SOLUTIONS
For your convenience in this Tenth Edition, we have reorganized the Solutions Instructor’s
Manual so that many solutions for the end-of-chapter exercises, activities, and cases are
grouped by chapter.
Writing Improvement Exercises. Although solutions for the Writing Improvement
Exercises appear in the Annotated Instructor’s Edition, we are placing these solutions here
as well so that instructors have a digital copy to send to online learning students.
Additional Writing Improvement Exercises for instructors are provided for those
instructors who feel their students need more practice to improve basic skills.
Radical Rewrites and Chapter Activities and Cases. Solutions for the Radical Rewrites
and the Activities and Cases are also grouped by chapter. The solutions we provide, of
course, are proposed; other good solutions and discussion resources are certainly possible.
For activities that do not produce a written solution, we provide discussion and research
material.
Editing Challenge Exercises. Following the chapter solutions are two additional sets of
solutions. PDFs of solutions to the Editing Challenge exercises are available to send to
students.
Cumulative Editing Quizzes. Solutions for the Cumulative Editing Quizzes found in the
student Grammar/Mechanics Handbook are provided at the end of the solutions section of
this Instructor's Manual.
CHAPTER 1 SOLUTIONS
No Writing Improvement Exercises appear in Chapter 1.
Activities and Cases
1.1 Test Your Communication Skills (Obj. 1)
,Encourage students to go to www.cengagebrain.com (click Quizzes) and evaluate their
communication skills using the interactive quiz. Reassure them that no matter what their
scores are, they can still succeed in your course. Encourage them to recognize their
shortcomings, and explain that doing so will help them improve. After they have chosen
the traits they intend to work on immediately, encourage them to begin an action plan and
record their progress in a journal detailing daily what they have done to improve their
communication skills.
1.2 Pump Up Your Language Muscles (Obj. 1)
Encourage your students to brush up their basic grammar and mechanics skills by
completing one to three workouts per week in Your Personal Language Trainer at the
premium website, www.cengagebrain.com. They should submit a “fitness” (completion)
certificate when they finish a workout module. You may also require them to complete the
spelling exercises in Spell Right! and submit a certification of completion for the spelling
final exam. Note: Students receive access to the premium website when they purchase a
new textbook. Instructors gain access to both the instructor and student websites by
registering at www.cengagebrain.com. If you already have an account with Cengage
Learning and know your username and password, you do not need to register.
1.3 Introduce Yourself (Obj. 1)
This e-mail or memo is an excellent way to assess students’ skills and, at the same time, get
to know them. Don’t grade this assignment, but be sure to write a friendly comment on all
papers or send friendly e-mail replies to demonstrate that you have an interest in them as
students and as individuals.
1.4 Small-Group Presentation: Introduce Each Other (Objs. 1, 2)
Students are asked to (a) interview another group member and introduce that person to the
group or (b) introduce himself or herself to the group. Class members should practice
listening skills by taking notes. They should be prepared to discuss three important facts
about each speaker, as well as some other details.
1.5 Rating Your Listening Skills (Obj. 2)
This quiz focuses on good listening techniques as presented in the textbook. Although some
of the answers are obvious, an interactive quiz presents an alternative learning mode that
can pique student interest and reinforce good habits.
,1.6 Remembering a Time When Someone Didn’t Listen to You (Obj. 2)
Usually, people feel devalued, angry, upset, or hurt when they find that someone is not
listening to them. The exercise can also be combined with a discussion of nonverbal
messages. Much of the nonlistening behavior is nonverbal; for example, poor listeners
may play with a pen, doodle, yawn openly, glance at their smartphones, or let their
eyes wander. Poor listening can lead to errors, sometimes even costly ones. For
instance, in a restaurant the server may not listen well to the guest and bring the
wrong order. In more extreme cases, poor listening in a hospital could be downright
dangerous to patients’ health. Miscommunication due to poor listening between pilots
and air control personnel could cause an accident, and so forth. Ideally, students would
identify reassuring, positive behaviors that signal attentiveness beyond the cues
described in this chapter. The discussion could also focus on factors that disrupt or
prevent active listening, such as fatigue and distress.
1.7 Listening: An In-Person or Virtual Social Media Interview (Obj. 2)
The answers will vary. Students could brainstorm and discuss their interview questions in
class or prepare questions at home. Then they could approach their interviewees in person,
by phone, by e-mail, or via LinkedIn or Facebook. A special word of caution when contacting
professionals on LinkedIn: Warn students not to relentlessly pursue random strangers, but
to work from within their own established LinkedIn circle of professional acquaintances or
their acquaintances’ contacts. This assignment could be done orally or in writing (e-mail,
memo) individually, in small groups, or in class. The task could be expanded to a group oral
presentation or written report.]
1.8 Listening and Nonverbal Cues: Skills Required in Various Careers (Objs. 2, 3)
Student teams should generate lists of listening and nonverbal cues that include some of the
following: good eye contact, avoiding being distracted by others, not interrupting, taking
notes, paraphrasing instructions, asking pertinent questions in a nonthreatening manner,
leaning forward, and showing empathy and compassion. Critical listening involves judging
and evaluating what you are hearing. Discriminative listening is necessary when you must
identify main ideas and understand an argument. Teams should generate different cues and
behaviors to reflect these forms of listening in relation to the professional roles they are
analyzing.
1.9 Body Language (Obj. 3)
a. Whistling, wringing hands Nervousness or fear
, b. Bowed posture, twiddling thumbs Boredom
c. Steepled hands, sprawling sitting position Contemplation or relaxation
d. Rubbing hand through hair Frustration or nervousness
e. Open hands, unbuttoned coat Relaxation, confidence
f. Wringing hands, tugging ears Distress or nervousness
1.10 Nonverbal Communication: Universal Sign for I Goofed (Obj. 3)
This is a good exercise for teams. Suggest that team members take turns demonstrating
each of the nonverbal messages described here. They should then discuss how effective
each would be. Of course, some would be quite dangerous if they require taking your hands
off the steering wheel. Be sure to discuss with students the difficulty of cultural
implications. Although a gesture works in one country, it might not work in another.
1.11 Nonverbal Communication: Signals Sent by Casual Attire (Obj. 3)
This activity can be expanded into a research paper topic. A variation on this activity relies
on student experiences. Instead of conducting interviews in the community, they can
conduct a forum among students who work, asking them to comment on casual-dress
policies in the jobs they have had.
1.12 Nonverbal Communication Around the World (Obj. 3, 4)
Students should be able to find a number of gestures and their meanings discussed at
various websites. Here is one example: "The fingertip kiss, in which the tips of the thumb
and fingers are kissed and quickly moved forward away from the face, is a sign of affection
and may be used as a greeting in Sicily and Portugal. The fingertip kiss is not used often in
Italy and the British Isles, but it is common in France, Germany, Greece, and Spain to signify
praise." [See Martin, J., & Chaney, L. 2006. Global business etiquette. Westport, CT: Praeger, p.
53.]
1.13 Making Sense of Idioms (Obj. 4)
a. have an axe to grind have a dispute with someone
b. under wraps concealed or suppressed
c. come out of left field to be completely unexpected, a total surprise
For your convenience in this Tenth Edition, we have reorganized the Solutions Instructor’s
Manual so that many solutions for the end-of-chapter exercises, activities, and cases are
grouped by chapter.
Writing Improvement Exercises. Although solutions for the Writing Improvement
Exercises appear in the Annotated Instructor’s Edition, we are placing these solutions here
as well so that instructors have a digital copy to send to online learning students.
Additional Writing Improvement Exercises for instructors are provided for those
instructors who feel their students need more practice to improve basic skills.
Radical Rewrites and Chapter Activities and Cases. Solutions for the Radical Rewrites
and the Activities and Cases are also grouped by chapter. The solutions we provide, of
course, are proposed; other good solutions and discussion resources are certainly possible.
For activities that do not produce a written solution, we provide discussion and research
material.
Editing Challenge Exercises. Following the chapter solutions are two additional sets of
solutions. PDFs of solutions to the Editing Challenge exercises are available to send to
students.
Cumulative Editing Quizzes. Solutions for the Cumulative Editing Quizzes found in the
student Grammar/Mechanics Handbook are provided at the end of the solutions section of
this Instructor's Manual.
CHAPTER 1 SOLUTIONS
No Writing Improvement Exercises appear in Chapter 1.
Activities and Cases
1.1 Test Your Communication Skills (Obj. 1)
,Encourage students to go to www.cengagebrain.com (click Quizzes) and evaluate their
communication skills using the interactive quiz. Reassure them that no matter what their
scores are, they can still succeed in your course. Encourage them to recognize their
shortcomings, and explain that doing so will help them improve. After they have chosen
the traits they intend to work on immediately, encourage them to begin an action plan and
record their progress in a journal detailing daily what they have done to improve their
communication skills.
1.2 Pump Up Your Language Muscles (Obj. 1)
Encourage your students to brush up their basic grammar and mechanics skills by
completing one to three workouts per week in Your Personal Language Trainer at the
premium website, www.cengagebrain.com. They should submit a “fitness” (completion)
certificate when they finish a workout module. You may also require them to complete the
spelling exercises in Spell Right! and submit a certification of completion for the spelling
final exam. Note: Students receive access to the premium website when they purchase a
new textbook. Instructors gain access to both the instructor and student websites by
registering at www.cengagebrain.com. If you already have an account with Cengage
Learning and know your username and password, you do not need to register.
1.3 Introduce Yourself (Obj. 1)
This e-mail or memo is an excellent way to assess students’ skills and, at the same time, get
to know them. Don’t grade this assignment, but be sure to write a friendly comment on all
papers or send friendly e-mail replies to demonstrate that you have an interest in them as
students and as individuals.
1.4 Small-Group Presentation: Introduce Each Other (Objs. 1, 2)
Students are asked to (a) interview another group member and introduce that person to the
group or (b) introduce himself or herself to the group. Class members should practice
listening skills by taking notes. They should be prepared to discuss three important facts
about each speaker, as well as some other details.
1.5 Rating Your Listening Skills (Obj. 2)
This quiz focuses on good listening techniques as presented in the textbook. Although some
of the answers are obvious, an interactive quiz presents an alternative learning mode that
can pique student interest and reinforce good habits.
,1.6 Remembering a Time When Someone Didn’t Listen to You (Obj. 2)
Usually, people feel devalued, angry, upset, or hurt when they find that someone is not
listening to them. The exercise can also be combined with a discussion of nonverbal
messages. Much of the nonlistening behavior is nonverbal; for example, poor listeners
may play with a pen, doodle, yawn openly, glance at their smartphones, or let their
eyes wander. Poor listening can lead to errors, sometimes even costly ones. For
instance, in a restaurant the server may not listen well to the guest and bring the
wrong order. In more extreme cases, poor listening in a hospital could be downright
dangerous to patients’ health. Miscommunication due to poor listening between pilots
and air control personnel could cause an accident, and so forth. Ideally, students would
identify reassuring, positive behaviors that signal attentiveness beyond the cues
described in this chapter. The discussion could also focus on factors that disrupt or
prevent active listening, such as fatigue and distress.
1.7 Listening: An In-Person or Virtual Social Media Interview (Obj. 2)
The answers will vary. Students could brainstorm and discuss their interview questions in
class or prepare questions at home. Then they could approach their interviewees in person,
by phone, by e-mail, or via LinkedIn or Facebook. A special word of caution when contacting
professionals on LinkedIn: Warn students not to relentlessly pursue random strangers, but
to work from within their own established LinkedIn circle of professional acquaintances or
their acquaintances’ contacts. This assignment could be done orally or in writing (e-mail,
memo) individually, in small groups, or in class. The task could be expanded to a group oral
presentation or written report.]
1.8 Listening and Nonverbal Cues: Skills Required in Various Careers (Objs. 2, 3)
Student teams should generate lists of listening and nonverbal cues that include some of the
following: good eye contact, avoiding being distracted by others, not interrupting, taking
notes, paraphrasing instructions, asking pertinent questions in a nonthreatening manner,
leaning forward, and showing empathy and compassion. Critical listening involves judging
and evaluating what you are hearing. Discriminative listening is necessary when you must
identify main ideas and understand an argument. Teams should generate different cues and
behaviors to reflect these forms of listening in relation to the professional roles they are
analyzing.
1.9 Body Language (Obj. 3)
a. Whistling, wringing hands Nervousness or fear
, b. Bowed posture, twiddling thumbs Boredom
c. Steepled hands, sprawling sitting position Contemplation or relaxation
d. Rubbing hand through hair Frustration or nervousness
e. Open hands, unbuttoned coat Relaxation, confidence
f. Wringing hands, tugging ears Distress or nervousness
1.10 Nonverbal Communication: Universal Sign for I Goofed (Obj. 3)
This is a good exercise for teams. Suggest that team members take turns demonstrating
each of the nonverbal messages described here. They should then discuss how effective
each would be. Of course, some would be quite dangerous if they require taking your hands
off the steering wheel. Be sure to discuss with students the difficulty of cultural
implications. Although a gesture works in one country, it might not work in another.
1.11 Nonverbal Communication: Signals Sent by Casual Attire (Obj. 3)
This activity can be expanded into a research paper topic. A variation on this activity relies
on student experiences. Instead of conducting interviews in the community, they can
conduct a forum among students who work, asking them to comment on casual-dress
policies in the jobs they have had.
1.12 Nonverbal Communication Around the World (Obj. 3, 4)
Students should be able to find a number of gestures and their meanings discussed at
various websites. Here is one example: "The fingertip kiss, in which the tips of the thumb
and fingers are kissed and quickly moved forward away from the face, is a sign of affection
and may be used as a greeting in Sicily and Portugal. The fingertip kiss is not used often in
Italy and the British Isles, but it is common in France, Germany, Greece, and Spain to signify
praise." [See Martin, J., & Chaney, L. 2006. Global business etiquette. Westport, CT: Praeger, p.
53.]
1.13 Making Sense of Idioms (Obj. 4)
a. have an axe to grind have a dispute with someone
b. under wraps concealed or suppressed
c. come out of left field to be completely unexpected, a total surprise
