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Basic Business Communications 11th Edition Raymond
Vincent Lesikar Digital Instant Download
Author(s): Raymond Vincent Lesikar; Marie Elizabeth Flatley; Kathryn Rentz
ISBN(s): 9780073050362, 0073050369
Edition: 11
File Details: PDF, 8.98 MB
Year: 2006
Language: english
Business Communication
M A K I N G C O N N E C T I O N S I N A D I G I TA L W O R L D

ELEVENTH EDITION

Raymond V. Lesikar, Ph.D.

E M E R I T U S , L O U I S I A N A S TAT E U N I V E R S I T Y

Marie E. Flatley, Ph.D.

S A N D I E G O S TAT E U N I V E R S I T Y

Kathryn Rentz, Ph.D.

U N I V E R S I T Y O F C I N C I N N AT I

Boston Burr Ridge, IL Dubuque, IA New York San Francisco St. Louis
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BUSINESS COMMUNICATION: MAKING CONNECTIONS IN A DIGITAL WORLD
Published by McGraw-Hill/Irwin, a business unit of The McGraw-Hill Companies, Inc., 1221
Avenue of the Americas, New York, NY, 10020. Copyright © 2008 by The McGraw-Hill Companies, Inc.
All rights reserved. No part of this publication may be reproduced or distributed in any form or by any
means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill
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ISBN: 978-0-07-305036-2
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Library of Congress Cataloging-in-Publication Data

Lesikar, Raymond Vincent.

Business communication : making connections in a digital world / Raymond V. Lesikar,
Marie E. Flatley, Kathryn Rentz.—11th ed.
p. m.
c
Rev. ed. of: Basic business communication. 10th ed. c2005.
Includes ndex.
i
ISBN: 978-0-07-305036-2 (alk. paper)
MHID: 0-07-305036-9 (alk. paper)
1. Commercial correspondence. 2. English language–Business English. 3. Business
communication. I. Flatley, Marie Elizabeth. II. Rentz, Kathryn. III. Lesikar, Raymond
Vincent. Basic business communication. IV. Title.
HF5721.L37 2008
651.7'4–dc22 2006024235

www.mhhe.com
To our families, our friends, and all the dedicated teachers and researchers in
the Association for Business Communication.

—Raymond V. Lesikar
Marie E. Flatley
Kathryn Rentz
Dr. Raymond V. Lesikar has served Dr. Marie E. Flatley is a Professor of Dr. Kathryn Rentz is an Associate
on the faculties of the University of Information and Decision Systems at Professor in the English Department
North Texas, Louisiana State Univer- San Diego State University, where she at the University of Cincinnati. She
sity at Baton Rouge, The University teaches various courses in business �������������rst business writing class
of Texas at Austin, and Texas Chris- communication. Additionally, she has as a doctoral student at the Univer-
tian University. He served also as a served as a Fellow at the university’s sity of Illinois in the early 1980s and
visiting professor at the University Center for Teaching and Learning and has been teaching workplace writ-
of International Business and Eco- as a Qualcomm Fellow in the pICT ing ever since. She helped establish
nomics, Beijing, China. His contri- (people, Information, Communica- the University of Cincinnati’s pro-
butions to the literature include six tion, and Technology) program. She fessional writing program and has
books and numerous articles. received her B.B.A., M.A., and Ph.D. served as its coordinator. She has
Dr. Lesikar has been active in from the University of Iowa. also won the English Department’s
consulting, serving over 80 compa- Dr. Flatley is active in numerous pro- teaching award, directed the depart-
nies and organizations. Included in fessional organizations, including the ment’s graduate program, and helped
this group are Kaiser Aluminum, Association for Business Communica- direct the composition program.
Goodyear, Exxon, Sears, Ethyl, U.S. tion, the California Business Education � ������������������������������������
Department of Agriculture, Veterans Association, Delta Pi Epsilon, and the sociation for Business Communica-
Administration, Crown Zellerbach, National Business Education Associa- tion goes back to her beginnings as
Gulf States Utilities, Dow Chemical, tion. She has served as president of the a business writing teacher. She has
Ford Motor Company, Gulf-South Association for Business Communica- performed many roles for the associa-
Executive Development Program, tion and is a distinguished member of tion, including serving on the board of
and the Air War College. He is a the Association. The California Busi- directors, organizing a conference, and
Fellow, Distinguished Member, and ness Education Association recently chairing the publications board. She
former president of the Association named her Business Educator of the served two terms as an Associate Edi-
for Business Communication. In ad- year for the senior college/university tor of the Journal of Business Commu-
dition, he has served ABC in many level. Additionally, she has served as an nication and was Interim Editor from
capacities over the years. He also editorial board member for the Delta 2000–2001, for which she won the
holds membership in the Federation Pi Epsilon Journal, associate editor for Francis W. Weeks Award of Merit.
of Administrative Disciplines and is the Journal of Business Communica- Dr. Rentz has published articles
a former president of the Southwest tion and editor for the NABTE Review. and commentary on pedagogy, genre
Social Science Association. His Currently she is a reviewer and mem- theory, narrative, and ethics in such
distinguished teaching career was ber of the editorial review board for the journals as Business Communication
highlighted by his service as major Journal of Education for Business. Quarterly, the Journal of Business
professor for 23 recipients of the Her current research interests in- Communication, Technical Commu-
doctoral degree. volve using technology to assist with nication Quarterly, and the Journal of
the communication process. Her re- Business and Technical Communica-
search spans the investigation of the tion. She has participated in many pro-
effective use of blogs to making good fessional meetings and seminars over
channel choices to using video email the years and is always learning from
and various wireless technologies. her colleagues and her students.

iv
 PREFACE

Our overall objective in this revision was to produce in the workplace—from routine, everyday cases to
the most technologically current and pedagogically complex scenarios requiring research and extensive
effective book in the field. We modestly believe we analysis.
have succeeded. Because in a sense business com-
munication is technology in today’s digital business
world, to thoroughly emphasize technology wherev-
er it applies was a logical first goal in our efforts. In THOROUGH
working to produce the most pedagogically effective We worked diligently to cover the subject thoroughly.
book possible, we continued to pursue the goals that The content of the earlier editions was based on the
enabled preceding editions to enjoy wide acceptance. results of two extensive surveys of business commu-
These goals were to produce the most authoritative, nication teachers. In this edition we supplemented
thorough, learnable, and teachable book possible. Our the results of those surveys with suggestions from
specific efforts in pursuing all these goals are summa- the highly competent professionals who reviewed the
rized as follows. book. And we implemented the research findings and
suggestions we heard from colleagues at profession-
al meetings. The result is a book whose content has
been developed and approved by experts in the field.
TECHNOLOGICALLY CURRENT It includes sound advice on writing and speaking for
Because the computer and the Internet have affected business in both internal and external communication
business communication in so many ways, we worked situations, using graphics or visuals, and leveraging
this subject into the book wherever applicable. Where technological tools to improve the process and the
technology is integral to the way business communi- product. Additionally, it incorporates material that
cates today, we integrated it into the text discussion. In meets the needs of both beginning and advanced stu-
those cases where technology helps students perform dents. As well as we can determine, this edition covers
special tasks, we presented it in boxes. Additionally, every topic that today’s business communication lead-
both the textbook cases and the Web cases use tech- ers say it should have.
nology in ways typical of today’s businesspeople. We
believe these efforts will enable students to leverage
the power of the computer to save time and improve
work quality. LEARNABLE
As in earlier editions, we worked hard to make the book
serve the student in every practical way. Our goal was
to make the learning experience easy and interesting.
AUTHORITATIVE The book’s structured problem-solving approach guides
The authors are an interdisciplinary team with diverse students through the analytical process for various kinds
training and experience who have worked to bring of business messages, blending concrete advice with a
you the subject matter authoritatively from a thorough focus on critical thinking, judgment, and creativity. To
review of the field. In addition to being well-respected support this we include the following features, all of
teachers, scholars, and leaders themselves, they have which have proved to be highly successful in preceding
integrated their ideas with information from other re- editions:
searchers and practitioners in the mainstream of busi-
Readable writing. The writing is in plain, everyday
ness communication, providing the enhanced value of
English—the kind the book instructs the students
multiple perspectives.
to use.
Throughout the text are realistic examples of cur-
rent business problems and practices. You will find Learning objectives. Placed at the beginning of
that business information is integrated into examples, all chapters, clearly worded objectives emphasize
message models, reports, text boxes, and end-of- the learning goals and are tied in to the chapter
chapter questions, problems, and cases. The exten- summaries.
sive range of cases covers both internal and external Introductory situations. A realistic description
communication as well as a wide variety of business of a business scenario introduces the student to
environments. Furthermore, the cases cover a broad each topic, providing context for discussion and
spectrum of challenges that students are likely to find examples.

v
 Outlines of messages. To simplify and clarify the Student Resource portion of the Online Learning
instructions for writing the basic message types, Center <www.mhhe.com/lesikar11e>. Additional
outlines of message plans follow the discussions. resources are provided on a comprehensive,
Margin notes. Summaries of content appear in the up-to-date website. Included are online quizzes,
margins to help students emphasize main points PowerPoint slides, web cases, video cases, an
and to review text highlights. extensive collection of annotated links to relevant
websites organized by topic, and more.
Full document illustrations. Well-written models
with detailed margin comments are provided for
all kinds of documents—text messages, emails,
letters, memos, proposals, and short and long TEACHABLE
reports. Perhaps more valuable than anything we can do to help
Specialized report topics. A list of research the teacher teach is to help the student learn. The features
topics by major business discipline is available designed to provide such help are listed above. But there
for teachers who prefer to assign reports in the are additional things we can do to help the teacher teach.
students’ areas of specialization. We worked very hard to develop these teaching tools;
and we think we were successful. We sincerely believe
Communication matters. Boxes containing the following list of features created for this edition
anecdotal and authoritative communication is the most useful and effective ever assembled for a
messages add interest and make points throughout business communication textbook.
the book.
Abundant real business illustrations. Both good Instructor’s Resource Manual. The following
and bad examples with explanatory criticisms support material is available for easy use with each
show the student how to apply the text instructions. lecture:
Sample syllabi and grading systems (rubrics).
Cartoons. Carefully selected cartoons emphasize
key points and add interest. Summary teaching notes.
Photographs. Full-color photographs throughout Teaching suggestions with notes for each kind
the text emphasize key points and add interest to of message.
content. Teaching captions enhance the textual Illustrated discussion guides for the slides/
material. transparencies.
Computer and web-based Internet applications. Answers to end-of-chapter critical thinking
Computer and web-based applications have questions.
been integrated throughout the book wherever Answers to end-of-chapter critical thinking
appropriate—into topics such as readability analysis, exercises.
graphics, research methods, and formatting.
Sample solutions to selected cases.
Computer use suggestions. For students who want Case problems from the previous edition (online).
to know more about how useful computers can be
in business communication, pertinent suggestions Grading checklists and software. (Part of the
appear in boxes and on the text website. Online Learning Center). Lists of likely errors
keyed to marking symbols are available for
Chapter summaries by learning objectives. Ending messages and reports. Similarly, symbols for
summaries in fast reading outline form and by marking grammatical and punctuation errors
learning objectives enable students to recall text are available. They help the teacher in the
highlights. grading process and provide the students with
Critical thinking problems. Fresh, contemporary, explanations of their errors. Similarly, a software
in-depth business cases are included for all tool coordinated with the text grading symbols is
message and report types—more than in any available. It’s particularly helpful with students’
competing text. documents received digitally.
Critical thinking exercises. Challenging exercises PowerPoint slides. Complete full-chapter slide
test the student’s understanding of text content. shows are available for the entire text. These
Critical thinking questions. End-of-chapter colorful slides provide summaries of key points,
questions emphasize text concepts and provide additional examples, and examples to critique.
material for classroom discussion. Transparency package. Available on request.
New cases. As in past editions, the realistic and Video DVD to accompany Business Communication.
thorough case problems are new and updated. These video cases are presented by real business

vi Preface
 people, focusing on the importance of communica- Part III covers the patterns of business messages—
tion in the workplace. Each segment presents a real the most common direct and indirect ones.
business problem for student interpretation and Part IV concentrates on report writing. Although
classroom discussions. In addition to being moti- the emphasis is on the shorter reports and
vational and informative, these videocases give the proposals, the long, analytical reports also receive
students practice to develop their listening skills. complete coverage.
(Contact your McGraw-Hill/Irwin representative for
Part V reviews the other forms of business
more information.)
communication. Included here are communication
Test bank. This comprehensive collection of activities such as participating in meetings,
objective questions covers all chapters. telephoning, dictating, and listening as well as
Computerized testing software. This advanced giving presentations.
test generator enables the teacher to build and Part VI consists of special topic chapters for
restructure tests to meet specific preferences. flexible use as customized for particular classes.
Instructor resources portion of the Online The part includes chapters on cross-cultural
Learning Center. <www.mhhe.com/lesikar11e> communication, correctness, technology-assisted
An up-to-date website fully supports the text. It communication, and business-research methods.
includes a database of cases, new web cases that Because teachers use these topics in different ways
entail using web resources to write solutions, an and in different sequences, they are placed in this
author-selected collection of annotated links to
relevant websites organized by topic, enhanced
����������������������������������������������������
links for technology chapter, and other active
������������������������������������������.
learning material.
Blackboard/WebCT plug-ins for testing and review. RETAINED FEATURES
eBook in online and downloadable formats. A Many of our reviewers have commented on the value
customizable version of the text is available as an of particular items that we have kept and in some cases
ebook. One version can be subscribed to and viewed polished. Some are well tested and widely used while
on the Web for anytime/anyplace access. Another others, such as blogs, were in their infancy in the last
version is downloadable for use with a new Zinio edition. Here are just a few you will find here again.
reader, an especially desirable option for students
with tablets (or laptops) using Clear Type. For more • Ethical issues are integrated throughout with
information go to <http://www.zinio.com>. particular focus on ethical treatment of the reader
Tools and Techniques Blog. This blog, accessible and on ethical persuasion.
on the instructor’s website, will include up-to-date • Students are walked through the writing process
material for lectures and assignments as well as a and given effective strategies for planning, drafting,
place to communicate with the authors. and revising.
• Traits of all major forms of business writing are
discussed, from letters, memos, and reports to
ORGANIZATION OF email, text messaging, and instant messaging.
THE BOOK • A building-block approach to writing skills is taken,
Because the reviewers and adopters generally approve providing advice on word choice, sentences, and
of the organization of the book, we made no major paragraphs before discussions of major message
organization changes. Thus the plan of presentation types.
that has characterized this book through ten successful • Foundational advice is provided on report writing
editions remains as follows: topics from data gathering and analysis to level of
formality, structure, and format.
Part I begins with an introductory summary of
the role of communication in the organization, • Research is thoroughly covered, including
including a description of the business gathering primary and secondary information and
communication process. the use of databases and the Internet.
Part II is a review of the basic techniques of • Cross-cultural communication is discussed, with
writing and an introduction to messages and the emphasis on using English with non-native English
writing process. Here the emphasis is on clear speakers.
writing, the effect of words, and applications to • A full chapter on correctness is offered, using con-
messages, especially to email. temporary examples along with clear explanations.

Preface vii
ADDITIONS TO CONTENT Linda Bell, Reading Area Community College
Sandra K. Christianson, National American University
As with previous editions, we thoroughly updated
this edition. We expanded coverage wherever we Sara Cushing, Piedmont Technical College
and our reviewers thought it would improve content. Mary Beth Debs, University of Cincinnati
Our most significant additions or expansions are the Norma J. Dexter, Florida State University—Panama City
following: Gloria Diemer, Suffolk County Community College
• Information about technology has been updated and Carolyn Embree, The University of Akron
integrated throughout with new emphasis on web- Donna Everett, Morehead State University
based applications and Office 12. Lu Ann Farrell, Clinton Community College
• The communication model has been adapted to Dale Fike, Redlands Community College
business communication with special emphasis on Alicen Fiosi, Lamar University
business-related contexts and the communicators’
Sheryl Fitzpatrick, Waldorf College
relationship.
Fernando Ganivet, Florida International University
• Coverage of general persuasion concepts,
Glenn Good, Front Range Community College
including reader benefits and persuasive appeals
(logical, emotional, and character based), has been Katherine Gotthardt, National American University
expanded. Diana Green, Weber State University
• Sections on internal messages have been added Frances K. Griffin, Oklahoma State University
to Chapters 6 and 7 with new information Lisa E. Gueldenzoph, North Carolina AT&T University
on operational messages and negative Susan A. Heller, Reading Area Community College
announcements. Deborah Holder, Piedmont Technical College
• The section on proposals has been extended, Robert Insley, University of North Texas
covering different purposes, types, and
Jane Johansen, University of Southern Indiana
strategies.
Susan King, Union County College
• A new section on delivering virtual presentations
Melinda Knight, University of Rochester
has been included, along with expanded coverage
on the use of photos as graphics or visuals. Marianna Larsen, Utah State University
John La Lone, Tarleton State University—Central Texas
• Updated material on job search, research, and
documentation has been provided. Robert J. McMahon, National American University
Elizabeth Metzger, University of South Florida
Finally, the website has updated online quizzes and Richard R. Meza, Columbia College of Missouri
new web-based and video cases. The web-based cases
Dr. R. Wayne Preslar, Methodist College
include ones for iPods (and mp3 devices).
Zane Quible, Oklahoma State University
Pamela L. Ramey, Kent State University
Lillie A. Robinson, North Carolina AT&T University
ACKNOWLEDGMENTS Janet Sebesy, Cuyahoga Community College
Any comprehensive work such as this must owe Stacey Short, Northern Illinois University
credit to a multitude of people. Certainly, we should
Julie Simon, Clarkson College
acknowledge the contributions of the pioneers in
the business communication field, especially those Eric Soares, California State University, East Bay
whose teachings have become a part of our thinking. Sandy Thomas, Kansas City Kansas Community College
We are especially indebted to those business com- David Ward, University of Wisconsin—Madison
munication scholars who served as reviewers for Gary T. Ward, Reedley College
this and past editions. They truly deserve much of Karen Schelter Williams, San Diego Mesa College
the credit for improvements in this book. It is with
Laura Williams, Lipscomb University
a sincere expression of gratitude that we recognize
them: In addition, over the life of this book many of our pro-
fessional colleagues have made a variety of inputs.
James J. Balakier, University of South Dakota
Most of these were made orally at professional meet-
Lecia Barker, University of Colorado ings. Our memories will not permit us to acknowledge
Melissa Barth, Appalachian State University these colleagues individually. Nevertheless, we are
Rathin Basu, Ferrum College grateful to all of them.

viii Preface
 Finally, on our respective home fronts, we acknowl- and departed, who have provided love and inspiration
edge the support of our loved ones. Kathy acknowl- over the years. Without the support of all these dear
edges the support of Dave, Caroline, and Michael people this book would not exist.
Rentz; her sister, Rebecca Horn; and friends in the
English Department at the University of Cincinnati.
Marie acknowledges her immediate family, friends, Raymond V. Lesikar
and San Diego State University colleagues. Ray
acknowledges all his family members, both present
Marie E. Flatley
Kathryn Rentz

Preface ix
 A Quick Look
BUSINESS COMMUNICATION by Raymond Lesikar,
Marie Flatley, and Kathryn Rentz attends to the dynamic, fast-paced, and ever-
changing means by which business communication occurs by being the most
technologically current and pedagogically effective book in the field. The 11th
edition continues to set the standard by incorporating a multitude of real business
examples and a thorough treatment of technology-driven business communication.

NEW PART OPENERS

Part Three

Basic Patterns
Each section in the book begins with of Business
part openers featuring quotes from Messages

distinguished business leaders from 5 The Writing Process and an

Introduction to Business

recognized companies such as Dell Messages

6 Directness in Good-News and

Computer and ABC Television.

Neutral Messages
7 Indirectness in Bad-News
Messages

These illustrate for students the 8 Indirectness in Persuasive

Messages
9 Strategies in the Job-Search
importance of business communication Process

skills in the real world.

In 1992, Michael Dell was the youngest CEO ever to be listed
in the Fortune 500 ranks. His continued success comes from
thinking about how Dell products and services can bring value
to customers.
“Whenever we’re having our discussions with product teams
or teams that are focused on unique kinds of customers, we
talk about market trends and operating trends—‘What are you
seeing?’ ‘What are customers asking for?’ ‘What are custom-
ers buying?’ And when I’m out in the field talking to customers,
I spend a fair amount of time understanding what our customers
are doing, why they’re doing it, and where they’re going.”
Michael Dell, Chairman and CEO, Dell Computer

part six

Cross-Cultural
Communication,
Correctness,
Technology,
Research
16 Techniques of Cross-Cultural
Communication
17 Correctness of Communication
18 Technology-Enabled
Communication
19 Business Research Methods

Named one of the “25 Most Influential Global Executives” (

magazine/CNN) and one of magazine’s “50 most
powerful women in business,” Andrea Jung is widely recognized
for connecting Avon’s international operations into a global
“Company for Women.” By setting up and listening to an advisory
council from every level of the company, Jung has revitalized the
140-country sales force and increased sales around the globe.
Being able to adapt to cultural and market differences is essential
to communicating with customers.
“Avon does business in more than 100 countries, and engaging
in an active dialogue with women is critical in helping us meet the
beauty and lifestyle aspirations of our 5 million Avon Sales Rep-
resentatives and 300 million customers from diverse cultures. We
are a major global corporation but our roots are in local communi-
ties, and the person-to-person relationships we build through our
direct sales model are a source of competitive advantage.”
Andrea Jung, Chairman and CEO,
Avon Products, Inc.
at the New Edition

Contrasting Examples of Claim Messages

The following two email messages show contrasting ways of handling Tri-Cities Hard- • The following contrasting
ware’s problem with the Old London lamppost lights. The first is slow and harsh. The messages show bad and
good handling of a claim.
second is courteous, yet to the point and firm.

A Slow and Harsh Message. The first message starts slowly with a long explana-
tion of the situation. Some of the details in the beginning sentence are helpful, but they
do not deserve the emphasis that this position gives them. The problem is not described
until the second paragraph. The wording here is clear but much too strong. The words
are angry and insulting, and they talk down to the reader. Such words are more likely
to produce resistance than acceptance. The negative writing continues into the close,
leaving a bad final impression. GOOD AND BAD EXAMPLES
Subject: Our Order No. 7135 This message is
Mr. Goetz
As your records will show, on March 7 we ordered 30 Old London lamppost lights (our
slow and harsh.
Numerous good and bad examples of various
Order No. 7135). The units were received by us on March 14 (your Invoice No. 715C).
At the time of delivery, our shipping and receiving supervisor noticed that some of the
cartons had broken glass inside. Upon further inspection, he found that the glass on
business documents—from messages to memos to
17 of the lamps was broken. Further inspection showed that your packers had been
negligent as there was insufficient packing material in each carton.
It is hard for me to understand a shipping system that permits such errors to take
reports—are featured throughout the text. These
place. We had advertised these lights for our annual spring promotion, which begins
next Saturday. We want the lights by then or our money back.
Megan Adami writing samples allow students to learn by example.
A Firm Yet Courteous Message. The second message follows the plan suggest-
ed in preceding paragraphs. A subject line quickly identifies the situation. The mes-
For easy reference, good examples are highlighted
with a checkmark and bad examples are denoted
sage begins with a clear statement of the problem. Next, in a tone that shows firmness
without anger, it tells what went wrong. Then it requests a specific remedy and asks
what to do with the damaged goods. The ending uses subtle persuasion by implying
confidence in the reader. The words used here leave no doubt about the writer’s interest
in a continued relationship.
by a crossout sign.
Subject: Broken glass in 17 Old London lamppost lights received This better
message
Mr. Goetz follows text
recommendations.
Seventeen of the 30 lamppost lights we received today arrived with glass coverings In addition, the two Case Illustrations show good handling of inquiries. The hand-
broken.
written comments in the margins of these examples should be especially useful.
At the time of delivery, our shipping and receiving manager noticed broken glass in
some of the cartons. Upon further inspection, he found that 17 were in this condition. It
As you read the first example below, note that it is marked by a “ ” icon in the
was apparent to him that insufficient packing material was the cause of the problem. side panel. We use this icon throughout the book wherever we show bad examples.
Because we had advertised these lights for our annual spring promotion, which begins Take care not to confuse the bad with the good examples, which are marked by a “ ”
Saturday, please get replacements to us by that date. If delivery is not possible, we icon.
request a refund for the broken units. In either event, please instruct me on what to do
with the damaged lamps.
The Old-Style Indirect Message. The less effective message begins slowly
I am aware, of course, that situations like this will occur in spite of all precautions. And and gives obvious information. Even if one thinks that this information needs to
I am confident that you will replace the units with your usual courtesy.
be communicated, it does not deserve the emphasis of the opening sentence. The
Megan Adami writer gets to the point of the message in the second paragraph. But there are no ques-
tions here—just hints for information. The items of information the writer wants do
CHAPTER 6 Directness in Good-News and Neutral Messages 137
not stand out but are listed in rapid succession in one sentence. The close is selfish
and stiff.

This letter’s Dear Mr. Piper:

indirect and
vague beginning We have seen your advertisement for 3,200 square feet of office space in the Daily
makes it slow. Journal. As we are interested, we would like additional information.
Specifically, we would like to know the interior layout, annual cost, availability of
transportation, length of lease agreement, escalation provisions, and any other
information you think pertinent.
If the information you give us is favorable, we will inspect the property. Please send
your reply.
Sincerely

The Direct and Effective Message. The second example begins directly by asking
for information. The explanation is brief but complete. The questions, with explanation
worked in where needed, are made to stand out; thus, they help to make answering easy.
The message closes with a courteous and appropriate request for quick action.

This direct and Dear Mr. Piper:

orderly letter is
better. Will you please answer the following questions about the 3,200-square-foot office suite
advertised in the June 28 issue of the Daily Journal? It appears that this space may be
suitable for the new regional headquarters we are opening in your city in August.
• Is the layout of these offices suitable for a work force of two administrators, a
receptionist, and seven office employees? (If possible, please send us a diagram of
the space.)
• What is the annual rental charge?
• Are housekeeping, maintenance, and utilities included?
• What is the nature of the walls and flooring?
• Does the location provide easy access to mass transportation and the airport?
• What are your requirements for length of lease agreement?
• What escalation provisions are included in the lease agreement?
If your answers meet our needs, we would like to arrange a tour of the offices as soon
as possible.
Sincerely,

116 PART 3 Basic Patterns of Business Messages

 THEMATIC BOXES
Each chapter features thematic boxes to highlight and reinforce important topics.

INTRODUCTORY SITUATION INTRODUCTORY SITUATION

Writing Sentences and Paragraphs That Communicate
Introduce yourself to this chapter by continuing in the role of small business manager and immediate superior to Max
Elliott (preceding chapter). Max’s writing problem would be of concern in any business, but it is especially impor- Each box presents a realistic business scenario
and provides students with a context for the topics
tant in small businesses such as yours. Your company is struggling to survive with its competition. It must be more
efficient in every aspect of its operations if it is to survive. Communication is one of these aspects. This is why you
are concerned about what you see in Max’s writing.
As you continue your review of Max’s writing, you detect more than problems with word choice. Something else
is wrong. His sentences just do not convey sharp, clear meanings. Although grammatically correct, they appear to
discussed in the text.
be needlessly complex and heavy. His long and involved paragraphs also cause you concern.
What you have seen in Max’s writing are problems concerning two other determinants of readability: the sentence
and the paragraph. As you will learn in the pages ahead, these two writing units play major roles in communicating.
This chapter will show you (and Max) how to construct sentences and paragraphs that produce readable writing.

TECHNOLOGY IN BRIEF

Doing More Efficient Repeat Searching through Favorites

Most of the newest versions of today’s browsers support illustration shows naming a folder,
TECHNOLOGY IN BRIEF
tabs, enabling fast and efficient repeat searching. In the for the collection of tabs. Once they are saved
first illustration here, you can see that separate tabs were there, you can repeatedly open all tabs in the folder to
opened in Internet Explorer 7 to search cross-cultural run all the searches simultaneously by simply clicking the
communication in three different search engines—Alta
Vista, Dogpile, and Mamma. It also shows that adding the
complete group of tabs to Favorites (called bookmarking
folder’s arrow as shown in the third illustration.
Any search that you need to do repeatedly can be
set up this way once and opened whenever you need to
These boxes reflect how current technologies
in other browsers) can be done in one click. The second review the most recent results.
affect business communication, covering topics
such as text messaging, email etiquette, and
software tools and technologies that students will
encounter in the workplace.

COMMUNICATION MATTERS
C O M M U N I C AT I O N M AT T E R S

Skillful (?) Handling of a Complaint Communication Matters boxes contain anecdotal

A traveling man once spent a sleepless night in a hotel room, tormented by the sight of cockroaches walking over the
ceiling, walls, and floor. Upon returning home, he indignantly protested the condition in a letter to the hotel manage-
and authoritative commentary to emphasize
ment. Some days later, to his delight, he received a masterfully written response. It complimented him for reporting the
condition, and it assured him that the matter would be corrected—that such a thing would never happen again. The man
was satisfied, and his confidence in the hotel was restored. His satisfaction vanished, however, when he discovered an
communication concepts from each chapter.
interoffice memo that had been accidentally inserted into the envelope. The memo said, “Send this nut the cockroach
letter.”
 Modern executives
often are extremely
busy. They want
and need their
incoming messages
to communicate easily
and quickly.

The preceding illustrations show how sentence construction can determine empha-
sis. You can make items stand out, you can treat them equally, or you can deemphasize
them. The choices are yours. But what you do must be the result of good, sound think-
ing and not simply a matter of chance.

Giving the Sentences Unity

MARGIN NOTES
Good sentences have unity. For a sentence to have unity, all of its parts must combine • All parts of a sentence
should concern one
to form one clear thought. In other words, all the things put in a sentence should have
thought.
a good reason for being together.
Violations of unity in sentence construction fall into three categories: (1) unrelated • There are three causes

Extensive, running margin notes highlight important

ideas, (2) excessive detail, and (3) illogical constructions. of unity error.

Unrelated Ideas. Placing unrelated ideas in a sentence is the most obvious viola- • First, placing unrelated
ideas in a sentence
tion of unity. Putting two or more ideas in a sentence is not grammatically wrong, but

key concepts for student review and study.

violates unity.
the ideas must have a reason for being together. They must combine to complete the
single goal of the sentence.
You can give unity to sentences that contain unrelated ideas in three basic ways: • You can avoid this
error by (1) putting
(1) You can put the ideas in separate sentences. (2) You can make one of the ideas
unrelated ideas in
subordinate to the other. (3) You can add words that show how the ideas are related. separate sentences,
The first two of these techniques are illustrated by the revisions of the following (2) subordinating an
sentence: idea, or (3) adding
words that show
Mr. Jordan is our sales manager, and he has a degree in law. relationship.

Perhaps the two ideas are related, but the words do not tell how. A better arrange-
ment is to put each in a separate sentence:

CHAPTER 3 Construction of Clear Sentences and Paragraphs 57

C A S E I L L U S T R AT I O N

A Sales Letter Using All Three Appeals (Logical, Emotional, and Character Based). This letter for a lawn care service
comes with several other pieces—including “before” and “after” pictures, customer testimonials, and a sample “free lawn
analysis” form with the customer’s name and address printed on it.

Announces the
immediate
benefit that will FREE No-Obligation
271 2nd Street lead to the
Lawn Analysis for
Saddle Brook, NJ 07663 main benefit: a 14111 Scottslawn Rd-Attn Dan Adams
March 27, 2006 beautiful lawn

The Adams Family

14111 Scottslawn Rd-Attn Dan Adams
Makes it Marysville, OH 43041-0001
seem as
though
Scotts may
have already
looked at
the
customer’s
YOU’LL BE SEEING OUR TRUCK ON SCOTTSLAWN RD A LOT THIS YEAR!

Dear Adams Family, REAL BUSINESS

lawn What do you need to do now to protect your lawn from unsightly weeds,

CASE ILLUSTRATIONS
insects you can’t even see, and damaging turfgrass diseases? Call Scotts
Uses the LawnService®! We have developed NEW Ortho Weed-B-Gon Pro® and Ortho®
bandwagon Max™ Pro Insect Control to handle tough weed and insect lawn problems.
appeal—do
what so Sign up for Scotts LawnService like so many of your neighbors who had those
many of your problems. You’ll see us treating their lawns throughout the season. Uses
neighbors are you-attitude;
doing Now you can have a Scotts LawnService professional inspect your suggests that
lawn for potential problems. you need to
Builds Scotts’ call in the
ethos as a We’ll carefully examine your lawn and give you a detailed report on what we experts
company of find, and what you need to do to keep your lawn thick, green and healthy.
knowledgeable

Numerous examples feature real business

professionals And there’s absolutely no cost and no obligation for this FREE Lawn Analysis.

Simply call us Toll Free at 1-800-736-0205 within the next 14 days, and Scotts
Makes
LawnService will arrange for your FREE Lawn Analysis. It’s easy, and you
several
don’t have to be home. We’ll also include our recommendations for a Scotts
logical
LawnService program that’s right for your lawn, plus a no-obligation price
appeals

companies with explanatory criticisms to

quote.

If you decide to become a Scotts LawnService customer, we’ll put together a

Appeals to
program that will give you the beautiful lawn you’ve always wanted. We use
emotion and
Scotts® slow-release, professional fertilizers on your lawn – and you can really
logic and
see the difference in the results.
builds trust

show students how to apply the concepts

in the Scotts
professionals We’ll evaluate your lawn during every visit, foreseeing and solving problems
that may occur and taking personal responsibility for its progress. That’s why
Scotts LawnService offers you a Satisfaction Guarantee.
Requested
action is Call Scotts LawnService now or mail in the slip enclosed in the postage-paid
clear and envelope to request your FREE No-Obligation Lawn Analysis. It’s the first step

discussed in the text.

easy, and to having a thick, green, healthy lawn you can be proud of.
linked to
the main Sincerely,
benefit

Mike Pribanic
A final North Jersey, Branch Manager
reminder of
the main P.S. It’s so important to start early - to enjoy a beautiful lawn all season long.
benefit and Please provide your phone number on the request slip, detach, and mail
the easy in the enclosed postage-paid envelope. For faster service, call
first step 1-800-736-0205 to receive your FREE No-Obligation Lawn Analysis.

C A S E I L L U S T R AT I O N C A S E I L L U S T R AT I O N
217
Routine Inquiries (Getting Information about a Training Program) This email message is from a company training direc- Routine Inquiries (An Inquiry about Hotel Accommodations) This fax message to a hotel inquires about meeting accom-
tor to the director of a management-training program. The company training director has received literature on the program but modations for a professional association. In selecting a hotel, the company’s managers need answers to specific questions. The
needs additional information. The message seeks this information. message covers these questions.

sgarbett@sedonagroup.com
Direct– a
general
request
Questions on Management Courses
Reference to
sets up the Ms. Garbett, website tells
specific what writer
question Please send me the additional information we need in determining whether to enroll knows–helps TO: Ms. Connie Briggs, Manager
some of our executives in your online management courses. We have the general reader in COMPANY: Drake Hotel
information and the schedule posted on your website. Specifically, we need answers FAX: 312.787.1431
to these questions:
responding
DATE: July 17, 2007
1. What are your quantity discount rates? We could enroll about six executives for FROM: Patti Wolff, Chair of the Site Selection Committee
each course. COMPANY: WomensMedia.com
PHONE: 619.401.9600
2. At what background level is your program geared? We have engineers, Explanations FAX: 619.401.9444
Numbered accountants, scientists, and business executives. Most have college degrees. worked into EMAIL: pwolff@womensmedia.com
questions Some do not.
questions
stand out– 3. What arrangements need to be made for them to receive college credit for the where
TOTAL PAGES 1
helps reader Direct–a Explanation
course? Some of our executives are working on degrees and want credit. needed courteous COMMENTS: Will you please help WomensMedia.com decide whether
in we can meet at the Drake hotel? of situation
responding 4. What are the names and email addresses of training directors of companies that general provides
have enrolled their executives in your management courses? request We have selected Chicago for our 2009 meeting, which will be held background
Favorable that sets August 16, 17, and 18. In addition to the Drake, the conference information
We will appreciate having your answers for our October 3 staff meeting. We look up the committee is considering the Marriott and the Hilton. In order to
forward to the possibility of sending our executives to you. forward
look specific decide, we need the information requested in the following
question questions.
makes
goodwill Can you accommodate a group of about 600 employees on these
Ronald Dupree dates? They will need about 400 rooms.
Director of Training close
Sorbet Inc. What are your room rates? We need assurance of having available a
Phone: 619.594.6942 minimum of 450 rooms, and we could guarantee 400. Would you be Questions
Fax: 801.309.2411 willing to set aside this size block of rooms? stand out–
www.sorbet.com Specific in separate
questions– What are your charges for conference rooms? We will need eight for paragraphs
with each of the three days, and each should have a minimum capacity
explanations of 60. On the 18th, for the half-hour business meeting, we will need
where a large ballroom with a capacity of at least 500.
needed Also, will you please send me your menu selections and prices for
group dinners? On the 17th we plan our presidential dinner. About
500 can be expected for this event.
Individually
As meeting plans must be announced by September, may we have tailored
your response right away? We look forward to the possibility of goodwill
being with you in 2009. close

117 118
A Wealth
GRADEMAX FOR BUSINESS
COMMUNICATION

INSTRUCTOR’S
RESOURCE CD-ROM
of Supplements

ONLINE LEARNING CENTER

Numerous resources are available for both instructors
and students online at www.mhhe.com/lesikar11e.
Downloadable supplements for the Instructor include an
Instructor’s Manual, Test Bank, and PowerPoint slides.
Students can access self-grading quizzes, review material, or
work through interactive exercises.
 BRIEF CONTENTS

Preface v C H A P T E R T W E LV E
Long, Formal Reports 373
PA R T O N E
CHAPTER THIRTEEN
Introduction 1 Graphics 412
CHAPTER ONE
PA R T F I V E
Communication in the Workplace 2
Other Forms of Business
PA R T T W O
Communication 439
Fundamentals of Business CHAPTER FOURTEEN
Writing 23 Informal Oral Communication 440
CHAPTER TWO CHAPTER FIFTEEN

Adaptation and the Selection of Words 24 Public Speaking and Oral Reporting 461
CHAPTER THREE PA R T S I X
Construction of Clear Sentences
and Paragraphs 46
Cross-Cultural Communication,
Correctness, Technology,
CHAPTER FOUR
Writing for Effect 67 Research 483
CHAPTER SIXTEEN
PA R T T H R E E Techniques of Cross-Cultural
Basic Patterns of Business Communication 484
Messages 85 CHAPTER SEVENTEEN

CHAPTER FIVE
Correctness of Communication 502
The Writing Process and an Introduction to CHAPTER EIGHTEEN

Business Messages 86 Technology-Enabled Communication 527

CHAPTER SIX CHAPTER NINETEEN

Directness in Good-News and Neutral Business Research Methods 549

Messages 110
APPENDIXES
CHAPTER SEVEN
A Corrections for the Self-Administered Diagnostic
Indirectness in Bad-News Messages 163 Test of Correctness 585
CHAPTER EIGHT
B Physical Presentation of Letters, Memos, and
Indirectness in Persuasive Messages 200 Reports 587
CHAPTER NINE
C General Grading Checklist: Punctuation,
Strategies in the Job-Search Process 238 Grammar, Number, Spelling, Proofreading,
Technique, Strategy, and Formatting 607
PA R T F O U R
D Special Grading Checklists: Messages and
Fundamentals of Report Writing 291 Reports 611
CHAPTER TEN E Documentation and the Bibliography 615
Basics of Report Writing 292 Photo Credits 628
CHAPTER ELEVEN
Index 629
Short Reports and Proposals 323
xvi
 CONTENTS

Preface v

PA R T T W O

PA R T O N E

Fundamentals of Business Writing

Introduction CHAPTER TWO
Adaptation and the Selection of Words 24
CHAPTER ONE
● Introductory Situation: Choosing Words That
Communication in the Workplace 2 Communicate 25
The Role of Communication in Business 3
The Importance of Adaptation 25
The Importance of Communication Skills
Technique of Adapting 25
to You 3
Adaptation Illustrated 25
● Communication Matters: Some Quotes on
Communication by Business Professionals 4 ● Communication Matters: A Classic Case of
Adaptation 26
Why Business Depends upon Communication 4
Adapting to Multiple Readers 26
● Communication Matters: Peter Drucker,
Adaptation: Your Best Strategy for Effective
on the Importance of Communication in
Wording 27
Business 5
Suggestions for Selecting Words 27
Main Categories of Business Communication 5
Use Familiar Words 28
Communication Networks of the Organization 8
Use Slang and Popular Clichés with Caution 29
Variation in Communication Activity by
Business 10 Choose Short Words 29
Use Technical Words and Acronyms with Caution 30
The Business Communication Process 10
A Model of Business Communication 11 ● Communication Matters: Technical
Language? 31
● Communication Matters: Channel Choice
Affects Message Success 13 Use Concrete Language 31

Business Communication as Problem ● Technology in Brief: Grammar and Style

Solving 14 Checkers Help Writers with Word Selection 32

● Communication Matters: Words of Use Active Verbs 33

Wisdom 16 ���������������������������������� 34
Some Basic Truths about Communication 16 ● Communication Matters: Words of Wisdom 35
The Importance of Adaptation 17 Select Words for Precise Meanings 35
The Goal and Plan of This Book 18 Suggestions for Nondiscriminatory Writing 37
The Plan: Situations, Solutions, Summaries 18 Use Gender-Neutral Words 37
An Overarching Rule: Ethical Communication 18 ● Communication Matters: Meaning and the
Summary by Learning Objectives 18 Appearance of a Word 39
Critical Thinking Questions 20 Avoid Words That Stereotype by Race, Nationality,
or Sexual Orientation 40
Critical Thinking Exercises 20

xvii
 Avoid Words That Stereotype by Age 40 ● Communication Matters: Words of Wisdom 69
Avoid Words That Typecast Those with Disabilities 41 Conversational Style 69
In Conclusion about Words 41 Resisting the Tendency to Be Formal 69
Summary by Learning Objectives 41 ● Technology in Brief: Grammar and
Critical Thinking Questions 43 Style Checkers Help Identify Clichés,
Colloquialisms, and Jargon 70
Critical Thinking Exercises 43
Cutting Out “Rubber Stamps” 70
CHAPTER THREE Proof through Contrasting Examples 71
Construction of Clear Sentences and You-Viewpoint 72
Paragraphs 46 The You-Viewpoint Illustrated 72
● Introductory Situation: Writing Sentences and A Point of Controversy 74
Paragraphs That Communicate 47
Accent on Positive Language 74
The Importance of Adaptation 47 Effects of Words 74
Care in Sentence Design 47 Examples of Word Choice 75
Using Short Sentences 48 Courtesy 76
● Technology in Brief: Readability Statistics
● Communication Matters: A French General’s
Help Writers Evaluate Document Length and
��������������������������� 77
���������� 49
Focusing Your Message on Your Reader 77
● Communication Matters: A Marathon
Refraining from Preaching 77
Sentence (308 Words) from U.S. Government
Regulations 50 Doing More Than Is Expected 78
Avoiding Anger 79
Limiting Sentence Content 50
Being Sincere 79
Economizing on Words 51
The Role of Emphasis 80
● Communication Matters: The Starbucks
Study 54 Emphasis by Position 80
Space and Emphasis 81
Determining Emphasis in Sentence Design 55
Sentence Structure and Emphasis 81
Giving the Sentences Unity 57
Mechanical Means of Emphasis 81
Arranging Sentence Elements for Clarity 59
Coherence 81
Care in Paragraph Design 60
Giving the Paragraphs Unity 60 Summary by Learning Objectives 82
Keeping Paragraphs Short 60 Critical Thinking Questions 83
● Communication Matters: Words of Wisdom 61 Critical Thinking Exercises 83
Making Good Use of Topic Sentences 61
Leaving Out Unnecessary Detail 62
Making Paragraphs Coherent 63
Summary by Learning Objectives 64 PA R T T H R E E

Critical Thinking Questions 65

Critical Thinking Exercises 65
Basic Patterns of Business
CHAPTER FOUR Messages
Writing for Effect 67
● Introductory Situation: Affecting Human CHAPTER FIVE
Relations through Writing 68 The Writing Process and an Introduction to
The Importance of Effect 68 Business Messages 86

xviii Contents
 ● Introductory Situation: The Nature of Routine Inquiries 112
Business Messages 87
● Introductory Situation: Routine Inquiries 112
The Process of Writing 87
Choosing from Two Types of Beginnings 112
Planning the Message 88
Informing and Explaining Adequately 113
Drafting 90
Structuring the Questions 113
Revising 90
● Communication Matters: How One Might
The Importance of Readable Formatting 91
Write a Routine Inquiry 114
Letters 92
Ending with Goodwill 114
Memorandums 93 Reviewing the Order 114
�������������������� 93
● Technology in Brief: Picture Bullets Allow
Determining Memorandum Form 95 Writers to List Equal Items with a Bit of
Viewing Memorandum Formality 95 Flair 115
Writing Memorandums 96 Contrasting Examples 115
Email 96 ● Communication Matters: Some Words
Evaluating Email’s Pros and Cons 96 of Advice on Letter Writing from the Old
Including the Prefatory Elements 97 Masters 119
Beginning the Message 98 ● Technology in Brief: Shortcut Tools Help
Organizing the Contents 98 Writers Improve Productivity and Quality 120
Writing the Email Message: Formality General Favorable Responses 120
Considerations 98
Writing the Email Message: General ● Introductory Situation: General Favorable
Considerations 100 Responses 120

● Technology in Brief: Using Good Email Etiquette Beginning with the Answer 120
Helps Writers Convey Intended Message 101 Identifying the Message Being Answered 121
Closing the Email Message 101 Logically Arranging the Answers 121
Skillfully Handling the Negatives 121
● Communication in Brief: Words of Wisdom 102
● Communication Matters: How Routine
Using Emphasis Devices in Email 102
Responses Were Written in the Late 1800s 122
Using Initialisms Cautiously 102
Considering Extras 122
Avoiding Inappropriate Use of Email 103
Closing Cordially 122
Text Messaging 103
● Communication Matters: Skillful (?)
Instant Messaging 105 Handling of a Complaint 123
Summary by Learning Objectives 106 Reviewing the Plan 123
Critical Thinking Questions 108 Contrasting Illustrations 123
Critical Thinking Exercises 108 Adjustment Grants 126
● Introductory Situation: Adjustment Grants 126
CHAPTER SIX
Directness in Good-News and Neutral Considering Special Needs 126
Messages 110 Reviewing the Plan 128
Contrasting Adjustments 128
Preliminary Assessment 111
Order Acknowledgments 129
The General Direct Plan 111
Beginning with the Objective 111 ● Introductory Situation: Order
Acknowledgments 129
Covering the Remaining Part of the
Objective 111 ● Technology in Brief: Tables Help Writers
Ending with Adapted Goodwill 112 Organize Data for Easy Reading 131

Contents xix
 Using Directness and Goodwill Building 131 Closing with Goodwill 168
Being Tactful with Shipment Delays 131 Fitting the General Plan to Refused Requests 168
Summarizing the Structure of Order Contrasting Refusals 168
Acknowledgments 132
Adjustment Refusals 169
Contrasting Acknowledgments 132
● Introductory Situation: Adjustment
Claims 133 Refusals 169
● Introductory Situation: Claims 133 ● Technology in Brief: Email Merge Tool Allows
Using Directness for Bad News 133 Writers to Customize Frequent Messages 172
Choosing the Right Tone 133 Determining the Strategy 172
Identifying the Problem in a Direct Setting Up Your Reasoning 172
Beginning 134 Making Your Case 173
Stating the Problem Directly 134 Refusing Positively and Closing Courteously 173
Giving Choice in Correcting the Error 134 Adapting the General Plan 173
Overcoming Negativeness with a Fair-Minded Contrasting Adjustment Refusal Messages 173
Close 134
Outlining the Claim Message 134 Credit Refusals 176
Contrasting Examples of Claim Messages 137 ● Introductory Situation: Credit Refusals 176
● Communication Matters: Truthful (?) Selecting the Strategy 176
Reporting in Recommendation Letters 139 ● Communication Matters: A Not-So-Successful
Inquiries and Responses about Job Applicants 139 Refusal 177
Operational Communications 139 Adapting the General Plan 178
Other Direct Message Situations 142 Fitting the General Plan to the Credit Refusal 179
Contrasting Credit Refusal Illustrations 179
Summary by Learning Objectives 142
● Communication Matters: Words of Wisdom 181
Critical Thinking Questions 143
Negative Announcements 181
Critical Thinking Exercises 144
● Introductory Situation: Negative
Critical Thinking Problems 145
Announcements 181

CHAPTER SEVEN Determining the Strategy 182

Indirectness in Bad-News Messages 163 Setting Up the Bad News 182
Positively Presenting the Bad News 182
Situations Requiring Indirectness 164
�����������������������������������������ts 182
The General Indirect Plan 164
Closing on a Positive or Encouraging Note 184
Using a Strategic Buffer 164
Reviewing the Plan 184
Setting Up the Negative News 164
Contrasting Negative Announcements 184
Presenting the Bad News Positively 165
Using Directness in Some Cases 185
Offering an Alternative Solution 165
Other Indirect Messages 186
Ending on a Positive Note 165
Summary by Learning Objectives 186
Refused Requests 166
Critical Thinking Questions 188
● Introductory Situation: Refused Requests 166
Critical Thinking Exercises 188
Developing the Strategy 166
Setting Up the Explanation in the Opening 166 Critical Thinking Problems 188
Presenting the Explanation Convincingly 167
CHAPTER EIGHT
Handling the Refusal Positively 167
Indirectness in Persuasive Messages 200
Using a Compromise When Practical 168
General Advice about Persuasion 201

xx Contents
Other documents randomly have
different content
The Project Gutenberg eBook of The Story of My Life
and Work
This ebook is for the use of anyone anywhere in the United States
and most other parts of the world at no cost and with almost no
restrictions whatsoever. You may copy it, give it away or re-use it
under the terms of the Project Gutenberg License included with this
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you are located before using this eBook.

Title: The Story of My Life and Work

Author: Booker T. Washington

Author of introduction, etc.: J. L. M. Curry

Illustrator: Frank Beard

Release date: April 27, 2020 [eBook #61953]

Most recently updated: October 17, 2024

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*** START OF THE PROJECT GUTENBERG EBOOK THE STORY OF

MY LIFE AND WORK ***
 Contents.
List of Illustrations
(In certain versions of this etext [in
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image will bring up a larger
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A few obvious typographical errors
have been corrected.
(etext transcriber's note)

MR. BOOKER T. WASHINGTON AND HIS FAMILY.

THE STORY OF MY LIFE

 AND WORK
———

BOOKER T. WASHINGTON
PRINCIPAL OF TUSKEGEE NORMAL AND INDUSTRIAL INSTITUTE

———

WITH AN INTRODUCTION BY
DR. J. L. M. C U R R Y
Commissioner Peabody and Slater Funds

———

COPIOUSLY ILLUSTRATED WITH PHOTO-ENGRAVINGS

ORIGINAL PEN DRAWINGS BY

FRANK BEARD

W. H. FERGUSON COMPANY,
230-232 East Fifth Street,
CINCINNATI, OHIO.
1900

Entered according to act of Congress, in the year 1900

By BOOKER T. WASHINGTON
In the office of the Librarian of Congress, at Washington, D. C.
———
Sold only by Subscription, and not to be had in book stores. Any one desiring a copy should address
the Publishers
———
ALL RIGHTS RESERVED
HON. FREDERICK DOUGLASS.
DR. J. L. M. CURRY, WASHINGTON, D. C.
 INTRODUCTION.
HAVE cheerfully consented to prefix a few words introductory to
this autobiography. While I have encouraged its publication, not a
sentence has been submitted to my examination. From my intimate
acquaintance with the subject, because of my connection with the
Peabody and the Slater Education Funds, I am sure the volume has such a
strong claim upon the people that no commendation is needed.
The life of Booker T. Washington cannot be written. Incidents of birth,
parentage, schooling, early struggles, later triumphs, may be detailed with
accuracy, but the life has been so incorporated, transfused, into such a
multitude of other lives,—broadening views, exalting ideals, molding
character,—that no human being can know its deep and beneficent
influence, and no pen can describe it. Few living Americans have made a
deeper impression on public opinion, softened or removed so many
prejudices, or awakened greater hopefulness in relation to the solution of a
problem, encompassed with a thousand difficulties and perplexing the
minds of philanthropists and statesmen. His personality is unique, his work
has been exceptional, his circle of friendships has constantly widened; his
race, through his utterances and labors, has felt an upward tendency, and he
himself has been an example of what worth and energy can accomplish and
a stimulus to every one of both races, aspiring to a better life and to doing
good for others.
It has been said with truth that the race problem requires the patient and
wise co-operation of the North and the South, of the white people and the
Negroes. It is encouraging to see how one true, wise, prudent, courageous
man can contribute far more than many men to the comprehension and
settlement of questions which perplex the highest capabilities. Great eras
have often revolved around an individual; and, so, in this country, it is
singular that, contrary to what pessimists have predicted, a colored man,
born a slave, freed by the results of the War, is accomplishing so much
toward thorough pacification and good citizenship.
While Mr. Washington has achieved wonders, in his own recognition as
a leader and by his thoughtful addresses, his largest work has been the
founding and the building up of the Normal and Industrial Institute, at
Tuskegee, Alabama. That institution illustrates what can be accomplished
under the supervision, control, and teaching of the colored people, and it
stands conspicuous for industrial training, for intelligent, productive labor,
for increased usefulness in agriculture and mechanics, for self-respect and
self-support, and for the purification of home-life. A late Circular of the
Trustees of Hampton Institute makes the startling statement that “six
millions of our Negroes are now living in one-room cabins.” Under such
conditions morality and progress are impossible. If the estimate be
approximately correct, it enforces the wisdom of Mr. Washington in his
earnest crusade against “the one-room cabin”, and is an honorable tribute to
the revolution wrought through his students in the communities where they
have settled. Every student at Tuskegee, in the proportion of the impression
produced by the Principal, becomes a better husband, a better wife, a better
citizen, a better man or woman. A series of useful books on the “Great
Educators” has been published in England and the United States. While
Washington cannot, in learning and philosophy, be ranked with Herbart,
Pestalozzi, Froebel, Hopkins, Wayland, Harris, he may be truly classed
among those who have wrought grandest results on mind and character.
J. L. M. CURRY.
Washington, D. C., Nov. 16, 1899.
 TABLE OF CONTENTS.

CHAPTER I.

BIRTH AND EARLY CHILDHOOD.

Author’s Reasons for Writing Autobiography—
Ancestry—Mother—Author’s Early Recollections
and Impressions of Her—Father—Who He Was—
When and Where Author Was Born—A Description
of the Cabin Where Born—Dress of the Author in
Early Childhood—The “Tow Shirt"—Early Services
of Author at Holding Horses and Going to the Mill
—Name of Author’s Owner—His Treatment of His
Slaves—Author First Hears of the War from the
Slaves in the “Quarters"—He Assembles with His
Mother at the “Big House” and Hears Freedom to
the Slaves Announced—Removal of Author’s
Family to West Virginia—Incidents of the Journey
—Of Whom the Family Consisted at That Time.

CHAPTER II.

BOYHOOD IN WEST VIRGINIA.

Beginning Life in West Virginia—Author Sees a
Negro Reading a Newspaper in Malden which
Kindles His First Ambition—He Learns His Letters
while Working in Coal Mines and Salt Furnaces—
Attends His First School—Author Gives Himself a
Surname—He Turns Forward the Hands of the
Clock to Enable Him to Get to School on Time—
Author Learns of Sunday School from an Old Man
and Becomes a Regular Attendant—Some
Experiences in the Coal Mines—Author Goes to
Live with the Family of Gen. Lewis Ruffner—He
Runs Away, but Returns—Some Experiences as a
Market Boy while Working for Mrs. Ruffner—Mrs.
Ruffner, Author’s Estimate of Her—Author Hears
of the Hampton Institute while Working in the Coal
Mines and Resolves to go There—Joins the Baptist
Church in Malden Before Leaving for Hampton—
Still a Member of This Church.

CHAPTER III.

LIFE AT HAMPTON INSTITUTE.

Author Starts for Hampton in 1872—The Journey
—How Made—Sleeping Under Sidewalk in
Richmond—Unloads Pig Iron from a Vessel in
Richmond and Thereby Earns Money Enough to
Continue the Journey to Hampton—Arrives at
Hampton—Sees Miss Mary F. Mackie, the Lady
Principal—Undergoes a “Sweeping Examination”
and is Admitted as a Student—Author Sees Gen.
Armstrong for the First Time—First and Last
Impressions of Him—Hampton Institute when
Author First Entered It—His Connection with the
Debating Societies—His Destitute Condition at
Hampton—After Two Years at Hampton, Author
Spends Vacation at Home in Malden—Death of His
Mother—He is Graduated at Hampton in 1875—
Some Helpful Friends at Hampton, Misses Nathalie
Lord and Elizabeth Brewer—Goes as a Waiter to
Saratoga Springs.

CHAPTER IV.

HOW THE FIRST SIX YEARS AFTER

GRADUATION FROM HAMPTON WERE
SPENT.
 Author Begins Teaching at Malden—Encourages
His Pupils to go to Hampton—Helps His Brother
John to Enter Hampton—Enters Wayland Seminary,
Washington, D. C., and Spends a Year There—
Stumps the State of West Virginia in the Interest of
the Removal of the State Capital—Studies Law for
a Short Time—Invited by Gen. Armstrong to
Deliver the Graduate’s Address—Asked to Return
to Hampton by Gen. Armstrong as a Special Student
and to Take Charge of Night School—Accepts—
The “Plucky Class"—In Charge of Indian Boys at
Hampton—The Call from Tuskegee for Some One
to Start a Normal School—Gen. Armstrong
Recommends the Author—Author Accepts and
Proceeds to Tuskegee.

CHAPTER V.

THE BEGINNING OF THE WORK AT

TUSKEGEE.
Author’s Difficulty in Locating the Town of
Tuskegee Before Starting Thither—Description and
Some Early History of Tuskegee by Maj. W. W.
Screws—Author’s Meeting with Mr. Lewis Adams,
Who First Advanced the Idea of a Normal School at
Tuskegee—How Mr. Adams Secured the First
Appropriation Through Hons. A. L. Brooks and W.
F. Foster—The Opening of the Normal School, July
4, 1881—The House in which the School Was
Started.

CHAPTER VI.

THE FIRST YEAR AT TUSKEGEE.

 The Necessity for a Permanent Location for the
School Early Seen by the Author—Objections of the
Early Students to Manual Labor—Gen. Marshall,
Treasurer at Hampton, Lends $500 with which the
Present Site of Tuskegee Was Purchased—The
Coming of Miss Olivia A. Davidson and Her
Valuable Service to the School in Its Early Struggles
—The Struggle for Money—Generosity of Both
White and Colored Citizens of Tuskegee Towards
the Institute—Miss Davidson Goes to Boston in the
Interest of the School and Secures Money for the
Erection of Porter Hall—More About the Shanty in
which the School Was Started and Taught for the
First Year—Author is Married to Miss Fannie N.
Smith of Malden—Birth of Daughter Portia, and the
Mother’s Early Death.

CHAPTER VII.

THE STRUGGLES AND SUCCESS OF THE

WORKERS AT TUSKEGEE FROM 1882 TO
1884.
The Putting the Farm in Order for the Raising of a
Crop—The Students Volunteer to Assist in Clearing
the Land—Mr. Campbell Gives the School Its First
Horse—Old Buildings Put in Use—First Service in
Porter Hall, Sermon by Rev. R. C. Bedford—
Knowledge of the School Spreads and Brings
Increase of Students—Hardships and Discomforts
Undergone by the Young Men During the Second
Winter of the School—The Rule that All Students
Should do Some Work in Connection with Studies
—Early Objections of Parents and Students to This
Rule—Objections Now Passed Away—Early
Determination of Author to Have Students do All
the Work of Putting up Buildings and Carrying on
Departments—The Legislature of Alabama
Increases the Appropriation to the School from
$2,000 to $3,000—The Work of Hon. W. F. Foster
in Securing This Increase—The Letter of Rev. R. C.
Bedford to Gen. Armstrong in Regard to the
Increase of Appropriation and the Work of Tuskegee
—Gen. J. F. B. Marshall, Treasurer of Hampton
Institute, Visits Tuskegee and Writes a Letter to the
“Southern Workman” in Regard to the Work There
—The Celebration of the Second Anniversary of
Tuskegee—The Building of Cottages at Tuskegee—
The Coming of Mr. Warren Logan to the School and
His Valuable Services Ever Since—Mr. J. H.
Washington Accepts a Position in the School—His
Efficient Services as Superintendent of Industries—
The Finance Committee, the Principal’s Cabinet—
The Trustees of the Slater Fund Through Rev. R. C.
Bedford, Donate $1,100 to the School—Slater Fund
Annual Appropriation Now Increased to $11,000—
Gen. Armstrong Invites Author to Accompany Him
and Speak in the Interest of Tuskegee at a Series of
Meetings which He (Gen. Armstrong) Proposed to
Hold in Philadelphia, New York, Boston and Other
Cities—Author Accepts and Meetings Result
Largely in Favor of Tuskegee—Miss Mary F.
Mackie, Lady Principal at Hampton, Visits
Tuskegee and Writes an Encouraging Letter to a
Friend—Commencement at Tuskegee in May, 1884
—Author Invited to Address National Educational
Association at Madison, Wisconsin—Author’s First
Opportunity of Presenting the Work at Tuskegee to
Such a Large Audience of National Character—
Extracts from the Address—Good Impression Made
by This Address Brings Many Invitations to Speak.

CHAPTER VIII.
 THE HISTORY OF TUSKEGEE FROM 1884
TO 1894.
Growth in Number of Students, Teachers and
Officers, and Buildings during the Early Years of
This Period—Hard Work of Raising Money with
which to Meet the Increasing Demands—Some
Providential Ways Whereby the School Was Helped
Out of Tight Places Financially—Financial
Assistance Rendered the School by the Citizens and
Banks of Tuskegee—First Donation from the
Peabody Fund—Dr. Curry Reasons That the School
That Makes Extra Effort to Secure Funds is the
School to be Helped—Some Statistics in Regard to
the Money Raised for Tuskegee during This Period
—Our Financial Embarrassment during the Fourth
Year—Gen. Armstrong Comes to Our Relief by
Lending Us Nearly all the Money He Possessed—
Author’s Fourth Annual Report, Extracts—
Generosity of Gen. J. F. B. Marshall Enables
Tuskegee to Start a Sawmill—The Opening of the
Night School—The Advantages it Affords Needy
Students—Full Description of the Seventh
Commencement or Anniversary of the School
Indicating its Growth to that Time—Tuskegee’s
Daily Program in Force in 1886—The Death of
Mrs. Olivia Davidson Washington—An Estimate of
Her Character and Worth to Tuskegee by Rev. R. C.
Bedford—Further Growth of the School in Number
of Students—The Visit of the Hon. Frederick
Douglass to Tuskegee—His Views in Regard to
Industrial Education and Other Matters Affecting
the Negro Race—His Letter to Mrs. Harriett
Beecher Stowe in 1853, Pleading for an Industrial
College for Negroes—Author’s Marriage to Miss
Maggie James Murray—Her Interest in and Labors
Towards the Advancement of the Work at Tuskegee.
 CHAPTER IX.

INVITED TO DELIVER LECTURE AT FISK

UNIVERSITY.
Author Invited to Deliver Lecture at Fisk
University Under Auspices of the Fisk Lecture
Bureau—Full Description of the Occasion, an
Excellent Synopsis of Lecture Published in
Nashville Daily Papers—Lecture Caused Much
Newspaper Comment—Account of the Lecture by
the Nashville Daily American—Memphis
Commercial Appeal, in an Editorial, Uses the
Published Accounts of This Lecture as a Basis for
an Argument for More Industrial Training for the
White Race—The Editorial.

CHAPTER X.

THE SPEECH AT THE OPENING OF THE

COTTON STATES’ EXPOSITION, AND
INCIDENTS CONNECTED THEREWITH.
Invitation to Accompany a Committee of Atlanta
Gentlemen to Washington to Intercede for a
Congressional Appropriation for the Cotton States’
Exposition—The Author Among Others Speaks
before the Committee on Appropriations—
Arguments Set Forth by Him in Favor of an
Appropriation—Appropriation Granted—The
Negro Building at the Atlanta or Cotton States’
Exposition and the Success of the Negro Exhibit
under Chief Commissioner, I. Garland Penn—The
Exhibit of the Tuskegee Institute—Author Invited
by the Board of Directors to Deliver an Address at
the Public Exercises on the Opening Day—He Feels
the Weight of this Responsibility—An Account of
the Author’s Feelings as the Time Drew Near for the
Opening of the Exposition—He Leaves Tuskegee
for Atlanta, Accompanied by Mrs. Washington and
His Daughter Portia and the Two Boys, Baker and
Davidson—Incidents of the Day before the Time for
the Opening Exercises at the Exposition—At the
Exercises Author is Introduced to the Audience by
Ex-Governor Bullock, Who Presided on that
Occasion—Author’s Speech in Full—Author
Invited by D. C. Gilman of Johns Hopkins
University to be one of the Judges of Awards in the
Department of Education in Atlanta—An Account
of the Reception of His Speech Written by James
Creelman, Correspondent to the New York World—
Hon. Clark Howell, Editor of the Atlanta
Constitution, Writes Concerning the Speech to the
New York World—Some Samples of What the Press
of the Country Had to Say in Regard to this Speech
—His Letter in Full—In a Few Hours After the
Speech Author Begins Receiving Messages of
Congratulation—He Returns to Tuskegee the Next
Day, at Every Station on the Route Meeting Crowds
of People Anxious to Shake Hands with Him—Hon.
Grover Cleveland, then President of the United
States, Writes Author a Letter in Regard to the
Atlanta Speech—Author Receives Many Flattering
Offers from Lecture Bureaus to Deliver Lectures but
Refuses Them All—He Continues His Labors in
Behalf of Tuskegee.

CHAPTER XI.

AN APPEAL FOR JUSTICE.

Author Writes an Open Letter to Senator Tillman
during the Meeting of a Constitutional Convention
in South Carolina—He Sets Forth the Negro’s
Claim upon the Whites for Justice and Fair Play—
He Urges the Whites to Help and Not to Hinder the
Progress of the Negroes—He Pleads for Negro
Education—The Letter in Full—Is Asked by an
Atlanta Paper to Write a Letter on the Benefits of
the Atlanta Exposition of 1895—Complies in an
Interesting Letter which Outlines the Benefits of the
Exposition Alike to Negroes, Southern Whites, and
to the Country Generally—This Letter in Full—
Author Continues His Campaign of Speech Making
in the North during the Winter of 1895-6—Speaks
at Carnegie Hall, New York, Appearing with Dr. T.
DeWitt Talmage and Others, President Grover
Cleveland Presiding—Some Extracts from the
Speech Delivered on this Occasion—Returning to
Tuskegee to be Present at the Annual Meeting of the
Tuskegee Negro Farmer’s Conference—In March,
1896, Speaks Before the Bethel Literary Society of
Washington, D. C.—Answers Some Criticisms by
Colored Newspapers of His Atlanta Speech.

CHAPTER XII.

HONORED BY HARVARD UNIVERSITY.

Tuskegee Institute, in Connection with Hampton,
Makes an Industrial Exhibit in New York, Boston
and Philadelphia—Academic Work at Tuskegee, Its
Thoroughness—The Great Surprise of the Author’s
Life—An Account of Commencement at Harvard in
June, 1896—The Degree of Master of Arts
Conferred Upon Author—Takes Lunch with
President Eliot Along with Gen. Miles, Dr. Savage
and Others Receiving Honorary Degrees—Speaks
at the Alumni Dinner—A Notable Address—The
Address in Full—Thos. J. Calloway’s Letter to the
Colored American Concerning this Event—Some
Newspaper Comments—Speaks to a Large
Audience at the Meeting of the National Christian
Endeavor Convention, Washington, D. C.—The
Following Evening Addresses the National
Educational Association at Buffalo, New York,
Where 20,000 Teachers Were Present—Some
Newspaper Accounts of this Address—Visits North
Carolina in October, 1896, and Speaks to the
Colored People at a Fair in Durham—While in
Durham Invited to Address Students of Trinity
College, White—Warmly Received and Heartily
Cheered by Students.

CHAPTER XIII.

URGED FOR A CABINET POSITION.

The Washington Post and Other Papers Urge the
Appointment of the Author in the Cabinet of
President McKinley—Some Extracts From Articles
Urging Such Appointment—In the Midst of this
Discussion Author Declares He Would Not Accept a
Political Position That Would Compel Him to Turn
Aside From the Work at Tuskegee—He Speaks in
Washington in March, 1897—He Urges Negroes to
Cease Depending Too Much on Office Getting, and
Give More Attention to Industrial and Business
Enterprises—Certain Criticisms of Author
Answered.

CHAPTER XIV.

THE SHAW MONUMENT SPEECH, THE

VISIT OF SECRETARY JAMES WILSON,
AND THE LETTER TO THE LOUISIANA
CONVENTION.
 Author Invited to Make an Address at the
Dedication in Boston of a Monument to Col. Robert
Gould Shaw and Regiment—He Accepts and
Delivered the Address—The Speech in Full—
Impressions of this Speech as Told by the Boston
Transcript and Other Papers—The Thrilling
Incident of Sergeant Carney, the Color-Bearer for
the Old Fifty-Fourth Massachusetts During the
Dedicatory Exercises—The Visit of Secretary of
Agriculture, Hon. James Wilson, and Other
Prominent Statesmen and Educators at the
Dedication of the Agricultural Building—
Something of the Agricultural Department at
Tuskegee—An Open Letter to the Louisiana State
Constitutional Convention—In this Letter Author
Pleads that More of a Christian Spirit Should
Animate the Races in their Dealings with each
Other—That Negroes be not Treated as Aliens—
That if Ballot Restrictions be Necessary, any Law
Passed on the Subject Ought to Apply Alike to
Whites and Blacks—That in the Same Degree the
Ballot Box is Closed to the Negro, the Public
Schools be Opened to Him—The Letter in Full—
Author’s Position Endorsed by the Leading
Democratic Papers in New Orleans—Author
Delivers an Address Before the Regents of the
University of New York in June, 1898.

CHAPTER XV.

CUBAN EDUCATION AND THE CHICAGO

PEACE JUBILEE ADDRESS.
The Movement at Tuskegee for the Education of
Cubans and Porto Ricans—The Trustees of the John
F. Slater Fund Enables Author and Mrs. Washington
to Lecture in the Cities of the South—These
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