Letter of recommendation LOR: 10 Tips for Recommenders
Letter of recommendation LOR: Who Can Write A Supportive Recommendation Letter? What Do I Need To Do?
Letter of recommendation LOR: Advice on Letters of Recommendation
Letter of recommendation LOR: Guidelines For Writing Letters of Recommendation Graduate School
You've written dynamite essays and filled out the applications. All of a sudden you get an unexpected curve ball. One of your recommenders says "I really want to help you get into an MBA program. Why don't you write the letter of rec, and I'll sign it. That way it will emphasize exactly what you think is most important." You of course graciously acknowledge the recommender's good intentions and thank him or her for the outstanding idea. Inwardly you are less than thrilled with the idea of writing one more word about yourself.
Relax. We'll tell you what a recommender should say. In fact, you can pass these tips on to your recommenders. in case they don't know what to say and don't ask you to say it.
10 Tips for Recommenders
1.Review a copy of the applicant's personal statement or application essays so that your letter of recommendation can dovetail with--not conflict with or duplicate--the rest of the application.
2.Ask the applicant to supply you with additional information like a résumé.
3.Describe your qualifications for comparing the applicant to other applicants.
I have been teaching for twenty years and have advised approximately 450 students on independent research projects over the last five years. I have personally supervised ten interns every summer for the last five years plus worked with over two hundred college graduates in my capacity as trainer for Big Bank Corp.
4.Discuss how well you know the applicant.
I was able to get to know Mr. Doe because he made it a point to attend two of my sections every week when only one was required. Ms. Smith reported directly to me for two years prior to her well-deserved promotion to the position of Senior in our Big Six Accounting Firm.
5.Choose two to three qualities that you observed in the applicant.
Jane has a rare blend of top writing and interpersonal skills. The combination of tenacity, analytical abilities, and good communications skills found in Mr. Doe is truly unique.
6.In discussing those qualities, support your statements with specific instances in which he or she demonstrated those attributes. Be as concrete and detailed as possible.
He is the only student I ever had who came to all my office hours as part of a relentless, and ultimately successful, drive to master financial theory. He was one of just ten percent in the class to receive an A. Because of Jane's writing skills, I didn't hesitate to ask her to write a report which was used by our PAC as the basis for a major policy statement. Congressman X eventually used the statement, based on Jane's sophisticated 20-page analysis of Middle East politics, in lobbying for increased funding.
7.Try to quantify the student's strengths or rank him or her vis a vis other applicants that you have observed.
He was in the top 10% of his class. She has the best analytical skills of any person her age that I have ever supervised.
8.Avoid generalities and platitudes.
9.Include some mild criticism, typically the flip-side of a strength.
The only fault I have encountered in him is his retiring nature. His modesty sometimes hides a young man of remarkable strength and broad interests. Occasionally, her fortitude and persistence can turn into stubbornness, but usually her good nature and level-headedness prevail.
10.Discuss the applicant's potential in his or her chosen field.
I enthusiastically recommend Mr. Doe to your business school. This well-rounded student will be a fine businessperson. With her exceptional leadership, writing, and quantitative skills, Ms. Smith will be an outstanding strategic consultant and a credit to the business school she attends.
This teacher MUST be able to include: • Good stories that make you stand out from the rest of the applicant pool • Examples of your potential to succeed in college Choose someone who can answer the following questions: • How did the student engage the intellectual material of the class? • Discuss the student’s motivation, participation, interests, and accomplishments in the class. (These are not the grades or accomplishments already listed on the student’s college application.) • How has the student maximized her/his opportunities in your class and/or at school? • What other intellectual/academic qualities have you observed? • What was this student’s impact on the learning community? What kind of impact will this student have on the university? • Is this student a good member of the community? • Why would one want to interact with this student? Highly competitive colleges and “concentration schools” (e.g. Caltech) recommend the following structure: • Opening paragraph o Describe school setting (public/private; school size; % students going to 4- year schools). o Describe length/conditions of acquaintance with student. o How does this student compare to other students you have taught? • Academic achievement o Describe your course’s level of difficulty. o Evaluate student’s performance & student’s skills in relation to other students in the class. • Personal traits; other key points you need to say about the student (2003 NACAC Conference Workshop) Student Checklist • Make your request at least two weeks in advance. • Attach the recommendation form from each school to this sheet. • Give the teacher a stamped envelope addressed to each school. • Include additional materials requested by the teacher (personal statement, resume). • Follow up with the teacher as the deadline for your application nears. • Write a thank-you note to the teacher after the letter has been sent.
Although grade point averages and Graduate Record Exam (GRE) scores play a central role in graduate admissions and job opportunity, most graduate programs and employers do not base their decisions on numeric scores alone. In fact, highly competitive programs may simply use these scores as a screening device to reduce the size of their applicant pool. In such a situation, letters of recommendation can be extremely important.
In general, the best letters of recommendation are from people who:
* Have worked with you closely (e.g., a research supervisor) * Have known you long enough to write with authority (e.g., academic advisor) * Have relevant expertise (e.g., professors in the case of academic applications) * Are senior and well known (e.g., a departmental chair) * Have a positive opinion of you and your abilities * Have a warm and supportive personal style
Because the choice of letter writers is important, it's best to begin cultivating personal relationships with potential writers early on. Also, if you're not sure whether prospective letter writers have enough experience with you or have a positive enough impression to write a good letter, there's nothing wrong with asking them whether they would be able to write a strong letter. After all, if you're going to compete with people who have uniformly glowing letters of recommendation, a mildly positive letter from someone who doesn't really know you can actually do more harm than good.
Another issue is whether letter writers should attempt to address weaknesses in your application. For example, if you received a low Quantitative GRE score due to a family crisis immediately before the test date, your letter writer might mention this and argue that the "A" you received in Statistics is a better measure of your quantitative skill. This strategy can be very helpful in some situations, but it is also a double-edged sword that can draw attention to weaknesses in your application. Thus, you should discuss the pro's and con's of this approach with your letter writer before adopting such a strategy -- each situation is unique, and there is no single best way to proceed.
Once you have 3-4 letter writers and a game plan for what you'd like the letters to say, there are two more things you can do to increase your chances of success:
1. Give your writers plenty of time so they aren't forced to slap together a quick letter or miss any application deadlines. A minimum of three or four weeks is customary and will allow you to check back a few days before the deadline to ensure that the letter has been sent or faxed.
2. Give your writers a well-organized, thorough packet of materials with all the elements clipped together or contained in a single large envelope. Ideally, these elements should include:
* A current copy of your academic transcript showing the courses you've taken and the level at which you've performed. This does not have to be an official copy; a photocopy of your record is fine.
* A copy of your academic vita or résumé (for information on how to create an academic vita, click here).
* A pre-addressed envelope for each letter -- regardless of whether the letter is being sent through campus mail or the postal mail -- with postage affixed if the letter is being sent via postal mail. If there are graduate school letters that should be returned to you in a sealed envelope, be sure to write your name and the school's name on the outside of each envelope.
* Any forms that are supposed to be submitted with the letter. If there is a form that goes with the letter, complete as much information as possible. Type in the recommender's name, the person's title (e.g., Associate Professor), and the person's contact information (e.g., telephone number, fax number, street address). That way, your letter writer can focus strictly on the recommendation itself. If you are asked to indicate whether or not you waive access to the letter of recommendation, be sure to answer affirmatively (that you do waive the right). Answering otherwise gives the appearance of not trusting your letter writer, and it dilutes the effectiveness of the letter.
* A cover note briefly listing:
o Your contact information in case the letter writer needs to reach you o The deadline for each letter you need o Your career aspirations and the type of position you're applying for o Information you would like emphasized in the letter o Any other information you deem relevant
By adhering to these general guidelines, you will increase the chances of getting good letters of recommendation and ultimately securing the position you seek.
Indicate how long you have known the applicant and in what capacity. Graduate schools are primarily interested in recommendations that come from professors who know the applicant and his/her academic work as well as from employers. They are primarily interested in faculty members' summary estimates of the candidate's general promise as a graduate student. The more the recommendation reflects real knowledge of the applicant and his/her performance, the more useful the letter is to the graduate school admissions committees and thus to the applicant. The letter should address the following questions:
Intellectual characteristics: How do you rate the applicant in overall intelligence? How well does the applicant learn and retain information? What is your assessment of the applicant's skill in analysis and logic? What is the applicant's ability to deal with complex or abstract matters? Does the applicant show evidence of creativity? Has the applicant's academic record been affected by special circumstances such as work, social or academic background?
Knowledge of field of study: What is the applicant's depth and breadth of knowledge in the field? Does he/she know how to use the methods in the field of study or have the experience in research? Where applicable, does the applicant have the requisite laboratory techniques?
Ability to communicate: Is the applicant an effective writer? Does the written work submitted demonstrate a mastery of the convention of English? Is the written material clear, well-organized and forceful? Is the applicant articulate in oral expression?
Industry and self-discipline: To what extent is the applicant persistent, efficient and motivated? Is the applicant able to work independently? Is there any reason to doubt the applicant's commitment to graduate study or diligence as a student?
Personal effectiveness: Does the applicant possess the qualities of maturity and personal adjustment requisite for graduate study? Would you choose the applicant for graduate study under your tutelage? Does the applicant enjoy the trust and respect of fellow students and peers?
Potential for graduate study: What is your prediction of the applicant's probable performance in graduate school? Does he/she have any specialized skill or studies in the field? Does the applicant have an aptitude for the chosen field? How does this applicant rate with other candidates who have been evaluated?
Business School
Business schools are primarily interested in recommendations from professors who know the applicant and his/her academic work, as well as from employers. Note: Schools which usually only accept applicants with several years or more of full-time experience often place greater importance on letters from employers. They are interested in summary estimates of the applicant's general promise as a student of business. The more the evaluation reflects real knowledge of the applicant and his/her performance, the more useful the letter is to the business school admissions committees and thus to the applicant. The letter should address the following:
Interpersonal skills and leadership ability: How effective is the candidate in establishing and maintaining relationships? How well does he or she work with and/or through supervisors, peers and subordinates? How do you assess the applicant's ability to lead, ability to delegate responsibility, sensitivity to those less competent and potential for future success as an administrator? Has the applicant demonstrated willingness to work in a team environment?
Personal achievements: Has the applicant sought or created opportunities to make use of his or her native ability and how effectively has he/she exploited it? How do the applicant's achievements compare to those of his/her peers?
Candidate's insight into his or her own assets and liabilities: Will the applicant accept constructive criticism? Will he/she accept a challenge with self-confidence, admit mistakes and ask for help when needed?
Intellectual qualifications: What is your assessment of the applicant's analytical skills and ability to grasp new ideas? Has the applicant's academic record been affected by any special circumstances such as work or academic background? Does the applicant have the ability to apply his/her knowledge creatively?
Ability to communicate: Is the applicant an effective writer? Does the written work submitted demonstrate a mastery of the conventions of English? Is the written material clear, well-organized and forceful? Is the applicant articulate in oral expression?
Industry and self-discipline: To what extent does the applicant possess the traits of persistence, efficiency and motivation? Is there any reason to doubt the applicant's diligence as a student?
Potential for the study of business: What is your prediction of the applicant's probable performance in the study of business? How well do you think the applicant has thought out plans for graduate study? Among others recommended for business school, how does this candidate rate?
Is there any other information about the applicant which you would like to share with admissions committees?
Law School
Law schools are primarily interested in recommendations that come from professors who know the student and his/her academic work, as well as from employers who can write about the factors noted below. They are interested in summary estimates of the candidate's general promise as a student of law. The more the evaluation reflects real knowledge of the student and his/her performance, the more useful the letter is to the law school's admissions committee and thus to the student. Indicate how long you have known the applicant and in what capacity. It should address the following questions:
Personal effectiveness: Is the applicant the kind of person you would choose to consult as a lawyer? Does the applicant enjoy the trust and respect of professors and fellow students?
Intellectual qualifications: What is your assessment of the applicant's analytical skills and ability to grasp new ideas? Has the applicant's academic record been affected by any special circumstances such as work, social or academic background? What is the applicant's ability to deal with complex or abstract matters?
Ability to communicate: Is the applicant an effective writer? Does the written work submitted demonstrate a mastery of the conventions of English? Is the written expression clear, well-organized and forceful? Is the applicant articulate in oral expression?
Industry and self-discipline: To what extent does the applicant possess the traits of persistence, efficiency and motivation? Is there any reason to doubt the applicant's commitment to law study or the applicant's diligence as a student?
Potential for the study of law: What is your prediction of the applicant's probable performance in the study of law? Would the applicant stand in the top quarter, near mid-class or simply make the grade in a rigorous program? Do you have any special familiarity with the process of legal education?
Is there any other information about the applicant which you would like to share with admissions committees?
Health Professions Schools
Health professions schools are interested in recommendations which come from professors, research supervisors, etc., who know the student and his/her academic work well. The more the evaluation reflects real knowledge of the student and his/her performance, the more useful the letter is to both the school and the student. Letters which say little more than what the student received for a grade are of very limited value. Comments which help to put the student's performance in perspective and make clear the letter writer's opportunity to evaluate the student are very helpful. For example, comments concerning the grading scale or the level at which the class is taught may make your evaluation more meaningful. Health professions schools desire your opinion on the following:
Academic ability: Characteristics to be rated might include intelligence, how well a student learns and retains information, skill in expressing ideas in oral and written form, ability to deal with complex or abstract matters, evidence of creativity, interest in the subject matter of the course, ability to work independently, laboratory skills and techniques if appropriate.
Personality traits: Please comment on the applicant's dependability, sincerity, integrity, relations with others, personal adjustment, maturity, initiative, and motivation for a health profession. The applicant's weaknesses as well as strengths should also be pointed out.
Knowledge and suitability for intended profession (if known): Schools often place great importance on the applicant having a clear understanding of the intended field from direct experience. When possible, comment on the applicant's exposure to the realities of the career field and the applicant's suitability for the profession.
Overall potential: Summary judgments which rank the applicant with past and present candidates are desired.
Medical School
Your letter makes a difference. Many of the medical schools that receive large number of Cal student applications must choose from among more than 5,000 applicants to matriculate 120 medical students. The insight that you provide in your letter of evaluation is essential to the admissions committee making decisions in this difficult selection process.
Your letter is part of a packet of letters. Cal medical school applicants should have three substantial letters, two from science instructors and one from a humanities instructor. Some schools will accept additional letters. The cover sheet for letters sent to medical schools from the Letter Service indicates that Cal does not have a pre-professional committee or ranking system and that students individually solicit letters from faculty.
Medical schools are looking for insight you, the letter writer, can give about this particular person, and especially seek your opinion in the following areas:
Intellectual readiness: Include comments about general intelligence, the student's oral and written communication skills, ability to deal with complex and abstract ideas, evidence of being a lifelong independent learner. A letter that merely states the grade earned by an applicant in your class has very limited value. Can this person handle the load of medical school?
Motivation for medicine: If you have some knowledge of the student's experiences learning about medicine or experiences with volunteer work in a health care setting, comment on the applicant's exposure to the realities of medicine.
Maturity: Your impressions of this person as someone who has the integrity and emotional maturity to take on responsibility. Do you think this student could discuss intimate or sensitive topics with a variety of people? Is this someone you would trust to care for you or a loved one?
Difficulty of course work or major: It is helpful to explain how this student measures up with past and present candidates and to provide a context for their performance. If you have the impression that the bioengineering major is especially demanding for particular reasons, explain this as you make your remarks about a bioengineering major. If you have never seen a sociology major perform so well in your upper division biochemistry course, write this observation.
Special attributes and assets: Have you noticed the student often helps others in the hallway while waiting for class to start? Express your opinions and share any observations that illuminate the strengths and weaknesses of the student.
It is the student's right to decide if the letter is confidential or non-confidential. Some may discuss this with you. Many medical school admissions officers have stated that they find a confidential letter a display of confidence on the part of the applicant. Because the law has changed, the Letter Service is now required to indicate on the letter if it is confidential or non-confidential.
It is a good idea to use the pronoun "we" in a co-signed letter. If a GSI will write the letter, and a professor will "co-sign", it is best if the letter is written using the term "we", as in "we saw that Mr. Thorpe became more engaged as the class time included poetry readings".
Business School