3.3. strategies to be polite

In addition to the request, the body of your email will usually include other information. The information included and the strategies that you apply will vary depending on the distance and imposition of the communicative situation. 

Providing context and reasons for the request

Including information that contextualises your request is considered a basic part of your email; every email should contain at least some basic information (even just a few words) that helps the instructor understand the request. 

Example: 

• I just wanted to ask you whether it is ok to arrive thirty minutes late tomorrow. I have gotten a confirmation message that my appointment to get my student ID overlaps with the beginning of the lecture, but I would not want to miss the whole session. 

The reason provided in this example is an administrative one, related to the student's academic life. Therefore, it is a valid reason for arriving late. In addition, the student shows interest in the class (they don't want to miss the whole session because of their appointment).

As we saw in the introductory section 'How much do I have to write', the amount of contextual information and the reasons you provide for your request will depend on the distance and imposition of each situation: 

The wider the distance, the more context the instructor will need to understand who you are and what you are asking for. 

The higher the imposition, the better the reasons need to be (here, 'better' means that they are valid reasons, not long explanations of details of your personal life). In low imposition requests (e.g., requests for information that require little time) the context provided can be minimal.

NOTE on length: Providing clear context and good reasons does not mean writing 500 words. These can be developed in one or two sentences that are clear and concise.

As the level of imposition increases (favours, tight deadlines, etc.) it is always a good idea to employ strategies that show that you are aware of the imposition and that minimise the burden on the instructor. 

Below you will find some explanations and examples. In your email, you may include just one of them or combine some of them, depending on the level of imposition and distance.

Showing awareness of the instructor's time and schedule

As we all know, time is a highly valuable resource. Therefore, one way to minimise the level of imposition of a request is to use strategies that show your awareness of the instructor's time and schedule.

STRATEGIES FOR appointments

For instance, in the case of requests for appointments, one way to show awareness is to check the instructor's office hours and to suggest meeting during those hours. 

In the cases in which you cannot make those hours, some strategies that can be applied to minimise the imposition are...

1. showing awareness of their office hours [I know you have office hours on Tuesday, but...]

2. apologising for not being able to meeting during those hours [I'm sorry I can't make those hours but...]

3. giving good reasons [I have a part-time job and it clashes with your office hours]

4. offering to meet any other time the instructor available [Please, suggest any other time that may work for you]

[You can find examples of some of these strategies in context HERE].

STRATEGIES FOR dealing with deadlines

In requests for action (such as asking for feedback, or for a recommendation letter), one of the factors that affect the level of imposition of the request is its deadline. 

If the deadline is external (you cannot do anything about it) and the date is close, then some appropriate strategies would be...

1. acknowledging that the deadline is tight [I realise that this is really last minute...] 

2. apologising for the close deadline [I apologise for the tight deadline, but...]

3. providing good reasons why the schedule is so tight [...I learned about the application process yesterday]

4. giving emphasis to the importance of the request [...I wouldn't have asked if this wasn't so important]

If there is no external deadline, it is important to avoid expressions that increase imposition such as 'I would need you help as soon as possible', or 'Can you send me the feedback by Friday?'. The request will be perceived as more polite if, for instance, you ask the instructor about their availability to fulfill the request.

• Would it be possible for you to have a look at our project in the coming days? 

• We were wondering whether you could have a look at our project when you have some time.

An alternative strategy would be to underline that the amount of work you are requesting from the instructor is very minimal:

• Would you be able to have a look at our presentation slides? I don't think it will take more than five minutes of your time.

SHOWING awareness of busy schedule

Finally, for higher imposition requests for help or favours it is always a good strategy to acknowledge that your instructors don't have  a lot of time available. This type of expressions are followed by past conditional sentences, that emphasise that you are not assuming that the request will be fulfilled. 

• I know you are really busy, but if you had the time…

• I realise that you may not have a lot of time, particularly now that the semester is ending...

Showing understanding that the request might not be fulfilled

Another strategy to minimise higher imposition requests is to give the instructor 'a way out' of the request by explicitly saying that you would understand if they could not comply with it:

• • I understand that you might not be able to do this. 

  • This is very last minute, so I will understand if you can't do it.

  • I completely understand if you feel that this notice is too short.

  • I completely understand if your schedule won’t permit it.

Note that in the last example the focus has been shifted from the instructor to their busy schedule. This minimises the imposition as it is perceived as more indirect.

Showing awareness of and respect for rules and preferences

Some higher imposition requests may involve asking the instructor to make an exception (such as extending a deadline, changing the date of a test, sharing materials, etc.). In these cases, there are a number of strategies that could be applied, being the most important ones to acknowledge the existence of such rules or preferences and to show respect for them. These could be followed by giving good reasons, and showing understanding that the request might not be fulfilled.

• We were wondering whether you would mind uploading yesterday's materials. We know that you don’t like uploading your Power Points to the learning platform because you want us to take notes; however, yesterday's session had a lot of complex and new terminology. 

• I understand that your don't grant extensions, but I have had an emergency...

Expressing gratitude

In higher imposition requests a useful strategy is to acknowledge the instructor's help and show your gratitude. 

• I know you are busy at this time of the year, but I would greatly appreciate your help with my application. 

• I would be deeply grateful if you could write the letter. 

• I know changing the date of the exam is a lot to ask, but I would be deeply indebted to you, as I would be able to finish my degree now instead of in June. 

Note that certain expressions of gratitude that are perfectly appropriate in higher imposition requests may be considered exaggerated in lower imposition requests. 

Finally, you can also express gratitude by writing back to your instructor once they have replied to your email. You can find some helpful expressions to say thank you HERE.