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

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

E-mail Communication: Student Beliefs and Conventions

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 encourages the reader to try to understand the student perspective by highlighting a number of specific e-mail messages and analyzing the student beliefs that might motivate them. This chapter reports in detail specific faculty complaints and concerns about student e-mail and considers the practice of teaching students how to use e-mail appropriately and effectively with faculty. The analysis confirms that though the form of students’ e-mails may reveal beliefs and practices different from those of faculty, many students do indeed understand and appreciate the existence of e-mail etiquette. Moreover, this chapter identifies several student conventions in e-mail. This section closes with an overall report on the functions for which students in this study chose to use e-mail including requests, excuses, expressions of gratitude and complaints, as well as other related topics such as the dropbox feature and their choice of e-mail language.

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Citation

Ewald, Jennifer. E-mail Communication: Student Beliefs and Conventions. The Inbox - Understanding and Maximizing Student-Instructor E-mail. Equinox eBooks Publishing, United Kingdom. p. 18-40 Feb 2016. ISBN 9781781791141. https://www.equinoxpub.com/home/view-chapter/?id=22353. Date accessed: 22 Sep 2021 doi: 10.1558/equinox.22353. Feb 2016

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