1. Email Etiquette for Students
This presentation was designed in response to the growing popularity of and the subsequent need for information on how to craft appropriate messages, send resumes and cover letters via , and communicate with teachers / professors.
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Author: Purdue Writing Lab
Updated by: H. Allen Brizee, 2007.
© Copyright Purdue University, 2000, 2006, 2007.

2. Why is Email Etiquette Important?
We interact more and more with the written word all the time
With large, impersonal lectures it becomes harder to discuss questions or problems with teachers
Without immediate feedback from the reader, it’s easy to be misunderstood
Explanation: has become very prevalent in most people’s lives and many use it to cheaply and quickly communicate with friends, family, and co-workers. Although this technology is available to everyone, and most people are accustomed to using , people still are not very savvy when it comes to understanding how functions in a relationship both personally and professionally.
How we interpret While most people are aware that the computer is not a person and that s do not have a character of their own, many people still react to them as though they do. Readers assign meaning to everything that people write and tend to perceive it as concrete because it is in black and white (or whatever color you may choose). This response, coupled with a lack of nonverbal cues, poses a serious challenge for writers. It is easy for s to be misinterpreted because people write as though they are having a conversation; however, the receiver does not read that way.

3. Elements of Email Etiquette
Basics
Tone
Attachments
Complaints
Good topics for
Bad topics for
This slide provides an overview of the entire workshop.

4. The Basics
When mailing a teacher, ALWAYS include your full name, class period or division
Include your class and what the is specifically regarding in the subject
Example
Janie Daniels, MWF 8:30-9:20 a.m. Division 0006
Subject: CPT 141: Project 3 Proposal

5. Try it yourself:
With a partner, decide on the best format you could use to address two of your teachers.

6. 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
Try to keep the brief (one screen length)
Respond to s within the same time span you would a phone call
Check for spelling, punctuation and grammar errors before clicking Send
Use a professional font, not decorative
Length: A number of experts have a wide range of opinions on how lengthy an should be. Some say that it does not matter and others say that an should be as long as the text box without scrolling. Both perspectives appear to be correct. In general s should be short and to the point.
Time: It is considered rude not to respond to an as soon as possible. Writers should strive to respond to s as quickly as they would a phone message, which tends to be immediately. If the requires a longer message than the writer is able to provide at that moment, it is considered proper etiquette to let the sender know that the message was received and that the writer is planning to respond as soon as time permits.
Grammar and Punctuation: For the professional work world it is imperative that writers use capitalization, grammar, and other traditional ways of writing to include neutral fonts.

7. Tone Write in a positive tone Avoid using negative words
When I complete the assignment versus If I complete the assignment
Avoid using negative words
Words that begin with “un, non, or ex” or end with “less”
Use smiles , winks ;-) and other graphical symbols only when appropriate
Use contractions to add a friendly tone
Explanation: The main point of this slide is to help participates understand the importance of tone. These are ways to create a document that sounds friendly and “nonverbally” open. While it is important to follow rules of punctuation and grammar in , using contractions can create a conversational style that isn’t intimidating.

8. Try it yourself:
How could you politely ask a teacher for an extension on an assignment that you need more time for, without using negative language?
Write one sentence, in which you explain the assignment, why you need more time, and for a specific amount of extra time.

9. Attachments
When you are sending attachments, include in the the filename, what format it is in, and the version of the program
Attached: “Project3Proposal.doc” This file is in Microsoft Word 2007.
Consider sending files in rich text format (rtf) or portable document format (pdf) to ensure compatibility
Explanation: Attachments can sometimes cause more headaches than help, and it can be difficult for the recipient(s) to figure out why they are unable to download an attachment. One way to help is to provide all of the important information about the file so that the recipient can trouble shoot to something more serious if there is a problem other than incompatibility.
Also, due to viruses that spread via attachments, it’s important that the recipient know that the sender meant for an attachment to be included with the message, and what kind of attachment it is, since opening unknown attachments could cause serious damage to the recipient’s system and spread viruses further. Always check any attachments you are going to send for viruses, and never open unknown attachments!

10. Complaints
You should briefly state the history of the problem to provide context for the problem
Explain the attempts you made previously to resolve the problem
Show why it is critical for the problem to be resolved by your reader
Offer suggestions on ways you think it can be resolved or how you are willing to help in the matter
Explanation: When writing a complaint via the writer should provide a very clear picture for the recipient mainly because there is a tremendous amount of room for misinterpretation or misunderstanding. It is important that the writer provide a context and state clearly what the problem is and how he or she would like to see the problem resolved.

11. Complaints Example Dr. Lambert:
The review that we had the period before the final was not accurate. As a result, the grades we received could have been incorrect. The T.A.s who led the review gave incorrect information. I would like to suggest that you ask students who were at the review which information the T.A.s gave incorrectly and account for those errors in our grades. There have been a number of complaints from fellow classmates who feel the same way. Please take this into consideration. Thank you.
Explanation: It is important for the writer to provide a context for his or her audience and to show the audience that he or she has taken all the necessary and required steps to resolve it. When a person takes the time to show that she or he is contributing to the solution the message takes on a positive tone that is generally received with greater ease and optimism by the audience.
Everyone does not agrees on what is considered to be a “problem.” When writers clearly state what they perceive to be troublesome it reduces the possibility of disagreement between them and their audience. Labeling something as a “problem” is not sufficient enough to motivate others to act. The problem must be clearly defined in a way that can foster solutions.
Most often when people receive complaints the natural reaction is to ask “so how does this involve me?” It is vital that writers prescribe courses of action to motivate their audience. First, writers should concede that they may have overlooked an option; perhaps there are other ways to resolve the problem without calling meetings and sending out intimidating memos. Second, writers should show how they are willing to participate in the solution by suggesting their willingness to meet with a third party, the party in question, or others. This shows that writers have good will toward the organization.

12. Try it yourself:
Write a three-sentence complaint about something that goes on in a fictional teacher’s classroom. We will call him Mr. Pink.
Construct a message to Mr. Pink with a partner and be prepared to share it with the class. Remember your etiquette and try not to seem passive-aggressive!

13. Good Topics for Email You should email your teacher if:
You have an easy question that can be answered in a paragraph or less
You have an assignment that you are allowed to submit via
If you have a simple question that is easier to to your teacher than talk directly during his/her office hours, then go right ahead and send the . Keep in mind that asking long questions can be irritating to answer, especially if you were not clear and the reader does not understand exactly what you are asking. If you want to discuss a complicated matter, it’s best to speak to your teacher outside of .

14. Bad Topics for
There are some rules that it’s best to follow, such as:
Don’t try to turn in an assignment through if your teacher has specified against it
If you have to get an extension for an assignment, do it in person (depending on the instructor)
Don’t bring up any topic that will require continuous conversation
If things become heated, there is a large risk for misunderstanding, so it’s best to talk face-to-face
If you have a simple question that is easier to to your teacher than talk directly during his/her office hours, then go right ahead and send the . Keep in mind that asking long questions can be irritating to answer, especially if you were not clear and the reader does not understand exactly what you are asking. If you want to discuss a complicated matter, it’s best to speak to your teacher outside of .

15. For More Information Purdue Writing Lab Online Writing Lab
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Online Writing Lab
Purdue’s Writing Lab offers a variety of professional writing services. Purdue students can schedule one-on-one tutoring sessions to work with specially trained tutors for any of their professional writing concerns. The Lab staff can also be reached via the Grammar Hotline or through to answer brief questions.
It is also a good idea to check out the Writing Lab web site, which offers a variety of online handouts and workshops related to audience, tone, and organization.
Reminder: The tutors at the Writing Lab are not able to help with technical problems students have with their preferences and accounts. They should contact their service provider for further assistance.

16. The End