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One student skipped class and then sent the professor an e-mail __D__1____ for copies of her teaching notes.1 Another __C__2____that she was late for a Monday class because she was recovering form drinking too much at a wild weekend party. At colleges and universities in the US, e-mail has made professors more approachable. But many say it has made them too accessible, __A_3____ boundaries that traditionally kept students at a healthy distance. These days, professors say, students seem to view them as available __B__4____ the clock, sending a steady stream of informal e-mails. The tone that they take in e-mails is pretty astounding, said Michael Kessler, an assistant dean at Georgetown University. Theyll __C__5_____ you to help: I need to know this. Theres a fine __D__6____ between meeting their needs and at the same time maintaining a level of legitimacy as an __B__7_____ who is in charge. Christopher Dede, a professor at the Harvard Graduate School of Education, said ___A___8_____ show how students on longer defer to2 their professors, perhaps because they realize that professors __B___9_____ could rapidly become outdated. The deference was driven by the __C___10____that professors were all-knowing sources of deep knowledge, Dede said, and that notion has __B___11_____. For junior faculty members, e-mails bring new tension into their work, some say, as they struggle with how to __C__12_____. Their job prospects, they realize, may rest in part on student evaluations of their accessibility. | 
