One
semester I was in a class where we regularly had to attend events and then
write short papers on each of them. The professor warned us to plan ahead to
make sure that we would be able to get enough in by the end of the semester.
She said to make sure that we had a plan B for every event.
Toward the end of the semester, I had one event left to go
to with both a plan A and B, but somehow both fell through. So, I e-mailed my
professor to see if she knew of any alternatives. When I got a response about a
day later, I was shocked by a sort of irritated response that accused me of
trying to make excuses and telling me that I should've had a back-up plan.
At first, I was offended that she would think that I hadn't
listened to her warning and that I would try to make excuses. Then, during the
next class period, I overheard some people talking about how they didn't get to
enough of the events and TAs confronting students about papers being done
incorrectly. Before class, the professor ended up making a little bit of an
annoyed announcement about a few extra
events that could count and clarified how the papers were supposed to be done.
I think it's interesting how you not only show that writing doesn't convey tone well, but also how that deficiency makes it easier to mistakenly lump very different communications together as if it were all the same thing.
ReplyDeleteMy dad is a professor at BYU-I, and I could tell countless stories of miscommunications or misunderstandings he has had with students via email. I can also tell stories of how annoyed he gets tons of students come to him at the end of the semester asking him to raise their grade, but I guess that's part of the job.
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