Textbook advice regarding "negative messages" generally prescribes the use of an ex
planation (traditionally as part of the "indirect plan"). This paper continues a line of
research applying linguistic pragmatics, in this case Speech Act Theory, to profes
sional writing. Specifically, I argue here that Speech Act Theory supports the use of an
explanation in composing negative messages and also provides a useful classification
of such explanations based on five universal strategies for politely refusing requests.
This classification, in turn, illuminates some problems which novice writers exhibit in
"inventing" explanations and has some specific pedagogical implications.
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