Tuesday, June 25, 2013

Emailing Professors can be Tricky: How to Become a Better Communicator Via Email

Rocio Aguilera

Emailing Professors can be Tricky: How to Become a Better Communicator Via Email
            Have you ever had to contact your professor about any issues or concerns you may be having with a class? Maybe it was questions about an upcoming test, a difficult assignment, or -better yet- concerns about an unsatisfying grade. I think we all have been at a point where we find ourselves desperate to contact your professor about something important at an odd time. If anyone has experience this recently, it is almost certain that most used email as the method of communication. College students in today’s society have a variety of ways to reach a professor our side of class; but according to a study done by Hinkle in 2002, email is the most popular and preferred way to communicate between students and teachers outside the classroom (Stephens, Houser & Cowan, 2009). Both parties find it to be beneficial, convenient, helpful teaching tool. However, there is additional research that informs us that educators are concerned and disturbed by the casual and informal way most of their students communicate through email. Thus, it affects the students’ credibility and the teacher’s wiliness to response and help according to the delivery of the message.
            Traditionally, students could only meet with their professors’ face-to face. This had been the only alternative for a student who needed to communicate with his or her professor.  However, electronic mail (email) has taken over in the professional and educational world because it is extremely convenient to both parties. Educational institutes and employers now provide email account to their students/employees. It is highly important that you are aware of how the delivery of your email could determine a better grade or a respond like, “the grade posted is final, no exceptions.” This blog will help you standout from the rest of your peers by providing you with guidelines into becoming a more successful communicator via email.  
1st - Style of Writing
 The “Golden Rule” in communication is to always consider your audience (the receiver), and adjust or accommodate your delivery to best benefit your audience (Stephens, Houser & Cowan, 2009;Tong &Walther 2010 Walther 2011). The “Interaction Adaptation Theory” explains how individuals tend to accommodate and adopt different communications habits, styles, and CMC depending on whom they are currently interacting with (Stephens, Houser & Cowan, 2009; Walther 2011). This theory helps understand why maybe friends and family might overlook the improper writing through texting or SMSs since it that is considered a norm; however, this theory should be applied to your communication habits when writing an email to your professors. While friends and family might not be concerned or care about misspelled words, typos, and incorrect grammar, those who are considered to be your professional relations might frown upon poor written skills (Hamilton 2011; Stephens, Houser & Cowan, 2009).  Tips to consider in your process.
·      Carefully choose your account in which you are considering to use. Using the University email might be the best choice.
·      Avoid using synonyms like, “TTYL,” or, “ASAP.” Save those for texting.
·      Avoid using all caps lock when writing. It will come off as yelling.
·      As tempting as it may be, do not use any emojis or smiles. Trust me!
·      Be friendly! This will influence the professor to work in your favor (Bolkan & Holmgren 2012).
How to Format
According to Cheryl Hamilton, author of Communicating for Results, email was initially intended for professionals to use for cases like “face-to face isn’t possible and there’s no time to mail a written letter or memo (2011).” Basically and email should be formatted very similar to a formal hand written letter (Hamilton 2011); however, it does not have to include things like the date and sending/receiving address information. A formal email should include a greeting, opening, body, conclusion, and your signature.
·      Greeting: The greeting Should used formal salutation with receiver’s title and last name, such as, “Dear, Dr. Stevenson,” or “Professor Toliver”
·      Opening: It should include a small introduction of yourself, what class you’re rolled in, and an a lead into the main reason for writting. Ex, “My name is Rocio Aguilera, I’m in your CMS 450 Mon-Wend 1:00pm-5: 15 class. I had a question about... ”
·      Body:  The body should have the content of your message.
·      Conclusion: The conclusion has your request for call of action. What do you want your teacher to do in regards to your message? Be specific like?
·      Signature: Always end with a closing greeting and reinstating your name: “Thank you so much, Tiffany” or “Sincerely, Johnathan.”
Style of writing
 The “Golden Rule” in communication is to always consider your audience (the receiver), and adjust or accommodate your delivery to best benefit your audience (Tong &Walther 2010; Walther 2011). The “Interaction Adaptation Theory” explains how individuals tend to accommodate and adopt different communications habits, styles, and CMC depending on whom they are currently interacting with (Stephens, Houser & Cowan, 2009;Walther 2011). This theory helps understand why maybe friends and family might overlook the improper writing through texting or SMSs since it that is considered a norm; however, this theory should be applied to your communication habits when writing an email to your professors. While friends and family might not be concerned or care about misspelled words, typos, and incorrect grammar, those who are considered to be your professional relations might frown upon poor written skills (Hamilton 2011; Stephens, Houser & Cowan, 2009).
·      Proof read what you said several times.
·      Let a friend read it for errors!
·      Word your message in complete sentence and be nice.
It is highly important that as the student adept to these guidelines when emailing any professional contact because it affects your credibility, which will affect his or her willingness to help you (Bolkan & Holmgren 2012). A well-developed email demonstrates to your professor that you have put time and effort into your thoughts- builds your credibility (Bolkan & Holmgren 2012). This means that it is more likely to influence your teacher into helping you boost your grade through email.  I dependently encourage you to give it a try. It may seem rather cheesy at first, but your professor will appreciate your effort.








References
Bolkan, S., & Holmgren, J. (2012). You are such a great teacher and I hate to bother you but.":
 Instructors' perceptions of students and their use of email messages with varying
politeness strategies. Communication Education, 61(3), 253-270. Retrieved from http://dx.doi.org/10.1080/03634523.2012.667135
Hamilton, C. (2011). Communications for results: A guide for business and professions. (9th ed.,
pp. 405-416). Boston: Wadsworth.
Stephens, K., Houser, M., & Cowan, R. (2009). R u able to meat me: The impact of students'
overly casual email messages to instructors. In Communication Education (53 ed., Vol. 3
, pp. 303-326). Retrieved from http://dx.doi.org/10.1080/03634520802582598
Tong, S. T., & Walther, J. B. (2010). Chapter Six: Relational maintenance and CMC. In K
. Wright & L. Webb(Eds.), Computer-Mediated Communication in Personal Relationships (pp. 98-118). Peter Lang.
Walther, J. B. (2011). Chapert 14: Theories of computer-mediated communication and
interpersonal relations. In M. Knapp & J. Daly (Eds.), The SAGE Handbook of Interpersonal Communication (4th ed., pp. 443-479). SAGE.





4 comments:

  1. This blog written by Rocio Aguilera should be a helpful tool in assisting young college students the art of writing a proper email to professors. I agree wholeheartedly in her claim that the language and format of an email, especially in an initial email, is a critical factor in gaining the assistance of any professor (or professional person for that matter). To add to the weight of this subject, I would say that it goes even further than the email, but to the person-to-person interaction as well. Student must evaluate if emailing is in fact, the best option. I say this because, the student’s initial email may be short, and the professor’s response may require lengthy information that would be better understood in person.
    The “Interaction Adaptation Theory” Aguilera used is interesting in that it allows for the flexibility of rigidity or form in language based on the group or individual who is being communicated to. The only issue is that it is easy to forget to transition our language to the group or individual’s comfort. This is of the utmost importance when dealing with a professor or future employer.
    Cheryl Hamilton was quoted in the original blog as stating that an email should be formatted like a formal letter, and I agree. This is a simple solution to oversimplifying our language at an inappropriate time. The easiest rules are the ones that are consistent, and this is a good example of a constant guideline that can be followed at all times. Though I do agree with making emails professional and respectable, I will divulge from this black and white view in the discussion of an email conversation. Once the person in authority has dropped to a casual email format, the other may do so (within reason of course) as well. They should continue to use correct grammar and steer clear of emoticons, acronyms, etc., but as far as the format is concerned, once the authority has dropped the formal guise, it is acceptable to allow for a simpler format.
    Mainly, I would add that though emailing is the major form of communication with professors, the first-hand communication is equally if not most important. In the U.S. Federal Educational Rights and Privacy Act laws prohibit professor’s from sending grade information via email (FERPA 20 U.S.C. § 1232g; 34 CFR Part 99 c). “Plus grades are better discussed in person. Go to the professor’s office hours our make an appointment where you can sit down together and review your work. Then the professor can show you exactly where in the assignment you fell short. Also, you are more likely to come across as interested in learning rather than being a grade grubber just whining to get extra points. Whenever possible, try to have a “live”, synchronous conversation with your professor” (wikihow). If a personal relationship through interaction has been formed, a person’s emails will be viewed through the lens that was created in that interaction. For instance, a student who always comes to class will have his/her emails viewed differently than a student’s who only comes to class for tests. Regardless of the grammar, the integrity established in the first-hand meeting will be the main factor. Also, the student who asks interesting questions in class will have his/her emails read through a different lens than the student who never participates in class discussions. In this way, the first-hand contact creates the point of view of the student without the email’s assistance, and is thus equally, if not more important than the impression that the format and language of the email can have on the professor.
    Overall I think Aguilera does a great job informing college students on how to properly communicate in an educational and professional atmosphere via email.

    Works Cited
    Brandywine, P. Britches, B. How To Email A Professor Retrieved July 11, 2013 from http://www.wikihow.com/Email-a-Professor
    Federal Educational and Privacy Rights. Retrieved July 11, 2013 from
    http://www.ed.gov/policy


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  3. Response on how to communicate with your professor through email.
    College is a professional institute where students attend to become better skilled in their area of study. We spend thousands of dollars to get an education from Professors who are well equipped to teach you in their field of study. With that being said the way we communicate with our professors can make a huge difference in determining our grade. Our grades can determine whether we pass our classes or not, and plays a huge role in determining our GPA. Thinking about all of this can cause stress which can turn into worry. Eventually we find ourselves just wanting to get our assignments over with and move on to the next stressful thing life brings. The problem with this is a lot of students under stress forget the point of why they are in college, and struggle with becoming an adult on the way we handle assignments. We can start to email our professors mindlessly with questions wanting to get “spoon fed” the answers. Rocia Aguilera did a wonderful job in her blog above about how we should structure an email when talking to our professors. I would like to continue and explain to give a better understanding of how we should think when approaching problems that cause us to stress and email our professors mindlessly.
    First, before sending your professor an email, try to solve the problem yourself. According to many professors on pointincase.com they inform us that majority of the emails they receive are questions that can be answered if the students would simply just read the syllabus or the handout that was giving in class. www.pointincase.com. (2011).
    Second, our culture is caught up in the mindset that our professors are “paid information dispending machines”. You pay tuition. You expect results! The problem in this way of thinking is we stray from what our professors are actually paid to do. It is important to remember that your professors are there for you to supply encouragement, a good reading list, and challenging assignments to make you think. They also want to provide you with stimulating classes. The goal is to invite you to develop your own resources. It is stressful and character building but once you make it through you will feel more accomplished. Anything that is worth having takes hard work, including your education.
    Third, I know many students who get upset when their professor is silence answering their emails. Believe it or not there is a reason why professors do not respond to emails. Most professors want you to think about other avenues for help, and encourage you to rely on your own judgment and then learn from your mistakes. www.pointincase.com. (2011). The result that most professors are wanting for their students is for us to be more experienced, sophisticated students, better equipped to do research, and more capable to making good judgments independently. Most of these benefits come from the professor backing off and allowing you to struggle on your own.
    Lastly, a lot of emails are received because of uncertainty about how to handle college assignments (mostly from Freshmen). This requires responsible to make a list of the problems that you think you have with assignments or writing, and deciding on your own to tackle some of them in that semester.
    In conclusion, college is a growing experience and because we pay so much for our education we should get our moneys worth by choosing to grow into better and responsible students. Critical thinking is a great skill to require and mold while you are in college. Think about what you can do to tackle the assignment you’re working on and be sure to use the resources around you. Your professors will thank you for it and you are more likely to receive a better grade!

    Works Cited

    Point In Case. (2011). How to Email Your Professor: From a Professor’s Viewpoint. September 23, 2011. www.pointincase.com/articles/professor/emailingtips/.htm

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  4. Zack Crawford
    E-mail, or electronic mail, has been around for over a decade. Sending e-mails is fast and efficient. However, we must not make the mistake of becoming too comfortable with electronic mail and our writing become poor quality and inappropriate for certain audiences. Many times this poor quality and lack of etiquette is reflected in our e-mails to our college professors. Rocio Aguilera did an outstanding job of mapping out ways for you to effectively and appropriately e-mail your professor, however I believe there are two more extremely vital tips that will take your e-mailing skills to another level.
    The first and most important tip to e-mailing your professor is properly utilizing the subject line. The subject line may be the most neglected area of an e-mail, but may be the most crucial. Most professors teach multiple classes and can have up to or even more than 500 students in a semester. This means there are 500 students battling for their attention and crying for their message to be heard via e-mail. How do you climb the ladder and become a high priority in your professor’s inbox? The answer is in the subject line. This is the first thing that your target audience will see. You MUST make a great impression if you want them to even consider opening your e-mail. An e-mail with a subject line that looks like this, “can i know mi grade” will most likely go to the bottom of the pile or deleted immediately. Your subject should look like a newspaper heading. Use capital letters and detailed language. This would be a more appropriate subject; “Fall Semester Progress Report”. The subject is easily understood and professional. Some professors have guidelines for the subject line i.e. your name and/or class period. Be sure to follow those guidelines first, or your e-mail may end up in the trash regardless.
    The final tip is simple yet constantly abandoned. Your professor is neither your friend nor your fraternity brother. They are teaching professionals and should be treated as such. Using incorrect grammar and misspelling words is unacceptable and reflects extremely poor on you. Always use complete sentences, as Rocio described, but also use correct format with an introduction, body, and conclusion. This will not only ensure that your message is read and understood but your professor will develop a new respect for you and your work.
    Remember, the subject can be the difference between heard and ignored, and your professor is a professional and should be treated as such. An e-mail is not a text message but a means for communicating quickly and professionally. Always keep that in mind when conducting yourself via e-mail with your professor. This form of communication is also great practice for the workplace so be sure to capitalize on the experience.

    Works Cited:
    Hyman, J. (2010, September 30). 18 etiquette tips for e-mailing. Retrieved from
    http://www.usnews.com/education/blogs/professors-guide/2010/09/30/18- etiquette-tips-for-e-mailing-your-professor

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