that expand and explain the main idea.   d. All answer choices are correct.   ANSWER:   d RATIONALE:   A paragraph is a group of sentences about one idea. Paragraphs are most effective when they contain (a) a topic sentence, (b) support sentences that expand and explain only the main idea, and (c) techniques to build coherence. POINTS:   1 DIFFICULTY:   Easy REFERENCES:   p. 75 LEARNING OBJECTIVES:   ESBC.GULO.16.03.05 – 03.05 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.01.01 – DISC.ESBC.GULO.16.01.01 TOPICS:   Drafting Well-Organized, Effective Paragraphs KEYWORDS:   Bloom’s: Knowledge

 

42. How many ideas should be developed in a paragraph?   a. Two   b. Three to five   c. One   d. As many as needed to convey effective meaning   ANSWER:   c RATIONALE:   Good business writers develop well-organized paragraphs by focusing on a single main idea. POINTS:   1 DIFFICULTY:   Easy REFERENCES:   p. 75 LEARNING OBJECTIVES:   ESBC.GULO.16.03.05 – 03.05 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.01.01 – DISC.ESBC.GULO.16.01.01 TOPICS:   Drafting Well-Organized, Effective Paragraphs KEYWORDS:   Bloom’s: Knowledge

 

43. What do most business writers use as the first sentence in a paragraph?   a. Supporting sentence   b. Transitional sentence   c. Topic sentence   d. Pivoting sentence   ANSWER:   c RATIONALE:   Business writers generally place the topic sentence first in a paragraph. POINTS:   1 DIFFICULTY:   Easy REFERENCES:   p. 75 LEARNING OBJECTIVES:   ESBC.GULO.16.03.05 – 03.05 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.01.01 – DISC.ESBC.GULO.16.01.01 TOPICS:   Drafting Well-Organized, Effective Paragraphs KEYWORDS:   Bloom’s: Knowledge

 

44. A topic sentence   a. provides specific details, explanations, and evidence that support the main idea of a paragraph.   b. links sentences within a paragraph.   c. is unnecessary in a paragraph.   d. states the main idea of the paragraph.   ANSWER:   d RATIONALE:   A topic sentence states the main idea of the paragraph. It tells readers what to expect and helps them understand the paragraph’s central thought immediately. POINTS:   1 DIFFICULTY:   Easy REFERENCES:   p. 75 LEARNING OBJECTIVES:   ESBC.GULO.16.03.05 – 03.05 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.01.01 – DISC.ESBC.GULO.16.01.01 TOPICS:   Drafting Well-Organized, Effective Paragraphs KEYWORDS:   Bloom’s: Knowledge

 

45. A supporting sentence   a. must relate to the topic sentence.   b. reveals the main idea of a paragraph.   c. is usually the first sentence of a paragraph.   d. is usually the last sentence of a paragraph.   ANSWER:   a RATIONALE:   One of the hardest things for beginning writers to remember is that all supporting sentences in a paragraph must relate to the topic sentence. POINTS:   1 DIFFICULTY:   Easy REFERENCES:   p. 75 LEARNING OBJECTIVES:   ESBC.GULO.16.03.05 – 03.05 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.01.01 – DISC.ESBC.GULO.16.01.01 TOPICS:   Drafting Well-Organized, Effective Paragraphs KEYWORDS:   Bloom’s: Knowledge

 

46. Paragraphs are coherent when   a. all sentences are written in the active voice.   b. each sentence includes dependent and independent clauses.   c. ideas are linked; that is, one idea leads logically to the next.   d. All answer choices are correct.   ANSWER:   c RATIONALE:   Paragraph coherence occurs when ideas are linked. For example, the writer can use transitional phrases to show how one idea leads logically to the next. POINTS:   1 DIFFICULTY:   Easy REFERENCES:   p. 75 LEARNING OBJECTIVES:   ESBC.GULO.16.03.05 – 03.05 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.01.01 – DISC.ESBC.GULO.16.01.01 TOPICS:   Drafting Well-Organized, Effective Paragraphs KEYWORDS:   Bloom’s: Knowledge

 

47. To build paragraph coherence, a writer should   a. repeat a key idea by using the same expression or a similar one.   b. use pronouns to refer to previous nouns.   c. show connections with transitional expressions.   d. All answer choices can build paragraph coherence.   ANSWER:   d RATIONALE:   To build paragraph coherence, writers can repeat a key idea by using the same expression or a similar one, use pronouns to refer to previous nouns, and show connections with transitional expressions. POINTS:   1 DIFFICULTY:   Easy REFERENCES:   p. 76 LEARNING OBJECTIVES:   ESBC.GULO.16.03.05 – 03.05 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.01.01 – DISC.ESBC.GULO.16.01.01 TOPICS:   Drafting Well-Organized, Effective Paragraphs KEYWORDS:   Bloom’s: Knowledge

 

48. Transitions   a. should be avoided in business writing because they add unnecessary length to a message.   b. support a paragraph’s main idea.   c. connect ideas.   d. determine the organizational strategy used by the writer.   ANSWER:   c RATIONALE:   Transitions connect ideas and allow the reader to follow the writer’s ideas. POINTS:   1 DIFFICULTY:   Easy REFERENCES:   p. 76 LEARNING OBJECTIVES:   ESBC.GULO.16.03.05 – 03.05 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.01.01 – DISC.ESBC.GULO.16.01.01 TOPICS:   Drafting Well-Organized, Effective Paragraphs KEYWORDS:   Bloom’s: Knowledge

 

49. Transitional expressions such as next, first, and finally are useful to show   a. cause and effect.   b. illustration.   c. comparison and contrast.   d. time association.   ANSWER:   d RATIONALE:   “Next,” “first,” and “finally” are useful transitions to show time association. Effective business writers select transitional expressions suited to the organization of the paragraph to achieve coherence between ideas. POINTS:   1 DIFFICULTY:   Easy REFERENCES:   p. 76 LEARNING OBJECTIVES:   ESBC.GULO.16.03.05 – 03.05 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.01.01 – DISC.ESBC.GULO.16.01.01 TOPICS:   Drafting Well-Organized, Effective Paragraphs KEYWORDS:   Bloom’s: Knowledge

 

50. Paragraphs should   a. focus on at least three ideas.   b. avoid the repetition of key or similar words.   c. contain long, solid chunks of print.   d. contain eight or fewer printed lines.   ANSWER:   d RATIONALE:   Although no rule regulates the length of paragraphs, business writers recognize the value of short paragraphs. Paragraphs with eight or fewer printed lines look inviting and readable. In addition, a paragraph should focus on only one idea and repeat key words to build coherence. POINTS:   1 DIFFICULTY:   Easy REFERENCES:   p. 76 LEARNING OBJECTIVES:   ESBC.GULO.16.03.05 – 03.05 NATIONAL STANDARDS:   United States – BUSPROG.ESBC.GULO.16.01.01 – DISC.ESBC.GULO.16.01.01 United States – BUSPROG.ESBC.GULO.16.01.06 – DISC.ESBC.GULO.16.01.06 TOPICS:   Drafting Well-Organized, Effective Paragraphs KEYWORDS:   Bloom’s: Knowledge