Section C One student skipped a class and then sent the professor an email message asking for copies of the leaching notes. Another didn’t like her grade and sent a petulant message to the professor. Another explained that she was late for a Monday class because she was recovering from a party. One professor received a message from a student, saving, 'I'm not sure how to shop for school supplies. Should I buy a binder or a subject notebook? Please tell me what you recommend. At colleges and universities, email has made professors more approachable, but many say it has made them too accessible. They say that students seem to view them as available round the clock, and send a steady stream of email messages—from ten a week to ten after every class—that are too informal or simply inappropriate. Michael J. Kessler, a lecturer at Georgetown University, says. 'The tone that some of them take in an email is pretty astounding. 'I need to know this and you need to tell me right now. ' It’s a fine balance to accommodate what they need and at the same time maintain a level of legitimacy as an instructor. We are authorised to make demands on them, and not the other way round. Professor Patricia Ewick of Clark University, Massachusetts, said ten students emailed her drafts of their papers days before they were due, seeking comments. Ewick says, ‘It’s all different levels of presumption. One is that I'11 be able to drop everything and read 250 pages two days before I’m going to get fifty of these. ‘Robert B. Ahdieh, an associate professor of law, said he had received emails with messages such as, ‘You’re covering the material too fast, ‘or, ‘don’t think we’re using what we read as much as we could in class, ‘or, 'I think it would be helpful if you would summarise what we’ve covered at the end of a class in case we missed anything. While once professors expected deference, their expertise seems to have become just another service that students, as consumers, are buying. So students may have no fear of giving offence or imposing on the professor’s time. Many professors say they are uncertain how to react to these emails. For example, the professor who was asked about buying the notebook said she debated whether to tell the student that this was not a query that should be directed to her, but worried that, ‘Such a message could be pretty scary, ‘and decided not to respond at all. Most, professors, however, emphasized that instant feedback is sometimes invaluable. One professor said that questions about a lecture or discussion could indicate ‘a blind spot’—something that a student obviously didn't understand. Others have probably hit on the best solution by making rules for email; telling students how quickly the professor will respond, how messages should be drafted and what type of messages they will answer. Meg Worley, an assistant professor of English , tells students that they must say thank you after receiving a professor’s response to an email. ‘The less powerful person always has to write back, ‘she said. Summary In higher education, professors are now more【71】______than they used to be because of email. The problem is that some students either write too many emails or write emails that are【72】______(too informal or stupid) . Kessler says he doesn’t like the【73】______of the emails he receives. Ewick thinks that students these days expect too much, and seem to think their teachers have lots of free time Ahdieh received criticisms of his classes by email. A lot of professors are【74】______about how to respond to these emails. Some professors have solved the problem by making【75】______about the email students send them. (41)