Analyzing International LettersIn a Business Communication aassBonnie DevetCdlege cf Charleston, South Carolina

In the global marketplace, professionals need to understand how culturaldifferences affect the writing and reading of business letters. Business commu-nication courses can prepare students to meet this need by teaching studentsan effective, systematic method for analyzing the letters cf the global economy.The method incorporates such characteristics as format, organization, rhetori-cal strategies (ethos, pathos, logosj, style, and writer's purpose. Through casestudies in letter writing and analysis, students apply key communication prin-ciples in an intemational context.

Key words: Letters, rhetoric, cultural differences, text analysis

OR OVER A DECADE, scholars and researchers have stressedthat business students need better preparation for handling interna-tional business (Kilpatrick, 1984; Vamer, 1987; Victor, 1988; Boyd, Ford& Lewis, 1990; Bell, 1992; Martin & Chaney, 1992; Sturges, 1992;Waner, 1995). Business communication instructors have responded tothis need, writing textbooks with chapters providing advice on time,religion, and even personal space (see, for example, Andrews &Andrews, 1997; Treece, 1994; or Bovee & Thill, 1995). Ifextbooks havealso discussed how to write letters to overseas businesses, stressingformat, proper salutations, the writing of dates, paragraph length, andthe use of fonnal diction (Treece, 1994; De Vries, 1995; Bovee & Thill,1995; GufFy, 1997).

However, the texts have paid less attention to helping studentsunderstand letters sent to them from correspondents abroad.Although most letters delivered to American firms are written in Eng-hsh (Scott & Green, 1992a), even these letters retain the rhetoricalnatvire of their origins, thus differing significantly from American let-ters. A bad news letter written in America, for example, usually con-tains a buffer, a review of facts leading to the bad news, and a polite

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Business Communication Quarterty. volume 61, Number 4, December 1998, pages 23-51© 1998 by the Association for Business Communication

2 4 Business Communicator} Quarterly 61:4 December 1998

closing to maintain rapport with readers. However, a German badnews letter may omit a buffer before presenting the bad news, a Latin-American correspondence could avoid the bad news altogether, and aJapanese letter may present it so politely that an American businesscommunication student could not detect it (Varner, 1987, p. 9). So, thecultural filters of American students may result in misunderstandingsbetween businesses.

How can students analyze international letters? Business writing,by its nature, is persuasive (Cross, 1991). Be it a sales letter from Spainor a request letter from Japan, the writing focuses on its audience'sneeds in order to make readers act. This article shows how studentscan use persuasive principles of communication (format emd writer'spurpose) and of classical rhetoric (organization, ethos, pathos, logos,and style) to improve their ability to einalyze letters.

M0UIUCI for Arariyzino hilw IH IUMMI BuskMM L A I I M S

To illustrate this point, I use a Spanish letter selling original litho-graphs to an American consumer. Students analyze the letter as an in-class project or an out-of-dass writing assignment. (See Appendix Afor the letter and y^pendix B for the assignment sheet.) Although stu-dents do not apply the persuasive principles in any sequence, usingthree or four of them helps students comprehend the Spanish letterand then relate it to their knowledge of American business rhetoric.

FormatStudents usually like to start by analyzing the format or layoutbecause this feature is the most apparent. They can ask, "How doesthe writer give the date? the inside address? the return address?""Does the writer sign the letter?" "Where does the signature appear?"Knovsring where to look for these features makes students more com-fortable with the Spanish letter.

OrganizationSecond, students analyze the orqanization by asking, "In what orderdo the major ideas occur?" "Is this organization similar to or differentfrom any American business pattern?" Because the Spanish lettersells a product, students ask if it follows the common AmericanAIDA sales pattern of (A) gaining attention, (I) creating interest, (D)

Analyzing International Letters in a Business Communication Class / Devet 25

arousing desire by linking the product's benefits directly to the read-ers' needs, and (A) explaining the action readers should perform.

The Spanish letter appeals to the readers' attention by stressing thelithographs' originality, but it does not follow the rest of the AIDApattern because it does not create desire or link the product's featuresto the readers' needs. One student noted, "The only features men-tioned are limited lithographs created by prestigious artists.... Thereader comes away from the letter asking, 'So what?' So, there's obvi-ously a major cultural difference in selling." Another student noticedthat the Spanish letter's organization reflected an oral quality:

Unlike the American letter, it seems to have done a better job in figur-ing out the questions that its reader was going to have. It answers thequestions as they run through the reader's mind. It is as if the writerwrote it preparing for an oral sales pitch.

Ethos

Aristotle called the writer's ethos the most important factor for mov-ing an audience. For business communication students, ethos is theletter's "character" or "image" (Corbett, 1990, p. 80), with all businesswriting revealing the writer's attitude, credibility, and directnesstowards the audience. Students analyze the ethos by asking, "Whatattitude does the writer have towards the readers?" "What tone orvoice does the writer have?" "Does the writer sound sincere or credi-ble? How?" "Is the writer being direct or indirect?"

One student found the Spanish letter's character "more personablethan that of a U.S. letter":

For example, 'tnail to me,' 'tell me,' and 'I guarantee you personally' areways the Spanish letter shows it is sincere and coming fiom the heart.Americans rarely use these words. We might use the company's nameto back our letter. For instance, 'Coca-cola is proud to present...' Weshield ourselves fiom person2iUzadon by hiding behind the names ofthe companies we work for.

Pathos

A fourth persuasive feature in letters is the classical concept of pathosor the emotions evoked from an audience. Students ask, "How doesthe letter appeal to the reader's hopes, fears, joys etc.?" According toone student's analysis, the Spanish letter emphasizes "practicality,ease [of purchasing], and no worries."

2 6 Business Communication Quarterly 61:4 December 1998

Logos

A fifth feature is Aristotle's logos or an appeal to the audience's rea-soning and understanding (Corbett, 1990, p. 23). The Spanish letterstresssed that readers should buy the lithographs because they arehigh quality, limited (and thus exclusive), Jind gtiaranteed to beauthentic. Of course, these are persuasive points that an Americanwriter might use as well.

StyleTo determine style, students exatnine sentence length and wordchoice. They noticed that the sentences in the Spanish letter werelonger than is usual in an American letter, which would have shortersentences. Students also noticed that paragraphs 1,4,6, and 8 are onlyone-sentence long, stringing together different thoughts with onlycommas. "Although American sdes letters often use the one-sentenceparagraph, they are clear and to the point. So, many of the sentencesin the Spanish letter could be combined or shortened to tighten theletter," one student commented.

Besides sentence length, students examined diction byasking,"How is word choice different from or similar to that in anAmerican letter?" A perceptive student immediately noticed that thesalutation's wording differs from that of an American sales letter:"Beginning this sales letter with 'Distinguished friend' ('Disqinquidoamigo/a') creates a less formal, almost friendly audience for thereader. Of course, an American letter would never beqin with 'Hey,Pal'('Hola,Amigo!')."

Writer's Purpose

The purpose of the letter is clear: to sell a product. However, as a stu-dent observed, the Spanish letter "placed too much emphasis on howto order, how it [the product] will be shipped etc. An American letterwould probably put more emphasis on the sales pitch."

ConclusionIn general, students felt the exercise gave them new insights intounderstanding cultured differences as well stylistic differences andthus helped them to write better in any context. Because thought pat-terns differ from one culture to another, one might question whether

Analyzing International Letters in a Business Communication Class / Devet 27

principles derived from the Greco-Roman tradition apply to all cul-tures, including non-western letters like those of the Japanese (Ishi,1985). The question is valid, but many persuasive principles applyaccross cultures. For example, when students analyze a letter's ethos,they ask non-cultural questions, such as "What is the attitude andcharacter of the writer towards the audience; is the vrater beingdirect? indirect?" These questions are applicable to Japanese or Chi-nese letters where both cultures use "reader-responsible" writing(Steer, 1996, p. 39), in other words, where readers, not the writer, makeinferences and draw conclusions. In fact, looking at the ethos helpsstudents determine the "indirect" persona of such letters.

Do professors have to teach students new terminology? The con-cepts are familiar to most students, with only the words ethos, pathos,and logos possibly being new. However, if necessary, these can bereworded as "character" (tone), "emotions of audience," and "rea-sons."

Can professors find letters for classroom use? Most major businesscommunication textbooks contain sample letters (see, for instance,Bovee & Thill, 1995, or Bell, 1992). Another source is journal articlesthat describe the writings of particular countries, such as Britain(Scott & Green, 1992), Japan (Haneda & Shima, 1982), and France(Jenkins & Hinds, 1987; Varner, 1988). In addition, foreign languagebusiness courses use textbooks, like L. T. Valdivieso and J. H. Val-divieso's (1988) Negociosy Communicaciones, which provide examples;business professors can then ask students from the foreign languagedepartment to translate the letters.

With the globalization of the economy, it is no wonder that Varner(1987) writes, "Businesspersons cannot isolate themselves from inter-national involvement; the international world is right there in theoffice" (p. 7). Using communication principles and classical rhetoric,students have an effective, systematic approach to letters, enhancingtheir understanding of business writings from different cultures.

ReferencesAndrews, D. C, & Andrews, W. D. (1997) Business communication (3rd. ed.). Need-

ham Heights MA: Simon & Schuster.Aristotle. (1992). On rhetoric: A theory of civic discourse (G. A.Kermedy, ll'ans.). New

York: Oxford.

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Bell, A.H. (1992). Business communication: Towards 2000. Cincinnati, OH: South-western.

Bovee, C. L., & Thill, J. V. (1995). Communication today {3rd ed.). New York:McGraw-Hill.

Boyd, D. R., Ford, W. C, & Lewis, S. D. (1990). Incorporating international bxisinessconcepts into the basic communication course. Bulletin of the Association forBusiness Communication, 5J(4), 59-79.

Corbett, E. P. J. (1990). Classical rhetoric for the modem student (3rd ed.). New York:Oxford.

Cross, M. (1991). Aristotle and business writing: Why we need to teach persuasion.Bulletin of the Association for Business Communication, 54(1), 3-6.

De Vries, M. A. (1995). Internationally yours. Boston: Houghton Mifflin.GuflFey, M. E. (1997). Business communication process and product. Cincinnati, OH:

Southwestern.Haneda, S., & Shima, H. (1982). Japanese communication behavior as reflected in

letter writing. The Joumal of Business Communication, 19(1), 19-32.Ishi, S. (1985). Thought pattems as modes of rhetoric: The United States and

Japan. In L. A. Samovar & R. E. Porter (Eds.), International communication: Areader, pp. 97-102. Belmont, CA: Wadsworth.

Jenkins, S., & Hinds, J. (1987). Business letter writitig: English, French, and Japan-ese. The Joumal of Business Communication, 21 {2), 327-349.

Kilpatrick, R. H. (1984). International business communication practice. The Jour-nal of Business Communication, 21 (4), 33-44.

Martin, J. S., & Chaney, L. H. (1992). Determination of content for a collegiatecourse in intercultural business communication by three delphi panels. TheJourrud of Business Communication, 2p{^), 267-283.

Scott, J. C., & Green, D. J. (1992a). Foreign languages and international businesscorrespondence [speech]. Delta Pi Epsilon National Research Conference Pro-ceedings (Los Angeles, CA, Nov. 12-14,1992). Little Rock, AR: Delta Pi EpsilonSociety. (ERIC Document Reproduction Service No. ED 377 392).

Scott, J. C, & Green, D. J. (1992b). British perspectives on organizing bad-news let-ters: Organizational patterns used by major U.K. companies. Bulletin of theAssociation for Business Communication, 55(1), 17-19.

Steer, J. (1996). Teaching writing to the non-native speaker [manual to accompany TheScott foresman handbook for writers by M. Hairston & J. J. Ruszkiewic] (4th ed.).New York: Scott, Foresman.

Stuiges, D. L. (1992). Internationalizing the business communication curriculum.Bulletin of the Association for Business Communication, 55(1), 30-39.

'n-eece,M. (1994). Successful communication for business and the professions (6th ed.).Boston: AUyn & Bacon.

Valdivieso, L. T, & Valdivieso, J. H. (1988). Negocios y communicadones. Lexington,MA: Heath.

Varner, I. L. (1987). Internationalizing business communication courses. Bulletin ofthe Association for Business Communication, 50(4), 7-11.

Vamer, I. L..(i988). A comparison of American and French business correspon-dence. The Joumal of Business Communication, 3$ (4), 55-65.

Victor, D. (1988). Cross-cultural influences on business communication: Applica-tions for teaching and practice. Bulletin of the Association for Business Communica-tion, $1 (3), S-10.

Analyzing International Letters in a Business Communication Class / Devet 2 9

Waner, K. K. (1995). Bxisiness communication competencies needed by employeesas perceived by business faculty and business professionals. Business Communi-cation Quarteriy, 58(4), 51-56.

Address correspondence to the author. Department of English and Communication,College of Charleston, 66 George Street, Charleston SC 29424-0001 (e-mail:devetb@cofc.edu).

Appendix AOriginal Spanish sales Letter

Lluis G. RenartObra gr f̂ica originalBarcelona

Barcelona, 15 de Junio de 1994

Distinguido amigo/a:

Agradezco la oportunidad de dirigirme a usted para ofrecerle micatalogo de litograiSas originales, creadas en Barcelona, y que puedeadquirir com6damente por correo desde su domicilio en EE. UU.

Como puede ver en el catilogo adjunto, estas obras de arte originaleshan sido creadas por prestigiosos artistas ya consagrados, quienes handibujado personalmente a mano las planchas correspondientes a cadacolor. Una vez realizado el meticuloso tiraje manual de cada color sobrepapel de arte, las Iitografias han sido numeradas y firmadas a Mpiz por elartista. Finalmente, las planchas han sido destruidas, por lo que la edicidnha quedado absolutamente Iimitada a la tirada realizada, declarada encada caso en el catilogo.

La elevada tasa de cambio del d61ar frente a la peseta, asi como elhecho de vender directamente (sin intermediarios), me permiten ofrecerleestas Iitografias originales degran calida a unos precios muy razonables.

Para cursar su pedido, s61o tiene que rellenar la hoja adjunta ("orderform"), indicando su nombre, direcd6n completa, numero y tipo de sutarjeta 6e credito y fecha de caducidad, procediendo a continuadibn aremitirmela por correo aereo.

En cuanto reciba su pedido, proceder^ a enviarle por paquete postala r̂eo la(s) litografia(s) escogida(s), dentro de un tubo de cart6n de altaresistenda, sellado en sus extremos, que asequra su perfecta protecd6n.

Las Iitografias originales no precisan ningiln tipo de licencia deimportacion, ni pagan ningiin arancel de entrada en EE.UU. El precio indi-cado en la hqja de pedido induye los gastos de envio hasta su domicilio.

Le garantizo personalmente que si, por cualquier motivo, decidedevolverme la litografia enviada, le abonar^ su importe integro, inmedi-atamente y sin ningun problema.

5 0 Business Communication Quarterly 61:4 December 1998

jMandeme hoy mismo su hoja de pedido! Recuerde que se tracta deobras de arte originales, de edicion limitada. En consecuencia, lospedidos seran servidos por estricto orden de Uegada. En caso de que sehubiera agotado la edicion, se lo comurdcare inmediatamente.

Si usted no desea comprar ahora, pero quiere sequir recibiendo misofertas sin compromiso, le ruego me lo indique, marcando una cruz al piede la hoja de pedido.

Finalmente, de antemano le agradezo cualquier ayuda que puedaprestarme para difundir selectivamente mi catilogo de litografias origi-nales en EE.UU. Los artistas y yo mismo, le quedariamos sumamenteagradecidos si pudiera usted facilitarnos nombres y direcciones comple-tas de personas amantes del arte, suscriptores de revistas de arte, sociosde museos, amantes de nuestra cultura, etc.

Le ruego reciba un cordial saludo.

(from Valdivieso & Valdivieso. Negocios ycommunicaciones, p.140-141)

Translation of Spanish LetterLuis G RenartOriginal PrintsBarcelona

Barcelona, 15 June 1994

Distinguished friend,

I am grateful for the opportunity to write to you to offer my cateilog oforiginal lithographs, created in Barcelona, and that you can obtain conve-niently by mail to your residence in the United States.

As you can see in the enclosed catalog, these original art works havebeen created by still devoted prestigious artists, wbo have painted person-ally by band tbe plate corresponding to eacb color. Once the meticulousmanxial work of painting eacb color over tbe art is done, tbe lithograpbsare numbered and signed in pencil by the artists. Finally, tbe sheets weredestroyed, and that is why the edition is absolutely limited, which wasdecljired every time in the catalog.

The elation [the task of changing] of the dollar to the peseta like adirect sell (without intermediary) makes possible for me to offer theseoriginjil lithograpbs of great quality for very reasonable prices.

As soon as your order is received, I will proceed to ship to you by anair mail package the ordered lithograph(s) in a resistant carton tube,sealed against die extreme, that will assure perfect protection.

The original lithographs do not require any type of import license, nordo they have any tariff upon entering the United States. The price indi-cated on the invoice includes the shipping costs to your residence.

Analyzing internatonai Letters in a Business Communication Ciass / Devet S1

I guarantee you personally that if, for watever reason, you decide toreturn to me the lithographs, I will refund all your money immediatelyand without any problem.

Send me today your order! Remember that these are original artworks of a limited edition. Consequently, the order will be processed bystrict order of arrival. In case the edition has gone out of print, I will con-tact you immediately.

If you do not wish to buy now but want to continue to receive my cat-alog without obligation, I ask you to indicate that to me by marking an Xat the bottom of the order form.

Finally, before closing, I would appreciate for any help that you canrender me to selectively distribute my catalog of original lithographs inthe United States. The artists and myself would be extremely grateful ifyou could supply us with the names and complete addresses of art lovers,subscribers to art magazines, museum societies, lovers of culture, etc.

Very truly yours,(I beg that I receive a cordial greeting.)

(TYanslation by Spanish tutors in the Foreign Langujige Lab, College ofCharleston, Charleston, SC.)

Appendix BAssignment SheetAnalysis of International Communication

Read the attached translation of a sales letter sent from Spain. (The origi-nal letter is also included).

Then, write an analysis by explaining how the letter is similar to and dif-ferent from an American sales letter. As you explain the similarities anddifferences, look for the following: format (paragraphing and layout onpage), organization, ethos, pathos, logos, style (sentence length and wordchoice), and writer's purpose. Apply three or four persuasive features tothe letter.

Suggestions:(a) Be sure to number the paragraphs so you may refer to them with ease.

(b) Be sure to explain the significance of the differences. For example, ifthe Spanish letter does X differently frt)m an American letter, what doesthe difference reveal or indicate about Spanish business rhetoric?