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 Chapter 6 – Communicating in Writing

Lecture Notes and Teaching Suggestions

CHAPTER SYNOPSIS
How would you judge the writing skills of your colleagues, peers, or employees? How would
you judge your own writing skills? What steps might you take to improve the quality of your
written communication? If you are a leader or manager, what might you do to improve the
writing in your organization?

LEARNING OBJECTIVES
I. Plan and develop content for routine and persuasive messages as well as longer
documents and proposals.

II. Consider and incorporate the elements of visual impression into a written message, as
appropriate.

III. Revise written messages for coherence and logical flow.

IV. Revise written messages for style and tone.

V. Proofread for mechanical correctness

LECTURE OUTLINE
I. Introduction

PowerPoint slide 2
Content:
Tactical Elements for Written Communication
• Planning and developing the message
• Selecting and incorporating visual elements
• Revising for coherence and flow
• Revising for style and tone

Notes:
Good writing skills are critical to success in the workplace

1
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
 • According to the Wall Street Journal, 80% of businesses believe that their
employees’ biggest weakness is written communication

• After considering the strategic issues involved in written communication

(discussed in previous chapters: identify your purposes, analyze your audience,
consider the context, choose a medium), it’s important to select the appropriate
tactics that will enable you to achieve your broader communication goals

o Planning and developing the message

o Selecting and incorporating visual elements

o Revising for coherence and flow

o Revising for style and tone

• NOTE: Depending on the audience, purpose, and context of the message, some of
these steps may be eliminated (e.g., if you’re sending a text message response to a
question from a colleague that you received just a few seconds ago, no planning,
little development, no visual aids, and little concern for coherence and flow may
be needed)

II. Planning and Developing the Message

PowerPoint slide 3
Content:
Parts of a Message
• Introduction
o Direct approach
o Indirect approach
• Body
o Direct approach
o Indirect approach
• Close
o Goodwill conclusions
o Summary conclusions
o Sales conclusions

Notes:
A. Good organization in written messages is important for two key reasons
1. It helps your reader understand your message

2. It demonstrates the quality of your thinking

 B. Two types of message approaches:
• Direct: Used for most messages in the United States

• Indirect: Used for bad news messages and some persuasive messages when
it’s expected that the audience may be resistant to a proposal

C. The parts of a message include:

• Introduction – should indicate to your audience why it’s important to read
your message
o Direct: States the purpose of the message and provides an overview of
subtopics

o Indirect: Purpose may not be stated immediately but will instead open
with a neutral buffer, which may not state the bad news explicitly but
prepared the reader for the bad news coming in the body of the
message

• Body
o Direct: Provides the necessary supporting details for the purpose of the
message. This might include: the reason for the decision, procedures
for the reader to follow, background information, a description of the
situation, or evidence to support the claims that are made in the case of
a persuasive message).

o Indirect: For a bad news message, tactful delivery is important. The

body might also discuss ways to avoid similar bad news or explain
what is being done to avoid such situations in the future.

• Close – Like the intro, the close is very memorable, so be sure your close is
something you want your audience to take away
o Goodwill: A few simple sentences or statements aimed at maintaining
your relationship with your reader - provides you an opportunity to
distinguish yourself as a person who truly recognizes and appreciates
others

o Summary: For longer, more complex, informative messages, you

should restate/summarize the subtopics of your message in a slightly
different way.

o Sales: Restates the benefits your reader will receive from adopting
your proposal – may include a call to action if you are the person who
will be following through

PowerPoint slide 4
Content:
 Persuasive Messages
1. How will my audience initially react to my proposal
2. How does my audience feel about me, my company, or my product or
service?
3. What are your audience’s needs? In what ways does your idea or proposal
fulfill those needs?
4. What benefits does your proposal provide to your audience?
5. What obstacles or objections must you overcome?
6. Is this a sales proposal or a competitive message? If so, what do my
competitors offer? How might I distinguish my ideas or myself favorably
from my competitors?

Notes:
Questions to answer to determine strategy and info required for a persuasive message
1. How will my audience initially react to my proposal?
• To determine the strategy and information you will need to provide
in a persuasive message

2. How does my audience feel about me, my company, or my product or

service?
• To determine how past encounters with the company might impact
how your audience received your message

3. What are your audience’s needs? In what ways does your idea or proposal
fulfill those needs?
• To determine how you might be able to tailor the content of your
message to explain how your proposed idea meets those needs

4. What benefits does your proposal provide to your audience?

• To determine if there are any benefits your proposed idea could
offer that your audience hasn’t even considered

5. What obstacles or objections must you overcome?

• To determine whether the direct or indirect approach would be
most effective and to identify what information you need to
provide in your message as well as how much

6. Is this a sales proposal or a competitive message? If so, what do my

competitors offer? How might I distinguish my ideas or myself favorably
from my competitors?
• To determine who your competitors are, what they offer, and how
they differ from your organization’s offerings

PowerPoint slide 5
Content:
 Persuasive Messages
• Components
o Claim
o Evidence
▪ Quality of the evidence
• Types of Appeals
o Logos
o Pathos
o Ethos

Notes:
Components of Persuasive Messages
• Claim: More general or more abstract statement

• Evidence: More specific information that supports the claim

o Quality of the evidence is important: Not all evidence is relevant or of
high quality, and evidence can be used to mislead an audience; however,
evidence can also be tested for its validity

Types of Appeals
• Logos: Logical appeal that consists of such information as facts and statistics

• Pathos: Emotional appeal that evokes empathy

• Ethos: Ethical appeal based on information that provides credibility

PowerPoint slide 6
Content:
Persuasive Messages
• The AIDA Approach
o Attention
o Interest
o Desire
o Action

Notes:
The AIDA approach for organizing persuasive messages
1. Attention: Gain the audience’s attention and interest with a brief statement that is
personalized, audience-centered, and relevant to the situation

2. Interest: Heighten the audience’s interest in your topic or proposal by explaining

in more detail why your message is relevant to your audience

3. Desire: Provide evidence to prove the claims made previously in your message
 4. Action: Suggest a specific step the audience can take and make that action easy

PowerPoint slide 7
Content:
How Do I Deal with a Resistant Audience?
1. Open with statement of common ground
2. Explain need for change
3. Eliminate objections
4. Provide specific solution or recommendations
5. Explain implementation of plan if appropriate

Notes:
Using the Step-by-Step Indirect Approach for Resistant Audiences
1. Open with statement of common ground to defuse any differences between you
and your audience. Then follow with an indirect statement of purpose explaining
your idea.

2. Explain need for change—for your proposed idea

3. Eliminate objections by showing that your proposed solution is clearly best of all
the alternatives. You must do this in an objective tactful way to reduce the
potential for judgments of bias.

4. Provide specific solution or recommendations; this is done after eliminating your

audience’s objections to make them more receptive to your proposed
solution/recommendations

5. Explain implementation of plan if appropriate so the plan seems feasible

PowerPoint slide 8
Content:
Reports and Proposals
• Reports
o Define a problem
o Gather data
o Develop recommendations
o Can be formal or informal
• Proposals
o Serve as sales documents recommending changes or purchases internally
or offering services externally
o Can be formal or informal

Notes:
Reports and proposals are common forms of longer written messages in business. They
come in many different forms and styles
 • Reports can be:
o On feasibility
o On research
o On progress
o On incidents
o Formal or informal in style

• Proposals are:
o Sales documents intended to recommend changes or purchases within a
company—or show how your organization can meet the needs of another
if the proposal is intended for an external audience
o Sometimes formal and sometimes informal in style

PowerPoint slides 9 & 10

Content:
Do Visuals Matter for Writing?
• White Space
o Makes the message look less dense and more “skimmable”
o Accomplished by chunking information in short, well-focused paragraphs
• Headings
o Cueing devices that let your audience know what to expect
o Indicate the relationship between ideas
• Graphics
o Improve understanding
o Make information more memorable
o Enhance professionalism and credibility of a speaker
• Lists
o Can increase white space and “skimmability”
o Typically used as forecasting devices

Notes:
A. Visual elements of messages are critically important in business writing.
Formatting is important for all written messages, including e-mails and other
digital messages.

B. Key visual elements in business writing might include:

• White Space
o Chunks information
o Makes message more “skimmable”

• Headings
o Tells audience what to expect
o Indicates relationship between ideas

• Graphics
 o Improves understanding and makes information more memorable
o Can enhance speaker credibility if used correctly
o Might include:
▪ Graphs
▪ Tables
▪ Diagrams and drawings

• Lists
o Increase white space
o Often used as forecasting devices

PowerPoint slides 11 & 12

Content:
Revising: Coherence and Flow
• When revising:
o Check for accurate topic sentences
o Check for paragraph coherence
o Include transitions and forecasting where appropriate
Revising: Style and Tone
• Written business messages should use:
o Short, simple, precise words, and yet avoid slang
o Short yet complete sentences and short paragraphs
o Standard English
o First- and second-person pronouns

Notes:
A. Revising for logical flow and coherence
o Check for accurate topic sentences
▪ Ideally in business messages, each paragraph should begin with an
accurate topic sentence or transitional phrase that mentions one of
the subtopics referred to in the introduction if the direct approach
was used

o Ensure paragraph coherence

▪ There should be a clear logical flow of ideas throughout and within
each paragraph. Each sentence should clearly lead to the next, and
clear connections should be provided between each point or each
sentence.

o Include transitions and forecasting where appropriate

▪ Transitions assist your audience in moving from one topic to
another and forecasting tells your audience what you will cover
next

B. Revising for style and tone

 o Style is the level of formality of your written communication. Business
communication typically should use business style, which is less formal
than traditional academic writing but more formal than a conversation.

o Tone is the implied attitude of the communicator toward his or her

audience. When considering tone, you should think about language
choices, level of formality or familiarity, the power relationship between
you and your audience, and your use of humor or sarcasm.

o Some rules of thumb

▪ Use short, simple, precise words, and yet avoid slang
▪ Use short yet complete sentences and short paragraphs
▪ Use standard English
▪ Use first- and second-person pronouns

C. NOTE: It’s also critical to proofread for mechanical correctness

o Disruptive errors
o Credibility errors
o Etiquette errors
o Accent errors

PowerPoint slide 13
Content:
Tips for Submitting a Message
• Avoid using BCC, which may look sneaky
• Proofread for mechanical correctness
• Only send copies to those who need to info
• SEND!

Notes:
The process of submitting a message wasn’t as important in the past when you just put a
stamp on a letter and dropped it in the mailroom, but e-mail is different. There are many
things to consider after you’ve written the message but before you send it.
• Consider the formality of the salutation

• Only send copies to those who need the information

• Avoid the use of BCC – it may seem sneaky

• Include a signature line to create an air of professionalism that is often lacking in

e-mails

ANSWERS TO CHAPTER DISCUSSION QUESTIONS

1. How do the reading practices of academic audiences, such as instructors, differ from
those of businesspeople? What are the factors that lead to these differences?

Student responses will vary but should include a discussion related to the causes of these
differences in reading practices between the two groups.
• These differences are based upon context, purpose, and type of job being
performed.

• While instructors are interested in reading related to teaching effectiveness and

formal research, businesspeople may be interested in successful business
practices as well as the current status of the market.

• Businesspeople are often very busy, so they appreciate short, concise writing
visually designed to be “skimmable.” Academics have more time available to
read lengthy pieces, since research is part of their job, so they tend to appreciate
beautiful language and detailed explanations at any length.

Tags:
BUSPROG: Communication
DISC: Audience | Patterns
LO: 6-1
Bloom’s: Application
Difficulty: Moderate
Topic: A-Head: Visual Impression in Written Messages | Revising for Style and Tone |
Proofreading for Mechanical Correctness

2. What tactics have you used to ensure that your messages are logically organized?
What new tactics might you incorporate into your message-creation process to
ensure well-organized messages?

Student responses will vary but should include a discussion of the following points:

While knowing the purpose of your message can help you distinguish the type of
message you should write, identifying the type of message (e.g., persuasive vs.
informational) helps you determine the organizational approach to the message.

Organizing Persuasive Messages:

• Two persuasive situations might occur:

o Your audience is more or less receptive to your ideas or proposal

o Your audience is resistant or even hostile to you

 • The AIDA approach provides a system for organizing a persuasive message,
especially when your audience is more or less receptive to your ideas or proposal.
o Attention: Gain the audience’s attention and interest with a brief statement
that is personalized, audience-centered, and relevant to the situation.
Answer the audience’s WIFM questions: “What’s in it [this message] for
me?”

o Interest: Heighten the audience’s interest in your topic or proposal by

explaining in more detail why your message is relevant to your audience.
Depending on what’s appropriate, you might explain why current practices
are not the best or provide examples, data, testimony, or other kinds of
evidence to show your audience what life would be like if people adopt
your proposal.

o Desire: Provide evidence to prove the claims made previously in your

message. In product- or service-related persuasion, you might provide
evidence of the benefits your audience will receive.

o Action: Suggest a specific step the audience can take and make that action
easy. You might want to connect the dots by explaining how this action
will result in the benefits you discussed earlier.

• The indirect approach is a good way to organize persuasive messages for resistant
audiences.
o Open your message with a statement of common ground to defuse any
differences that may exist between you and your audience. Then, an
indirect statement of purpose should follow. Provide an overview of the
contents of the body of your message but should not include your specific
recommendations.

o The body of the message should begin by explaining the need for your
proposed idea. Your goal is to show in a persuasive manner that there is a
need for change of the type you are proposing.

o Eliminate your audience’s objections to your proposal. Show that your

proposed solution is clearly best of all the alternatives.

o Announce your specific solution or recommendation and emphasize why

it is the best of all possible choices.

o If appropriate, an additional step might include a plan for implementing

your proposed solution. The easier the change is to make, the more
attractive it may be to your audience.

Tags:
 BUSPROG: Analytic | Communication
DISC: Audience | Rhetorical Considerations
LO: 6-1
Bloom’s: Comprehension
Difficulty: Easy
Topic: A-Head: Planning and Developing Persuasive Messages | Organizing Persuasive
Messages | Using the AIDA Approach

3. Do you think that using the indirect approach to organizing a message is

manipulative or unethical?

It’s not manipulative or unethical

• The indirect approach is used when the audience is resistant to the message. This
does not mean that the sender is trying to manipulate the receiver of the message
or trying to be unethical.

• The sender is just trying to use certain persuasive strategies to overcome audience
resistance.

• The steps are as follows:

o Open your message with a statement of common ground to defuse any
differences that may exist between you and your audience. Then, an
indirect statement of purpose should follow. Provide an overview of the
contents of the body of your message but should not include your specific
recommendations.

o The body of the message should begin by explaining the need for your
proposed idea. Your goal is to show in a persuasive manner that there is a
need for change of the type you are proposing.

o Eliminate your audience’s objections to your proposal. Show that your

proposed solution is clearly best of all the alternatives.

o Announce your specific solution or recommendation and emphasize why

it is the best of all possible choices.

o If appropriate, an additional step might include a plan for implementing

your proposed solution. The easier the change is to make, the more
attractive it may be to your audience.

Tags:
BUSPROG: Communication | Ethics
DISC: Consequences | Ethics and Morals
LO: 6-1
Bloom’s: Evaluation
 Difficulty: Challenging
Topic: A-Head: Planning and Developing Persuasive Messages | Using the Indirect
Approach for Resistant Audiences

4. What are some of the challenges you have encountered while attempting to
persuade? How might the AIDA approach be used to better deal with these
situations?

Student responses will vary but might include:

• Competition for audience’s attention

• Audience interest but no conversion to action

• Audience not even interested in the issue/product/service/suggestion

• NOTE: Students might mention audience resistance as a challenge. This is an

opportunity that active audience resistance is often better dealt with using the
Indirect Approach rather than the direct AIDA approach. Encourage them to
think of challenges they may face other than a resistant audience that can be
effectively overcome using the AIDA approach.

The AIDA Approach is useful when trying to persuade someone to do something because
it clearly organizes the message into the following consecutive sections:
• Attention

• Interest

• Desire

• Action

NOTE: See question #2 (above) for more details on each step of the AIDA approach

Tags:
BUSPROG: Communication | Reflective Thinking
DISC: Audience | Patterns
LO: 6-1
Bloom’s: Application
Difficulty: Moderate
Topic: A-Head: Planning and Developing Persuasive Messages | Organizing Persuasive
Messages | Using the AIDA Approach

5. Which types of evidence would be most persuasive to a business audience? Give

examples.
 The types of evidence that would be most persuasive to a business audience include:
• Statistics:

o Is the sample from which the statistics are drawn a representative one?

o Is a single instance used as an example of all instances?

• Testimony:

o Is the person an authority on the subject? If so, how reliable is he or she?

o Was the person giving the testimonial close enough to witness the event?

o Is it possible that the person giving the testimony is biased?

• Comparison and Analogies:

o Do both items/activities have the same resources or authority?

o Are both items/activities governed by the same rules?

o Do both activities occur during the same time period?

o Are both item/activities measured in the same way?

Tags:
BUSPROG: Analytic | Communication
DISC: Audience | Patterns
LO: 6-1
Bloom’s: Knowledge
Difficulty: Easy
Topic: A-Head: Planning and Developing Persuasive Messages | Quality of Evidence

APPLICATIONS
1. Revise the following message so that it is more logically ordered. You may also
discover that some of the content is irrelevant and thus can be eliminated and that
the message also is missing some critical information needed to fulfill the customer's
request. Be sure to check the subject line of the message for clarity

To: Martha Reeves <[email protected]>

From: Stan Liu
Subject: Accounting Software
Dear Ms. Reeves:
 I recently purchased your new accounting software at Professional Office Products.
When I got the product home, I was unable to install the product on my Apple
brand computer. I am a small business owner and think that your product will be
very helpful to me in improving my productivity and potentially my company’s
profits. I returned the product to your store to receive a refund or to exchange the
product for one that might work on my computer. The manager told me that he
could not make the exchange but that I should contact you, the maker, with my
request. Can you help me? I have overnighted the product to your office.

Regards,
Stan Liu
902 Oak Street Portland, OR 90042

Revised message below:

To: Martha Reeves <[email protected]>

From: Stan Liu
Subject: Installation of Accounting Software on Apple computer
Dear Ms. Reeves:

My name is Stan Liu, and I am a small business owner. I recently purchased your new
accounting software at Professional Office Products. I think that your software will be
very helpful to me in improving my productivity and potentially my company’s profits.
Unfortunately when I got the product home, I was unable to install it on my Apple brand
computer. Would you please assist me in installing this software? I can be reached at
(XXX) XXX-XXXX or at [email protected]. Thank you in advance for your assistance.

Regards,
Stan Liu
902 Oak Street Portland, OR 90042

Tags:
BUSPROG: Analytic | Communication
DISC: Audience | Rhetorical Considerations
LO: 6-1
Bloom’s: Synthesis
Difficulty: Challenging
Topic: A-Head: Planning and Developing Persuasive Messages

2. You are a customer-service representative for RichRUs, a company that organizes

and holds seminars across the United States. These seminars are intended to help
educate "regular" people on how to become financially independent through the
purchase, resale, and rental of foreclosed properties. In addition to the seminars, the
company sells DVD recordings of its founder, Leonard Samson, espousing his sales
methods and techniques. Leonard’s seminars and DVDs have become so popular
 that your production has not kept up with demand. To make matters worse, you
advertise "same-day" shipping in your promotional materials. You have just
received approximately 50 orders for the two-volume DVD set that sells for $95.
Write a bad news letter that you can send to these customers in which you explain
the situation.

Student responses will vary but a sample of a letter is found below:

Dear Customer:

Thank you very much for your order of the two-volume DVD set, placed on March 15th,
2010. Because of the wonderful success this DVD set has enjoyed, the demand for this
product has clearly exceeded its supply. While we are working extremely hard to produce
a high volume of the DVD set to respond to the demand effectively, several factors have
emerged that have prevented us from reaching this goal.

Please accept our apologies for the inconvenience that this situation may have caused
you. I can assure you that we value each customer and are working very hard to ensure
that customer satisfaction remains very high.

As soon as the product becomes available, we will ship it to you. If you need to reach us,
please do so at (XXX) XXX-XXXX or [email protected]. We would like to thank you for
your understanding and patronage.

Sincerely,

Joe Smith
Manager
Tags:
BUSPROG: Analytic | Communication
DISC: Audience | Rhetorical Considerations
LO: 6-1
Bloom’s: Synthesis
Difficulty: Challenging
Topic: A-Head: Planning and Developing Persuasive Messages

3. Using the AIDA Approach, create a message to persuade your boss to approve your
plan to hire two new people. You must show that the benefits will outweigh the costs
of hiring and additional salaries and benefits.

Student responses will vary but must utilize the AIDA Approach (see question #2 for
more detailed info on the AIDA approach):

• Attention
 We are unable to keep up with demand....we are behind in our orders...

• Interest

Two additional employees would allow us to be able to meet customers'

expectations.

• Desire

These two employees will allows us to respond to the demand and make more
money than what we would pay in salaries and benefits to them.

• Action

Place an ad in the newspaper to begin the search process.

Tags:
BUSPROG: Analytic | Communication
DISC: Audience | Patterns
LO: 6-1
Bloom’s: Application
Difficulty: Moderate
Topic: A-Head: Planning and Developing Persuasive Messages | Organizing Persuasive
Messages | Using the AIDA Approach

4. Using the steps to formulate a message to a reluctant or hostile audience, create a

message to persuade a customer to consider the purchase of a new service or
product your company is offering. Assume that the customer has previously had a
bad experience with your company that involved the late delivery of your product
or service, which resulted in a small financial loss for the customer. Also assume
that the customer is currently pleased with the services he or she is receiving from
one of your competitors.

Student responses will vary but they should generally follow the steps outlined in the
indirect approach:
1. Open your message with a statement of common ground to defuse any differences
that may exist between you and your audience. Then, an indirect statement of
purpose should follow. Provide an overview of the contents of the body of your
message but should not include your specific recommendations.

2. The body of the message should begin by explaining the need for your proposed
idea. Your goal is to show in a persuasive manner that there is a need for change
of the type you are proposing.
 3. Eliminate your audience’s objections to your proposal. Show that your proposed
solution is clearly best of all the alternatives.

4. Announce your specific solution or recommendation and emphasize why it is the

best of all possible choices.

5. If appropriate, an additional step might include a plan for implementing your

proposed solution. The easier the change is to make, the more attractive it may be
to your audience.

Tags:
BUSPROG: Analytic | Communication
DISC: Audience | Patterns
LO: 6-1
Bloom’s: Application
Difficulty: Challenging
Topic: Planning and Developing Persuasive Messages | Organizing Persuasive Messages
| Using the Indirect Approach for Resistant Audiences

5. You work in the information-services department of SynSystems, Inc., a maker of

computer connectivity products. Your job, along with the other members of your
department, is to provide computer support to the employees of SynSystems.
Several years ago, SynSystems was purchased by computer products giant World
Connectivity Solutions (WCS). Because your company had an excellent reputation
for its customer service and extensive and positive brand recognition, WCS chose to
leave your division with its well-respected name.

Coincidentally, perhaps, SynSystems uses the same product—GroupPRO—as its

parent company for electronic collaboration among project-development teams.
GroupPRO was created by another company that WCS now owns, but it is not the
only product of its kind on the market. Because of lingering bitter feelings about the
company takeover, there is a move among the employees of your department to
switch to a newer collaboration product, TeamMAX. Write a persuasive letter to
your supervisor, Jonathan Reeves, to persuade him to stay with the GroupPRO
product. Include a visual element to compare the values of several items.

Student responses will vary but should include the elements of persuasion found below:

• To be successful, you must pay attention to the fact that you must establish and
maintain goodwill and credibility.

• The information you provide in persuasive situations is totally dependent on your

audience’s perspective or view of the proposal.
 • To determine the information you will need to provide to best ensure your success
at persuasion, you should ask and answer the following questions:

o How will my audience initially react to my proposal?

o How does my audience feel about me, my company, or my product or

service?

o What are your audience’s needs? In what ways does your idea or proposal
fulfill those needs?

o What benefits does your proposal provide to your audience?

o What obstacles or objections must you overcome?

o Is this a sales proposal or competitive message? If so, what do my competitors

offer? How might I distinguish myself or my ideas favorably from my
competitors?

Tags:
BUSPROG: Analytic | Communication
DISC: Audience | Patterns
LO: 6-1
Bloom’s: Application
Difficulty: Challenging
Topic: A-Head: Planning and Developing Persuasive Messages

CASE ANALYSIS
A. DHL: Closing Operations in the United States

Answers to Retrospective Discussion Questions:

1. What are the critical issues in this case? What issues are most critical?

Student responses will vary, but might include:

• Critical issues:
o Loss of DHL jobs

o Lost jobs at small businesses and other companies due to “ripple

effect” from DHL closures

o Economic trouble for the city of Wilmington, Ohio and for Clinton
County, Ohio where the large DHL hub that closed was located
2. Who are the stakeholders? Which stakeholders have been most affected and
have the potential to be the most affected? What are the critical issues to the
different stakeholders? What do the different stakeholders have at stake?

Student responses will vary, but might include:

• Stakeholders
o Employees from DHL U.S. Express (ground hubs; drop off
locations; central distribution hug in Wilmington, Ohio)
▪ Critical issues: Reason for hub closure, timing of hub
closure, future employment

▪ At stake: Their livelihood and ability to support family

o Executives from ABX Air Inc. that have to lay off their employees
as a result of the Wilmington hub closure
▪ Critical issues: Closures and employee layoffs

▪ At stake: Future of the company

o Employees from ABX Air Inc. that were laid off as a result of the
Wilmington hub closure
▪ Critical issues: Reason for hub closure, timing of hub
closure, future employment

▪ At stake: Their livelihood and ability to support family

o The City of Wilmington, Ohio (small business’s affected by hub

closure, mayor, other government officials)
▪ Critical issues: Economic stability, small business closures,
widespread unemployment, potential mass exodus from the
city as laid off DHL employees seek employment
elsewhere

▪ At stake: The future of the town

o Clinton County in Ohio where Wilmington is located

▪ Critical issues: Losses in tax revenue

▪ At stake: Possible massive budget cuts to compensate for

loss in tax revenue

• Most affected thus far

o Employees laid off by DHL
 o Employees laid off by ABX and other employees already laid off
by the “ripple effect” of DHL’s closure

• Potential to be most affected

o The City of Wilmington, Ohio

o Clinton County in Ohio

3. Was the sequence of events and time span that DHL utilized to announce the
end of domestic-only operations in the United States and the subsequent
shutdown appropriate? Should DHL have made the announcement earlier?
Should they have waited longer after the announcement to shut down all
operations?

Student responses will vary but might include something about the chronological
element of context from chapter 5.
• Chronological – The ways time influences interactions
o The time of year (busy and stressful vs. a break between projects –
depends on the business cycle) and time of day (morning when
your supervisor is available to talk vs. end of the day when
supervisor is about to leave to go home)

4. Is there any way that CHL could have postponed or avoided a shutdown of
U.S. Express operations? Should a company leave the market during poor
economic times?

Student responses will vary.

Answers to Prospective Discussion Questions:

1. What does DHL need to communicate to its non-U.S. customers in order to

assure them of the viability of its new business model?

Student responses will vary but should include something about the overall
stability of the company. DHL does not want its global audience to question the
company’s stability or its ability to deliver excellent service as a result of the U.S.
closures.

2. How does the closure affect DHL’s image in the United States? What does
DHL need to do in order to convince American customers to continue using
DHL for international shipping needs?

Student responses will vary. The closure could obviously negatively affect
DHL’s image in the U.S., but if the company does an excellent job of
communicating strategically with American consumers, they might be able to
 convince people that the company’s infrastructure is now streamlined and better
suited than ever before for customer’s international shipping needs.

3. Is there a need for DHL to take further action in the United States in general
and in Wilmington, Ohio, in particular? If so, what actions should DHL
take?

Student responses will vary but the general answer is, “yes, absolutely.”
Responses might include something about the nature of global communication in
a digital world. DHL won’t be able to isolate a PR problem in the Wilmington or
across the U.S. from the rest of the world when their company does business.
They most definitely need to take further action to ensure that the community of
Wilmington doesn’t implode as a result of their hub closure and to ensure that
they are mitigating the impact of other closures across the country. Perhaps most
importantly, they need to ensure that their lines of communication with key
stakeholders are open for as long as is necessary.

4. Is there a need for Deutsche Post to send a message to its stakeholders? If so,
what message should Deutsche Post send?

Student responses will vary but the general answer is, “yes.” It might appear
sneaky if Deutsche Post tries to distance itself from (or ignore) the U.S. closures
approved by the upper echelons of the company.

5. How should Deutsche Post or DHL’s corporate communications department

deliver its message, who should deliver the message, and to whom should it
be sent?

Student responses will vary but there should be some mention of determining the
right person/office to deliver the message for each stakeholder. For example, a
standard message from the CEO at Deutsche Post would seem impersonal if it
was the only or the most critical communication with laid off employees from the
Wilmington hub.

6. What responsibility does DHL have to its employees and the communities in
which it is a significant source of employment and revenue?

Student responses will vary.

7. Should DHL be concerned about its future prospects in the United States?
Should they be concerned about the effect this will have on its international
operations? Should they be concerned about the possibility of reentry into
the U.S. domestic shipping market?

Student responses will vary.

Another random document with
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noted below. It is far easier to fill the cylinder when it is disassembled
from the cradle. If assembled in the cradle, bring the gun to its
maximum elevation and remove both filling and drain plugs. It is
necessary that the drain plug holes should be lubricated on top of
the cylinder. Fill through the hole in the piston rod. Allow a few
minutes for the air to escape and the oil to settle.
Refill and repeat two or three times. When satisfied that the
cylinder is entirely full of oil, insert both plugs, and depress the gun
to its maximum depression. After a few moments elevate again to its
maximum elevation and unscrew both plugs. Now refill as described
above. When entirely full, allow not more than two cubic inches
(about one-fourth of a gill) of the oil to escape, insert both plugs and
lash them with copper wire. It may happen that after firing a few
rounds the gun will not return to battery. This may be due to, first,
weakness of springs, second, stuffing box gland being screwed up
too tight, or third, the oil having expanded, due to heat. It any case
the cause must be ascertained and remedied, if due to expansion of
oil, it is proven by the fact that the gun cannot be pushed into battery
by force exerted on the breech of the gun. In that case elevate the
gun to its maximum elevation and remove the filling plug. The oil will
now escape permitting the gun to return to battery. In emergencies,
water may be used in the cylinder. This should be done only when
absolutely necessary, and never in freezing weather, and as soon as
practicable the cylinder should be emptied, cleaned, and thoroughly
dried and filled with hydroline oil. About 9 pints of hydroline oil are
required for filling the recoil cylinder.
To empty the recoil cylinder.—The cylinder may be emptied
either when assembled or disassembled from the cradle. In either
case, remove both the filling and drain plugs, depress the forward
end of the cylinder and drain the contents into a clean can or other
receptacle over which a piece of linen or muslin has been stretched,
for straining the oil.
To clean the recoil cylinder oil.—The hydroline oil used in the
cylinder should be cleaned and free from grit and dirt. The oil should
be stored in the closed cans provided for the purpose, and be
carefully protected from dirt, sand, or water. Oil withdrawn from the
cylinders and containing any sediment must not be used again until it
has been allowed to settle for not less than 24 hours. When
sediment has thus been permitted to settle great care must be taken
not to disturb it in removing the oil. To insure the cleanliness of all
cylinder oil it should be strained through a clean piece of linen or
muslin before using.
To clean the bore of the gun.—After firing and at other times
when necessary, the bore of the gun should be cleaned to remove
the residue of smokeless powder, and then oiled. In cleaning, wash
the bore with a solution made by dissolving one-half pound of Sal
Soda in one gallon of boiling water. After washing with the soda
solution, wipe perfectly dry and then oil the bore with a thin coating
of the light slushing oil furnished for that purpose. Briefly stated, the
care of the bore consists of removing the fouling resulting from firing,
in obtaining a chemically clean surface and in coating this surface
with a film of oil to prevent rusting. The fouling which results from
firing of two kinds—one, the production of combustion of powder, the
other, copper scraped off the rotating band. Powder fouling because
of its acid reaction, is highly corrosive, that is, it will induce rust and
must be removed. Metal fouling of itself is unactive, but its presence
prevents the action of cleaning agents. It should be removed if it
accumulates. At every opportunity in the intermission of fire, the bore
of the gun should be cleaned and lubricated.
To clean the breech mechanism.—The breech mechanism
should be kept clean and well lubricated. It should be dismounted for
examination and oiled when assembled.
To clean the recoil springs.—Dismount to clean. All rust should
be removed and the springs well oiled before assembling. When the
springs are dismounted the interior of the cradle should be cleaned
and examined for defective riveting, missing rivet heads and scoring.
The condition of the spring support guide should be noted and all
burrs or scores carefully smoothed off.
To clean, lubricate and care for the elevating and traversing
mechanism.—The contact surfaces between the cradle and the
rocker should be kept clean, thoroughly oiled, and free from rust. If
indications of rusting, cutting, or scoring of these surfaces appear,
the cradle should be dismounted, the rust removed, and rough spots
smoothed away. The elevating and traversing mechanisms should
be dismounted for thorough cleaning and overhauling. They should
be kept well oiled and should work easily. If at any time either
mechanism works harder than usual, it should be immediately
overhauled and the cause discovered and removed. In traveling, the
cradle should be locked to the trail by means of the elevating and
traversing lock, so as to relieve the pointing mechanism of all travel
stresses.
To clean, lubricate and care for the wheels.—The wheel and
wheel fastenings should be dismounted periodically and the
fastenings, hub boxes, axle arms, and axle bore cleaned and
examined. All roughness due to scoring or cutting should be
smoothed off. The hollow part of the axle acts as a reservoir for the
oil to lubricate the wheel bearings. Experience will show how much
oil is needed, but enough should be used to insure that the oil will
pass through the axle arms to the hub caps. The nuts on the hub
bolts should be tightened monthly during the first year of service and
twice a year thereafter. The ends of the bolts should be lightly riveted
over to prevent the nut from unscrewing. When the hub bolts are
tightened, the hub band should be screwed up as tightly as possible
against the lock washer at the outer end of the hub ring.

GENERAL INSTRUCTIONS FOR THE CARE AND

MAINTENANCE OF MATERIEL

Assembling and Disassembling.

(a) Cradle mechanism, cylinder, springs et cetera.

All work upon recoil cylinders, sights, and other optical equipment
should be done in the presence of a commissioned officer. The recoil
cylinder should never be clamped in a vise, but when necessary to
hold it from turning, a spanner applied to the front end of cylinder
should be used. Never remove the cylinder end stud nut when the
piece is at an elevation. See that proper kind of oil is used in
cylinders and for lubrication. Strain the oil used in filling the cylinders
through a fine clean cloth and be sure that the receptacles used in
handling the oil are clean. Take every precaution to keep the interior
of the cylinders clean and to prevent the entrance of foreign
particles. In assembling the gland be sure that at least four threads
of the gland are engaged with the threads of the cylinder head. Lash
parts with copper wire to prevent unscrewing. Close down the ends
of the recoil-indicator guide to avoid loss of the indicator. Prevent
possible injury to cannoneers by causing them to stand clear of the
counter-recoil spring column in assembling or dismounting. Remove
cylinder end stud screw before trying to unscrew cylinder end stud.
(b) Gun
In moving the gun on or off the cradle, provide ample support for
the breech end, so that the gun clips are in prolongation of the cradle
guides; if this is not done the cradle guides may be ruined.
(c) Elevating and traversing mechanism.
If the gun will not remain at the elevation at which set, the crank
shafts are probably not correctly assembled. If the elevating screw
do not house in traveling, they are incorrectly assembled.
(d) Sights and quadrant.
Frequently verify the adjustments of sights and quadrant. Require
special care in handling sights. Do not permit cannoneers to use
front sight as a handle in mounting. Be sure that the range disk of
the quadrant and range strip of the rear sight shank are graduated
for the particular type of ammunition used by the battery. This also
applies to the fuze setter.

Care of Materiel.
(a) Parts of the Carriages.
All nuts are secured by split pins, which should be replaced and
properly opened when nuts are screwed home. Do not strike any
metal part directly with a hammer; interpose a buffer of wood or
copper. All working and bearing surfaces of the carriage require
oiling; those not directly accessible for this purpose are provided with
oil holes closed by spring covers or handy oilers. Do not permit
brake levers to be released with a kick or blow. It has been found
that the apron hinges occasionally become broken, and that the
apron hinge pins are frequently lost. Whenever this happens the
hinge or hinge-pins should be immediately replaced. For if this is not
done the apron, which is very expensive is apt to become cracked or
broken. When the lunette becomes loosened the lunette nuts should
at once be tightened.
(b) Wheels.
Keep hub bolts and hub bands properly tightened. To tighten the
hub bands screw them as tightly as possible with a wrench and then
force them farther by striking the end of the wrench with a hammer.
All wheels and pintle bearings should be frequently oiled.
(c) Inspections.
Battery commander should frequently make a detailed inspection
of all the vehicles in the battery, to see if any parts of them are
broken or if any screws, nuts, split-pins, et cetera are missing. If any
such defects are found they should immediately take steps to
replace missing or broken parts. At these inspections the material
should also be examined to ascertain whether the cleaning
schedules have been properly carried out. Compliance with these
instructions will do much toward prolonging the life of the carriage.

Firing, Precautions and Preparations for.

Before firing, inspect to see that cylinders are properly closed and
that the cylinder end stud nut and piston rod-nut are in place. If time
permits, oil slides before firing. Note length of recoil for the first few
shots to be sure that the recoil mechanism is working properly. There
is no danger as long as the recoil does not exceed 48 inches.
Therefore, for first shot always set recoil indicator for about 42
inches. If the gun fails to return fully into battery, it is probably due (1)
to dirt on slides and guides, (2) to cutting of slide surfaces on
account of lack of oil, (3) to gland being screwed up too tightly, (4) to
dirt or foreign particles in the cylinder, and especially in the counter
recoil buffer recess, (5) to weakness of springs, 90% of such cases
will be found to be due to 1, 2 or 3. Lock the cradle to the trail at drill
and at traveling to avoid unnecessary strain upon the pointing
mechanism. After unlimbering, release elevating and traversing lock
before attempting to elevate or traverse gun.

Cleaning and Care of Leather.

All leather contains more or less oil. When the amount of oil
decreases the leather becomes harder, less pliable, and shows a
tendency to crack. It loses its elasticity and breaks more readily
under sudden strains. Exposure to the sun evaporates the oil and
exposure to the rain washes it out, both conditions tending in the
long run to bring the same result, namely, hardening and stiffening of
the leather. Accumulations of foreign substances are very injurious
for they tend to absorb the oil from the leather underneath, leaving it
dry and hard, or they retain moisture on the surface, prevent the air
from getting to it and rot the leather. Also many substances such as
perspiration and excretion from the horse contain chemicals which
are very injurious. For these reasons all leather must be kept clean.
The cleaning agent used is castile soap with water. All pieces should
be taken apart and as much dirt and dust as possible removed with a
damp sponge or cloth. All remaining dirt is then removed by washing
with castile soap and water. In doing this always use as little water
as possible. Wring the sponge out nearly dry, rub it on the soap and
work it with the hands until a thick, creamy lather is formed. Then
scrub the leather thoroughly until all dirt is removed. Special care
should be taken around spots that have been in contact with metal
perspiration or excreta. If there is an old accumulation of dirt a soft
stick may be used to scrape this off. Never allow a knife or a piece of
glass to be used or any sharp edged instrument. After all dirt is
removed run the sponge in one direction, all the way along the
leather to remove all remaining dirt and extra lather. Never allow the
pieces to be rinsed off in a bucket of water. Metal parts should be
washed thoroughly and dried and if necessary any rust removed with
a crocus cloth. Although as little water as possible is used some of
the oil in the leather will certainly be washed out, and, to keep the
leather in proper condition, it must be replaced. After an ordinary
cleaning this is normally done by an application of saddle soap.
Saddle soap is not a cleaning agent—only a dressing for leather. It
contains enough oil to replace, if properly applied, all loss through
ordinary use. It is used in the same manner as castile soap, in the
form of a thick, creamy lather, rubbed well into the leather and
allowed to dry. The leather should be well rubbed with the hands
while drying, to keep it soft and pliable, and to work the oil in. Always
allow it to dry in the shade, preferably for several hours, and never
assemble pieces, especially fastening straps into buckles until
thoroughly dry. Oil is never applied directly to leather unless it has
become so hard and dry that saddle soap is not sufficient to soften it.
There is only one oil issued for that purpose. That is “Neat’s Foot
Oil.” This should only be applied to the flesh side of the leather and
very lightly. Several light applications give much better results than a
few heavy ones. The oil should be well rubbed in with the hands and
should be preferably applied after cleaning the leather with castile
soap and water, as the pores of the leather are then more open and
the oil penetrates much better. Never oil leather until it becomes
greasy, for, besides wasteful, it makes the leather too spongy. In
emergencies, where Neat’s Foot Oil cannot be procured any good
vegetable oil may be used, preferably olive oil. This is only for
emergencies and is not to be used unless Neat’s Foot Oil or saddle
soap cannot be had. All new leather equipment should be cleaned
with castile soap and water as soon as unpacked as leather very
often becomes covered with mold after being packed in boxes for
some time. Ordnance leather as it comes to the battery is very dry
and should be thoroughly oiled before being used. New equipment
after being washed thoroughly, should be given, in several light
applications as much oil as it will absorb without becoming greasy.
Each application should be allowed to dry thoroughly and should be
given frequent rubbings to soften the leather. With the proper kind of
preparation for use there is no excuse for the large amount of broken
new leather equipment which is so common. In packing harness for
shipment, especially into harness sacks the harness should be
cleaned and oiled and then dried for at least twenty-four hours
before putting into the sacks. After removing from the sacks at the
destination, cleaning and dressing with saddle soap is sufficient.
When the leather is dirty, clean it—not to improve its looks but to
preserve it. When wet allow it to dry in a warm (not hot) place, in cold
weather; or in the shade in summer. When it is dry apply saddle
soap or oil. Never hang any piece of equipment over a nail or sharp
edge as cracks always develop where the leather has been folded
over sharply. Ordinary oils and greases rot leather, so all such
equipment must be kept away from contact with them. Never leave
any piece of leather where it will chafe against any sharp edge or
corner and never leave it exposed to the sun longer than necessary.

Care of Cloth Equipment.

All cloth equipment should be kept as clean as possible by
continual brushing. The fewer times necessary to wash it, the longer
its life. Canvas goods such as paulins, webbing, etc., when it
becomes necessary to wash them should be scrubbed with Paco, or
H. & H. soap and water. Make a solution of one cake of either soap
in nine cups of hot water. Brush the article to be cleaned thoroughly
and spread it on a clean table. Scrub with the above solution and
scrubbing brush until a good lather appears. Rinse in clean water
and hang in the shade to dry. Woolen articles may be cleaned in the
same manner or with ordinary laundry soap. The first method being
always the best. It is preferable to wash these in cool or warm water,
as hot water shrinks them. Never wring woolens out, but after
washing, rinse in clean water and hang immediately up to dry.
Saddle blankets should be kept well brushed and should be
frequently unfolded, hung in the sun and beaten with a whip. When
removed from the horse they should be doubled over with the wet
side out and put in the shade to dry. If no shade is available, and
they must be exposed to the sun, always fold the wet side inward.
With these precautions, saddle blankets should not need washing
oftener than twice a year. In washing immerse the blanket in tepid
soap suds repeatedly until clean, rinse in clean water, and hang in
the sun to dry. Do not scrub the blanket.

Care of Metal.
All metal equipment should be kept clean and free from rust. Coal
oil is used to remove rust, but it must always be removed as it will
rust the metal if allowed to remain. The coal oil should be applied to
the metal and if possible allowed to remain for a short time. This will
loosen and partially dissolve the rust so that it can be rubbed off with
a rag or a sponge. Continued applications may be necessary if there
is much rust. A solution of Sal Soda is also a good rust remover. The
articles must be washed thoroughly after using this to remove all
traces of the soda as it is a very active corrosive. Never scour metals
to remove rust if it can be avoided as this leaves a roughened
surface which will rust again much more easily. Polished surfaces
such as brass fittings should be cleaned and polished with Lavaline.
This may also be used on the bearing surfaces of steel collars. All
surfaces after cleaning should be dried thoroughly and if not painted
should be greased with cosmis or cosmoline. These form an air-
proof coating over the metal surface so that no moisture may reach it
and cause rusting. If the metal is not dried thoroughly, some
moisture may be held between the grease and the metal surface
which will in time cause rust to appear. Care must be taken that the
grease covers the surface completely. All surfaces against which
there is no friction should be painted and kept so. Ordinary olive drab
or collar paint is very satisfactory for this purpose.

Care of Guns During and After Firing.

Always while firing keep the bore as clean as possible. If there is
time to swab out between shots, do so. During continued firing a
bucket of water should be kept near the gun, and the sponge on the
rammers staff kept wet while swabbing. Watch the recoil indicator
and occasionally push it ahead so as to be sure you are getting a
correct reading. Be sure that the gun returns fully into battery after
each shot. Keep the ammunition, and especially the rotating bands,
free from dust and dirt.
The rotating band should be greased very lightly with cosmis just
before inserting the projectile into the breech. In continued firing, oil
the slides frequently. Keep the fuze setter clean and be careful that
no dirt gets down around the stop pin. Examine the breech recess
frequently and wipe out all dirt and brass filing that may accumulate.
The gun should be cleaned thoroughly immediately after firing. Make
a solution of one pound of sal soda in one gallon of boiling water.
Remove the breechblock and carrier, and let one man clean and oil it
thoroughly while the rest of the gun is being cleaned. Remove the
sponge from the rammer staff, and over the brass rammer, fit a piece
of folded burlap. Fold this burlap as many times as you can and still
force it through the bore. Soak the burlap in the sal soda solution
and swab the bore out thoroughly. Be careful to remove all copper
filing, and the bore should be as bright as a piece of glass when
finished. After cleaning it is best though not absolutely necessary to
swab out with clean water. Then dry thoroughly with a dry swab, and
grease every exposed surface. In cleaning the breechblock and firing
mechanism always dismantle it completely. Clean and oil the slides,
fuze setters and all parts of the carriage. Decap the empty cartridge
cases and wash them out thoroughly with the sal soda solution.
There is a decapping set with every battery. Rinse out in clean water
and set them in the sun to dry.

A CLEANING SCHEDULE FOR MATERIEL.

Daily.

Before leaving the park:

1. Unlock boxes and chests and secure them with snaps.
2. See that all tools, paulins, etc., are secure.
After returning to the park:
 1. Remove from carriages all dust, excess oil and mud. Examine
for missing nuts, split pins, broken parts and parts that need
adjustment. Make necessary repairs.
2. Clean and oil breech recess and breechblock; after firing, clean
bore with salsoda solution, wipe perfectly dry and oil.
3. Oil wheels, elevating and traversing mechanism, tools if
necessary.
4. See that all oil holes are properly closed and that carriages are
ready for immediate use.
5. Clean and oil without dismounting; rear sight, quadrant and fuze
setter.
6. Lock all boxes and chests.
7. Signal detail: clean all instruments, oil all exposed bearing
surfaces. Test telephones and go over all wire used that day and
repair same by covering exposed parts. Have all instruments, wire
etc., ready for immediate use.
8. Clean all collars and bits and dry the blankets; wipe dirt from the
harness.
9. Clean and oil all pistols and revolvers that have been used that
day.

Weekly.

1. Wash and clean entire carriage.

2. Disassemble and clear all oil breech mechanism. Always do so
immediately after firing.
3. Clean out and fill with oil, all oil holes of gun clips and cradle
pintle.
4. Clean all leather straps as you would clean harness.
5. Take apart and thoroughly clean all parts of harness.
6. Take apart and clean and oil all pistols and revolvers.
 7. Clean with castile soap and harness soap all leather of the
personal equipment.

Monthly.

1. Disassemble the following and clean and oil: elevating

mechanism, traversing mechanism.
2. Pull from battery and clean and oil guide rails and clips. Trip gun
and test recoil.
3. Tighten all hub nuts and inspect wheels for dish.
4. Take off wheels, clean and oil axles and hubs. Replace hub liner
when necessary.
5. Dismount poles, double trees and spare pole, clean and oil.
6. Dismount rear sight bracket from support, clean and oil. Do the
same for the front sight.

Every Three Months.

1. Dismount, clean, oil and assemble the recoil mechanism.

2. Inspect the surplus kits and replace all articles that are not in
proper condition.
3. Unpack, clean, oil and repack the battery and store wagons,
forge limber.

Every Six Months.

1. Inspect all articles of the permanent camp equipment, dry, oil

and repair when needed. Pitch tentage for examination and drying.
2. Examine all articles in store such as leather, harness and spare
metal parts. Clean the harness, dub the leather, oil all metal parts.

PRECAUTIONS AND GENERAL INSTRUCTIONS.

 1. Never allow steel parts to be struck with a steel hammer.
Always use a copper drift between the hammer and the steel part.
2. Never try to force a delicate part if stuck. The sticking is
probably due to rust and the parts can be loosened by soaking in
coal oil or by heating the exterior surfaces with a torch.
3. Be careful in using screw drivers or wrenches not to let them
slip and thus ruin the heads of the screw or nut.
4. Insist upon the rule that any part needing repairs be repaired
immediately upon arrival in garrison or camp.
5. Never allow a broken part to be stored except for the action of
an inspector or survey.
6. Before any article is put away for storage, have it thoroughly
inspected and make necessary repairs.
7. See that all articles of your equipment are always marked or
stamped with the insignia and the battery number.
8. Hold all members of your organization responsible for any
carelessness or negligence in the care of the equipment.
 CHAPTER XIV
FIRE CONTROL EQUIPMENT.

SIGHTS.
The instruments provided for sighting and laying the gun include a
line sight, a rear sight, a front sight, a panoramic sight, and a range
quadrant.
Line sights.—The line sight consists of a conical point as a front
sight and a V notch as a rear sight, located on the top element of the
gun. They determine a line of sight parallel to the axis of the bore,
useful in giving general direction to the gun.
Front and rear sights.—The front and rear sights are for general
use in direct aiming. The front sight carries cross wires. The rear
sight is of the peep variety, constructed as follows: To the sight
bracket is attached the shank socket upon which a spirit level is
mounted for the necessary correction due to difference in level of
wheels. The sight shank consists of a steel arc, the center of which
is the front sight. It slides up and down in the shank socket and is
operated by a scroll gear. A range strip is attached to the face of the
shank and is graduated up to 6500 yards, least reading 50 yards. To
the left side of the shank is an elevation spirit level, permitting
approximate quadrant elevations to be given with the sight shank
when the quadrant is out of order.
The peep sight and its deflection scale are mounted above the
shank. This peep traverses along a screw operated by a knurled
head. A socket and ratchet are also provided for the attachment of
the panoramic sight.
 Rear Sight.

Nomenclature of the important parts of the Rear Sight:—

Peep sight
Elevation level
Deflection scale
Peep sight screw and head
Range strip
Shank
Shank socket
Cross level
Leveling screw
Scroll gear and handle
Rear sight bracket
 Panoramic sight socket and ratchet

PANORAMIC SIGHT, MODEL 1917.

Description.

The panoramic sight is a vertical telescope so fitted with an

optical system of reflecting prisms and lenses that the gunner can
bring into his field any point in a plane perpendicular to the axis of
the telescope. The optical characteristics of the instruments are as
follows:
Power = 4.
Field of view = 10°.
The rotating head prism has a movement of 600 mils in a vertical
plane; movement is obtained by turning elevation micrometer. The
amount and direction of rotation is indicated on a scale in the head
by the elevation index and micrometer. The scale is graduated in
100-mil intervals, the micrometer in mils. One complete turn of the
micrometer is equivalent to one space on the sale. The head is level
when the index is opposite 3 and micrometer at zero.
 PANORAMIC SIGHT MODEL OF 1917

Movement in azimuth is obtained by turning azimuth worm. The

amount of rotation is read from the scale on the azimuth circle and
the azimuth micrometer. The azimuth micrometer may be turned
independently of the azimuth worm to set any desired deflection.
Figures in black are for right-hand deflection and in red for left-hand
deflection. The scale on the azimuth circle is graduated in 100-mil
divisions from 0 to 32 in each half circle. The micrometer is
graduated for every mil. For larger angular deflections, by turning the
throw-out lever the azimuth worm is disengaged, permitting the head
to be turned to any desired position.
The reticule is provided with a horizontal and a vertical cross line.
The horizontal line is graduated in mils.
An open sight attached to the side of the rotating head is for
approximate setting of the instrument.
No disassembling or adjustment of the panoramic sight, except as
described herein, is to be made, except by ordnance personnel
detailed for such work.
The panoramic sight is seated in a T slot in a socket of the sight,
model of 1916, in firing, and is carried in a panoramic sight case on
the shield when traveling.

Use of the Panoramic Sight for Direct Fire.

Level rocker with zero on range scale opposite 300 on angle-of-

site scale and gun at center of traverse. Set azimuth scale at zero,
azimuth micrometer knob at zero, micrometer index at zero,
elevation scale at 3, and elevation micrometer knob at zero. By
means of cross-leveling knob on sight socket bring cross-level
bubble level.
Correct for deflection in azimuth by turning azimuth micrometer
until required deflection is opposite fixed arrow pointer; bring zero on
micrometer index to zero on azimuth micrometer by means of
micrometer-index knob.
Elevate gun by means of angle-of-site handwheel and traverse
until cross hairs of panoramic sight are on target.

For Indirect Fire.

Level rocker and set scales for zero setting as directed in first
paragraph under “direct fire.”
Lay off required deflection in azimuth by means of micrometer
index and azimuth worm knob, so that deflection may be read from
azimuth index and azimuth micrometer. Traverse gun until vertical
cross hair of panoramic sight is on aiming point.
Vertical angles may be read by means of elevation scale and
micrometer scale. Zero point of elevation scale is 3. Each division on
elevation scale represents 100 mils.
All scales are graduated in mils.
 The open sight on side of rotating head is used to obtain
preliminary direction of sight.
In turning azimuth angles greater than 100 mils the throw-out lever
may be pressed and rotating head turned to nearest division in even
hundreds desired. Each unit on azimuth scale represents 100 mils.

Panoramic Sight, Model of 1915.

The panoramic sight is a vertical telescope so fitted with an

optical system of reflecting prisms and lenses that the gunner with
his eye at the fixed eyepiece in a horizontal position can bring into
the field of view an object situated at any point in a plane
perpendicular to the axis of the telescope.
The rays coming from the object are reflected downward from the
rotating head prism into the rotating prism. The rotating prism
rectifies the rays; after their passage through the achromatic
objective lens, the lower reflecting prism reflects them in such a way
that there is presented to the eyepiece a rectified image, which the
eyepiece magnifies. A glass reticule marked with graduated cross
lines is located in the focal plane of the instrument, with the
intersection of the cross lines coincident.
The instrument has a universal focus, a magnifying power of 4
and field of view of 180 mils.
 PANORAMIC SIGHT MODEL OF 1915

The principal parts of the panoramic sight are the rotating head,
the elevation device and its micrometer, the azimuth mechanism with
limb and micrometer, the rotating prism mechanism, the deflection
mechanism, R and L scale and micrometer, the shank and the
eyepiece.
The limb or azimuth scale is divided into 64 parts, each division
representing 100 mils.
The azimuth micrometer is divided in 100 equal divisions or mils,
numbered every 5 mils. One complete revolution of the azimuth
micrometer is equal to the distance between divisions on the azimuth
scale. The limb of the deflection scale is divided into six divisions;
three on each side of the zero, red for right and black for left, each
division representing 100 mils. The deflection micrometer, engraved
upon the front end, is graduated into 100 equal divisions, numbered
every 10 mils, red and black in opposite directions.