After missing a class, a student sends an e-mail to his professor expecting a quick response, not realizing that about 150 students have just done the same thing.

According to most SF State professors, e-mail is a wonderful tool to have. However, reading and replying takes up a big part of their day.

As the e-mail address has become a standard addition to contact information on syllabi, students use and misuse Internet correspondence.

Some instructors spend anywhere from one to four hours a day responding to e-mails from students. However, many do not reply to those who send messages because they were not paying attention in class.

“The thing that annoys me is when students write with questions that they would already know the answers to if they had done the reading or read the syllabus,” said SF State humanities advisor and graduate coordinator Mary Scott. “Some students could be a little more conscious of a real question or a lazy one.”

Scott said e-mails like this add onto her workload, but added that she enjoys responding to thoughtful questions on topics discussed in class.

Spanish major Aleyda Robleto, 25, has had teachers who are not familiar with the Internet and prefer corresponding via the phone or meeting during office hours.

“The first thing they say is, ‘Do not e-mail me because I hate computers,’” Robleto said.

While writing e-mails can sometimes be a student copout, some teachers like the quick messaging system.

“I love e-mail,” said Jeanne Jacobs, an SF State speech communications professor. “If all my students did it then it would be a problem, but only a few of them do it. It’s a great way to reach out and make a little bit of contact.”

Although Jacobs likes to communicate with students via e-mail, she said they often forget to address her by name.

Students need to learn e-mail etiquette, many forget that they are communicating with professors and they treat them like friends, Jacobs said.

SF State biology professor Holly Harris shares in Jacobs wish for better technological etiquette.

“Some students can be very informal, as if they were text messaging,” Harris said.

For those professors whom would rather not e-mail, old-fashioned office hours seem to work best, and ensure clearer communication.

“I don’t like [e-mailing],”said Anne Galjour, SF State creative writing professor. “If you have anything important to say to a student, it needs to be said in person.”

One complaint by professors is that students are taking advantage of them.

“The biggest general hassle is students who treat me like I’m their secretary,” said Saul Steier, humanities advisor and graduate coordinator. “‘I missed class today; what did you say?’”

The easy access of e-mailing can result in miscommunication between the teacher and the student. The fact that emotion cannot be conveyed through the Internet can sometimes cause hurt and misguided responses.

Recreation leisure studies major Sam Narens once had a negative experience with a teacher through e-mail.

“I got a B+ when I should have gotten an A,” Narens said. “I e-mailed the teacher to ask why and she said, ‘You did, but you need to know when to shut your mouth.’”

Biology professor Stan Williams prefers I-learn, another method to communicate through the Internet. Similar to the older Blackboard, I-learn allows professors to post documents, photos, course materials and quizzes.

While the convenient access to e-mailing can make talking to professors easier, students find that writing and reading e-mails has one very important advantage that cannot be achieved through verbal communication.

“You can always press the delete button,” said Chano Uribe, 32, a fine arts graduate student.