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E-motional Interaction Between Teaching Assistants and Students:Expressing emotions via WebCT
Unformatted Document Text:  Teaching, Emotion, & Technology 21 last saturday...but i have not been attending classes and not doing my assignments and basically letting this news consume my daily life instead of finding a healthy way to deal with it. [sic] In response Morgan’s email, TA writes an e-mail that was categorized beneath several TAWRE themes, including emotional support (both encouraging and sympathetic emotional support) sincerity, and disclosure: Ok, Morgan [sincerity]. I appreciate you telling me, even if it was hard to do. I don't know if the problem is physical, psychological, social, with someone else, or none of the above, but please know that I have been there [disclosure]. In any case, your telling me makes my decision about your outline much easier to make because you were honest. Please take some extra time to turn in your outline [emotional support]. There will be no penalty, as long as you don't compromise your speaking date. Also, let me know if there is anything I can do to help [emotional support]. I know about all kinds of resources for students, women, etc. at Midwestern, and I am also here for any other reason. Student Basil displays themes of disclosure when he writes to his TA during a university holiday. Examples of how students use emotion to relate to their TA’s on a more personal level abound in this e-mail. The first point of disclosure is a question that demonstrates a friendly attempt by Basil to ask about the TA’s health or well-being. The second point of disclosure is a more obvious reference to the Basil’s personal life—but one which he sees as appropriate to share with his TA. Basil writes, Hi! What are you doing during October Break ….? [disclosure] I have nothing to do … so boring I hope time goes faster so I can meet my friends soon [disclosure]. Even

Authors: Tsetsura, Katerina., Bigam, Mellisa., Buford, Laura. and Chen, Xiaolei.
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Teaching, Emotion, & Technology 21
last saturday...but i have not been attending classes and not doing my assignments
and basically letting this news consume my daily life instead of finding a healthy
way to deal with it. [sic]
In response Morgan’s email, TA writes an e-mail that was categorized beneath several
TAWRE themes, including emotional support (both encouraging and sympathetic emotional
support) sincerity, and disclosure:
Ok, Morgan [sincerity]. I appreciate you telling me, even if it was hard to do. I don't
know if the problem is physical, psychological, social, with someone else, or none of
the above, but please know that I have been there [disclosure]. In any case, your
telling me makes my decision about your outline much easier to make because you
were honest. Please take some extra time to turn in your outline [emotional support].
There will be no penalty, as long as you don't compromise your speaking date. Also,
let me know if there is anything I can do to help [emotional support]. I know about
all kinds of resources for students, women, etc. at Midwestern, and I am also here for
any other reason.
Student Basil displays themes of disclosure when he writes to his TA during a university
holiday. Examples of how students use emotion to relate to their TA’s on a more personal level
abound in this e-mail. The first point of disclosure is a question that demonstrates a friendly attempt
by Basil to ask about the TA’s health or well-being. The second point of disclosure is a more
obvious reference to the Basil’s personal life—but one which he sees as appropriate to share with
his TA. Basil writes,
Hi! What are you doing during October Break ….? [disclosure] I have nothing to do
… so boring I hope time goes faster so I can meet my friends soon [disclosure]. Even


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