Writing Letters of Recommendation: Tips and Guidelines

1. Writing Letters of RecommendationBased on Harvard University’s GSAS Guide for Teaching Fellows on Writing Letters of Recommendations From the CHC Writing Center

2. When asked to write a letter… • Have the student bring • resume and transcript • paper or test from your course • copy of the application essay • literature on the program or job • specific recommendation forms • due date of the recommendation • addressed envelope in which the recommendation should be sent • waiver form Arrange a meeting with the student At the meeting, gather more details on the student’s prior achievements, reasons for applying, and future goals. Confidential letters have greater credibility, but the decision to waive belongs to the student. From the CHC Writing Center

3. If you find that you CANNOT write a supportive letter • Have an honest, but constructive discussion with the student. • Help the student identify • personal strengths • a more appropriate letter writer • whether he/she is making an appropriate application • how he/she can improve future prospects • Don’t leave the student feeling that all doors are closed. From the CHC Writing Center

4. If you find that you CAN write a supportive letter… From the CHC Writing Center

5. Match the letter to its purpose • Focus primarily on academic abilities. • Also include relevant personal characteristics. Graduate School • Students may ask for a general letter to have on file for the future. • The advantage is that you can write the letter when the student and his/her performance are still fresh in your mind. • The disadvantage is that the letter cannot be tailored to a specific purpose. • Discuss work experience and extracurricular activities, as well as academic abilities and personal traits. Job Application General Letter From the CHC Writing Center

6. Identify Yourself The student Your relationship • Use department letterhead. • Begin by identifying yourself and the purpose of the letter. • Describe your relationship to the student. • How long have you known the student? • In what course(s) did you teach the student? • How large was the class? • How much of the student’s work did you see? • Did you know the student in any other capacity (e.g., as an academic advisor, advisor to an extracurricular program)? From the CHC Writing Center

7. Document the student’sscholarly capabilities • Describe the student’s academic strengths and accomplishments. • Support your statements with concrete examples. • Avoid cliches and superlatives. • If you lack information to answer a specific question on an evaluation form, say so. Emphasize those that make the student unique. Possibilities include papers, exams, presentations, or performance in the lab. From the CHC Writing Center

8. Describe the student’s character Again, use concrete examples to illustrate your points. • Highlight strengths of character and noteworthy personality traits. • If appropriate, you may include personal barriers that the student has overcome, such as financial difficulties, family or personal illness, or experiences as a first-generation college student . Always consult with the student first. Such barriers may also be used to explain weaknesses in the student’s record. From the CHC Writing Center

9. Some final thoughts • End your letter with a brief summary of your reasons for recommending the student. • Keep the total length to 1-2 pages. • Take care to proofread, as the quality of your writing will reflect on the student. • Save the letter somewhere, in case you need it again in the future. From the CHC Writing Center