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Without immediate feedback, your document can be misinterpreted by your students, so it is crucial that you follow the basic rules of etiquette to construct an appropriate tone.?3The Elements of Email EtiquetteGeneral format Writing long messages Attachments The curse of surprises Delivering information about assignments Delivering bad news Electronic Mailing lists6!Information to Give Your Students!Be clear with your students about whether they can contact you via email or not. Tell them what kinds of subjects you are willing to deal with via email in case you have some restrictions. If you have cut off times for when you will respond to an email, inform your students about those times. Seek consent from students before discussing their emails in the classroom. FERPA: http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html.Zy7$8General Format: The BasicsUWrite a salutation for each new subject email. Try to keep the email brief (one screen length). Return emails within the same time you would a phone call. Check for punctuation, spelling, and grammatical errors. Use caps when appropriate. Format your email for plain text rather than HTML. Use a font that has a professional or neutral look."VPUU:"General Format: Lists and Bullets"When you are writing directions or want to emphasize important points, number your directions or bullet your main points. For example, Place a paper in drawer A. Click the green  start button. Another example, Improve customer satisfaction. Empower employees.`=" " 2" =2  <General Format: ToneWrite in a positive tone  When you complete the report. instead of  If you complete the report. Avoid negative words that begin with  un, non, ex or that end with  less (useless, non-existent, ex-employee, undecided). Use smiles J, winks ;), and other graphical symbols only when appropriate. Use contractions to add a friendly tone. (don t, won t, can t).*kZ@@j=General Format: AddressesAvoid sending emails to more than four addresses at once. Instead, create a mailing list for your class so that students do not have to scroll too much before getting to the actual message. To: maillist4@cs.comP !Responding to a Student Complaint"" !dEmphasize with the student s frustration and tell the student he or she is right if that is true. If you feel you are right, thank the student for bringing the matter to your attention. Explain what led to the problem in question. Avoid getting bogged down by details and minor arguments. If you are aware that the situation is in the process of being resolved, let the student know at the top of the response. Apologize if necessary.P> AttachmentsWhen you are sending an attachment, tell your respondent what the name of the file is, what program it is saved in, and the version of the program.  This file is in MS Word 2007 under the name  LabFile . $B)General Tips for Electronic Mailing Lists** )XAvoid discussing private concerns and issues. It is okay to address someone directly on the list. Ex:  Hi Leslie, regarding your question&  Change the subject heading to match the content of your message. When conflict arises on the list speak in person with the one with whom you are in conflict.@d+d+,DWhen your message is longCreate an  elevator summary. Provide a table of contents on the first screen of your email. If you require a response from the reader then be sure to request that response in the first paragraph of your email. Create headings for each major section.F&Elevator Summary and Table of Contents'' &An elevator summary should have all the main components of the email.  Our profit margin for the last quarter went down 5%. As a result I am proposing budget adjustments for the following areas&  Table of contents  This email contains Budget projections for the last quarter Actual performance for the last quarter Adjustment proposal Projected profitability FZZZZ}" ZE  $ }hG;Delivering Information About Assignments, Projects, Classes<< ;iInclude an elevator summary and table of contents with headings. Provide as much information as possible.iH4Do Not Spring Assignments on Your Students Via Email55 4Introduce an assignment to students in class and then reinforce the assignment by sending an email with further information. Do not announce the assignment in an email because some people may not get it.IDelivering Bad NewsQDeliver the news up front. Avoid blaming statements. Maintain a positive resolve.RR$QNDelivering Bad News&Deliver the news up front:  Based on your low attendance rate and your low scores on assignment in this class, you may not pass the course. Please see me during office hours to discuss this further. Avoid lengthy emails on serious topics: Get to the point and set up a meeting. Remember that college is a time for learning from success and mistakes. Allow for both and try to mentor students in person.N(( T#For More InformationContact the Purdue University Writing Lab with questions about email etiquette. Drop In: Heavilon 226 Call: 43723 Email: owl@owl.english.purdue.edu On the web: http://owl.english.purdue.edu^PrP, XZ | The End / 4579;?@ACEJKLMORU  ` 33` Sf3f` 33g` f` www3PP` ZXdbmo` \ғq>9y`Ӣ` 3f3ff` 3f3FKf` hk]wwwfܹ` ff>>\`Y{ff` R>&- {p_/̴>?" dd@$|?" dd@   " @ ` n?" dd@   @@``PV    @ ` `(p>> 8(    0 h% "0p  T Click to edit Master title style! !  s * ( "P0  RClick to edit Master text styles Second level Third level Fourth level Fifth level!     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This presentation was designed in response to the growing popularity of email and the subsequent need for information on how to craft appropriate email messages to communicate with students, and how to participate in electronic mailing lists. Professors who use email in the classroom context will find this workshop to be useful. This presentation includes explanations and activities to include audience participation. Created by Stephanie Williams Hughes with contributions from Angela Laflen. Purdue University Writing Lab 2001, 2002 Revised by Stacy Lolkus and Lauren Davis, 2005, H. Allen Brizee, 2007 Contributions from the following sources: Angell, David, and Heslop, Brent. The Elements of Email Style: Communicate Effectively via Electronic Mail. Reading, Mass: Addison-Wesley Publishing Company, 1994. Bailey, Jr., Edward P. The Plain English Approach to Business Writing. New York: University Press, 1990. Caudron, Shari.  Virtual Manners. Workforce 79.2 (2000): 31-34. An asterisk (*) along with the authors names are printed on the slides to indicate that the information on the slide was taken from that particular source. ZMQ1  G  #?!4 aH $ 0޽h ? 3380___PPT10..stD}$4 tl0(  0R 0 3     r 0 # S  @    H 0 0޽h ? 3380___PPT10..stD} $4 < 4  ( !9CCA R  3     :   C    @   d Mouse-click to activate text Explanation: Email has become prevalent in most people s lives, and we use it to communicate cheaply and quickly with friends, family, and co-workers. Although this technology is available to everyone, and most people are accustomed to using email, some people are not savvy when it comes to understanding how email functions in a student/professor relationship. How we interpret email: While most people are aware that the computer is not a person and that emails 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 email writers. It is easy for emails to be misinterpreted because people write as though they are having a conversation; however, the receiver does not read that way. Ask the audience: How many times have you received an email and felt a little put off by the message even though it was from a good friend? Have you ever sent an email that upset or confused someone? What was it like to be in that situation and what did you do to clear up the misunderstanding? It is because of these uncomfortable situations that some ground rules on email etiquette were established and why email writers should be mindful of them. Z(cI H  0޽h ? 3380___PPT10.kti $4 ( U:es& rer R  3       C   @   'Explanation: This slide provides an overview of the entire workshop. Workshop participants will benefit from information on the general format of email writing, content development, and tips on how to use electronic mailing lists.  H  0޽h ? 3380___PPT10.kt-8$4 H( so hDHU: R  3        C kR  @   V b Mouse-click to activate text Explanation: Every professor and instructor has his or her own way of using email in the classroom. Adherence to your preferences is most likely to occur when you explicitly state your policy to your students and/or include it in your syllabus. Do Not Want Emails? Then be sure to inform your students that you have chosen not to include your email address and that is not acceptable avenue to get a hold of you. Instead, offer them other avenues. Otherwise, students may seek out your email address in the campus directory. Subject Specifications: Some professors do not have mind discussing grades via email and others do. Some professors do not like to discuss class materials via email and others do. If you have certain preferences, be sure to let your students know what those are. Also be aware of your school s policies regarding disclosure of grades or other sensitive information to students. The Federal Education Rights and Privacy Act (FERPA) is clear about what information should and should not be disseminated. Remember - once you hit  send, email information could end up anywhere on the Internet, regardless of security measures your institution employs! Consent: Many times students will ask questions where the answer you give will benefit the entire class and not just them. Seek the consent of the student to let the class know that they brought up the concern or refer to the email without specifically mentioning the student who sent it. Just as professors do not like to be caught by surprise, neither do students. n2) u g  $$bFH  0޽h ? 3380___PPT10.ktJX$4 h(  R  3       C   @   vMouse-click to activate text Explanation: Many complain that writers of email do not take the time to be personable. One way to remedy this and extend good will toward the reader is to add a salutation for each new subject.  Dear,  Hello, and  Hi are all acceptable greetings. If a writer is communicating with someone about the same subject (for example, authorization for overtime) then it is considered acceptable to just begin the email with the first sentence. *Caudron Length: A number of experts have a wide range of opinions on how lengthy an email should be. Some say that it does not matter and others say that an email should be as long as the text box without scrolling. Both perspectives appear to be correct. In general emails should be short and to the point. However, many companies are moving to paperless memos and other written transactions, thereby requiring that emails be longer. This workshop is going to cover how to effectively write a long email on slide #12 titled  When Your Message is Long. Time: It is considered rude not to respond to an email as soon as possible. Writers should strive to respond to emails as quickly as they would a phone message, which tends to be immediately. If the email requires a longer message than the writer is able to provide at that moment, it is considered proper etiquette to let the sender know that the message was received and that the writer is planning to respond as soon as time permits. *Caudron Grammar and Punctuation: For the professional work world it is imperative that writers use capitalization, grammar, and other traditional ways of writing to include neutral fonts. Plain Text vs. HTML: Not all emails are formatted to read html. It is best to send everything in plain text unless the writer knows for certain that the person he or she is writing can read html. zMP+     $$>  H  0޽h ? 3380___PPT10.kt~$4 ^V0( U:essrh: R  3     \  C %  @   Mouse-click to activate text Explanation: This is one of many ways to organize information within an email document. It s an effective way to make the information flow more logically and it helps the reader to know the proper order of the information in the email in a very clear and concise way. *Angell and Heslop 4A) $- H  0޽h ? 3380___PPT10.kt$4 P"( 0BA R  3       C x%  @   0Explanation: The main point of this slide is to help professors understand the importance of tone. These are ways to create a document that sounds friendly and  nonverbally open. While it is important to follow rules of punctuation and grammar in email, using contractions can create a conversational style that isn t intimidating. *Angell and Heslop f Z$R H  0޽h ? 3380___PPT10.kt  $4   p ( tiphtpp. R  3        C    @   2Explanation: Many users of email complain a great deal about long address lists because they find it rude. Web and Internet experts tend to agree that scrolling is perceived by users to be an imposition. In other words they generally feel put upon when they are required to scroll too much. It is proper etiquette to minimize required scrolling as much as possible. Suggestions: Rather than typing in numerous email addresses in the to: line, create mailing list groups for each class so that there is only one address. It is okay to have three mailing groups included but writers should not include any more than that. How do I set up a list? Many email composers have address functions that allow them to set up addresses for groups and individuals. Generally, writers will find these functions in the  address book component of their email. If a writer is sending out lists that have more than twenty people it is a good idea to check with the IT (technology staff) staff in his or her office to assist with setting up group lists. Ze H  0޽h ? 3380___PPT10.kt3P$4 `( ti{5 R  3       C ໲  @   n4Explanation: 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 e-mail 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!  H  0޽h ? 3380___PPT10.ktgDF$4 V( !9 R  3       C *  @   dMouse-click to activate text Explanation: The most important concept about electronic mailing lists is that they are conversations, but PUBLIC conversations. When writers respond to an e-list they should be sure to check to whom the message is going. If you have a personal concern or message then respond to someone privately on the list or in person. You may want to put some sort of warning at the bottom of the email that tells your students they are responding to the whole class by replying to the message.  )GH  0޽h ? 3380___PPT10.kt4XX$4 h( ppet& rfo R  3       C   @   vMouse-click to activate text Elevator Summary: Business experts often refer to this kind of summary either as an elevator summary or an executive summary. Either terminology is correct. An elevator summary is a summary that can be given to a colleague or employer in the short time it takes to get from the ground floor to the third floor on an elevator. It has the bare essentials of the message. *Angell and Heslop Why a summary? We all know what it is like to inundated with email, so much so that is difficult to figure out what emails have priority over others. If there is a brief summary at the top, students can make a decision about whether to save the email for later or finish it at that time. The table of contents: The table of contents is a very friendly gesture toward students when they are required to read long messages. It allows them to skip to the sections of the email that apply to them and avoid those areas that do not. Other explanations: If the student needs to respond immediately to the email then that should be conveyed in the first paragraph; otherwise, that message may be overlooked and the writer will not receive the response as quickly as one is needed. n0v   $$,H  0޽h ? 3380___PPT10.ktf$4 }( WO:eaM Liretn:la R  3       C   @   #Elevator summary activated by mouse-click, table of contents loads automatically Sample: This slide shows examples of the elevator summary and the table of contents. *Angell and Heslop Wg$ H  0޽h ? 3380___PPT10.ktw $4   , ( WO:eaM Liretn:la R  3        C p   @X  @P___PPT100(v___PPT9XPb___PPTMac11<4   hnamd` Arial&Monotype Typography     hnamd` Arial&Monotype Typography   xExplanation: Many schools are cutting back on paper usage, causing web communication to become more and more important. Information on assignments, grades, projects, and class schedules are starting to be sent online. Most likely, students will be easily frustrated and confused, so providing information about assignments should be detailed and organized. The more information that is included in the email the less likely the professor will have to create hard copies of documents. Before hitting  send, reconsider your decision to provide important assignment information via email. If the information is important, perhaps the best medium for delivering it is in person in the classroom. <  &H  0޽h ? 3380___PPT10.kt$4 e]0( so hDHU: R  3     c  C D  @   Mouse-click to activate text Explanation: Students hate opening their email at the end of a busy weekend and finding out that their professor has decided to give them an assignment due the following morning at 8:00 am. Do not give assignments over email. Introduce the assignment in class, explaining that you will send additional information through email. Some students leave town and do not have access to the internet. H  0޽h ? 3380___PPT10.ktߣ$4 $P( tiphtpp. R  3     "  C ЃJ  @   Mouse-click to activate text Explanation: There is a myth that continues to circulate that the more a person stalls in getting bad news out the better the recipient will feel about it because he or she will be prepared. THIS IS NOT TRUE. In fact, stalling or beating around the bush only leads to reader frustration.. It is better to deliver bad news up front in the elevator summary. )`H  0޽h ? 3380___PPT10.kt$4 [Sp ( tiphtpp.  R   3     Y   C nh  @   Mouse-click to activate text Explanation: This slide provides examples of poor choices for prioritizing information and shows ways to construct messages that are not blaming or ambiguous. )H   0޽h ? 3380___PPT10.ktbh $4 x( tiphtpp. R  3       C 0  @   Mouse-click to activate text Explanation: When responding to a student complaint, the respondent must do his or her best to remain professional and neutral. Emails are infamous for creating misunderstandings. Try to be as clear as possible and as empathetic as possible. If the above guidelines do not work, then it is most appropriate to take this concern outside of the electronic sphere and into the traditional interpersonal (face to face) sphere. *Angell and Heslop Lastly, if a student sends you an email you find inappropriate, keep it and discuss the email with the student in person. You may need to maintain a paper (or in this case email) trail if the situation must be addressed by a moderator (supervisor, etc.).J) >SH  0޽h ? 3380___PPT10.kth#$4 (x(  (X (C     (S " @   z Key Concept: 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 email to answer brief questions. It is also a good idea to check out the Purdue OWL, 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 with email preferences and/or accounts. Technical inquiries should be directed to technology services at your institution. You may also contact your email service provider for further assistance. 2   >H ( 0޽h ? 3380___PPT10.ktdxp^RЀ3ÿ lHbP  @AL G@;b `B&V AttachmentsWhen you are sending an attachment, tell your respondent what the name of the file is, what program it is saved in, and the version of the program.  This file is in MS Word 2007 under the name  LabFile . $B)General Tips for Electronic Mailing Lists** )XAvoid discussing private concerns and issues. It is okay to address someone directly on the list. Ex:  Hi Leslie, regarding your question&  Change the subject heading to match the content of your message. When conflict arises on the list speak in person with the one with whom you are in conflict.@d+d+,DWhen Your Message is LongCreate an  elevator summary. Provide a table of contents on the first screen of your email. If you require a response from the reader then be sure to request that response in the first paragraph of your email. Create headings for each major section.F&Elevator Summary and Table of Contents'' &An elevator summary should have all the main components of the email.  Our profit margin for the last quarter went down 5%. As a result I am proposing budget adjustments for the following areas&  Table of contents  This email contains Budget projections for the last quarter Actual performance for the last quarter Adjustment proposal Projected profitability FZZZZ}" ZE  $ }hG;Delivering Information About Assignments, Projects, Classes<< ;iInclude an elevator summary and table of contents with headings. Provide as much information as possible.iH4Do Not Spring Assignments on Your Students Via Email55 4Introduce an assignment to students in class and then reinforce the assignment by sending an email with further information. Do not announce the assignment in an email because some people may not get it.IDelivering Bad NewsQDeliver the news up front. Avoid blaming statements. Maintain a positive resolve.RR$QNDelivering Bad News&Deliver the news up front:  Based on your low attendance rate and your low scores on assignment in this class, you may not pass the course. Please see me during office hours to discuss this further. Avoid lengthy emails on serious topics: Get to the point and set up a meeting. Remember that college is a time for learning from success and mistakes. Allow for both and try to mentor students in person.N(( T#For More InformationContact the Purdue University Writing Lab with questions about email etiquette. Drop In: Heavilon 226 Call: 43723 Email: owl@owl.english.purdue.edu On the web: http://owl.english.purdue.edu^PrP, XZ | The End / 4579;?@ACEJKLMORU } f ( `Bt l  C s0p   l  C sP0  H  0޽h ? 33___PPT10u.ktY+D=' = @B +r DPs =SU<(  H 4 maillist4@cs.comF/ 0|DArialngsk%0 @Hn@fD-3 00000k%0 @Hn@f DArial Black%0 @Hn@f0DHelveticak%0 @Hn@f@DWingdingsk%0 @Hn@f ` .  @n?" dd@  @@`` `(K})       !"#$%&'()-./Xb$~Dcu :zGoMb$IC;)?+jn6MS @8 O ʚ;5ʚ;g4AdAdn0ppp@  <4!d!dʚ;<4ddddʚ;J___PPT9DPh___PPT2001D<4X___PPTMac11@f   hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography ( ʚ;gʚ;dd? %*Email Etiquette for Professors, 2!Why is Email Etiquette Important?!?Audiences interact with the printed word as though it has a personality and that personality makes positive and negative impressions upon us. Without immediate feedback, your document can be misinterpreted by your students, so it is crucial that you follow the basic rules of etiquette to construct an appropriate tone.?3The Elements of Email EtiquetteGeneral format Writing long messages Attachments The curse of surprises Delivering information about assignments Delivering bad news Electronic Mailing lists6!Information to Give Your Students!Be clear with your students about whether they can contact you via email or not. Tell them what kinds of subjects you are willing to deal with via email in case you have some restrictions. If you have cut off times for when you will respond to an email, inform your students about those times. Seek consent from students before discussing their emails in the classroom. FERPA: http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html.Zy7$8General Format: The BasicsUWrite a salutation for each new subject email. Try to keep the email brief (one screen length). Return emails within the same time you would a phone call. Check for punctuation, spelling, and grammatical errors. Use caps when appropriate. Format your email for plain text rather than HTML. Use a font that has a professional or neutral look."VPUU:"General Format: Lists and Bullets"When you are writing directions or want to emphasize important points, number your directions or bullet your main points. For example, Place a paper in drawer A. Click the green  start button. Another example, Improve customer satisfaction. Empower employees.`=" " 2" =2  <General Format: ToneWrite in a positive tone  When you complete the report. instead of  If you complete the report. Avoid negative words that begin with  un, non, ex or that end with  less (useless, non-existent, ex-employee, undecided). Use smiles J, winks ;), and other graphical symbols only when appropriate. Use contractions to add a friendly tone. (don t, won t, can t).*kZ@@j=General Format: AddressesAvoid sending emails to more than four addresses at once. Instead, create a mailing list for your class so that students do not have to scroll too much before getting to the actual message. To: maillist4@cs.comP !Responding to a Student Complaint"" !dEmphasize with the student s frustration and tell the student he or she is right if that is true. If you feel you are right, thank the student for bringing the matter to your attention. Explain what led to the problem in question. Avoid getting bogged down by details and minor arguments. If you are aware that the situation is in the process of being resolved, let the student know at the top of the response. Apologize if necessary.P> AttachmentsWhen you are sending an attachment, tell your respondent what the name of the file is, what program it is saved in, and the version of the program.  This file is in MS Word 2007 under the name  LabFile . $B)General Tips for Electronic Mailing Lists** )XAvoid discussing private concerns and issues. It is okay to address someone directly on the list. Ex:  Hi Leslie, regarding your question&  Change the subject heading to match the content of your message. When conflict arises on the list speak in person with the one with whom you are in conflict.@d+d+,DWhen Your Message is LongCreate an  elevator summary. Provide a table of contents on the first screen of your email. If you require a response from the reader then be sure to request that response in the first paragraph of your email. Create headings for each major section.F&Elevator Summary and Table of Contents'' &An elevator summary should have all the main components of the email.  Our profit margin for the last quarter went down 5%. As a result I am proposing budget adjustments for the following areas&  Table of contents  This email contains Budget projections for the last quarter Actual performance for the last quarter Adjustment proposal Projected profitability FZZZZ}" ZE  $ }hG;Delivering Information About Assignments, Projects, Classes<< ;iInclude an elevator summary and table of contents with headings. Provide as much information as possible.iH4Do Not Spring Assignments on Your Students Via Email55 4Introduce an assignment to students in class and then reinforce the assignment by sending an email with further information. Do not announce the assignment for the first time in an email. Some people may not receive the message.IDelivering Bad NewsQDeliver the news up front. Avoid blaming statements. Maintain a positive resolve.RR$QNDelivering Bad News&Deliver the news up front:  Based on your low attendance rate and your low scores on assignment in this class, you may not pass the course. Please see me during office hours to discuss this further. Avoid lengthy emails on serious topics: Get to the point and set up a meeting. Remember that college is a time for learning from success and mistakes. Allow for both and try to mentor students in person.N(( T#For More InformationContact the Purdue University Writing Lab with questions about email etiquette. Drop In: Heavilon 226 Call: 43723 Email: owl@owl.english.purdue.edu On the web: http://owl.english.purdue.edu^PrP, XZ | The End / 4579;?@ACEJKLMORU } f  (  l  C 0p   l  C `P0  H  0޽h ? 33___PPT10u.ktP+D=' = @B +rySH$s USU :(  ~ j maillist4@cs.com.mailto:maillist4@cs.comD/ 0|DArialngsk0LL4tԖRdO)*̺!PicturesPowerPoint Document(FuSummaryInformation(8U7      !"#$%&'()*+,-./389:;<=>?@ABCDEFGHIJKLMNPQRSTUVWXYZ[\]^_v+  !"#$%&'()*,-./0123456789:;<=>?@ABCDEGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuwxyz{|}~DocumentSummaryInformation8lCurrent Usere EmailDelivering Bad NewsDelivering Bad NewsFor More InformationThe End  Fonts UsedDesign Template Slide Titles 8@ _PID_HLINKSAhmailto:maillist4@cs.com/_QGCollege of Liberal ArtsCollege of Liberal ArtsO5PPT10D-3 00000(ȕȕLL̕0̕DArial00(ȕȕLL̕0̕ ___PPT9/ 086? %'Email Etiquette for Professors, 2!Why is Email Etiquette Important??Audiences interact with the printed word as though it has a personality and that personality makes positive and negative impressions upon us. Without immediate feedback, your document can be misinterpreted by your students, so it is crucial that you follow the basic rules of etiquette to construct an appropriate tone.3The Elements of Email EtiquetteGeneral format Writing long messages Attachments The curse of surprises Delivering information about assignments Delivering bad news Electronic Mailing lists6!Information to Give Your StudentsBe clear with your students about whether they can contact you via email or not. Tell them what kinds of subjects you are willing to deal with via email in case you have some restrictions. If you have cut off times for when you will respond to an email, inform your students about those times. Seek consent from students before discussing their emails in the classroom. FERPA: http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html.Zy708General Format: The BasicsUWrite a salutation for each new subject email. Try to keep the email brief (one screen length). Return emails within the same time you would a phone call. Check for punctuation, spelling, and grammatical errors. Use caps when appropriate. Format your email for plain text rather than HTML. Use a font that has a professional or neutral look."VPU:"General Format: Lists and BulletsWhen you are writing directions or want to emphasize important points, number your directions or bullet your main points. For example, Place a paper in drawer A. Click the green  start button. Another example, Improve customer satisfaction. Empower employees.\=" 2" =2 <General Format: ToneWrite in a positive tone  When you complete the report. instead of  If you complete the report. Avoid negative words that begin with  un, non, ex or that end with  less (useless, non-existent, ex-employee, undecided). Use smiles J, winks ;), and other graphical symbols only when appropriate. Use contractions to add a friendly tone. (don t, won t, can t).*kZ@@=General Format: AddressesAvoid sending emails to more than four addresses at once. Instead, create a mailing list for your class so that students do not have to scroll too much before getting to the actual message. To: maillist4@cs.comT0P !Responding to a Student Complaint"" dEmpathize with the student s frustration and tell the student he or she is right if that is true. If you feel you are right, thank the student for bringing the matter to your attention. Explain what led to the problem in question. Avoid getting bogged down by details and minor arguments. If you are aware that the situation is in the process of being resolved, let the student know at the top of the response. Apologize if necessary.P> AttachmentsWhen you are sending an attachment, tell your respondent what the name of the file is, what program it is saved in, and the version of the program.  This file is in MS Word 2007 under the name  LabFile . B)General Tips for Electronic Mailing Lists** XAvoid discussing private concerns and issues. It is okay to address someone directly on the list. Ex:  Hi Leslie, regarding your question&  Change the subject heading to match the content of your message. When conflict arises on the list speak in person with the one with whom you are in conflict.@d+d+DWhen Your Message is LongCreate an  elevator summary. Provide a table of contents on the first screen of your email. If you require a response from the reader then be sure to request that response in the first paragraph of your email. Create headings for each major section.F&Elevator Summary and Table of Contents'' An elevator summary should have all the main components of the email.  Our profit margin for the last quarter went down 5%. As a result I am proposing budget adjustments for the following areas&  Table of contents  This email contains Budget projections for the last quarter Actual performance for the last quarter Adjustment proposal Projected profitability ~FZZZZ}" ZE$ } G;Delivering Information About Assignments, Projects, Classes<< iInclude an elevator summary and table of contents with headings. Provide as much information as possible.H4Do Not Spring Assignments on Your Students Via Email55 Introduce an assignment to students in class and then reinforce the assignment by sending an email with further information. Do not announce the assignment for the first time in an email. Some people may not receive the message.IDelivering Bad NewsQDeliver the news up front. Avoid blaming statements. Maintain a positive resolve.RR$NDelivering Bad News&Deliver the news up front:  Based on your low attendance rate and your low scores on assignment in this class, you may not pass the course. Please see me during office hours to discuss this further. Avoid lengthy emails on serious topics: Get to the point and set up a meeting. Remember that college is a time for learning from success and mistakes. Allow for both and try to mentor students in person.L((T#For More InformationContact the Purdue University Writing Lab with questions about email etiquette. Drop In: Heavilon 226 Call: 43723 Email: owl@owl.english.purdue.edu On the web: http://owl.english.purdue.edu^PrP, <ZT0| The End / 4579;?@ACEJKLMORU } 0 ( {5 l  C 80p   l  C P0  H  0޽h ? 33___PPT10i.kt+D=' t= @B +rP 9U1ݼݼݼ⼻ݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݴݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼ⼼ܵݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼ⼻ݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݴݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼ⼼ܵݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼ⼻ݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݴݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼ⼼ܵݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼ⼻ݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݴݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼ⼼ܵݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼ⼻ݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݴܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵܵ