BUS 305 Module 3 Bad-News Messages Example

Reviewed by Douglas Renshaw, MBA Aspen University Updated September 2026

This BUS 305 Module 3 sample paper writes the letter no account manager wants to send: telling a nine-year furniture customer that its request for a rate freeze is declined and a 6.5% increase starts July 1. Bad-news messages are part of the audience-centered writing taught in Aspen University's Business Research and Communications, and this one has to keep a valued customer. The paper weighs direct and indirect strategies, then draws on organizational justice research, including a meta-analysis of explanations, to show why specific reasons matter. It plans five parts, presents the finished letter with wage and insurance figures and two options to soften the impact, and explains each part in a table. Wording choices, common mistakes, a phone call before the letter and follow-up complete it.

CourseBUS 305 Business Research and Communications
ModuleModule 3
Paper typeBad-news message paper
LengthAbout 1,044 words, 6 pages
FormatAPA 7 student paper
SchoolAspen University
ProgramBusiness Administration
UpdatedSeptember 2026

Free sample paper for BUS 305 Module 3

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Declining a Rate Freeze: Writing Bad News a Customer Can Accept

Student Name

Business Administration Program, Aspen University

BUS 305: Business Research and Communications

Instructor Name

Month Day, Year

What this page is doingThe title names the refusal and the goal of the letter. APA 7 student title page.
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Declining a Rate Freeze: Writing Bad News a Customer Can Accept

Tallgrass Logistics, a composite freight company, has moved furniture for a Kansas City retailer for nine years. The retailer's operations manager wrote asking Tallgrass to freeze its rates for another year, citing slow sales. Tallgrass cannot: its driver wages rose 7% last year, insurance premiums rose 18% and it has already absorbed one year of higher costs. It will raise the retailer's rates by 6.5% on July 1. This paper explains how to deliver that news in a way that keeps a valued customer and presents the finished letter.

Direct or Indirect?

Bad news can be delivered directly, with the news first, or indirectly, with reasons before the news. The direct strategy suits routine refusals, readers who prefer bluntness and situations where the news must not be missed. The indirect strategy suits news that will disappoint someone whose goodwill matters, because it lets the reader understand the reasons before reaching the decision. A long-time customer who has asked for a favor is a classic case for the indirect approach, provided the news is still stated clearly and not buried.

What this page is doingExplaining when each strategy fits shows the choice was deliberate.
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What Research Says About Explanations

Research on organizational justice supports giving reasons. People judge the fairness of a decision not only by the outcome but also by how they are treated and whether they receive adequate information about it; these interpersonal and informational aspects of fairness are distinct from the outcome itself (Colquitt, 2001). An early study found that a credible account of mitigating circumstances raised people's judgments of how fairly they had been treated, even when the outcome did not change (Bies & Shapiro, 1987). A meta-analysis found that explanations improved fairness judgments and reduced negative reactions, and that the adequacy of an explanation mattered more than simply offering one (Shaw et al., 2003). The letter must therefore give real, specific reasons, not vague references to market conditions.

Planning the Letter

The letter has five parts. A buffer opens with something both parties agree on, without implying a yes. The reasons explain the cost increases with specific figures. The bad news follows the reasons in a clear sentence, placed in the middle of a paragraph rather than at its start. An alternative shows Tallgrass wants to help within its limits. The close looks forward to the relationship without repeating the refusal or apologizing excessively.

The Finished Letter

"Dear Mr. Okafor, For nine years, your furniture has moved through our Kansas City network, and we value both the business and the way your team works with ours. We understand this has been a hard year for retail, and we have looked carefully at your request. Over the past eighteen months, our driver wages have risen 7%, and our cargo and liability insurance premiums have risen 18%. Last year we held your rates flat and absorbed those increases. This year we cannot do that again and continue to provide the on-time service you rely on, so your rates will increase by 6.5% beginning July 1, less than our own cost increase. To help offset the change, we can offer two options. If you consolidate your twice-weekly deliveries into one larger weekly load, your total freight cost would fall by about 4% compared with today. We can also lock the new rate for eighteen months rather than twelve. I would like to walk through the numbers with you; I will call Thursday afternoon, or you can reach me at the number below. We look forward to many more years of working together. Sincerely, Marcus Hale, Account Manager."

What this page is doingThe complete letter lets the reader see how each planned part reads in practice.
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How Each Part Works

The table shows what each part of the letter does.

PartLetter textPurpose
BufferNine years of partnership; understanding of a hard yearShows respect and attention to the request
ReasonsWage and insurance increases; last year's absorbed costsGives specific, credible explanation
Bad news6.5% increase beginning July 1States the decision clearly and positively
AlternativesConsolidated loads; eighteen-month lockOffers real ways to reduce the impact
CloseCall Thursday; many more yearsLooks forward and names a next step

Choices in Wording

The letter never says "unfortunately," "we regret" or "we must deny your request," phrases that signal bad news before the reader reaches the reasons and sound defensive. It uses "we cannot do that again and continue to provide the on-time service you rely on," linking the decision to a benefit the customer values. The increase is presented with context, "less than our own cost increase," which is true and relevant. The consolidation option includes a specific figure so the customer can see the saving. The close does not apologize again or restate the refusal.

Common Mistakes

Bad-news letters fail in predictable ways. Some bury the news so deeply that the reader is unsure what was decided, which damages trust more than the news itself. Others offer reasons so vague, such as "rising costs," that they sound like excuses. Some apologize repeatedly, which invites the reader to push back. Others end with "please do not hesitate to contact us," a phrase that says nothing. And some are sent by email without a call, when a relationship this valuable deserves a conversation.

Delivering the Letter

The channel matters too. The account manager will call before the letter arrives so the customer does not learn of the increase in writing first, then send the letter as a formal record. This combination respects the relationship and ensures the terms are documented.

Following Up

The account manager will record the customer's response to the call and to the options. If the customer chooses consolidation, operations will confirm the new weekly pickup day in writing within two business days. If the customer asks for more time, the manager will offer a meeting with the operations director rather than a new concession, keeping the decision firm while showing continued attention.

Conclusion

A rate increase to a long-time customer is bad news best delivered indirectly, with specific reasons before a clear decision, real alternatives and a forward-looking close. Research on fairness shows that adequate explanations and respectful treatment shape how people react even when the outcome is unwelcome. The finished letter applies those findings and gives the customer both the reasons and the means to reduce the impact.

What this page is doingThe conclusion ties the letter's structure back to the fairness research that justified it.
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References

Bies, R. J., & Shapiro, D. L. (1987). Interactional fairness judgments: The influence of causal accounts. Social Justice Research, 1(2), 199-218. https://doi.org/10.1007/BF01048016

Colquitt, J. A. (2001). On the dimensionality of organizational justice: A construct validation of a measure. Journal of Applied Psychology, 86(3), 386-400. https://doi.org/10.1037/0021-9010.86.3.386

Shaw, J. C., Wild, E., & Colquitt, J. A. (2003). To justify or excuse? A meta-analytic review of the effects of explanations. Journal of Applied Psychology, 88(3), 444-458. https://doi.org/10.1037/0021-9010.88.3.444

BUS 305 Module 3 instructions, in plain terms

Aspen's catalog describes BUS 305 as teaching audience-centered business messages, and the third module commonly asks students to write and explain a bad-news message. With the actual Module 3 prompt shared through the classroom, this example handles one refusal. Choose between direct and indirect strategies and explain why. Support your approach with evidence on how people react to explanations. Plan the parts of the message before writing. State the bad news clearly, without burying or softening it into confusion. Offer a real alternative if one exists. Close without apologizing again or repeating the refusal. Explain your wording choices and the channel you would use, and consider how you would follow up after the message is sent.

How the BUS 305 Module 3 example is put together

The paper introduces the customer, its request and the company's 7% wage and 18% insurance increases. It explains when indirect delivery fits and why a long-time customer's request is such a case. Research sections summarize Colquitt's four dimensions of justice, Bies and Shapiro's finding on causal accounts and Shaw and colleagues' meta-analysis showing the adequacy of explanations matters most. The letter follows five planned parts: buffer, reasons, the increase, alternatives and a close. A table maps each part to its text and purpose. Sections explain wording choices such as avoiding \"unfortunately,\" list common mistakes, plan a call before the letter and describe follow-up on the customer's choice of options.

Reading the BUS 305 Module 3 grading rubric

Bad-news papers are assessed on strategy, clarity of the news, quality of reasons, tone and a thoughtful explanation. This example presents a complete letter in which the increase is clear and the reasons specific. Its APA references are three peer-reviewed sources: Bies and Shapiro in Social Justice Research, Colquitt's construct validation of organizational justice and Shaw, Wild and Colquitt's meta-analysis on explanations. The table shows how each part serves a purpose, which instructors look for. Discussing wording, channel and follow-up shows awareness that bad news is delivered through a process, not only a document. Keeping the tone firm without coldness is the main skill on display.

BUS 305 Module 3 help from the desk

Students often bury the news so deeply the reader cannot find it, or state it so bluntly the relationship suffers. Place it after the reasons, in a clear sentence. Another weakness is vague reasons; use specifics the reader can understand. Avoid phrases like \"we regret to inform you,\" which signal bad news without saying it. Offer an alternative only if it is real. Don't apologize repeatedly. Explain your strategy choice with evidence. Think about the channel, since some news deserves a call first. If the buffer you wrote sounds like a yes, rewrite it until it is neutral. Read the letter as the customer would and ask what you would feel, then check that every figure in it can be backed up if the customer asks.

Write yours, or have the desk draft it

This paper is an original model document written by our desk, not a submitted student paper and not an official Aspen University document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.

More BUS 305 and Business Administration sample papers

BUS 305 Module 3 questions, answered

What does BUS 305 Module 3 usually ask for?

Aspen's BUS 305 covers audience-centered messages, so writing and explaining a bad-news message such as a refusal or price increase is typical. Follow your classroom prompt.

When should bad news be delivered indirectly?

When the reader will be disappointed and the relationship matters, so that reasons can be understood before the decision; the news must still be stated clearly.

What is a buffer in a bad-news message?

A neutral or positive opening, such as agreement or appreciation, that leads into the reasons without implying the answer is yes.

Where can I find a free BUS 305 Module 3 sample paper?

See the complete paper above, with a finished rate-increase letter to a long-time customer, a table explaining each part and the research on explanations behind it.

Should a bad-news letter apologize?

A brief acknowledgment of the reader's disappointment can help, but repeated apologies weaken the message and invite pushback.