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Delivering Negative Messages
Chapter 10 -
CHAPTER 10
Delivering
Negative
Messages
TABLE OF CONTENTS
1) Description of the Chapter 2
2) Essentials to Cover 2
3) Exercise Planning Table 3
4) Continuing Case Analysis 4
5) Answers and Analysis for In-Text Exercises 5
6) PPT Lecture Outline 13
7) Strategies for Increasing Student Learning 14
8) Possible Lesson Plans 14
9) Question of the Day 16
10) Additional Online Exercises 17
10-1
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
1) Description of the Chapter
Chapter 10 -
This The
chapterstudent learning
covers messages objectives
in which include:
the main point is negative. Negative messages can be
• LO 10-1 Different purposes of negative messages
distinguished from positive messages, which may have some negative information, in two ways:
The positive information in a negative message is usually quite limited, and that information is
• LO central
not the audience’s 10-2 Different
concern. ways to organize negative messages
• LO 10-3 Ways to construct the different parts of negative messages
• LO 10-4 How to improve the tone of negative messages
• LO 10-5 Ways to construct different kinds of negative messages
• LO 10-6 How, and how not, to use technology for negative messages
2) Essentials to Cover
LO 10-1 Different purposes of negative messages

• A good negative message conveys the negative information clearly while maintaining as
much goodwill as possible. The goal is to make recipients feel that they have been taken
seriously, that the decision is fair and reasonable, and that they would have made the same
decision. A secondary purpose is to reduce or eliminate future communication on the same
subject.
LO 10-2 Different ways to organize negative messages
• The best way to organize negative messages depends on the particular audiences and
situations involved. Figure 10.1 suggests possible organizations.
LO 10-3 Ways to construct the different parts of negative messages

• A buffer is a neutral or positive statement that allows you to delay the negative message.
Buffers must put the audience in a good frame of mind, not give the bad news but not
imply a positive answer either, and provide a natural transition to the body of the message.
Use a buffer only when the audience values harmony or when the buffer serves a purpose
in addition to simply delaying the negative.
• A good reason prepares the audience for the negative and must be watertight. Give several
reasons only if all are watertight and are of comparable importance. Omit the reason for the
refusal if it is weak or if it10-2 makes your organization look bad. Do not hide behind company
policy. Education.
• Make the refusal crystal clear.

• Giving the audience an alternative or a compromise
o Offers the audience another way to get what they want.
o Suggests that you really care about the audience and about helping to meet their
needs.
o Allows you to end on a positive note and to present yourself and your organization
Chapter 10 -
as positive, friendly, and helpful.
• Tone—the implied attitude of the author toward the reader and the subject—is particularly
important when you have to convey negative news. Check your draft carefully for positive
emphasis and you-attitude (see Chapter 3), both at the level of individual words and at the
LO 10-4 Howlevel of ideas.
to improve the tone of negative messages
• Many negative situations can be redefined as informative, positive, or persuasive

messages. Most of the others follow the suggested structures of Figure 10.1.
LO 10-5 Ways to construct different kinds of negative messages
• Disastrous news, such as layoffs and firings, should be delivered in person. Sometimes,
LO 10-6 How, and how not, to use technology for negative messages
however, large corporations widely spread geographically have to use electronic media to
deliver negative news so all employees hear the news at approximately the same time.
• Handling negative tweets and Facebook postings is a delicate operation; an ill-conceived
response to a posting can easily go viral.
• Social media are not effective channels to solve customer complaints. Channels such as the
phone and websites are fast and effective at solving problems.
For suggestions on ways to teach this material, see the lesson plans in Section 8.
3) Exercise Planning Table

Learning Objective Difficulty: Easy Difficulty: Medium Difficulty: Hard
10-1 10.1.1
Different purposes of
negative messages
10-2 10.1.2, 10.5
Different ways to organize
negative messages
10-3 10.1.3, 10.1.4, 10.8
Ways to construct the 10.1.5, 10.3,
different parts of negative 10.11,
messages 10-3
10-4
Copyright 10.1.6,
© 2015 McGraw-Hill Education. All rights reserved. No reproduction 10.4,without
or distribution 10.7 10.10,
the prior written 10.17
consent of McGraw-Hill
Education.
How to improve the tone
of negative messages
10-5 10.1.7, 10.6, 10.9, 10.14, 10.15, 10.18, 10.19
Ways to construct 10.12 10.16, 10.20
different kinds of negative

messages
10-6 10.1.8 10.13
How, and how not, to use
Chapter 10 -
technology for negative
messages
10.2
Exercises with multiple
learning objectives
In-class exercises: 10.1, 10.3, 10.4, 10.5, 10.6, 10.7, 10.11, 10.12, 10.16
Out-of-class exercises: 10.2, 10.8, 10.9, 10.10, 10.13, 10.14, 10.15, 10.17, 10.18, 10.19, 10.20
Best if you teach in a computer classroom: 10.6
4) Continuing Case Analysis
The All-Weather Case, set in an HR department in a manufacturing company, extends through all
19 chapters and is available at www.mhhe.com/locker11e. The portion for this chapter asks
students to create a message introducing a change in the problem-solving environment at the
company.
Students may find the task that All-Weather has to complete disconcerting, but at the same
time ringing true with the current state of the economy. You may ask your students to
work in small teams to analyze the letter for tone, clarity, and overall effectiveness.
As the letter currently stands, there are some issues that need to be resolved. Since the
audience of this letter is all employees who are being laid off, the letter should omit the
mention that J.L. Broder will keep his job. This singling-out may create angst from his
fellow employees and make non-ideal working conditions for him. The organization of the
message could be restructured. Students also need to work with the tone, which is non-
apologetic and harsh (i.e. “will talk to you in spite of their busy schedules”). The goodwill
ending, “have a great day,” is also clearly insincere after telling employees they are losing
their jobs. Moreover, can your students think of additional alternatives to offer the
audience?
Students may want to answer the five questions for analysis before re-drafting Tanner’s
letter.
10-4
Education.
5) Answers and Analysis for In-Text Exercises
Chapter 10 -
10.1 Reviewing the Chapter (LOs 10-1 through 10-6)
Difficulty Level: Easy

Answers and/or analysis for each problem in Chapter 10 of BAC are given below.
1. What are the purposes of negative messages? (LO 10-1)
The primary purposes of negative messages are to give the audience bad news, to have the
audience understand and accept the message, and to maintain as much goodwill as
possible. The secondary purposes are to maintain a good image of the communicator and
the communicator’s organization, and to reduce or eliminate future communication on the
same subject.
2. What are the reasons behind the patterns of organization for negative message in different
situations? (LO 10-2)
The main reason behind the patterns depends on the audience members receiving the
message and their context. See Figure 10.1 for more in-depth reasons.
3. What are the parts of negative messages? How may those parts be changed for different
contexts? (LO 10-3)
Buffers, reasons, refusals, alternatives, and endings are the pats of negative messages.
These parts should be changed when appropriate for the context and audience.
4. When should you use a buffer? (LO 10-3)

Don’t use a buffer when the audience will feel betrayed by a message that delays the
central point. Omit the buffer if it doesn’t serve a purpose. Finally, don’t use a buffer if
you can’t write one well.
5. When should you not apologize? (LO 10-3)

You should not apologize if the error is small and if you are correcting a mistake, or if you
are not at fault. If you do apologize, do it early, briefly, and sincerely.
6. What are some ways you can maintain a caring tone in negative messages? (LO 10-4)
Check for positive emphasis and you-attitude both at the level of individual words and at
the level of ideas.
7. What are some different varieties of negative messages? What are some examples from the
chapter text and sidebars? (LO 10-5)
Claims and complaints, rejections, refusals, disciplinary notices, negative performance
appraisals, and layoffs and
10-5firings are varieties of negative messages.
Education.
8. What are some cautions for using technology to convey negative news? (LO 10-6)
Deliver disastrous news in person. Be careful in how you deliver negative news
electronically, and don’t attempt to solve customer complaints via social media.
10.2 Reviewing Grammar

Chapter 10 -
The answers to B.6 can be found in the Appendix B file.
10.3 Letters for Discussion—Credit Refusal (LO 10-3)
Of these1.three
Thepossible
audience almost
approaches, No.certainly would
3 is the best, reactalso
but it could negatively
be revised toto
bethis
first paragraph. Initially it
more effective.
seems as though the answer will be “yes” because the opening is so positive. However,
to say that wanting a charge account shows good taste but then to say “no” is rather
insulting. The second paragraph is patronizing. It’s not appropriate to go into detail
about the problems the audience might have if given a C’est Bon account, or to tell the
audience that he would not want to be in such a position. Giving the writer’s feelings
on the subject is not appropriate either. It’s OK to indicate that reapplication is
possible, but unless the audience’s situation changes you’re still going to say “no.” It’s
risky to mention this without giving specific guidelines the audience should follow to
maximize the chances of successful reapplication.
2. This approach is much too blunt! Beginning with “no you can’t” sounds parental, in
the worst possible sense. Telling the audience to get his financial house in order is not
helpful. Specifics are needed for this to do any good. Mentioning an alternative is
usually good, but to say “fortunately for you, there’s an alternative” violates you-
attitude. Saying that paying off furniture put in layaway will be good self-discipline is
condescending, and ending with re-sale after such a negative letter is entirely
inappropriate. The fact that such a negative and condescending letter uses the
audience’s first name in the salutation makes the tone worse.
3. This letter starts off much better than the other two. By focusing on the store’s criteria
for extending credit, the writer both explains the negative decision and shows the
audience how to be successful later. The way layaway is offered as an alternative is
appropriate here. How the audience might react to the Saturday Seminars is less clear.
Mr. Steele may have no interest in doing his own wallpapering; and offering a seminar
on Persian carpets, typically very expensive items, when he’s just been refused credit is
probably not a good idea. Some type of seminar, perhaps ways to save money on
decorating, could be appropriate. The reaction may be more positive if people
attending the seminars10-6 were given some kind of discount.
Education.
10.4 E-Mails Situations for Discussion—Sending a Negative News E-mail (LO 10-4)
Chapter 10 -
10.5 E-mails for Discussion—Ending a Tradition (LO 10-2)

Answers will vary, depending on the students. Good answers will discuss the benefits of
different channels of communication and whether or not you should apologize.
Each of these messages violates the negative messages checklist to some degree. Students
should be able to point out the errors in each message.
1. Although this certainly communicates the bad news, it doesn’t offer much of a buffer,
nor does it maintain goodwill.
2. This message is too formal and impersonal for this bad news. It will not maintain office
morale.
3. This message’s subject line is too vague, and the closing is too harsh. Reminding
employees to be grateful for their jobs can be harsh when you are cutting perks.
10.6 Revising a Negative Message (LO 10-5)

A sample draft follows:
Dear Ms. Jackson
Congratulations on the recent birth of your baby.
Unfortunately, your recent maternity leave prevents the company from granting your
requested vacation time. According to company policy, employees may not take vacation
time soon after a long leave.
You may submit a vacation request again in approximately 10-12 weeks, and we will
consider it. We are glad to have you as an employee here at VegCo.
10-7
Sincerely, Education.
Claire- HR
10.7 Practicing Negative Responses for the Office (LO 10-4)

Chapter 10 -
Responses to these office situations will vary by student. Each of the responses should use
the principles of effective negative messages.
10.8 Notifying Seniors That They May Not Graduate (LO 10-3)
Difficulty Level: Medium
The e-mail messages to the students should specify the requirement for graduation that the
student has not met and clearly indicate that the student will not graduate. The positive,
forward-looking end message can be tailored to the ease of meeting the requirement that
the student has failed to meet. The e-mail messages to the students’ advisers should
contain the same information but with a different tone.
10.9 Correcting a Mistake (LO 10-5)
The e-mail to the supervisor will vary from the format prescribed in the text because the
writer does not know how the problem occurred. Thus, the e-mail subject line should
indicate that the correct numbers for the last month’s report are in the e-mail. The e-mail
needs to inform the supervisor that the numbers in the report are incorrect. Further, the
writer might want to ask the supervisor if he or she wishes the writer to investigate the
matter further. Most important, the correct numbers need to be given in the e-mail. The
writer should recommend re-issuing the monthly report so that the correct numbers are in
the file and ask permission to do so.
Here’s a good student response.
Subject: Re: Correct Numbers for April Report
The April monthly report I sent to you on May 3 contained three mistakes. I have not yet
discovered how the mistakes arose.
The three categories with incorrect numbers and the correct numbers for those categories:
Personnel $2,845,490
Office Supplies 10-8 $34,500
Telephone
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution$186,420
without the prior written consent of McGraw-Hill
Education.
I believe I should re-issue the April monthly report with the correct numbers. Please let
me know when we meet on Thursday if you would like me to do so.
10.10 Vetoing an Employee Benefit (LO 10-4)

Chapter 10 -
This is a hard e-mail message for an empathetic person to write although the actual
assignment is straightforward. Given the wide audience and the nature of the message, the
answers should be organized as a negative e-mail. Students should be able to identify the
positives (you have considered the employees’ requests for unlimited vacation time) and
balance those with the denial. The students’ explanations should be short and focused on
the problem, but they may want to include an alternative, like upping the number of
vacation days.
10.11 Discussing an Apology Letter (LO 10-3)
Answers will vary according to group discussion.
10.12 Preparing a Class Civility Policy (LO 10-5)
Answers will vary by student teams. However, responses should clearly define
unacceptable or rude behavior and outline clear guidelines about what to do if infractions
occur. Ask teams to share their policies with each other and hold a discussion about which
versions are more/less effective. Encourage students who are employed to contribute their
personal experiences with rude behavior in the workplace.
10.13 Telling Employees to Remove Personal Web Sites (LO 10-6)
Class discussion may be necessary to help students see the company’s position, not just
the employees’.
10.14 Refusing to Waive a Fee (LO 10-5)

10-9
Education.
Many students will have a hard time not identifying with Meg and will therefore have a
hard time understanding the school’s policy. Perhaps the letter to Meg should not give a
reason, as there is probably no reason that one could give to Meg in a reasonable amount
of space that would satisfy her. Students probably can suggest several alternatives the
Licensing Program Coordinator could offer Meg.
Chapter 10 -
10.15 Correcting Misinformation (LO 10-5)
Level of Difficulty: Medium
If you assign a, the letters should be simple rejection letters or information letters.
Assignment b is an information message. Assignment c should emphasize the good news
of the lower water rates in the city than the surrounding areas. The negative information—
no discount for filling a swimming pool—should be presented as a warning about
unscrupulous salespersons.
10.16 Analyzing Job Rejection Letters (LO 10-5)
1. Class discussion will vary. However, the following points should be highlighted for each
letter: the use and effectiveness of buffers, the reasons provided for the rejection, goodwill
attempts, and alternatives. Students should also be asked how they react to the letters since
they may one day receive and/or write similar letters.
2. Answers will vary based on the letters students collect.
10.17 Creating Equal Work Distribution (LO 10-4)
Memos/e-mails will vary by student. However, students should incorporate goodwill and
uphold a positive image in the memos/e-mails. They will need to be especially concerned
about tone so they do not sound like a whining employee. Their memo could also offer the
boss some alternatives on how to handle the Clare situation. Students may want to answer
the five questions for analysis and use the pattern for organizing negative messages
outlined in the chapter.
If time permits, students usually enjoy the role-play aspect of the last two suggestions.
10.18 Turning Down a Faithful Client (LO 10-5)

10-10
Difficulty Level: Difficult
Education.
Many students will provide too much information in the letter. The rejection needs to be
firm, but express regret. Alternative times should be explored. The ending should either
ask about conducting the seminar at the usual February time or assume the answer and
mention how much the writer is looking forward to conducting that workshop.
Chapter 10 -
Analysis—Turning Down a Faithful Client
1. Who is (are) your audience(s)?

o Hope Goldberger.
o Relevant characteristics: Ms. Goldberger and Gardner Manufacturing have hired
you to conduct the estate planning workshop for the past five years.
2. What are your purposes in communicating?

o To inform: to tell Ms. Goldberger that you cannot conduct the workshop.
o To persuade: to convince Gardner Manufacturing to continue using you to conduct
the workshops in the future.
o To build goodwill: to make it clear you appreciate conducting the workshops.
3. What information must your message include?

o The refusal.
o Exploration of alternatives.
o Some discussion of the next February workshop.
4. How can you build support for your position? What reasons or benefits will your audience
find convincing?
o This is one of the cases where it is best to simply state that it is not possible to be
there due to being out of town on a long-scheduled trip. Some students will also
merely say that they are unavailable due to personal commitments.
o Discuss the alternatives. Try to get Ms. Goldberger to engage in a discussion of
when you should give the workshop.
o The close of the letter should emphasize how much you value Garden
Manufacturing and look forward to continuing to conduct workshops there in the
future.
o The main point is negative.
o You need to avoid sounding arbitrary, yet not leave the door open for discussion of
why.
5. What aspects of the total situation may be relevant?

o You don’t have enough information to know what is happening at Garden
Manufacturing to answer the question. A follow-up phone call to Ms. Goldberger
might develop such information.
Take-Home Quiz follows.
10-11
Education.
Chapter 10 - Take-Home Quiz on Problem 10.18
Score: _____ of 20 points Name _______________________

4. Who is (are) your audience(s)? (3 points)
5. What are your purposes in writing? (3 points)
6. What information must your message include? (3 points)
7. Do you think a buffer is appropriate in your letter? Why or why not? (1 point)
8. How can you build support for your position? What reasons, if any, will your audience find
convincing? (3 points)
9. What aspects of the total situation may be relevant? (2 points)
10. What alternatives, if any, can you offer your audience? (2 points)
11. Identify a goodwill ending. Explain the reason for your answer. (3 points)
10-12
Education.
10.19 Getting Information from a Co-worker (LO 10-5)

Chapter 10 -
Answers will vary. Students should incorporate the pattern of organization for writing to
peers and then the pattern for writing to superiors. This assignment helps students
understand the difference between writing about the same topic to different audiences.
However, this is also the most challenging part of the assignment for some. For example,
some students may believe they can just copy the same idea, when in fact they need to
present the idea in three different ways. Nonetheless, you should find that they maintain
goodwill in all of the messages.
10.20 Sending Negative Message to Real Audiences (LO 10-5)
Students really enjoy this assignment because they are able to apply the concepts of
negative news messages to their own lives. Answers will vary by the organization that
students choose.
You may consider having students turn in a stamped envelope with their letter when you
grade the assignment to ensure the letters actually get sent. Oftentimes, students are timid
about sending these letters because someone other than their instructor will read their
writing. However, from my experiences, students usually receive positive outcomes if
they send well-crafted letters to the intended recipients.
At the end of the semester, you may check with your students to see if they have received
a response from their intended organizations. These responses can be rewarding for
students because they begin to see how their own communication can impact larger
contexts. If enough students have received responses, you could devote an entire class
period to analyzing how well the organizations responded to the negative news.
6) PPT Lecture Outline
PPT 10.4-10.7 Introduces negative messages and discusses primary and secondary
purposes
PPT 10.8-10.10 Overviews organizing negative messages for different audiences

10-13
Education.
PPT 10.11-10.18 Discusses the different parts of negative messages and provides
strategies for organization
PPT 10.19 Discusses when and how to apologize in negative messages
PPT 10.20-10.21 Discusses how to improve tone in negative messages and how to
offer alternatives.
Chapter 10 -
PPT 10.22-10.25 Provides information and strategies for different varieties of

negative messages.
PPT 10.26 Discusses using technology to communicate negative messages.
7) Strategies for Increasing Student Learning
Most students find the guidelines in Chapter 10 easy to conceptualize for writing negative
messages.
However, in writing them, some students find this chapter extremely difficult and often struggle
delivering news an audience doesn’t want to hear. Some students may have difficulty maintaining
goodwill and upholding the company image while other students are too harsh in their attempt to
say “no.” A great way to overcome their struggle is to show as many examples of negative
messages as possible and discuss each. In general, though, students are usually engaged with the
material in this chapter because they all have had to deliver some form of negative news before.
Even though buffers do not need to be routinely used, you still could explain what a buffer is and
how to write an effective one. In most courses, it will not be necessary to assign a message
needing a buffer as a graded assignment.
Class time should focus on audience analysis, since students need a clear sense of their audiences
to determine what reasons would be considered “watertight” and whether an alternative might be
acceptable.
You could spend only a week on negative messages, with one out-of-class assignment. If time
permits, however, it’s a good idea to assign two: one easy and one more difficult. Negative
8) Possible Lesson Plans
messages are harder for students to grasp than positive and informative messages.
Introductory Lecture/Discussion (one or two class periods). Use the BAC PowerPoint (PPT)
presentation to introduce the essential concepts in this chapter.
If you switched to BAC from another textbook, note that the pattern recommended here differs
from older patterns of organization. BAC is based on research which shows that buffers do not
10-14
Education.
Chapter 10 -
make audiences respond more positively and that sales promotion is counterproductive. In
addition, experience suggests that inconspicuous refusals can be missed altogether, making it
necessary to say “no” a second time.
Since audience analysis is crucial to understanding tone, you might begin a discussion by asking
students what kind of messages they have received that are negative. How did they respond? Did
they feel that the rejection or denial was legitimate? Was an adequate reason given? Did the
message disappoint them? Did it anger them? Follow this discussion with PPT 10-4 through PPT
10-7.
Students will internalize these concepts better if you give them some practice in applying them
immediately after they are introduced. Consider going over Problems 10.3 through 10.5 in class
or assigning them for homework.
Bringing in Current Events (15-25 minutes). The news is constantly filled with current events
that are often the result of poor negative messages (i.e., RadioShack laying off 400 employees by
email; JetBlue apologizing for the Valentine’s Day communication breakdown) or are the result
of negative situations (i.e., toy safety recall notices, Toyota’s on-going recalls, or the extra fees
charged by Netflix). Look at communications after major disasters or events (i.e., Deepwater
Horizon rig explosion or Japanese earthquake/tsunami). Students become easily engaged in these
discussions because they connect classroom material to world. Be sure that you focus the
discussion about how effectively/ineffectively the communicator(s) handled the negative situation
based on the concepts from the chapter.
Reviewing Positive Emphasis and You-Attitude (15 minutes). You may want to take part of a
class period to review positive emphasis and you-attitude. The PowerPoint slides for Chapter 3
will help you do so (PPT 3-4 through PPT 3-23). Students may have forgotten these basic
principles or some of them may have misunderstood you-attitude, thinking it is to be used only in
positive messages. It is very important to remind them that writers must use you-attitude in
negative messages—it’s just implemented differently in negative messages than in positive ones.
Discussing Alternative Strategies (15-20 minutes). This discussion can be useful for showing
students that most situations are not as black and white as they may first appear. Instead of
thinking that the only solution to a situation is a negative message, encourage students to see that
alternate strategies may exist (PPT 10-21)
Point out how a writer can recast the negative as a positive message if the negative information
leads to some possible benefit(s). Specifically, if a change is taking place and construction may
hinder customers for a while, then the message could be recast to emphasize that services are
going to be increased, inventory will increase, and costs will go down. If, for example, someone
has not done well in a job, and the supervisor must write a performance appraisal, it does not have
to be completely negative. To help students recognize that getting someone to do something—for
example, an employee to shape up—requires a persuasive message. Ask students how they might
10-15
Education.
Chapter 10 -
recast a statement like this one: “These five things are wrong with your work.” One possible
revision: “These five areas should be your focus in the next quarter.”
Discussing Varieties of Negative Messages (15-45 minutes). Using PPT 10-22 through PPT 10-
25, you could discuss four types of messages quickly, citing them as typical examples of negative
messages. However, you may decide to have students write one or more of these messages, in
which case you will need at least one full class period.
Discussing an Assignment Students Will Write (50 minutes). Spend at least one class period
discussing the problem students will write. Go through the scenario, making sure that students
understand what is going on and why an organization would do whatever the problem says it is
doing. In addition, have students analyze their audiences, identify purposes, possible alternatives,
and buffers. The PowerPoint presentation (PPT 10-7 through PPT 10-21) will be especially
helpful in this discussion.
Peer Reviewing (45 minutes). You may want to schedule a review session after discussing the
problem with students, or—if students are working on different problems—after they write their
first drafts.
Discussing Graded Papers (45-60 minutes). When you return the graded assignment, you may
want to spend a class period discussing the papers. You can use your own students’ papers as
examples or you can other examples you may have on hand. Show as many good things about as
many papers as possible. You might type up a list of “Bests” and distribute it to the class (best
buffer, best alternative, etc.).
9) Question of the Day

To encourage students to read assignments, you may want to begin the class period with a quick
quiz question. Having a quiz at the beginning of class also encourages students to be on time and
eliminates separate time needed to call the roll. To save grading time, you can have students
switch papers and grade each other’s; this doubles the class time needed but saves your time later.
An appropriate question for Chapter 10:
What is tone and why is it important in negative messages?

Additional questions can be found in the Test Bank that accompanies BAC.
Tone is the implied attitude

10-16 of the author toward the audience and subject. It is important
in negative messages when you want audiences to feel as if you have taken their requests
Education.
seriously.
10) Additional Online Exercises
Chapter 10 -
Exercise 1: E-Mails for Discussion—Saying No to a Colleague
Difficultyanswers
The following Level:and/or
Easyshort analyses correspond to the additional exercises that appear on
the BAC website.
Though
All of1.these “No”
approaches certainly
violate isfor
the criteria direct, some
effective typetoofsome
messages explanation
degree; noneis needed
should be to avoid generating ill
sent as is.will. This message is a bit too blunt.
2. This message starts out well, but the third sentence could be phrased more positively. The
“bare bones” budget could be interpreted as criticism of the agency, and it would be better to
couple the statement about the time investment with the explanation that the current system
meets the agency’s needs very well.
3. Though a light-hearted tone might be appropriate in e-mail to a colleague you know

personally, this message goes too far and violates the principles of you-attitude through
sarcasm and name-calling. It’s not necessary to call one’s colleagues “computer phobic” or
“Neanderthals” or to make jokes about state government inefficiency. Referring to oneself as
“a good little computer support person” does not make one sound good, despite the writer’s
intentions.
Exercise 2: Analyzing a Bad News Message
The message is clearly negative—it informs the audience that gym membership dues will
increase by $10 plus taxes. The writer attempts to bury this negative information in the
middle of the message; however, it begins so positively that the bad news is a bit jarring.
Moreover, there is no reason given for the price increase. Why should the audience
continue to use Fit4Life if there is only a price increase but no additional services offered?
You-attitude could help this message focus more on the audience. Right now, the message
is writer-centered. Better you-attitude would also recognize that the writer should not
make it the customer’s responsibility to inquiry about the increase. The conclusion is
repetitive of the first line10-17 of the message. In addition, the conclusion assumes that the
audience will continue their now higher-priced membership, even though no reason is
Education.
given for the price increase.
Exercise 3: Revising a Negative Message

Chapter 10 -
Dear Mr. Jackson
Thank you for your business as a WarmHomes customer.

A sample draft follows:
The payments for the past three months have not been received. If we do not receive your
payments by February 2, your heating services will be terminated.
WarmHomes offers an express payment option that you can complete over the phone to
avoid any disruptions with your heating needs. Simply call 1-888-555-6626. In addition, if
you have recently been laid off, you may qualify for our reduced payment options. Please
call 1-888-555-6626 to speak with a representative or visit our website for more
information.
Your business is greatly appreciated.
Sincerely,
WarmHomes Customer Service Team
Exercise 4: Notifying Baby Boomers about Housing Rules
Students will find this situation difficult. You may consider asking them to brainstorm
answers to the questions listed in the problem and/or the five questions for analysis in
small groups before they draft their letters.
Student answers will vary. However, the organization of the letter should follow the
negative message pattern. Students should try to offer any alternatives that may work for
the Boudas’ situation; however, they’ll probably need to brainstorm these before writing.
You may also want to review the section on tone from the chapter before students write
their letters.
Exercise 5: Refusing to Pay an Out-of-Network Bill
Difficulty Level: Medium 10-18

Education.
This is a hard e-mail message for an empathetic person to write although the actual
assignment is straightforward. Given the lack of direct reporting relationship between
Alvin and the writer, the best organization is probably that of a negative letter. The e-mail
should first clearly inform Alvin that he chose his HMO, and the HMO he chose does not
pay for services rendered at St. Catherine’s Hospital. His bill for his surgery is his
responsibility and not the company’s. This information should be stated only once.
Chapter 10 -
The e-mail might explore some ways to assist Alvin in paying the bill on a manageable
schedule, including using any employee-emergency loan program, working with St.
Catherine’s to develop a payroll deduction to pay the amount over time, or the availability
of loans through the company credit union. The ending should assure Alvin that he is a
valued employee. Lastly, the writer may want to offer to meet with Alvin to go over the
HMO choices so that he understands the options he has available in the next open
enrollment period.
Exercise 6: Announcing a Reduction in Benefits
Answers will vary according to which option is assigned. Responses for options a and b
should include the solid reasons for the reduction in benefits. In both cases, employees
have become accustomed to belt-tightening as a result of prevailing economic conditions.
Responses for option c should give no reason since most of the service employees would
find none of the reasons valid.
Exercise 7: Recommending a Policy on Uncivil Behavior
Answers will vary by student teams. However, responses should clearly define
unacceptable or rude behavior and outline clear guidelines about what to do if infractions
occur. Ask teams to share their policies with each other and hold a discussion about which
versions are more/less effective. Encourage students who are employed to contribute their
personal experiences with rude behavior in the workplace.
Exercise 8: E-Mailing Bad News about Lab Hours
Here’s a sample response:
Subject: Computer Lab Hours
For the remainder 10-19

of spring [fall] term, the computer lab will be open from 8 a.m. until 5
p.m. on Monday through Thursday and 8 a.m. until 3 p.m. on Friday.
Education.
Few students use the lab the first hour each day; and except for the last hour on Tuesday,
students generally log on within 10 minutes of arriving at the lab. To save costs and keep
the student activity fee from rising, the lab hours for fall [spring] term will be 9 a.m. until
5 p.m. Monday through Thursday and 9 a.m. until 3 p.m. on Friday.
For 38 hours a week, you can still expect to log on within 10 to 15 minutes of arriving at
Chapter 10 -
the lab.
Exercise 9: Dumping Your Trash
Answers will vary based on the option you ask your students to complete. However,
students should follow the guidelines in the chapter for writing complaint messages for
Part B. For Part A, ask students to consider the organizational pattern for delivering
negative news messages outlined in the chapter. Effective messages will stress benefits for
employees.
10-20
Education.
Another random document with
no related content on Scribd:
272
Samar 5,040
13,054
Saranguani 36
93
Semerara 23
60
Siargao 134
347
Sibuyan 131
339
Siquijor 83
215
Sulu, or Jolo 241
624
Tablas 250
648
Ticao 94
243
Ybayat, or Ibayat 22
57
Ylin 24
62
GROUPS.
Alabat 76
197
Jomalig
Banton 44
114
Simara
Romblon
Daram 41
106
Buad
Camotes group: 74
192
Ponson
Poro
Pasijan
Calaguas group:
Tinagua 19
49
Guintinua
Cuyos group: 28
73
Cuyos
Cugo
Agutaya
Hamipo
Bisukei
Laguan 23
60
Batag
Limbancauyan 184
477
Mesa, or Talajit
Maripipi
Balupiri
Biliran
Lubang 53 163
Ambil
Golo
San Miguel 82 212

Batan
Cacraray
Rapurrapu
Tawi Tawi group: 183 414

Tawi Tawi
Tabulinga
Tandubato
Others of the
Tawi Tawi group. 54 140
Total measured 118,542 307,025
Estimated area of
unmeasured islands 1,000 2,500
Total area 119,542 309,615
{368}
Length of general shore line.
Name. Miles
Kilometers
Bohol 161
259
Cebu 310
499
Jolo Archipelago 858
1,381
Kalamines 126
203
Leite 363
584
Luzon 2,144
3,450
Masbate 244
393
Mindanao 1,592
2,562
Mindoro 322
518
Negros 386
621
Palawan 644
1,036
Panay 377
607
Samar 412
663
Minor islands 3,505
5,641
Total 11,444
18,417
"The following [as to population] is a quotation from an
article by W. F. Wilcox, of the United States Census Bureau.
It is well to notice that the last official census was in 1887
and that the figures of that census, though probably
underestimating the population of the islands, are the ones
which, in default of better, we are obliged to take as final.
It is probable that these are an understatement of the true
population of the Philippines for several reasons, among which
is one not observed by Mr. Wilcox, and which is therefore
mentioned. It is, of course, only supposition, but is at least
suggestive. For every adult counted in the census the
officials were obliged to return a poll tax. Thus, for
instance, if 100,000 persons were counted 100,000 pesetas
would have to be returned to the treasury. It has therefore
been supposed that the officials counted, say, 150,000 and
returned only 100,000 pesetas and 100,000 names. Mr. Wilcox
says (American Statistical Association Publ., September,
1899): 'The population of the islands in 1872 was stated in a
letter to Nature (6:162), from Manila, by Dr. A. B. Meyer, who
gives the latest not yet published statistics as his
authority. The letter gives the population of nine islands, as
follows:
Luzon 4,467,111
Panay 1,052,586
Cebu 427,356
Leite 285,495
Bohol 283,515
Negros 255,873
Samar 250,062
Mindanao 191,802
Mindoro 70,926
"It also gives the population of each of the 43 provinces of

the islands. The population was not counted, but estimated.
The number who paid tribute was stated as 1,232,544. How this
was ascertained we are not informed. The total population,
7,451,352, was approximated 'on the supposition that about the
sixth part of the whole has to pay tribute.' In reality this
population is 6.046 times the assigned tribute-paying
population. But Dr. Meyer adds: 'As there exist in all the
islands, even in Luzon, independent tribes and a large number
in Mindanao, the number of 7,451,352 gives no correct idea of
the real population of the Philippines. This is not known at
all and will not be known for a long time to come.'
"Since 1872 there have been actual enumerations of the

Philippines, but authorities differ as to the time when they
occurred and the detailed results. These enumerations were
usually confined to the subject and Catholic population, and
omitted the heathen, Mohammedan, and independent tribes. Four
reports of the entire population have been printed:
1. A report made by the religious orders in 1876 or 1877, in

which the nationalities and creeds of the population were
distinguished.
2. A manuscript report to Professor Blumentritt of the

enumeration made by the religious orders in December, 1879.
3. The official report of the civil census of December 31,

1877, contained in Reseña geog. y estad. de España, 1888, p.
1079.
4. The official report upon the census taken by the civil

officers December 31, 1887, and printed in the first volume of
Censo de la Poblacion de España, at Madrid, in 1891.
The first two may be compared, and tend somewhat to

corroborate each other, as follows:
1. Tribute-paying natives.
5,501,356
2. Army
14,545
3. Navy
2,924
4. Religious officers (Geistlichkeit)
1,962
5. Civil officers
5,552
6. Other Spaniards
13,265
Total Spaniards
38,248
1876-77.
1879.
Total Catholics 5,539,604
5,777,522
Heathen and Mohammedan natives 602,853
632,640
Foreigners (In 1876 there were:
British, 176; German, 109;
Americans, 42; French, 30) 378
592
Chinese 30,797
39,054
Total 6,173,632
6,449,813
"The third enumeration reported 5,567,685 as the
tribute-paying population. To this number should be added the
estimated number of the independent tribes, 'Indios no
sometidos'; this according to the missionaries' count was
about 600,000, making a total of 6,167,685. Most experts agree
that this official report is untrustworthy and involves
serious omissions, but believe that the facts are so
imperfectly known that they are unable to correct it. One
author, del Pac, writing in 1882, started from the
missionaries' census of 1876-77, viz, 6,173,632, assumed that
this omitted as many as 600,000 members of independent tribes
and that the increase of 1876-1882 would be 740,000. In this
way he got 7,513,632. A second writer, Sanciano, estimated the
population in 1881 as 10,260,249. The missionaries made an
estimate of their own in 1885 which showed 9,529,841.
Seat of War in the Island of Luzon.
{369}
"The fourth enumeration of those mentioned above showed a

population of 5,985,123 in 1887, and the totals both for the
group as a whole and for the fifty odd provinces tend to
confirm and to be confirmed by the civil count of 1877. This
number, however, represents only the nominally Catholic or
tribute-paying population. To it must be added the Mohammedan
or heathen tribes set down by clerical authorities as about
600,000. Perhaps the highest authority in this field,
Professor Blumentritt, is confident that this number does not
include all the independent tribes, but only those in the
mountains who have a special arrangement freeing them from all
the dues of the subject tribes. On the whole, therefore, Prof.
H. Wagner is inclined to estimate these omissions of
independent or non-Christian tribes at about 1,000,000 and the
population of the group at about 7,000,000. This result is
indorsed by the latest German authority, Hübner's
Geographisch-Statistische Tabellen for 1898, which gives the
population as
5,985,124 + 1,000,000 = 6,985,124, as follows:
Spanish
Estimated number
census.
not counted.
Luzon and adjacent islands 3,443,000

150,000
Mindoro and Masbate 126,000
100,000
Visayas Archipelago 2,181,000
200,000
Mindanao 209,000
400,000
Calamianes and Palawan 22,000
50,000
Jolo (Sulu) Islands 4,000
100,000
Total 5,985,000
1,000,000
"Personally I am disposed to suspect that this number,

although called by Professor Wagner an outside estimate, is
below rather than above the truth. In favor of this position
it may be urged that Professor Wagner's estimate makes no
allowance either for the natural increase of population,
1887-1898, or for the fact that the first careful census of
densely populated regions, like India and Japan, usually
reveals a larger population than had been previously
estimated. This analogy might reasonably be applied to Luzon
and the Visayas."
United States, 56th Congress, 1st Session,

Senate Document Number 171, pages 4-7.
PHILIPPINE ISLANDS:
The native inhabitants.
"The inhabitants of the Philippines belong to three sharply

distinct races—the Negrito race, the Indonesian race, and the
Malayan race. It is universally conceded that the Negritos of
to-day are the disappearing remnants of a people which once
populated the entire archipelago. They are, physically,
weaklings of low stature, with black skin, closely-curling
hair, flat noses, thick lips, and large, clumsy feet. In the
matter of intelligence they stand at or near the bottom of the
human series, and they are believed to be incapable of any
considerable degree of civilization or advancement. Centuries
ago they were driven from the coast regions into the wilder
interior portions of the islands by Malay invaders, and from
that day to this they have steadily lost ground in the
struggle for existence, until but a few scattered and
numerically insignificant groups of them remain. … It is
believed that not more than 25,000 of them exist in the entire
archipelago, and the race seems doomed to early extinction. …
"So far as is at present known, the Philippine tribes

belonging to the Indonesian race are confined to the great
island of Mindanao, the surface of which constitutes about
one-third of the total land area of the archipelago. … The
Philippine representatives of this race are physically
superior not only to the Negritos, but to the more numerous
Malayan peoples as well. They are tall and well developed,
with high foreheads, aquiline noses, wavy hair, and often with
abundant beards. The color of their skins is quite light. Many
of them are very clever and intelligent. None of the tribes
have been Christianized. Some of them have grown extremely
fierce and warlike as a result of their long struggle with
hostile Malayan peoples. Others, more happy in their
surroundings, are pacific and industrious.
"The great majority of the inhabitants of the Philippines are

of Malayan extraction, although the race is not found pure in
any of the islands, but is everywhere more or less modified
through intermarriage with Chinese, Indonesians, Negritos,
Arabs, and, to a limited extent, Spaniards and other
Europeans. The individuals belonging to these Malayan tribes
are of medium size, with straight black hair. As a rule the
men are beardless, and when they have a beard it is usually
straggling, and appears late in life. The skin is brown and
distinctly darker than that of the Indonesians, although very
much lighter than that of the Negritos. The nose is short and
frequently considerably flattened. The representatives of
these three races are divided into numerous tribes, which
often differ very greatly in language, manners, customs, and
laws, as well as in degree of civilization. …
"Any estimate of the total population must manifestly depend

on the number of inhabitants assigned to the various wild
tribes, of which there are no less than 69. For the purposes
of this report the commission has adopted as the total figure
8,000,000, considering this a conservative estimate. Baranera,
whose figures are believed to be carefully prepared, places
the total at 9,000,000. The extent of territory occupied in
whole or in part by each of the more important civilized
tribes can be estimated with a greater degree of accuracy, and
is approximately as follows: Visayans (occupying 28,100 square
miles) 2,601,600; Tagalogs (15,380 sq. miles) 1,663,900;
Bicols (6,900 sq. miles) 518,100; Ilocanos (6,170 sq. miles)
441,700; Pangasinaus (1,950 sq. miles) 365,500; Pampangas
(1,950 sq. miles) 337,900; Moros (12,860 sq. miles) 268,000;
Cagayans(11,500 sq. miles) 166,300. All of these peoples,
although ignorant and illiterate, are possessed of a
considerable degree of civilization, and, with the exception
of the Mohammedan Moros, are Christianized."
Philippine Commission,
Report, January 31, 1900, volume 1, pages 11-15.
PHILIPPINE ISLANDS: A. D. 1896-1898.

The Katipunan and the rising against Spanish rule.
Appearance of Aguinaldo as a leader.
Dr. José Rizal.
The Treaty of Biac-na-bato.
Departure of Aguinaldo and his return with
the American forces.
The Philippine Islands, discovered in 1521 by Magellan (or

Maghallanes or Magalhaes), and occupied by the Spaniards in
1565, seems, for a long period, to have interested that people
more as a missionary than as a commercial field. Indeed, the
doings of the church and of the religious orders, and the
acceptance of Roman teachings of Christianity by the greater
part of the native population, make up the essential history
of the Philippines until quite recent times. If the islands
had offered gold mines, or pearl fisheries, or spice forests
to their European discoverers, the story would certainly have
been different. As it was, the Spaniards were not moved to
much eagerness in exploiting such resources of commerce as
they found; and so, through fortunate circumstances, the
natives were made converts instead of slaves.
{370}
By missionaries, more than by soldiers, they were subdued; by
the church, more than by the Spanish state, they were ruled.
It is certain that there were great corruptions and
oppressions in the government, and it follows that a large
share of responsibility for them rests on those who controlled
the affairs of the church. For the past hundred years, at
least, the more spirited part of the native population has
been restive under the misrule and its burdens, and frequent
attempts at insurrection have been made. Such an outbreak in
1872 was suppressed and punished with a vengefulness, in
executions and banishment, which rankled ever afterwards in
the hearts of the people.
A secret society, called the "Katipunan," or League, was then

formed, which became a revolutionary organization, and from
which sprang the most serious of Filipino rebellions, in 1896.
The province of Cavite was the center of revolt, and it was
there that Emilio Aguinaldo, then the schoolmaster at Silan,
came into prominence as a leader. Mr. John Foreman, who was in
the Philippines at the time of the insurrection, states that
Aguinaldo was personally humane, but fearful atrocities were
committed in the first months of the rising by some of the
insurgents of his band. One captured priest, according to Mr.
Foreman's account, "was cut up piecemeal; another was
saturated with petroleum and set on fire; and a third was
bathed in oil and fried on a bamboo spit run through the
length of his body." The Spaniards, on their side, were
equally inhuman in their treatment of captured rebels and
"suspects." Says Mr. Foreman: "About 600 suspects were
confined in the dungeons of Fort Santiago at the mouth of the
Pasig River. Then occurred a frightful tragedy. The dungeons
are below water-mark at high tide; the river filtered in
through the crevices in the ancient masonry; thus twice a day
these unfortunates were up to their waists or necks in water,
according to the height of the men. The Spanish sergeant on
duty threw his rug over the only light and ventilating shaft,
and, in a couple of days, carts were seen by many citizens
carrying away the dead, calculated to number 70. Provincial
governors and parish priests seemed to regard it as a duty to
supply the capital with batches of 'suspects' from their
localities. In Vigan, where nothing had occurred, many of the
heads of the best families and monied men were arrested and
brought to Manila in a steamer. They were bound hand and foot,
and carried like packages of merchandise in the hold. I
happened to be on the quay when the steamer discharged her
living freight, with chains and hooks to haul up and swing out
the bodies like bales of hemp. …
"Thousands of peaceful natives were treated with a ferocity

which would have shocked all Europe. … Within three months of
the outbreak, hundreds of the richest natives and half-castes
in Manila were imprisoned for a few days and released
conditionally"—the condition being a payment of ransom,
sometimes said to be as high as $40,000. But General Blanco,
the then Governor-General, was not vigorous enough in his
measures to satisfy the all-powerful clerical party in the
islands, and he was replaced by General Polaveja, who received
large reinforcements from Spain, and who succeeded in breaking
the strength of the rebellion to a great extent. But the
character of Polaveja's administration is thus described by
Mr. Foreman: "Apart from the circumstances of legitimate
warfare, in which probably neither party was more merciful
than the other, he initiated a system of striking terror into
the non-combatant population by barbarous tortures and
wholesale executions. … Men were escorted to the prisons by
pure caprice and subjected to horrible maltreatment. Many of
them were liberated in the course of a few days, declared
innocent, but maimed for life and forever unable to get a
living. … The only apparent object in all this was to
disseminate broadcast living examples of Spanish vengeance."
The most notable victim at this period was Dr. José Rizal, a
physician, highly educated in Europe, distinguished as an
oculist, and the author of certain novels in which the
condition of things in his native country was set forth. On
his return to the Islands, Dr. Rizal incurred the enmity of
the friars by opposing them, and was pursued by their
hostility. From 1893 to 1896 he was kept in banishment,
closely watched, at a small town in the island of Mindanao.
Then he sought and obtained permission to go to Cuba in the
medical staff of the Spanish army; but, just as he arrived at
Manila, on his way to Spain, the insurrection of 1896 broke
out, and though he was suffered to depart, his enemies pursued
him with accusations of complicity in the rising and caused
him to be brought back. Says Mr. Foreman, who was an
eye-witness of what occurred: "Not a few of us who saw the
vessel leave wished him 'God speed.' But the clerical party
were eager for his extermination. … The lay authorities always
had to yield to the monks, and history herein repeated itself.
Dr. Rizal was cabled for to answer certain accusations, and so
on his landing in the Peninsula he was incarcerated in the
celebrated fortress of Montjuich (the scene of so many
horrors), pending his re-shipment by the returning steamer. He
reached Manila as a state prisoner in the Colon, isolated from
all but his jailors. It was materially impossible for him to
have taken any part in the rebellion, whatever his sympathies
may have been." Nevertheless, he was tried by court-martial
for sedition and rebellion, condemned and shot; and his memory
is cherished in the islands as that of a martyred patriot.
"The decree of execution was one of Polaveja's foulest acts."
Having scotched but not killed the insurrection, Polaveja went
home, with broken health, in the spring of 1897, and was
succeeded by General Primo de Rivera, who, after some months
of continued warfare, opened negotiations with Aguinaldo, the
recognized leader of the revolt. The result was a treaty,
known as the "Pacto de Biac-na-bato, signed December 14. By
this treaty "the rebels undertook to deliver up their arms and
ammunition of all kinds to the Spaniards; to evacuate the
places held by them; to conclude an armistice for three years
for the application and development of the reforms to be
introduced by the other part, and not to conspire against
Spanish sovereignty in the Islands, nor aid or abet any
movement calculated to counteract the reforms.
{371}
Emilio Aguinaldo and 34 other leaders undertook to quit the
Philippine Islands, and not to return to them until so
authorised by the Spanish Government. On behalf of the Spanish
Government it was agreed to pay, through the medium of Pedro
A. Paterno, to the rebels the sum of $1,000,000, and to the
families who had sustained loss by reason of the war $700,000,
in instalments and conditionally,"—the condition being that no
renewal of rebellion or conspiracy occur. Aguinaldo and other
chiefs of the insurrection left the Islands, accordingly; but
they are said to have been utterly duped. One instalment, only
($400,000), of the promised money was ever paid; the promised
reforms were not carried out, and persecution of those who had
been in sympathy with the rising was renewed.
J. Foreman,
The Philippine Islands,
chapter 26 (New York: Charles Scribner's Sons).
"Aguinaldo and his associates went to Hongkong and Singapore.

A portion of the money, $400,000, was deposited in banks at
Hongkong, and a lawsuit soon arose between Aguinaldo and one
of his subordinate chiefs named Artacho, which is interesting
on account of the very honorable position taken by Aguinaldo.
Artacho sued for a division of the money among the insurgents
according to rank. Aguinaldo claimed that the money was a
trust fund, and was to remain on deposit until it was seen
whether the Spaniards would carry out their promised reforms,
and if they failed to do so, it was to be used to defray the
expenses of a new insurrection. The suit was settled out of
court by paying Artacho $5,000. No steps have been taken to
introduce the reforms, more than 2,000 insurgents, who had
been deported to Fernando Po and other places, are still in
confinement, and Aguinaldo is now using the money to carry on
the operations of the present insurrection."
F. V. Greene,
Memorandum concerning the Situation in the Philippines,
August 30, 1898 (Treaty of Peace and Accompanying Papers:
55th Congress, 3d Session,
Senate Document Number 62, part 1, page 421.
PHILIPPINE ISLANDS: A. D. 1897.

Refusal of United States Government to negotiate
with the insurgent republic.
See (in this volume)

UNITED STATES OF AMERICA: A. D. 1897 (NOVEMBER).
PHILIPPINE ISLANDS: A. D. 1898 (April-May).

Circumstances in which Aguinaldo was brought to
Manila to co-operate with American forces.

UNITED STATES OF AMERICA:
A. D. 1898 (APRIL-MAY: PHILIPPINES).
PHILIPPINE ISLANDS: A. D. 1898 (April-July).

Destruction of the Spanish fleet in Manila Bay.
Blockade and siege of the city.
Co-operation of insurgents under Aguinaldo.
UNITED STATES OF AMERICA: A. D. 1898 (APRIL-JULY).
PHILIPPINE ISLANDS: A. D. 1898 (May-August).

Conduct of English and German naval officers at Manila.

UNITED STATES OF AMERICA: A. D. 1898 (MAY-AUGUST).
PHILIPPINE ISLANDS: A. D. 1898 (July-August).

Correspondence between the American commander and Aguinaldo.
This is fully given (showing the relations between the

American and Filipino forces, before the capture of Manila),
in the general account of the Spanish-American War.

UNITED STATES OF AMERICA:
A. D. 1898 (JULY-AUGUST: PHILIPPINES).
PHILIPPINE ISLANDS: A. D. 1898 (July-September).

American capture of Manila.
Relations with the Filipino insurgents.
General Merritt's report.
Aguinaldo declared President of the Philippine Republic.

UNITED STATES OF AMERICA: A. D. 1898 (JULY-SEPTEMBER).
PHILIPPINE ISLANDS: A. D. 1898 (August).

Suspension of hostilities between the United States and Spain.
Manila held by the former pending the conclusion
of a treaty of peace.

UNITED STATES OF AMERICA: A. D. 1898 (JULY-DECEMBER).
PHILIPPINE ISLANDS: A. D. 1898 (August).
Losses of the American army during the war with Spain.

UNITED STATES OF AMERICA: A. D. 1900 (JUNE).
PHILIPPINE ISLANDS: A. D. 1898 (August-December).

The state of things following the occupation of Manila
by American forces.
Growing distrust and unfriendliness of the Tagalos.
General Otis's report.
Of the state of things which followed the departure of General

Merritt, August 30, General Otis, who succeeded him in
command, reported subsequently as follows:
"Until October 14 [1898], the United States troops in the

Philippines remained stationed at Manila and Cavite, as
provided in General Merritt's orders of August 23, with very
slight exceptions, Major-General Anderson retaining
supervision of the district of Cavite and Major-General
MacArthur of the troops stationed in Manila, the three
organizations composing the provost guard continuing, however,
under the control of Brigadier-General Hughes. They were most
bountifully supplied with subsistence and medicines, but light
clothing suited to the climate and facilities necessary for
occupying and messing in barracks were needed. These were soon
obtained through contract and purchase from the merchants of
Hongkong and Manila and by shipment from the United States.
The troops received tactical instructions daily, but the
weather was too hot for much physical exertion, and time hung
heavily upon them. They entertained the impression that the
Spanish war had terminated, and the volunteers appeared to
believe that they should be recalled to the United States at
once and regular troops sent out to perform the monotonous
garrison duties which were about to follow the victory of

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Business and Administrative Communication 11Th Edition Locker Solutions Manual Full Chapter PDF

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Business and Administrative

Communication 11th Edition Locker

1) Description of the Chapter

LO 10-1 Different purposes of negative messages

LO 10-3 Ways to construct the different parts of negative messages

• Make the refusal crystal clear.

• Many negative situations can be redefined as informative, positive, or persuasive

3) Exercise Planning Table

different kinds of negative

4) Continuing Case Analysis

5) Answers and Analysis for In-Text Exercises

Difficulty Level: Easy

4. When should you use a buffer? (LO 10-3)

5. When should you not apologize? (LO 10-3)

10.2 Reviewing Grammar

Difficulty Level: Easy

10.3 Letters for Discussion—Credit Refusal (LO 10-3)

Difficulty Level: Easy

Difficulty Level: Easy

10.5 E-mails for Discussion—Ending a Tradition (LO 10-2)

10.6 Revising a Negative Message (LO 10-5)

Difficulty Level: Easy

Dear Ms. Jackson

Congratulations on the recent birth of your baby.

10.7 Practicing Negative Responses for the Office (LO 10-4)

Difficulty Level: Easy

Difficulty Level: Medium

10.9 Correcting a Mistake (LO 10-5)

Difficulty Level: Easy

Here’s a good student response.

Subject: Re: Correct Numbers for April Report

10.10 Vetoing an Employee Benefit (LO 10-4)

Difficulty Level: Medium

10.11 Discussing an Apology Letter (LO 10-3)

Difficulty Level: Easy

Answers will vary according to group discussion.

10.12 Preparing a Class Civility Policy (LO 10-5)

Difficulty Level: Easy

10.13 Telling Employees to Remove Personal Web Sites (LO 10-6)

Difficulty Level: Medium

10.14 Refusing to Waive a Fee (LO 10-5)

Level of Difficulty: Medium

10.16 Analyzing Job Rejection Letters (LO 10-5)

Difficulty Level: Medium

2. Answers will vary based on the letters students collect.

10.17 Creating Equal Work Distribution (LO 10-4)

Difficulty Level: Medium

10.18 Turning Down a Faithful Client (LO 10-5)

1. Who is (are) your audience(s)?

2. What are your purposes in communicating?

3. What information must your message include?

5. What aspects of the total situation may be relevant?

Take-Home Quiz follows.

Chapter 10 - Take-Home Quiz on Problem 10.18

Score: _____ of 20 points Name _______________________

5. What are your purposes in writing? (3 points)

6. What information must your message include? (3 points)

9. What aspects of the total situation may be relevant? (2 points)

10.19 Getting Information from a Co-worker (LO 10-5)

Difficulty Level: Difficult

10.20 Sending Negative Message to Real Audiences (LO 10-5)

Difficulty Level: Medium

6) PPT Lecture Outline

Score: _ of 20 points Name ___________________