Tutors often fail to address learners' misconceptions. Although this may indicate a failure to grasp these misconceptions, it may simply be due to a wish to be polite and save the learner's face. In this study we examined whether instructing tutors about the pitfalls of politeness could increase the clarity and precision of their tutorial communication. Advanced medical students answered a hypothetical layperson's e-mail request for information that contained several misconceptions. In the experimental condition, the medical tutors received instructions about the problematic nature of excessive or evasive politeness in instructional communication and the benefits of detailed, straightforward information. In the control condition, instructions did not mention politeness issues. Results showed that the politeness instruction led medical tutors to disregard nonproductive politeness in favor of more straightforward replies. Implications for instructional communication are discussed. (Contains 4 tables.)