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Construction of business letter writing problems

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THE UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE

CONSTRUCTION OF BUSINESS LETTER WRITING PROBLEMS

A THESIS SUBMITTED TO THE GRADUATE FACULTY in partial fulfillment of the requirements for the /

degree of DOCTOR OF EDUCATION

BY JODIE C. SMITH Norman, Oklahoma 1950________

UNIVERSITY OF OKLAHOMA

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UMI Number: DP10085

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ProQuest Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, Ml 48106-1346

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CONSTRUCTION OF 3USEESS LETTER TiEITEIG PROBLEMS

APPROVED BY

THESIS COMMITTEE

S2SSS5 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

To Lfr wife

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ACKHO^IEBGMSHTS

The 'writer wishes to egress his appreciation and acknowledge his indebtedness To Dr. Harry Huffman -whose counsel and guidance made this study possible; To Professor A. L. Cosgrove who gave helpful suggestions for improving the organization and presentation of the manuscript; To Dr. Garold B. Holstine who gave helpful guidance during the academic preparation; To members of the University of Oklahoma Department of Business Communication — Professors Cosgrove, K. Baker Horning, Lawrence Freeman, and Charles E. McKinney — - who read the problem section and made suggestions; To those authorities on business letter writing who evaluated the principles with which this study is concerned; and TO the classroom instructors who cooperated by sub­ mitting material for the business letter problems.

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II 'i

I | '!

i

i

TABLE OF CONTENTS Page LIST OF TABLES................................

v111

Chapter I, INTRODUCTION........................................

1

Statement of the Problem. . . . . . . . . ........... Need for the Study................... Delimitation of the Problem ......... Methods of Procedure. . . . . . . . ................ Historical Iieunod Nornative-Survey Technique....................... Questionnaire Technique ......................... Accuracy and Reliability of Data................ ............................. Summary.

3 h h 6 6 7 8 9 10

II. REYIE17 OF RELATED LITERATURE........................... 12 Survey of Research Studies. .................... 12 Survey of Professional Literature ............. llj. Summary................... 21 III. ESTABLISHMENT OF PRINCIPLES, PART I .................... 22 Principles Pertaining to Organization ............. 21s. Principles Pertaining to Purpose....... 32 Principles Pertaining to Difficulty .............. bZ Principles Pertaining to "fording and Content.. . . . . 5>0 Additional Comments Pertaining to Principles in General............................ 60 Chapter Summary.................................... 6H 17. ESTABLISHMENT OF PRINCIPLES, PART H .................... 6< Principles Pertaining to Organization . . . . . . . . . 67 Principles Pertaining to Purpose. ............. 69 Principles Pertaining to Difficulty............. 76 Principles Pertaining to ¥ording and Content.. . . . . 81 Additional Comments Pertaining to Principles in General. . . ................ 88

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Page Summary and Conclusion.......... Y.

89

SURYET 0? STUDENTS’ BUSINESS LETTER IRITING EXPERIENCES . 92 Discussion of the Letter Types....................... 93 93 Credit Letters................... Adjustment Letters.............................. 95 Recommendation Letters............................. 95 Resignation Letters ............................. 97 Promotion Letters . . . . . ...................... 97 Sales Letters.................. 97 Goodwill Letters........ 9° Collection Letters............. 98 Order Letters. . . . 98 Unclassified Replies. .. ....... . . . . . . . . . 98 Application Letters............ 99 Claim Letters ........ 99 Request and Inquiry Letters............ 99 Summary.........................

YI. YU .

REPRESENTATIVE PROBLEM ASSIGNMENTS..................... 101 SUMMARI.............

123

3IBLI0GRAPEI................................................125 APPENDIX A ................................................. 131; The list of principles submitted to selected authorities in the field of business letter writing................ Specimen covering letter mailed with the first list of principles........

135 137

APPENDIX B................................................. 138 • The revised list of principles submitted to the authorities for an approval or a disapproval classification. ............................ 139 Specimen covering letter mailed with the revised list of principles. ......... . Names of the authorities who considered both lists of principles....................... li;2 APPENDIX C. .

............................................ 11*2*.

Specimen letter mailed to forty-five instructors of business letter writing requesting descriptions vi

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Page

..

of student experiences* . . . . . . . . . . . . . Location of schools participating in survey for students' letter writing experiences........... . . Instructors nho participated in survey of students'

H).S

.*

lls.3

..

150

©XpSX*2.Sl*lCSS •

•• • * • * « • » * • • «

APPENDIX T\

Questionnaire sent to 135 colleges and universities in order to identify leading texts in business letter writing................................. 151 Specimen covering request for questionnaire........ 151

vii

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LIST OF TABLES Table 1.

Page Approval, Approval -with Modification, or Disapproval of Principle 1 Under Organisation. . . ..........

. . 21*

2. Approval, Approval with Modification, or Disapproval of Principle 2 Under Organization. ..................

28

3. Approval, Approval ■with Modification, or Disapproval of Principle 3 Under Organization........................ 31 1*. Approval, Approval with Modification, or Disapproval of Principle 1 Under Purpose. .................... 3-U 3.

Approval, Approval with Modification, or Disapproval of Principle 2 Under Purpose............................ 37

6. Approval, Approval with Modification, or Disapproval of Principle 3 Under Purpose............................ 39 7. Approval, Approval with Modification, or Disapproval of Principle 1*Under Purpose .................... 1*1 8.

Approval, Approval with Modification, or Disapproval of Principle 1 Under Difficulty......................... 1*3

9.

Approval, Approval with Modification, or Disapproval of Principle 2 Under Difficulty......................... 1*6

10.

Approval, Approval with Modification, or Disapproval of Principle 3 Under Difficulty.... .... ............ .

1*8

11.

Approval, Approval with Modification, or Disapproval of Principle 1 Under Wording and Content................. 51

12.

Approval, Approval with Modification, or Disapproval of Principle 2 Under Wording and Content................. 53

13. Approval, Approval with Modification, or Disapproval of Principle 3 Under Wording and Content................. 55

viii

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Table

’ag
: —



X





X





Total

17

8

6

31

Per Cent

55

26

19

100

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Ill* approved, approved -with modifications, and disapproved Principle 1 under Difficulty. Twenty-five experts, or 9h per cent of the group, approved this statement, including approval with modifications. The following comments and suggestions reveal that this state­ ment brought out a number of individual philosophies and methods of instruction.

The choice of using timed writings was voiced, as was

the amount of information that should be given to students with the assignment.

Many of the persons approving this principle did so with

a notation of nobvious" or "apparent.” Approve with Modifications 111 would qualify this statement by adding ‘within a certain limit of time.1 lou do not mention a time limitation any­ where in the list. There are problems possible of solution, but they would take too long to be solved in the tine avail­ able for an average assignment." "I believe this statement seems too obvious." “All of the criteria under this heading appear to me to be implicit in or invalidated by one or more of the preceding criteria." "hot in the sense that they must never leave either party with regret or even monetary loss. «re teachers sometimes promote optimism to the point of absurdity. Of course, all problems should be possible of solution in the sense that reason must rule, be it painful or not, but not necessarily at the first attempt. A directed revision of an solution is a very effective teaching device.” "Are there any business problems that are not possible of solution?" "In every business letter problem the student should be told what the action is (or was). It's wasteful to have a student wondering what managerial policy is when under actual circumstances he would have no choice in the matter. Our problem isn't figuring out what should be done; it is figuring out how to decrease reader resistance in trans­

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h$ sitting a decision (generally over which we as correspond­ ents have no influence.) Our problem., then, is the order cf presenting ideas and the delicacy of word choice." ”1 would say that the problem should be 'possible of specific solution.1" "Be possible —

is this good English?3

“Business problems aren't always solvable." "This is a doubtful statement. In life we often face 'im­ possible1 situations. Of course, something has to be done.” "Some problems such as those involving the refusal of claims are sometimes not possible of an entirely satisfactory solution. All we can ask of the student is that he do his best under the circumstances. I think such an attitude is more realistic than the one that insists that a letter can do a 100 per cent job all the time.”

"I don't think that all business letter problems should necessarily be possible of solution. By that I mean that they should not necessarily be possible of any set or exact solution, but should, lead to a number of solutions.” "But not all require a solution as such. "I have sometimes found that a problem for which there is no good solution, is a challenge to the student and results in many original and clever possible solutions.”

Principle 2: All Business Letter Problems Should Be Worthy of Assignment Table 9 shows the number and per cent of approvals, approvals with modifications, and disapprovals of Principle 2 in this section as evidenced in the respondents' return.

Ninety-nine per cent of the jury

approved or approved with modifications. Suggested modifications and approval of Principle 2 are voiced in the following comments:___________________

_ _______________ j

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TABLE 9 APPROVAL, APPROVAL TEETH MODIFICATION, OR DISAPPROVAL OF PRINCIPLE 2 UNDER DIFFICULTY

Individual's Response No. Approve 1 2 3 h 3 6 7 8 9 10 11 12 13 lit 15 16 17 18 19 20 21 22 23 2k 25 26 27 28 29 30 31

X X X X — X X X — ~ X

All Business Letter Problems Should 3e Fforthy of Assignment Approve -with Disapprove Modification

„n —





— —



— X X X X X X X X

— —

—-

X X — X — __ — . — — — — X

— ——



— •

X

— — — —

— X X X X X X X

X X X

Total



— — — — —

— — —

— — —— — — — — — — — — — — —

Total

25

5

1

31

Per Cent

81

16

3

100

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h7 Approve with Modifications "Seems obvious." "Test for this?" "There seems to be an overlapping with this statement and No. 2 under Organization." "Question 2 and question 3 3eem to be positive and negative statements of the same idea. Students will not take much interest in a problem that seems trivial." "Suggest you combine No. 2 and Ho. 3 under Difficulty." Disapprove - x --"vshat does this item have to do with difficulty?"

Principle 3: All Business Letter Problems Should Encourage or Challenge Students to Work to Their Fullest Capacity Table 10 on page 1*8 lists the number and per cent of respond­ ents’ approvals, approvals with modifications, and disapproval of Principle 3 under this division.

Ninety-three per cent of the experts

expressed favorable attitudes toward this principle, 3 per cent of whom favored it with modifications. Comments and suggestions included with the responses to this principle follow: Approve with Modifications "I think the answer to this is yes, although I am not quite clear on it. The teacher must remember that the students are taking other courses. Also, that he sometimes needs a bit of relief. Problems that require much library research in order to solve, while they may work the student to his fullest capacity, they impose upon his time in other courses."

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1*8

TABLE 10 APPROVAL, APPROVAL HUTS. MODIFICATION, OR DISAPPROVAL OF PRINCIPLE 3 UNDER DIFFICULTY

Individual’s Response No*

1 2 3 b 3 6 7 3 9 10 11 12 13 2b 1$ 16 17 18 19 20 21 22 23 2b 23 26 27 28 29 30 31

All. Business Letter Problems Should Encourage or Chal­ lenge Students to ¥ork to Their Fullest Capacity Approve vd.th Disapprove Total Modification Approve X

■„ ir-

X —

X X X X







X —

— —





— — —

— X

— —







X X



X





X X



X X



'



— —



X X

——



X

— — — X X X X X X X — —

— X X

— — —



X — —

— —

— —

— — — —



— X X



— — X

Total

16

p

7

31

Per Cent

31

26

23

ICO

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h9 "I suggest, 'A business letter problem should encourage or challenge the student to -work to his fullest mental capacity.”* "Is there an overlapping? Purpose 3?"

For example, Difficulty 3 snd

"Even routine inquiries and answers?" "Not more than one or two easy problems should be used. They should come early in the course; thereafter only difficult cases should be used — not to hurt students but to give the best possible experience." "Couldn't you combine these — 2 and 3 — to read like this, ’All business letter problems should be worthy of assignment; that is, should encourage or challenge students to work to their fullest capacity.*" "I think I agree with the spirit of the statement; the letter of it could be interpreted to mean too much. ¥e must not forget that our students are taking other courses and cannot be expected to spend all their time on letter ■writing." Disapprove "Fullest capacity is itself a variable term, subjective in definition. No one has yet invented a psychological yard­ stick by which to measure 'student capacity' by the mental inch. Grades do not do it; I. Q. does not do it. Private conferences between master and student in the most expen­ sive private schools still will not do it. Even so, Student A doing A work, Student C doing C work, and Student F doing F work cannot possibly tackle the same problem and, working at full capacity, come forth with equal results. Nor can a problem scaled for the full capacity of Student C bring forth, in all cases, the full capacity of Student A. It -will require too little of Student A. Similarly a problem scaled neatly for Student A will overburden the full capacity of Student C and overwhelm the best efforts of Student F. This is one of the age-old problems of education. Its solution calls for the techniques of academic differentiation." "Fullest capacity —

certainly not,"

"Doubt value of this unless you mean the problems should be graded to fit the average ability of the class."

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5c "Grit this statement.” "Questionable. difficulty.”

Obviously they must have varying degrees of

“No, letters involving an estimable task of controlling a reader's emotional response vary greatly from type to type. Fulxest —— demanded —— as m some sales, refused adjustment, even good application letters — requires a slight recess immediately afterj somewhat lake a good speaker always gives his audience a chance to shuffle their feet, adjust their position, etc. after having made a significant point. Student letter -writers need the same adapted pace." “Can they?" Principles Pertaining to Wording and Content This classification includes five principles, two of -which were approved or approved with modifications by all of the respondents.

Principle 1: All Business Letter Problems Should Be So horded That The Facts hill Be Clear and Realistic Table 11 Indicates the number and per cent of respondents who approved and approved with modifications.

IIo individual from the group

of experienced personnel on business letter writing disapproved this statement. Although this principle was accepted by all the authorities, several modifications were suggested: Approve with Modifications "In the section under Wording and Content, the word complete should be inserted either in Item 1 or Item $3 or in both." "Somehow I believe there is an overlapping of ideas in No. 1 and No. >.fi

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TABLE 11 APPROVAL, APPROVAL ¥/ITK MODIFICATION* 01I DISAPFEOVAL OF PRINCIPLE 1 UNDER WORDING AND CONTENT

Individual's Response Ho,

All Business Letter Problems Should Be So Worded That The Facts Will Be Clear and Realistic Approve with Disapprove Total Modification Aoorove

1 o C. 3 it

5 6 7 3 Q S

X







— •v*

— X X



— v

X X _

.

— — —



10

11 12 13 lit 15 16 17 13 19 20 21 22 23 2J+ 25 26 27 28 29 30 31

— *V“ A

— --

X

X --

X X •o. X -A. X

—— _ — _

— — — __ — --



X •«/» X

--

X v■ «v " X X



_

X

---. —— -. -,

— — —



__

X X

X

——



——

—— —



Total

23

Per Cent

7h

A

0

31

26

0

100

V

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£2 ''Could No. 1 and Ho. 2 be effectively combined? to be an overlapping."

There seems

"Certainly the frame of the problem should be clear and realistic. How much of the supplementary data should be given to vhe student, I don't know. 3osm instructors practically 'write the problem in class’ as they make the assignment. Others aeel that the stuueut must be recjuured, as he would. in an office, to dig up the supplementary facts for himself." "Agreed.

I Tfouid add the word complete."

"Suggest — ’All business letter problems should be so -forded that the assumed facts -Kill be clear and realistic.'" "I’m inclined to add two words, ’and complete.’"

Principle 2: All Business Letter Problems Should Be So horded That Their Practical Value is Evident The number and per cent of authorities indicating approval, approval with modifications, and disapproval of Principle 2 are shown in Table 12.

Combined with approval with modifications, this principle

was acceptable to 90 per cent of the authorities. Aoorove with Modifications ^ *



■■

-

- —

-

-

-

T

■ |- |

"that is the meaning of practical? Do you mean training?" "Could He. 1 and No. 2 be combined?" "All business letters should be chosen and worded so that their practical value is evident. Hording could not give a problem practical value unless the problem was practical to begin with." "Does the realistic in Ho. 1 of tnis section, take care of everything in No. 2?" Disapprove "Doubtful."

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TABLE 12 APPROVAL, APPROVAL WITH MODIFICATION, OR DISAPPROVAL OF PRINCIPLE 2 UNDER WORDING M B CONTENT

Individual's Response No.

All Business Letter Problems Should Be So Worded! That Their Practical Value Is Evident Approve -with Disapprove Total Modification Approve

1

X

2

X

3

X

it

X

5 6

X X

— — — — — —

X



10

X

11

X

— —

X

7

8 9

lit

X

lo

X

— X X

19 20 21

X



— — — —

— X

—— —

15 17 13



X



12 13

— — —

X X

— — — — — — — — __

— — __ —

— X



— —

__ —

X — ---—

X X X X

— —— —— — —

— — — — X

Total

2 lt

It

3

31

Per Cent

77

13

10

100

22

X

23

X

2 it

X

25

X

26

X

27 28 29 30 31



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"Impossible — that is, if you’re speaking from the students’ point of •view. They don’t know enough to see the practical •value." "Can they be?"

Principle 3: All Business Letter Problems Should Be So Worded That The Solution Is Brought Within Kange of Student Comprehension Table 13 shows the number and per cent of approvals, approvals with modifications, and disapprovals of Principle 3.

This statement

was also acceptable, with modifications, to 90 per cent of the everts. Modifications and disapproval- of this statement are indicated in the following comments and suggestions: Approve with Modifications "A business letter problem should be so worded that an effective solution is brought within range of student comprehension." ’’See No. 1 of this division. Certainly the frame of the problem should be clear and realistic." "Xes, however this seem to me to repeat your No. 1 under the caption Difficulty."

"No." "Not necessarily.

Suggests easy problems."

"Any student?"

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TABLE 13 APPROVAL, APPROVAL WITH MODIFICATION, OF. DISAPPROVAL OF PRINCIPLE 3 UNDER WORDING AMD CONTENT

Individual's Response No.

All Business Letter Problems Should Be So Worded That the Solution is Brought -within Range ______________ of Student Comprehension___________ Approve with Disapprove Total Approve Modification X

_

,n ,_r

X







X

— —

X





X





X



1 2

X



k 5 6 7 r> 0 9 10 11 12 13 Hi 15 16 17 18 19 20 21 22 23 2ii 25 26 27 23 29 30 31



Total

25

3

3

31

Per Cent

80

10

10

100



X

X



X



X X X X X

-

— — — —.

X



X



X



X

— —

X — X



— X X X X x

— — _— X

— X



— — — — — — — — — — _ — — X — X — — — — --— X

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Principle I;: All Business Letter Problems Should Be Interesting The number and per cent of respondents approving, approving ■with modifications, and disapproving Principle U are indicated in Table lit* Twenty replies, or 61; per cent, evidenced acceptance, with modifications, of this statement. Suggested modifications and reasons for disapproval of this principle are indicated in the following comments; Aporove with Modifications "Properly motivated, the student’s interest is inherent in his comprehension of the problem, is it not? Perhaps No. 3 and No. 1; should be combined." "I wonder if there's any conflict here with Item 3 under Organization." ■ .

. !■ ■ ■ ■ ■ , ii i.. in

"Yes, to most of the students. all in many things."

You can’t interest them

"I would qualify statement k because I do not think all business letter problems can be made interesting. Some problems are necessary and the student is •willing to work them because he realizes their value, but he may not find them interesting." "Pihat interests one may not interest another. a choice."

Give them

"Test for this?" "It must be recognized that interests vary with individuals, and it is often impossible to interest everybody in valid material." "Omit." "Interest is not only a metter of degree, but varies with the individual students."

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APPROVAL, APPROVAL vilTK MODIFICATION, OR DISAPPROVAL OF PEBICIFL3 it UNDER TJQBDIHG M B CONTENT

Individual's Response No. Approve

All Business Letter Frobleos Should Be Interesting Approve with Disapprove Modification

1

X

2

X



X



X



3 h

5



6

X

7

jT

3

X

9

lo­





ll

X

lit

13

— •X —

15

X

12

16

17 IS 19 20 21

— — X X

— —

— — —



X



——

— — — OHM.



X

— —

—— —— — — -— -X

Total

jC X



X

X X

— _



X

23 2U 25



26

27 23 29 30 31

—— X X —— ——

— — — — —— — — — X —-

Total

17

3

11

31

Per Cent

5it

10

36

100

22

X

X

x

— X — — X — — X — X

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58 "To students? How can they — if you’re going to have a well-rounded course, that is. On what job will you ever find this true? kany of the problems are dull, hard-tohandle, and equally as necessary to write." "All?

fthat about commonplace, routine problems?"

"Hot particularly necessary for every problem he meets in business will not always be interesting." "Interesting is such a flexible term. This idea of all problems being interesting seems to me utopian." "Too.general to mean much." Principle All Business Letter Problems Should Be Definite in Instructions Table 15 shows the number and per cent of respondents who ap­ proved and approved with modifications Principle 5, which is the last statement submitted to the group of experienced personnel on business letter writing.

This principle is one of the two principles that re­

ceived no disapproval rating. Although this statement was accepted by all the experts, several modifications were suggested: Approve with Modifications "In most cases, yes, so that the entire class will write from the same point of view. However, at the end of the semester, it is likely that the teacher will want to set up a general problem and leave the exact solution to the student’s ingenuity. This will separate the sheep from the goats." "V/ould add the word complete." "Overlapping of Item 1 and Item £ of this section." "Overlaps 3."

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59

TABLE 15

L\RPROVAL, APPROVAL 7JITK HOI)IBICATI0I7, OR DISAPPROVAL 0? PRINCIPLE 5 USER TiCKDING M D COETEBT

Individual's Response Ro.

c 3 }. p 6 n 1 p O y 10 11 12 13 ~h 15 13 17 18 19 20 21 22 23 21; 25 26 27 23

All Business Letter Froblexos Should Be Definite in Instractions Approval with Modification Disapprove Aoorove -A .. A. X

— X

«JC 1111■

— V — x — X X

-r a —

z. —

X y. — -j*»r

rTrlr

— -ft. —



X — X —

ri■ — — — ““ — — — —

X

X



— — —

Total

— —

x



— — X —



— — —

— _ — — — — —

— — — — —_ __ —

30 31

~yi_ X X X X X ™ __ —

Total

21

10

\J

31

Per Cent

68

32

0

ICO

or*

X X

X

'

-"**■

r,

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60 "You may wish to change should be definite in instruction to read should contain definite instruction,n "Yes, unless you want to leave some of the definite de­ tails for the teacher making the assignment.” “Overlaps No. 1 of this section.” Table 16 is a summary presentation of the percentages of ap­ proval, approval with modification, and disapproval. The comments and suggestions offered by the authorities are the framework of this chapter.

In addition to their acceptance or rejection

of each principle, their additional remarks presented below, are ;valuable to the instructor composing a business letter writing problem.

Additional Comments Pertaining To Principles In General "I should like to suggest that highly technical problems be avoided." "Business letter problems should contain sufficient facts and background of the case being studied so that the students fully understand all details affecting the solution of the problem." ”1 have two suggestions to offer: first, that you include a principle having to do with the variety of business problems which should be included. It seems to me, also, that the number of problems to be selected should be considered. You may have these ideas included in your principles, but I do not see them directly emphasized. The principle of variety is related to interest and also background training." "Another principle which I think should be stressed relates to the importance of furnishing adequate facts and informa­ tion for the solution of the business problem. The student is inexperienced insofar as business is concerned, and for this reason should be supplied with all the necessary facts and information necessary to solve the problem. Some of the business communication problems are unnecessary diffi­ cult because we do not furnish all the essential data on

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TABLE 16 PER CENT OF AUTHORITIES APPROVING, APPROVING WITH MODIFI­ CATION, AND DISAPPROVING THE: FIFTEEN PRINCIPLES

Principle

Approve

Approve ?dth Modifications

Disapprove

Organization

1

61

23

16

2

32

26

h2

3

68

29

3

1

53

36

6

2

71

lo

13

3

65

19

16

k

71

23

6

1

55

26

• 19

2

61

16

3

3

51

26

23

1

7k

26

0

2

77

13

10

3 .

80

10

10

it

5U

10

36

5

68

32

0

:Porpose

Difficulty

Wording and Content

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62 "This is a point that you might well consider under f/ording and Content: In wording problems* it is a good idea when­ ever possible to give the student an actual letter to answer or work upon instead of merely relating the circum­ stances." "About lio. 5 under Wording and Content — I would like to call your attention to the use of the case method in teaching business writing." "Should you have some emphasis in the principles that showed the psychology of human nature?" "Are you interested in the Humber and Frequency of Assign­ ments? Seems to me there is quite a field there. Do fewer and more thoroughly-gone-into assignments pay bigger dividends than an impressively large number which are skimmed over?" "Though you say have meant to cover the ideas in some of your phrases* I list two because I think them so important: "If we are to induce practice and check on the student's application of our big points of adaptation* we must put into the problems the facts about the situation and the recipient so that the student can adapt. They will know these facts in actual business. "In each type of letter* we should give problems that are the more difficult of the type. If the strident can handle them* he can handle the easier ones. Besides, the harder problems gives more body and justification for a college course. Naturally* where several letters of the same type are to be written, I would begin with the easier one and work up to the harder." "Variability in student capacity is an ever-present barrier to making all business problems uniformly effective. Problem A may be highly effective in measuring up to all criteria for 95 per cent of the students* wholly ineffective in serving the other 5 per cent." "There' are two differing schools of thought about the amount of information and the facts a problem should furnish to the student. Personally I prefer a problem that will allow a student to demonstrate one of the important principles which we stress* such as a central selling point* rational appeal or 'you attitude.' Within the limits of reason I let them (students) fill in their own facts and encourage the use of specific examples of their nwn creatinnJ1 --- ---------

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”It occurs to me that the exercise of individual judgment on the part of the "writer should be an element of the letter problem if it is to be of maximum value to the student. Too many problems, it seems to me, tell the student exactly vihat procedure to follow, and leave only mechanical aspects for him to solve.” "The assignment that requires the student to do some careful thinking about sound business policy, and to plan his approach to the problem, has the best chance of stimulating his interests and his best work.” "You may wish to word each of your criteria as follows: A business letter problem should, etc." "I sincerely believe that you must get the practical business approach in the presentation of material to the student.” ”It might be worthwhile to let the student originate his own problems by studying the letter writing problems of a particular business in which he is interested; or by studying the business aspects of an activity in which he has an interest.” "You will note my fear of the staleness of the orthodox and the narrowness of expertise.” ”1 feel it unsafe to make sweeping generalizations regarding business letter problems." "In view of the fact that students are preparing for future careers which may take them into different locations and under different general conditions than those prevailing at their university at the time of their attendance, I do not think it wise to localize the problems too much. More­ over, it does not seem to me essential that they always understand 'what practical use the problem may have. The problem that seems to some of them uninteresting and far removed from, their present activities may be highly valuable in the long ran." "I prefer problem material which does not suggest a solution or the solution too readily. Rather I want the students to learn to think a business problem through, to outline the most practical solution, and then to write the letter or the letters.” "Probably you could not have selected a more controversial

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subject than this one of hew to build good business writing problems." "The statements of problems are, in many cases, Tesy in­ adequate in that they afford the reader no inkling of the standards and policies of the business or businesses in question, or of the personality and general character of individuals, such as customers or prospective customers. All such background material I give to ny students when assigning a problem in order to make their work more comprehensive, businesslike, and realistic." "I am suspicious of the word all. Take your No. 3 under Difficulty for instance. I should agree that some business letter problems should encourage or challenge students to work to their fullest capacity, but not all problems will be equally challenging. There is such a thing as rather elementary drill work. There are vital differences between introductory and advanced problems."

Chanter Summary One question that could be answered successfully only after all replies had been received was, "Is it possible to list a group of guides that may be considered by the business letter writing instructor when preparing or selecting a problem for class use?"

Because no

answer to the question was readily apparent, it was decided to revise the statements in the light of suggestions received and to return them to the same group for a second consideration.

This revised list of

principles and the covering letter sent tc the group of experienced personnel in business letter writing, are presented in Appendix "B."

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CHAPTER IT

.ESTABLISHMENT 0? PRINCIPLES* PART II In re-vising the list of fifteen original principles* the in­ vestigator Y/as glided by the reactions* comments, and suggestions from the members of the group of experienced personnel in business letter -writing.

Their ideas were most helpful; nevertheless* it was impossible

to classify the many individual opinions concerning the techniques of presentation and administration so that they would approximate a con­ sensus of agreement or disagreement.

Consequently, after revising and

editing the list to thirteen principles*^ it was decided to send this new list to the same thirty-one persons.

Each was asked to indicate

his "approval" or "disapproval" on each of the revised principles. The members of the group of experienced personnel in business letter writing cooperated wholeheartedly.

Replies were received from

each of the thirty-one members* together Yfith comments and suggestions. Each response was tabulated and the percentages determined. ment not checked was classified as a "disapproval." present the results of this second survey.

Any state­

Tables 17-29

Comments on each principle*

as well as comments on the revised list as a whole, are also presented.

^Appendix "B" presents the revised list of principles and the covering letter.

65

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66

TABLE 17 APPROVAL OR DISAPPROVAL OF PRINCIPLE 1 UNDER ORGANIZATION

Individual's Response No.

A Business Letter Problem Should Require a Solution Organized upon Sound Business Principles Approve

1 2 3 k 5 6 7 3 9 10 11 12 13 Ilf 13

16 17 13 19 20 21 22 23 2if 25 26 27 23 29 30 31 Total

Per Cent

X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X

Disapprove

Total

1 — . — — — — — — . — — — — —

— — — — — — __ —

_ __ __ __ __ __

31

0

31

100

0

100

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Principles Pertaining to Organization Principle 1: A Business Letter Problem Should Require A Solution Organized upon Sound Business Principles The number and per cent of respondents approving Principle 1 are shown in Table 17.

This is one of the three principles that received

100 per cent approval. Commentsi ‘’Obviously.” “Certainly.”

Principle 2: An Everyday Business Letter Problem Should Be Based on Personal Interests of Students Table 13 indicates the number and per cent of respondents who approved and disapproved Principle 2.

Twenty-four, or 77 per cent of

the group of experienced personnel in the field of business letter writing indicated that personal interests of the students should be considered in writing an everyday type of letter.

Several of the re­

sponse sheets contained no check under this statement, which perhaps accounts for the fact that this principle received the lowest approval rating. Comments; • “I still think that 0-2 is not always possible due, largely* to the limited experience interests of many students. Perhaps I could approve if you had worded it 'should usually be' or 'interests of most of the students'. In general, of course I would agree with the statement; but always, no."

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68 TABLE 18 APPROVAL OR DISAPPROVAL OF PRINCIPLE 2 UNDER ORGANIZATION

Individual^ Response No.

1 2 3 it

r-’

o

7 0 ✓ 10

n

12 13 lit

15 16 I? 18 1? 20 21 22 23 2h 25 26 27 28 29 30 31

An Everyday Business-Letter Problem Should 3e Based on the Personal Interests of Students Disapprove Total Approve X X X X

— —

— X



x — X X

X —

— X x X

X — —

X



X



X



X X X X X X X X

_ _ —

— — — —

X



X X X

_

V

— —



X

_

V

— —

Total

2k

7

31

Per Cent

77

23

100

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69 "Hot clear." "Sot necessarily.” "I agree with this idea in general, but I would not insist on the point for every problem." "Usually, but not always." "v'ihen practical, out not to the extent of interfering with a well-balanced coverage of various types of letter prob­ lems (Credits, Collections, Adjustments, etc.)” "Suggest the wording: ‘An everyday personal business letter problem should be based on interests of students.’" "lour term 1everyday business letters’ is somewhat con­ fusing and not in harmony with generally understood practice. To me every-day business letters are simply routine business letters — those that are handled daily and that concern frequently recurring business situations. They are HOT business letters written by individuals dealing with their own (business) affairs. You mean, I believe, that there are business letter? for business (commercial) use and business letters for private (personal) use.” Principle 3: An Office Assignment Business Letter Problem Should Be Based on a Typical or Actual Business Situation Table 19 reveals that all the respondents approved Principle 3. Ho qualifying statements were attached to any of the responses.

This

100 per cent approval emphasizes the importance of instructors working with business firms, both in the immediate community of the school and in other sections of the country.

Principles Pertaining to Purpose In reviewing the original list of principles classified under Purpose, one principle —

"All business letter problems should encourage

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APPROVAL OS DISAPJSOVAL OF PRINCIPLE 3 UNDER ORGAI'IIZAI1021

Individual!s Response No.

An bz'xice Assignment Business Letter Problem Should Be Based on A Typical or Actual Business Situation Approve

o

c '} !i

V

6 7 6 9 10 11 12 13 li id *—✓ 1c 17 IS 19 20 21 22 23 2k 23 26 27 23 29 3C 31 Total

Per Cent

X X X X X X X X *A t. r . X X X X X X X X X X

Disapprove

Total

__ —



— __ — — — —

— — — — __ — —

X



X X X

— — — —

X X X X X X X





— —

—■ —

31

0

31

100

0

100

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71

the student’s self-improvement" — was deleted.

This action was taken

in light of comments suggesting the broad meaning of self-improvement —

a meaning that overlapped those in another principle.

Three prin­

ciples now remain under this classification.

Principle 1: A Business Letter Problem Should Lend Itself to the Dual Purpose of Fulfilling a Specific Objective and of Building or Maintaining Goodwill Unless the Specific Objective Is Goodwill The number and per cent of approval and disapproval ratings checked by the respondents for Principle 1 are presented in Table 20. A favorable attitude of 9k per cent indicates that the "jury" as a whole has faith in the business letter as a means of building and main­ taining goodwill. Comments; "Tiiis statement is not clear to me." "Omit unless the specific objective is for goodwill pur­ poses. Lven a ’goodwill1 letter has a specific objective such as congratulating a customer on his anniversary, etc." One respondent who approved this statement in the original sur­ vey disapproved it in the second because the clause* unless the specific objective is goodwill* had been added.

Principle 2; A Business Letter Problem Should Elicit an Effective Solution Table 21 presents the number and per cent of respondents who approved and disapproved Principle 2.

Twenty-nine* or 9h per cent of

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72

APPROVAL OR DISAPPROVAL OF PRINCIPLE 1 UNDER PURPOSE A Business Letter Problem Should Lend Itself to the Dual Purpose of Fulfilling a Specific Objective and of Building or Maintaining Goodwill Unles s the Specific Objective Is Goodwill Individual's Response No. Approve 1 2 3 h 5 6 7 S 9 10 11 12 13 lit 15 16 17 18 19 20 21 22 23 2k 25 26 27 23 29 30 31

X X X X X X X X X X X X X X X X X X X X

Disapprove

--— ~

------

-— -—

__ — -— --

— X X X X X X X X — X

Total

X — — — — — — — —

— — X



Total

29

2

31

Per Cent

9h

6

100

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TABLE 21 APPROVAL OR DISAPPROVAL OF PRINCIPLE 2 UNDER PURPOSE

Individual!s Response Ho. x 2 3 it 3 6 7 8 0 / 10 11 12 13 lit id -■V 16 17 18 19 20 21 22 23 2it 25 26 27 25 29 30 31

A Business Letter Problem. Should Elicit An Effective Solution Approve

Disapprove

X X

-

X X X X X X X X X X

— — — — — — —

Total

X

—_

V w _

X X X X

— —

■v A



X X

_* _ _

X

DC X X X X X

-_ _ _ _

Total

2?

2

31

Per Cent

9k

6

100

W-W

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7h the experienced personnel in business letter writing indicated that the business letter prollon should elicit effective solutions. Comments: “Obvious? Or is this just saving that all problems should be within students1 experience?” "A business-letter problem should usually elicit effective solutions. I believe it would be much better to say, not that a solution is desired so much as an effective treat­ ment of the situation — the problem. Many times no (final) solution is possible, or achieved, or even intended. In sending certain types of good-^will letters, many firms do not expect any reply at all — that is, any solution.” “A business letter problem should elicit effective solutions? should not be too technical." "Change to •Approve* if ’elicit effective solutions’ does not exclude unusual (still ’actual’) and difficult (beyond the present capacity of the mediocre, immature student) problems, the solution of -which is not hinted at. Failure to solve such problems and subsequent explanation by the teacher are, it seems to me, factors essential to the learning process." "Elicit —

I don’t like this word I"

Principle 3: A Business Letter Problem Should Motivate the Student to Develop a writing Style That Will Make A Favorable Impression on the Recipient of the Letter Table 22 presents the number and per cent of approvals and dis­ approvals checked by the respondents for Principle 3.

Twenty-eight, or

90 per cent of the authorities indicated that the business letter prob­ lem should aid the student in developing a writing style that -will impress the recipient of the letter favorably. Comments; "Insofar as possible."

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75

TABLE 22 APPROVAL OR DISAPPROVAL OF PRINCIPLE 3 UNDER PURPOSE

Individual's Response Ho.

A Business Letter Problem. Should Motivate the Student to Develop a Writing Style That Will Make A Favorable impression on the Recioient of the Letter Approve

1 2 3 It 5 6 7 3 q 10

Total

X

n 12 13 lit 1 ' ■*-c >

yr



X X X X X X X X X X X



X mm r. J X

16 17 13 15 20 21 22 23 2k 25 26 27 28 25 30 31

Disapprove

•TV .A. •*v a . — X X X

— —

— — — — — — — . ——

— — — — — -— X ». __ __ —



X X X X

— —

Total

28

3

31

Per Cent

50

10

100

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76

"I don’t think this is clear. How can a problem ’motivate’? (Hhy don’t you say ’help' students to develop a style? The basic text should give them this point of view. Illustrative letters slier, 7 how to do and not to do.” ”It does not seem to me that the nature of the problem has much to do with the question of style." "Of course students must have such motivation, but it should come from the teacher, illustrative writing, general reading, and a study of psychological principles, not from the problem itself."

Principles Pertaining to jjifficulty

Principle 1: A Business Letter Problem Should Be Possible of Solution The number and per cent of respondents who approved and dis­ approved Principle 1 under Difficulty are indicated in Table 23. principle received an approval rating of 90 per cent.

This

It was designed

to set the upper limit on the difficulty of business letter problems. It is the consensus of the experienced personnel in business letter writing that problems should be difficult enough to challenge the student, but not so difficult as to be beyond his ability to solve them. Comments: "Hot very clear." "Overlaps Humber 3 under "Hording and Content." "Obvious."

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77 TABLE 23 APPROVAL OR DISAPPROVAL OF PRINCIPLE- 1 UNDER DIFFICULTY A Business Letter Problem Should Be Possible of Solution

Individual’s Response No.

Approve 1 2 3 3

/ O

7 8 •9 10 11 12 13

X X X X X X X X X X X

lit

Ip

2h

23 26 27 28 29 30 31

— — X — — X — — — \

— — — — — — — X

r~~

\

X X X X X X X X X X X X

Total

- r |-

X X X -~ X X —

h

16 17 18 19 20 21 22 23

Disapprove

— — — _

— —



— — — —

---

Total

28

3

31

Per Cent

90

10

100

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Principle 2: A Business Letter Problem Should 3e Worthy of Assignment Table 2k shows the number and per cent of respondents approving and disapproving Principle 2.

This principle is closely allied to

Principle 1 because it attempts to define the lower limit of difficulty; both were approved by 23, or 90 per cent of the authorities* Comments: 'Worthy — too general." "Test for this?" "Not clear to me." Principle 3s A Business Letter Problem Should Challenge the Student to Work to Ilis Fullest Capacity Table 25 lists the number and per cent of respondents approving and disapproving Principle 3«

This statement, with 30 per cent

approval, received next to the lowest approval rating.

The chief ob­

jection was that some problems are too easily solved and therefore do not require much work on the part of the students.

Those who supported

this principle voiced the opinion that if students can learn to solve the more difficult problems, they (the students) will have little trouble in solving the easier problems. Comments: "I should hate to think that most students had to write to their fullest capacity to handle satisfactorily many of the perfectly sound inquiries and replies, acknowledgments, and the positive credits and adjust­ ments that I have assigned over the years. The situa­ tions basically do not call for that much effort."

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79 TABLE 2k APPROVAL OR DISAPPROVAL OF PRINCIPLE 2 UNDER DIFFICULT! A Bu.siness Letter Problem Should Be Worthy of Assignment

Individual!s Response No.

Approve X

2 0 ), 5 6 t 6 ■9 10 11 12 13 11: -»r' 16

17 IS 19 20 21 22 23 2U 25 26 27 28 29 30 31

X

x

Disapprove

Total

— mmmm X

X X X

__

X X

x X

— X X X X X X X X X X X X

.

X

— —-

— _ X

X X X X X X

Total

28

Per Cent

90

— ——

— — —

"5

m

31

100

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80 TABLE 25 APPROVAL OR DISAPPROVAL OF PRINCIPLE 3 UNDER DIFFICULT! A Business Letter Problem Should Challenge the Student to TrJork to Kis F~illest Capacity_____________________

_

Individual ’s Response No. ___________________ Approve_________Disapprove________ Total 1 2 3 k $ 6 7 8 0

10 11 12 13 1U IS 16 17 18 19 20 21 22 23 21: 25 26 2? 28 29 30 31

X X X

— — X X X X X

2C X X X X

■A —

— — — X

x — — — — — — — — — — x

X

— —

X

— — x — — — -

X — x X

X X X X

— X

——

Total

25

6

31

Per Cent

80

20

100

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"Tlnis sounds good on paper, but I doubt its practicality." "I think I agree -with the intent of the statement, but strictly interpreted re could mean that the student could devote no time to other courses." "Generally, I suppose; perhaps not arrays." "Fullest capacity is itself a variable terra, subjective in definition." "Some problems are and ought to be simple and easy to

"This is an ideal requirement to which all students in any unselected group probably cannot be subjected without asking too much of the majority." Principles Pertaining to Wording and Content In revising the list of original principles classified under Vibrding and Content, Principles 1 and 5 were combined. taken to avoid obvious overlapping of ideas.

This action was

Four principles now remain

undex> this heading. Principle 1: A Business Letter Problem Should Be Worded So That the Facts, Business Situation, and Instructions will Be Clear, Definite, F.ealistic, and Complete Table 2o reveals that all of the respondents approved Principle 1.

One hundred per cent approval of this statement tends to indicate

that it is one of the three most Important criteria in evaluating business letter problems. Comments: "Usually, yes, especially at beginning of course. Later an occasional test problem may not give all instructions. Rest - Yes." -.............

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82 TABLE 26 APPROVAL OR PISAPPROELIL OF PRINCIPLE 1 UNDER UCHDBIS A:® CONTENT A Business Letter Problem Should Be Worded So That the Facts, Business Situation, and Instructions Will Be Clear, Definite Realistic, and Complete Individual1s Response No. Approve 1

2
H), 395.

The Balance

Unpublished Material Baldwin, Mabel. "Study of the American Business Letter 1660-1910." Unpublished Master’s thesis, State University of Ioraa, 1910. pp. 106. Bodcly, H. Macon. "A Field Study by Mail of Certain Specific Factors Influencing the Effectiveness of Letters of Inquiry." Un­ published Master's thesis, University of Texas, 1932. pp. 117.

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s

133

Jurcfe, Merman A. "Study of the American. Business Latter Prior to i860.'* Unpublished waster*s thesis. State University of Iowa, 1?U0, op**121. Chapman, Grace A. "An Evaluation of Business Letters." Unpublished Haster’s thesis, University of Chicago, 1939- pp* 129. Cherrington, Ruth H. "Business Correspondence in the High School." unpublished Master's thesis, State University of Iowa, 19L.G. pp. 109. Gilman, Albert I'1. "Trends of Instruction In the writing of Business Letters." Unpublished waster1s thesis, University of Chicago, 1927. pp. 105. Gregory, Fay A. "An Investigation of Socially Acceptable Forms of Communication Eased on a Study of Business and Friendly Letters." Unpublished Master’s thesis, State University of Iowa, 1937. pp. 123. Johnson, Jesse B. "The Teaching of Business Correspondence in the Colleges and Universities of the United States." Unpublished Master’s thesis, 3aylor University, 19Ip-, pp. 121),. Loeckle, Evelyn I. "A Survey of Training Plans for Office Workers Responsible for Correspondence." Unpublished Master’s thesis, Louisiana State university, 1936. pp. 129. Meaning, Jack II. "The Development of a Scientific Approach to Letter Writing as Revealed by Textbook Content Since 1900." Un­ published Master ’s thesis, University ox Texas, 19uG. pp. 127. Thompson. June E. "Essentials of Business English Determined by an Individual Analysis of Business Letters." Unpublished Master’s thesis, State Teachers College of Colorado, 1932. pp. 135.

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APPENDIXES

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APPENDIX A

The list of principles submitted to selected authorities in the field of business letter •writing.

Specimen covering letter mailed •with the first list of principles.

131*.

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OEGAiHZATIOI'I

1.

All business letter problems should stress sound business principles.

2.

Everyday business letter problems should be based on current per­ sonal interests of students.

3.

Office assignment business letter problems should be based on typical business situations.

PURPOSE 1.

All business letter problems should encourage the dual purpose of fulfilling a specific objective and building goodwill.

2.

All business letter problems should encourage effective solutions.

3.

All business letter problems should encourage the student to develop a personal writing style that will make a favorable im­ pression on the recipients of the letters.

li. All business letter problems should encourage student's selfimprovement.

DIFFICULTY 1.

All business letter problems should be possible of solution.

2.

All business letter problems should be worthy of assignment.

3.

All business letter problems should encourage or challenge students to work to their fullest capacity.

WORDDIG AHS CONTEST 1.

All business letter problems should be so worded that the facts will be clear and realistic.

2. All business letter problems should be so worded that their practical value is evident. 3.

All business letter problems should be so worded that the solution is brought within range of student comprehension.

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136 lu All business letter problems should be interesting. 5>. All business letter problems should be definite in instructions.

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137 COLLEGE OF BUSINESS ADMINISTRATION DEPARTMENT OF BUSINESS COMMUNICATION

THE U N I V E R S I T Y OF O K L A H O M A NORMAN

• OKLAHOMA

April 30, 19hS

Dr. Robert Ray Aurner Box 1871 Carmel, California Dear Bn. Aurner: You have received this letter because of your leadership in teaching business letter r.riting. You may be interested in learning that the research for my doctorate degree is in the field of business 7/riting. In fact it concerns the bases for constricting business letter problems. One of the procedures is to ask a gury of experts composed of the outstanding authors and professors who are leaders in business letter writing, to help me validate the principles that may be used to select problems. I should be grateful if you would consider the principles listed on the inclosed sheet. Please add to or delete from the list as you wish. Any additional information you care to send me would be appreciated. Just place your revised list in the inclosed stamped addresed en­ velope. I shall gladly pay any additional postage needed when the material arrives in Norman. I have a scheduled meeting with ny committee Friday, June 3, and should appreciate receiving your revised list by this date. If you desire, I should be pleased to send you the result of my survey. Cordially yours,

Jodie C. Smith (JCS)

Incls.

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iurrrii'it-i-a. r>

The revised list of principles sub­ mitted to the authorities for an ap­ proval or a disapproval classification.

Specimen covering letter mailed with the revised list of principles.

Names of the authorities -who considered both lists of principles.

133

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Approve

disapprove OEGANISATIOi

()

(

)

1. A business letter problem should require a solution organised upon some 'cosiness principles.

()

{

)

2. An everyday business letter problem should be based on personal interests of students.

()

(

)

5* An office assignment business letter problem should be based on a typical or actual busi­ ness situation.

PURPOSE

()

( )

1. A business letter problem should lend itself to the dual purpose of fulfilling a specific objective and building or maintaining good-ft-ill unless the specific objective is for goodwill purposes.

()

( )

2. A business letter problem should elicit effective solutions.

()

( )

3. A business letter problem should motivate students to develop a vjriting style that uill make a favorable impression on the recipient of the letter.

DIFFICU1TT

()

(

)

1. A business letter problem should be possible of solution.

()

(

)

2. A business letter problem should be "worthy of assignment.

()

(

)

3. A business letter problem should challenge students to work to their fullest capacity.

iCRD DIG AMD C0TO3T

()

1. A business letter problem should be worded so that the facts, business situation, and

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Approve

Disapprove instructions rrill be clear, definite, realistic, seid^co^lste. . vsAKxaeKS j.e 'u -rr p r o o ie a a n o n in ee vfornea.

so that a solution is brought T#;*.thin range of student corprehensicn. ( }

A business lotuor prcbicn should bo interesting.

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iia ' c o l l e g e o f b u s in e s s a d m in is t r a t io n ; DEPARTMENT OF BUSINESS COMMUNICATION

THE U N I V E R S I T Y OF O K L A H O M A NORMAN

• OKLAHOMA

July 11, 19l£

Professor G. R. Anderson 30b David Klnley Hall University of Illinois Urbana, Illinois Dear Professor Anderson: Your thoughtful consideration of my first request is certainly appreciated. The suggestions received from. the authorities have been helpful — so much in fact that each principle has been revised. How I am in need of one final check. This time all I ask is that you mark each item as either "Approve" or "Disapprove". There are three points I should like tc make in regard to the state­ ments* 1.

Humber 1 under Organization is in no way designed to include practices of business. Each firm has its method of procedure. This statement pertains to the general business principles not the practices.

2. Humber 2 under Organization. Everyday business letters are those the individual rill write on plain stationery for his personal use. The person is not connected with any concern, organization, or business. 3.

Humber 3 under Organization. Office assignment letters are those written on letterhead stationery. They vri.ll be written by the owner or employee of a business firm.

This final consideration of each principle — either approved or dis­ approved — will enable me to list those items acceptable to the authorities as a group. I shall be pleased to send you the final list with the percentages for and against each principle. Sincerely,

(JCS) Inels. 2

Jodie C* Smith

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IbZ

Anderson, Chester R. Anderson,, Ruth I« Aurner, Robert R. Blagden, Charles A. 31anchard, Clyde I. Buck, Charles S. Butterfield, Willian H. Cosgrove, A. L. Davis, Roy Buddy, 3. A. i;

y

.U» Jit*

Freeman, Laurence Gibbens, V. E. Eedgcock, E. B. Holley, J. rUiclreT,' Horning, E. Balter

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no

Hotchkiss, Q. B. Janis. J. Harold Lang, E. R. McKelvey, Louis IT. Henning, Jack H. Morrison, Robert Naethsr, Carl A. Parkburst, Charles C. Robinson,' Lucille Sigcand, Herman B. Sporn oiler, Boris Tidwell, 1«I. Fred Viets, Howard T. Hilkinson, Clyde IT. *#Xj.u«ucuiis, wecil 3.

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ArrSvDIZ. C

Specimen letter nailed to forty-five instructors of business letter writing requesting descriptions of student experiences.

Location of schools participating in survey for students’ letter ■writing experiences. Instructors who participated in survey cf students' experiences.

Hilt

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ll£ COLLEGE OF BUSINESS ADMINISTRATION ; DEPARTMENT OF BUSINESS COMMUNICATION

THE U N I V E R S I T Y OF O K L A H O M A NORMAN

• OKLAHOMA

April 30, 191x9

Professor Louis Baldwin College of Commerce DePanI University 6h East Lake Street. Chicago 1, Illinois Dear Professor PaLcVLn:

How often have you thought about this question? With your assistance, I hope to find an acceptable answer* The research for r.y doctorate degree concerns the bases for con­ structing business coKEunication problems. Cne of the procedures is to find the logical starting point for writing business communication problems. M s is where I need your help. The plan calls for approximately one thousand student-replies to this request: "Please describe a personal experience that caused you to write a business letter."

1

I should be grateful if yon could arrange to have your beginning or first—course students in latter writing describe personal experiences of their cun. I can. use as znsiy replies as you wish to send.

it in some post office ov pick-up box. thoughtful co-operation.

I shall appreciate your

If you desire, I should be pleased to send you the result of ny survey. Cordially yours,

(JGS) Incl.

Jodie C. Smith

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HiS

Arizona, University of Tucson, Arizona Central State College Edmond, Oklahoma Champlain College Plattsburg, Sew York Denver, University of Denver, Colorado DeFaui, University of Chicago, Illinois Florida, University of Gainesville, Florida Green Mountain Junior College Poultney, Vermont Idaho State College Pocatello, Idaho Iowa State College Ames, Iowa Michigan, university of Ann Arbor, Michigan Nebraska, Universitjr of Lincoln, Nebraska New Mexico, university of Albuciuerque, New Mexico North Dakota State Normal Bllendale, North Dakota

Notre Dame University Notre Dame, Indiana Oklahoma, University of Norman, Oklahoma

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12*7

Oregon, University of Eugene, Oregon Rhode Island State College Kingston, Rhode Island Rutgers University Newark, New Jersey Stephens College Columbia, Missouri Thiel College Greenville, Pennsylvania University of California, Los Angeles Los Angeles, California Utah State Agricultural College Logan, Utah Washington, University of Seattle, V.ashington Wisconsin, university of (Milwaukee Extension) Milwaukee, Wisconsin

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11*8

Baldwin, Louis Baldwin, Vs. W. Bixby, Lorena Carey, Charles Clapp, Rachel ulark, j' j. A. Conrad, Dorothy K. Cosgrove, A. L. Crawley, Kerait DeGennaro, George B. Freeman, Lawrence Gorbach, liargarete Greexmald, Dorothy

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Horning,, A. Baker Jones, Edna Kittoe, E. JJ. Leafdale, Marjorie Lindehberg, George D. McBerniand, Clarabelle Murphy, Herts. A. Neuberger L. Hark Reva, Virginia Schenll, Edith Starbuck, A. Taub, A;.;os Iordan, Edward L.

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APPEHDIX D

Questionnaire sen.t to 135 colleges and universities in order tc iden­ tify leading texts in business letter "writing.

Specinen covering request for questionnaire.

150

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151

Appendix D

Questionnaire Sent to 135 Colleges and Universities in Order to Identify Leading Texts in T

J J i l k J o O

.•«» ■

XlL* k/

-T

/“*

*C J. -i* '•*

1.

Please list the school, department, or college in which the business letter writing course or courses are offered.

2.

Please list the basic business letter -writing text or texts used in your school.__________

3. Name of University or College.

The Covering Request for Questionnaire

July 23, 191$ Dear Dean: The information requested on the reply card is to be used in ay doctorate thesis. An answer from your school would be helpful. If the business letter writing course is not offered in your school or department, would you please pass this request to the proper person. mailing list is taken from the Delta Sigma Pi Biennial Survey of Universities Offering Organized Courses in Commerce and Business Administration for March, 192$ • Your co-operation would be appreciated. Cordially, Jodie C. Smith

UNIVERSITY OF OKLAHOMA Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.