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This paper studies linguistic accommodation patterns in a large corpus of private online conversations produced by Flemish secondary school students. We use Poisson models to examine whether the teenagers adjust their writing style depending on their interlocutor's educational profile, while also taking into account the extent to which these adaptation patterns are influenced by the authors' own educational background or by other aspects of their socio-demographic profiles. The corpus does reveal accommodation patterns, but the adjustments do not always mirror variation patterns related to educational profiles. While salient features like expressive markers seem to lead to pattern-matching, less salient features appear less prone to 'adequate' adjustment. Lack of familiarity with the online behavior of students from other educational tracks is a factor too, since online communication clearly proceeds primarily within 'same-education' networks. The focus on cross-educational communication is quite unique in this respect and highly relevant from a sociological perspective. [ABSTRACT FROM AUTHOR]

This study delves into the use of impoliteness strategies within emails sent by undergraduate and postgraduate students to their professors, aiming to discern the variance in their implementation based on (Culpeper and Hardaker's. 2017. Impoliteness. In: Culpeper, Jonathan, Haugh, Michael and Daniel Kadar (eds.), The Palgrave handbook of linguistic (im) politeness, 199–225. Basingstoke: Palgrave) model. Data, comprising emails from University of Jordan students and semi-structured interviews, underwent analysis to identify impoliteness strategies and themes. Findings indicate a higher prevalence of impolite strategies among undergraduates, totaling 58 instances compared to 38 among postgraduates. Particularly, undergraduates exhibit a greater tendency toward positive impoliteness. Thematic analysis of interviews unveils three contributing factors: work experience, participation in writing skills courses, and familiarity with formality levels. Notably, undergraduates' lack of work experience contrasts with postgraduates', often impacting their email etiquette. Moreover, postgraduates' extensive enrollment in writing courses during MA studies fosters a more formal approach in communication with professors. The study underscores implications for future research, emphasizing the need to explore these dynamics further. By comprehending the influences on students' email behavior, institutions can devise tailored interventions to promote effective and respectful communication within academic setting. [ABSTRACT FROM AUTHOR]