George Smith Etiquette

We as a society are evolving with each generation to come. We are getting stronger, faster, and smarter. Just as cell phones are no longer square blocks with numbers on them and TV’s are not in black and white, writing itself has also evolved. Once upon a time many wrote and spoke in a Shakespearean form of language and over the years it has evolved into something we call modern English. In recent years, technology has advanced greatly and cell phones have become one of our primary use of communication. With cell phones came a new form of writing called text messaging. Text messaging is used to send short, concise messages to anyone around the world. Often times text messages involve the use of abbreviations which stand for different things and also involves frequent use of emoji’s as a form of expression. This form of writing is now considered informal writing and is not acceptable in academic settings. In Michaela Cullington’s essay “Does Texting Affect Writing?” she touches on both sides of whether texting is hindering students writing or if it’s actually having a positive effect. She then makes is clear that she believes most students are educated enough to know when text speak is appropriate and when it’s not so therefore it has no effect on students. Although, I agree with her thesis, she lacks credibility due to her insufficient evidence. In addition, I also believe

In “What Is It We Do When We Write Articles Like This One- and How Can We Get Students to Join Us?”, English professor Michael Kleine conducts a research of his own the similarities and the contrasts of students and professors when it comes to writing academic papers- what makes professors differentiate in methods of writing an academic writing piece versus a student and how to have students be more open in writing about their own interests? Mr.Kleine concluded this essential question by observing high school and college students on one Sunday night, writing research papers. He noticed a pattern in all of the students in which they were actually doing, copying. “I know they were writing research papers because they were not writing at all-

* If you’re having difficulties writing a thesis, use the thesis generator in the Ashford Writing Center - https://awc.ashford.edu/writing-tools-thesis-generator.html. Remember, a thesis should make a claim – a definitive statement – about some issue. Here is an example: Effective communication is the most important factor in a successful relationship. Without it, chances are, a relationship will fail.

Third, is that email s an inefficient medium for in ambiguous, complex and novel situations”.

Just reading the first few paragraphs I pretty much know and understood what the article is about. As Lisa Wade explained, the Ivy League student sent a message full of grammar errors and intentional short words, swear words, and sentence usages where the message is hard to even read properly nor understand what the message sender is saying. Plus the way the message is laid out, shows the sender is careless and unprofessional. I remember one of my instructors from a previous class made clear about how to send any messages through text message or e-mail in a proper and professional way. He informs strictly verbally and by example to treat your corresponding message exchange between student and instructor as a worker and manager/boss. And as a student or worker, you need to show your professionalism and appropriateness towards your instructor, boss, or any higher-up person. If this is between friends and friends, outside of work, it will be okay.

According to what Jonathan D. Clater says in his article “To: Professor@ University. Edu Subject: Why it’s all about me”, email lets students much more easily communicate with professors, however in the meantime, students become a little impolite and disrespected for their professor, which may lead to a number of problems, for example do not give professors a right title, and do not express the gratitude. In the fourth example, we can find the student just say “hey” to the professor and use a lot of abbreviation or emoji in this email, which is a pretty unmannerly behavior to those whom you should respect. Besides, according to the passage “Email Etiquette: How to write e-mails to your professors”, we realize it’s a essential thing to let the

        I hope this email finds you well. I firstly want to thank you for showing concern for my absence. I have unfortunately been dealing with a personal issue since the middle of september which has unfortunately been heavily affecting my work ethic.Your class is by far my favorite and it means a lot to me that you reached out to me.  I am currently working on catching up with the reading and hoping to get back to my normal work standard very soon.

The frequency and medium of communication between parents, students, and administrators is a specific interest. Much of the increased involvement originates from the prevalence of technology such as cell phones and e-mail, parents are able to talk to their students daily, receiving immediate updates happenings with classes, extra-curricular activities, friends, and roommates. In College Parents of America’s survey, 90% of

Bertacco and Deponte (2005) analyzed the communicative experience by comparing letter writing to emails. Through two experiments, students were asked to write either a letter or email to a long-lost friend. It was hypothesized that participants who wrote an email would be more concise in their writing, with less references to shared knowledge at the implicit and explicit level in experiment 1. Thus, perspective taking was measured by the number of a participant’s references to memories with their long-lost friend. This was recorded after the letter was finished, where participants were asked to record as many memories as they could in two-minutes. Results from experiment one show that email

The relationship between L2 learners’ grammatical competence and pragmatic understanding makes it clear why many researchers have focused on the acquisition of different dimensions of second language pragmatics for more than three decades. In addition, the development of knowledge and telecommunications are changing all aspects of life and consequently language. One of the most significant changes that this digital innovation has brought is a changeover in how students write and communicate. Email as an important medium of language to study creates a novel area for the writing process. For this reason, the researcher conducted this study to explore the effect of teaching explicit versus implicit pragmatic instruction on upper-intermediate EFL learners’ email writing development.

Researchers have identified how peer feedback in cyberspace retains the advantage of traditional written feedback as students put words together to write about writing. As Mark Mabrito (1991) put it, “the situation demands not only writing but also the skillful verbalization of one’s thoughts and ideas about writing and a peer’s text” (p. 510). When focusing on writing in cyberspace, students, in Jennifer Jordan-Henley and Barry M. Maid’s (1995) words, “are released from much of the responsibility that a face-to-face encounter sometimes forces on them. They are not affected, for instance, by students with bad breath, or by students who make them uncomfortable in some vague way, or by students who are angry with a teacher” (p. 212). Releasing from these kinds of responsibilities in the

The increased use of technology has had affect on how communication is made in schools. This is at all levels, administration to staff, staff to student, student to staff, and parent to staff, and vice-versa. A majority of communication is now indirect (via email or text message) versus direct (actual face-to-face interaction). This occurs because of the ease of using technology and the fact that we are a busy society. Schools are busy, staff is overworked and underpaid with increased accountability. There is so much to do in so little time. It is much easier to press a few buttons and communicate your message versus going to that person and having an actual conversation. “Reitz (1987) reported that face-to-face communication tends to be more effective than written communication (if the verbal and nonverbal cues are compatible) but admitted that written communication tends to yield greater comprehension” (Razik & Swanson, 2010, pg. 165). With this being said, it

The scientific study of nervous system and the diseases those affect it that when we are disturbed our capability to judge reasonably is besotted .you should always send mails when you are calm at your mind. If you are emotional at the time of sending mail or sending reply to the mail first hush yourself and later on think over whether you want to send the mail or not and if not this save the mail to your draft and re-read it next day, it will prevent you to send mails which can escalate the situations. Thirdly, one should be crystal clear on his objective of writing the mail and should focus on it.(Moor 2007), In a mail instead of pointing out what the other person did wrong you should stick to the motive of writing mail and what you want the receiver to do. For example, “John, I would hold a convention time so that we can exchange the views about the best method forward in attain a favorable interaction together” personal attacks on someone’s intelligence ,behavior or any other action may result to high conflict situation. Email should not be used for group meeting. Face to face conversations and personal meetings should not be replaced by email. Issues that are highly contradictory should not be discussed over mails. An eye catching and appropriate heading should be given to the mail. Sending mails with wrong spelling

Academia has been slow to incorporate digital technology into the learning process, and English courses seem to lag behind most other subject areas. Even when trying, College professors are challenged because post-secondary students “separate into different stratifications… according to their previous academic, social, and professional experiences with computers – experiences that, in turn, are often dependent on age, class, race, and gender” (Bancroft, 2016, p. 47). These stratifications create Rainie’s definition of the digital divide: “the gap between those who access and use computers and the internet and those who do not” (Bancroft, 2016, p. 47). Many students can access the internet or computers, but there is an additional expectations in collegiate education. Writing centers regularly work with students who cannot confidently or successfully use technology for academic purposes, which becomes a primary barrier to their academic success. Writing centers need to actively attempt to reduce this divide through instruction, application, and adaptation to help struggling students.

The relevance of distinguishing informal and formal situations cannot also be overstated. An email inviting friends to a