University of Georgia

One of the easiest ways to be successful in your college courses is staying in contact with your instructors. Effective communication with instructors can improve your academic success, clarify course expectations, and help you build professional relationships. 

When and Why to Reach Out

Common reasons to contact an instructor include: 

  • Questions about course material 
  • Clarification on assignments or grades 
  • Discussing challenges (illness, workload, emergencies) 
  • Seeking advice or mentorship on academic or career interests 

If you’re unsure about something, it’s always worth asking. Successful students don’t wait until small questions become bigger problems; they reach out early, giving their instructor time to provide support, clarify expectations, and help them stay on track. Remember, your instructors want to help! 

Preparing to Communicate

  • Read the syllabus and check eLC first; many questions are already answered there. 
  • Be specific about your question or concern. 
  • Gather necessary details (assignment name, date, topic). 
  • If your class has a Teaching Assistant (TA) then you may be encouraged to seek help and answers from them before seeing help from the instructor. TAs are typically graduate students who are assigned to work with specific classes to assist the instructor and students.  

Emailing Instructors 

how to write the email

  • Email address: Use your official UGA email address, other email addresses can be sent to spam  
  • Subject line: Clear and concise include your class’s CRN if possible 
  • Greeting: Use appropriate titles (“Dear Dr. Smith,” or “Professor Lee,”). Take your cue from how your instructors list their names on the syllabus or in their emails to you. 
  • Body: 
    • Introduce yourself (course name/section and 81X number). 
    • State your purpose clearly and briefly. 
    • Ask specific questions or propose solutions. 
  • Closing: Thank them for their time (“Sincerely,” or “Best,” + your name). 

sample email

Subject: Question about HW 3 Due Oct. 12 (CRN 24567) 

Dear Professor Sanford, 

My name is Georgia Smith (811234567), and I am a student in your PSYC 2100, Section 02 course. I am writing with a question about Homework 3, due on October 12. 

I want to confirm whether we are required to include peer‑reviewed sources for the reflection portion, or if course readings are sufficient. If possible, I would also appreciate clarification on the expected length for that section. 

Thank you for your time and help. 

Sincerely,   

Georgia Smith 

Additional email tips

  • Be polite and patient, professors often have many students. 
  • Allow reasonable response time. 
  • Some instructors will answer emails very quickly, and for others it may take a day (or even a few days). Check the syllabus to see if there are any instructions for communication (e.g., “I typically respond to student emails at 6:00 a.m. each business day.”) and use that as a guide. If there is no extra information available, assume your professor checks their email at least once every business day, and give them at least two business days before following up with a request for a reply. 
  • Send a thank‑you or follow‑up email if needed

Downloadable Resource: Instructor Email Checklist

Instructor Email Checklist

Office Hours

Office hours are one of the most valuable, and often underused resources available to college students. These are regularly scheduled times, listed on your syllabus, when instructors set aside time specifically to talk with students outside of class. Successful students know they don’t have to figure everything out on their own, and they use office hours to ask questions, talk through ideas, and get guidance. Whether you have a quick question or want to discuss a more complex topic, office hours give you the chance to deepen your understanding and connect with your instructor. 

Tips for making the most of office hours

  • Come prepared. Review notes or assignments ahead of time and bring specific questions.  
  • Be clear about where you’re stuck. Point to the exact concept, problem, or instruction that’s confusing.  
  • Share your thinking. Explain how you approached the problem so your instructor can better help you.  
  • Take notes. Write down key suggestions or explanations so you can use them later.  
  • Don’t wait until the last minute. Visiting office hours early in the semester can help you stay on track.  
  • Follow up. Try the strategies your instructor suggests and return if you still have questions. 

Downloadable Resource: Office Hour Planner

Office Hour Planner

 

Talking with your instructor after class

If you need a quick clarification, it’s appropriate to ask immediately after class. For more complex questions, conversations about grades, or detailed help with assignments, it’s usually better to visit office hours or send an email so your instructor has enough time to give a thoughtful response.

Making Polite Requests

At times, you may need a favor or you may need to notify your professor about a unique situation you are navigating. Professors are often open to reasonable requests when students demonstrate genuine effort and communicate respectfully. 

How to make a request

To make polite requests, explain your situation, and then make the request. The verb “would” is particularly useful here. 

  • “I’ll be representing the university at a required academic event on the day of our quiz. Would you be open to allowing me to take it at another time or complete an alternative assignment?”  
  • “I’m feeling unsure about my progress on the upcoming project and want to make sure I’m on the right track. Would you be willing to look over my outline or suggest resources I could use to improve before the due date?”

Asking for Clarification

Even the strongest students encounter moments when a concept, term, or assignment expectation isn’t immediately clear. In those moments, it can be tempting to signal understanding and move on, but doing so often creates avoidable gaps that surface later. Asking for clarification early is a strategic choice, not a weakness.

How to ask for clarification

You can do this professionally by saying, for example: 

  • “I want to be sure I’m understanding this correctly, could you clarify that point?” 
  • “Would you mind elaborating on how this concept applies in this context?” 
  • “Let me restate what I’m hearing to confirm I’ve got it right…” 

Clear questions demonstrate engagement, precision, and commitment to high-quality work 

Additional Resources