The Inbox - Understanding and Maximizing Student-Instructor E-mail - Jennifer Ewald

The Inbox - Understanding and Maximizing Student-Instructor E-mail - Jennifer Ewald

Student-Teacher E-mail: An Introduction

The Inbox - Understanding and Maximizing Student-Instructor E-mail - Jennifer Ewald

Jennifer Ewald [+-]
Saint Joseph's University
Jennifer D. Ewald is an Associate Professor of Spanish and Linguistics at Saint Joseph’s University in Philadelphia, PA, where she teaches undergraduate courses at all levels of instruction. She has published in the areas of applied linguistics, pragmatics, and second language pedagogy.

Description

This chapter provides a brief introduction to the use of e-mail in university contexts and introduces related issues that complicate student-teacher e-mail communication. Additionally, by reviewing previous research on student e-mail, this chapter highlights the fact that faculty often criticize how students use e-mail in terms of both form (e.g., abbreviations, spelling, perceived lack of politeness, etc.) and content (request strategies, absence excuse patterns, etc.). This chapter also explores characteristics of student e-mail that reveal its spoken-written hybrid nature as a form of discourse. Finally, this chapter also points to several issues specifically relevant to students’ choice of language when e-mailing foreign/second language teachers.

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Citation

Ewald, Jennifer. Student-Teacher E-mail: An Introduction. The Inbox - Understanding and Maximizing Student-Instructor E-mail. Equinox eBooks Publishing, United Kingdom. p. 1-9 Feb 2016. ISBN 9781781791141. https://www.equinoxpub.com/home/view-chapter/?id=22351. Date accessed: 27 Sep 2021 doi: 10.1558/equinox.22351. Feb 2016

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