Advice for ing Your Teachers Etiquette

Why is Etiquette Important? is now a major aspect of student-teacher interaction Both teachers and students need to know how to communicate clearly and effectively via It is important to know what is and isn’t appropriate communication Students often think they know how to teachers. You would be surprised, however, by how often my colleagues and I are astonished by the content of student s. Before ing your other professors or me, be sure to follow the common-sense rules outlined in this power-point.

Elements of Etiquette Basics Tone Attachments Complaints Good topics for Bad topics for

The Basics When ing a teacher, always include your full name, class period or section Include a brief, yet informative subject line Example Joe Smith, MWF 8:00-9:00 a.m. Subject: ENG 101: Essay #2 Proposal

The Basics Think twice about whether or not the content of your is appropriate for virtual correspondence - once you hit Send, anyone might be able to read it. Keep the brief Check for spelling, punctuation, and grammar errors— consider s a form of professional correspondence Use an easy-to-read font Always include appropriate greetings & closings (i.e. Dear Dr. Jones, Best Wishes, etc.)

Tone Write in a positive tone When I complete the assignment versus If I complete the assignment Avoid using negative words Use smiles, winks ;-) and other symbols only when appropriate—(I personally use these symbols and don’t mind if you do, too. Other teachers, however, may dislike them.) Use contractions to add a friendly tone Consider that tone can be perceived differently in writing than in face-to-face situations

Attachments When you are sending attachments, include in the filename your last name and the title of the work Attached: “Smith_Project3Proposal.doc” Only submit files using a Microsoft Word document Consider including the content of your document in the body of your in case it cannot be opened Only submit attachments if we have made prior arrangements or if you are experiencing extenuating circumstances

Complaints Briefly state the history of the problem Explain attempts you made to resolve the issue Show why it is critical for your problem to be resolved via Offer suggestions on ways you think it can be resolved or how you are willing to help

Good Topics for You should me if: You have an easy question that can be answered in a paragraph or less A question regarding assignment clarification You have an assignment that you have been invited to submit via or due to extenuating circumstances To set up an office visit To share something cool you have done!

Bad Topics for You should not me with: Submission of electronic documents without prior permission unless there are extenuating circumstances Questions that are answered on the course syllabus, schedule, handouts, or in-class Permission for an assignment extension without reasonable cause (i.e. my alarm didn’t go off) Last-minute questions on assignments. (i.e. midnight before an assignment is due)

Bad Topics for , Cont. Questions regarding missed in-class work or assignments, unless there are extenuating circumstances Topics that require continuous conversation Questions about grades (always see me in person) Questions about conference times Excuses

Responding to s I will always try to respond to s within 24 hours of receipt I usually do not respond to s late in the evening or on Saturdays If my response does not clarify things for you, by all means please follow-up!

Final Comments I enjoy communicating with students via . Don’t be afraid to send me an , but do make sure that your topics are appropriate. I enjoy interacting with students and want you to visit me before/after class and during my office hours. Avoid substituting an for face-to-face time. If you send me a message that constitutes a “bad” topic, I will likely not respond to you or refer to you the appropriate course materials.

Now that you know the “ground-rules,” I look forward to communicating with you via !

Works Cited Adapted from Purdue Writing Lab