Letters of Recommendation:  Tips

• Letter of Recommendation - Rough Guide 

• What readers look for from instructors

• Tips from the book A is for Admission

• What employers look for in recommendations & applications

What readers look for from instructors:

Letters of recommendation  - Concise like, “in twenty years, I have never met a student  with such a brilliant facility for writing. ( or with such enthusiasm for learning)...”   

Letters or recommendations which provide the reader with a view of what is behind the grades & numbers  (hard-working or lazy   , prompt or always late, enthusiastic or bored, a joy to have or a potential law-suit down the road)

Recommendations give a snapshot of the student’s participation in class, of his interest in learning , of his level of achievement relative to other students & of his over academic ability compared to students over the years.

Readers want to know:  What would this student add to our corporation or college?  Why is this student more deserving than others?  What is so unique & note-worthy?

Tips from the book A  is for Admission:

You must be more than DILIGENT; you must show that “extra spark” that sets you apart from your classmates.  Words like diligent & conscientious indicate the student is merely a hard worker.

Don’t strive for “fine”; strive for a standout   Don’t just be standard.

A good student, a studious and diligent one  is mediocre.  You need to present yourself as one who lights up the classroom, stimulates and leads class discussions, as one who does extra research, and a high-impact student.

Quotes from Michele Hernandez A is for Admission

 “Diligent implies that a student dutifully plows through assignment after assignment without ever reaching any deep insight or adding to the class in any way.   I think teachers are trying to say that the student can handle the workload, but that is something that is evident from the rest of the student’s application. …”

 Diligence alone is not enough “ what the highly selective colleges are looking for  are students who will light up the classroom, those who will make a significant contribution to their classes and to scholarships.   Diligence alone is seen in a negative light – a plugger who will always hand work in on time but will never contribute to the academic life of the college in a significant way.”  

What employers look for

The counseling office at Three Rivers offer the following guidelines for  tools employees look for 

• Use a variety of sources of information
• apply a variety of methods to test the validity of data
• identify problems & needs
• Design an experiment, plan or model that systematically defines a problem
• identify information sources appropriate to special needs or problems
• formulate questions relevant to clarifying a particular problem, topic or issue

Valuing skills

• Assess a course of action in terms of its long-range effects on the general human welfare.
• make decisions that will maximize both individuals and collective good
• appreciate the contributions of art, literature, sciences, and technology to contemporary society
• identify one's values and
• assess one's values in relation to important life decisions.

Personal/Career Development and Learning skills ability to

• analyze and learn from experience - both one's own and the experiences of others
• relate the skills developed in one environment (e.g., school) to the requirements of another environment (e.g. work)
• match knowledge about one's own characteristics and abilities to information about job or career opportunities
• identify, describe, and assess the relative importance of one's needs values, interests, strengths, and weaknesses
• develop personal-growth goals a that re motivating
• identify and describe skills acquired through formal education and general life experience
• accept and learn from negative criticism
• persist with a project when faced with failure, unless it is the time or effort needed to complete it.
• recognize when a project cannot be carried out or is not worth the time or effort required to complete it
• generate trust and confidence in others
• takes  risks
• accept the consequences of one's actions
• market oneself to prospective employers

• analyze tasks
• identify people who can contribute to the solution of a problem task
• identify resource materials useful in the solution of a problem
• delegate responsibility for completion of a task
• motivate and lead people 
• organize people and tasks to achieve specific goals

Communication skills

• listen with objectivity and paraphrase the content of a message
• use various forms and styles of written communication
• speak effectively to individuals and groups
• use media formats to present ideas imaginatively
• express one's needs , wants, opinions, and preferences without violating the rights of others
• identify and communicate value judgments effectively
• describe objects or events with a minimum of factual errors, and
• convey a positive self-image to others

Human relations and interpersonal skills

• Keep a group "on track" and moving toward the achievement of a common goal
• maintain group cooperation and support
• delegate tasks and responsibilities
• interact effectively with peers, superiors and subordinates
• express one's feelings appropriately
• understand the feelings of others
• use argumentation techniques to persuade others
• take risks
• teach a skill, concept, or principle to others
• analyze behavior of self and others in group situations
• demonstrate effective social behavior in a variety of settings and under  different circumstances and
• work under time and environmental pressures.

Critical Thinking Skills

• Identify quickly and accurately the critical issues when making a decision or solving a problem
• identify a general principle that explains related experiences or factual data
• define the parameters of a problem
• identify reasonable criteria for assessing  the value or appropriateness of an action or behavior
• adapt one's concepts and behavior to changing conventions and norms
• apply appropriate criteria to strategies and actions plans
• take given premises and reasons to their conclusions
• create innovative solutions to complex problems and
• analyze the interrelationships of events and ideas from several perspectives

Information management skills

• sort data and objects
• compile and rank information
• apply information creatively to specific problems or tasks
• synthesize facts, concepts and principles and
• evaluate information against appropriate standards

Design and Planning skills

• identify alternate courses of action
• set realistic goals
• follow through with a plan or decision
• synthesize facts, concepts, and principles
• predict future trends and patterns
• accommodate multiple demands for commitment of time, energy and resources
• assess needs
• make and keep a schedule and
• set priorities

Great words to include about your skills from the office of Career Placement skills

And how are you with data?  Can you synthesize, coordinate, analyze, compare, complete, compute

And what can you do?    Can you  prioritize,  plan,  set goals, conceive, supervise, interview, solve problems, write, compose, work well with others, develop strategies, create plans, delegate, understand quickly, implement new projects, train, teach, increase productivity, assist, communicate well, recruit, reduce expenses, increase profits, research, coordinate, design, produce, calculate, write reports, initiate projects, evaluate...

And how are you with people?  Can you supervise, speak well in public, be persuasive, be influential, motivate, develop trust, encourage others, communicate well, take instructions, develop support, accept supervision, understand concepts quickly, relate well with other.....

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Phrases that I liked from from student letters of recommendation:

• Positive attitude
• Always very enthusiastic about learning
• Outstanding social skills and work ethics
• Excellence in communication skills (both written & oral)
• an excellent student with a drive to succeed in class, but most importantly in live
• a good self-learner, highly motivated, caring
• High motivation in both professional and personal growth
• I enthusiastically recommend

________________________________

Common flaws found in letters submitted October 2, 2002  

  Dear FYE Students,

  I just finished reading your letters of recommendation.

On a few, I wrote excellent; on the rest, however, I wrote a few suggestions for improvement because many of you short-changed yourselves for a variety of reasons. (One common area where students short-changed themselves was saying they were deserving because they were good students.)

  I’d suggest you carefully reread your letter to see if any of the following qualities/phrases are appropriate to you:

• I am a role model for other students.
• I have a proven ability to balance work and college
• I am willing to accept and accomplish new challenges and responsibilities.
• I am an enthusiastic student.
• I excel in school.
• I’m appreciative of the opportunity Three Rivers (or a special course) has given me to expand my education and prepare me for my chosen field of
• I not only complete my assignments in a timely manner, but I complete them to perfection. My assignments are often held up as an example of what the teacher wants. They are model assignments.
• I’m reliable, trustworthy, hardworking, organized, prompt
• Cheerful disposition – has respect of classmates
• Helpful to other students – treat them with courtesy, respect, tact, diplomacy…
• Leader in class discussions
• Do I care enough about the scholarship to type the letter?
• Is my address on the top (or somewhere)?
• Is my phone # included?
• Is it addressed  “Dear Scholarship Committee”
• Does it discus your organizational skills  or time management skills to balance school and other responsibilities.
• Does it say something distinctive or special about you except for the fact that you are a good student?
• Does it thank the scholarship committee for taking the time to consider the application?
• Are you appreciative of anything? (quality of education, of teachers, of  the opportunity to apply, or being considered, of your education, or the opportunity to pursue your specific  goals at this fine  institution)

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Letter of Recommendation - Rough Guide for FYE award letter

Your return address
Date
Address where letter is being sent
Dear (try to get a specific name or department):

My name is ___________________ and I am applying for ______________________.

I feel I am deserving of this award  for X primary reasons: (list here)

(Next, write one paragraph describing each reason)

Example:

I've gained so much from FYE:  Because I've faithfully attended class, paid close attention, completed my assignments on time, I've gained  skills and confidence that will assist me as I continue with my college career.  

My  Courage:   it was difficult for me to decide to attend college..... 
I had to overcome obstacles like...

My Persistence:  although I was nervous & discouraged, I continued to attend class...seeking extra help.... 

My enthusiasm:   I'm really excited about being in college.  therefore I participate  in class, have attended college functions...

My Presence:   I'm a great student to have in class.  I show up, contribute to class discussions, and assist others when they need help...

My being a dedicated student:  submit my homework on time, in spite of obstacles & tight schedule.  I've juggled my schedule...

I've been transformed by FYE - I've gotten so much from this course.  I'm the type of student that makes FYE  a success story

 The easiest structure and heuristic I have used for the philosophy of success paper is to focus  on
Downing's definition of success and develop it by use of the material in their journals...

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