The deference was driven by the (60)that professors were all-knowing sources of deep knowledge,Dede said,and that notion has (61).
For junior faculty members,e-mails bring new tension into their work,some say,as they struggle with how to (62).Their job prospects,they realize,may rest in part on student evaluations of their accessibility.
College students say e-mail makes (63)easier to ask questions and helps them learn.
But they seem unaware that what they write in e-mails could have negative effects (64)them,said Alexandra Lahav,and associate professor of Law at the University of Connecticut.
She recalled an e-mail message from a student saying that he planned to miss class so he could play with his son.Professor Lahav did not respond.
Such e-mails can have consequences,she said.Students dont understand that (65)they say in e-mail can make them seem unprofessional,and could result in a bad recommendation.
51.A.providing B.offering C.supplying D.asking
52.A.complained B.argued C.explained D.believed
53.A.removing B.moving C.putting D.placing
54.A.about B.around C.at D.from
55.A.control B.shout C.order D.make
56.A.requirement B.contradiction C.tension D.balance
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