| Summary: | This study focuses on the spoken conversations between Millennial undergraduates and their lecturers regarding the manner in which the students plead with their lecturers for additional time to complete their assignments. The research aimed to investigate the approaches used by these students through analyses-based politeness strategies and also whether approaches divergent from those strategies have been introduced by the Millennial undergraduates. Ten undergraduates were selected for participation in simulated situations in which their assignments were delayed for submission to their lecturers. The duration of each simulation was 3 minutes, and they were recorded and transcribed with annotations based on transcription notation symbols and coding based on the politeness strategy. The lecturers involved in the study were interviewed to determine their perspectives on the students’ ability to converse courteously and their perceptions on the potential for success in obtaining assignment submission deadline extensions. Apart from findings related to politeness strategies, the research revealed that Millennials also employ approaches such as negative courteousness, positive courteousness, and off-record indirect strategies to achieve their goal of extending the deadline for assignment submission. These Millennials used of politeness strategies can therefore be incorporated within (Brown and Levinson 1978) politeness theory as a separate kind of hierarchy of needs. © Common Ground Research Networks, Nalini Arumugan, Puspalata C. Suppiah, Geraldine De Mello, Sheela Paramasivam, Selvajothz Ramalingam, Isai Amutan Krishnan, All Rights Reserved.
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