Writing reference letters: PROFESSIONAL/GRADUATE SCHOOL AWARDS AND SCHOLARSHIPS

Writing Academic Reference Letters

Student Success Centre

TABLE OF CONTENTS

INTRODUCTION 1

MAKE STUDENTS DO THE WORK 1

SHOULD YOU WRITE A REFERENCE LETTER 2

FREEDOM OF INFORMATION POLICY (FOIP) 3

KEY FEATURES OF A REFERENCE LETTER 3

FIRST PARAGRAPH: YOUR RELATIONSHIP WITH THE APPLICANT AND YOUR EXPERTISE 3

BODY PARAGRAPHS: ASSESSMENT OF STUDENT 5

FINAL PARAGRAPH 7

ADDITIONAL ITEMS 8

RED FLAGS 8

WORD CHOICE AND STYLE 8

CO-AUTHORING LETTERS 9

WRITING MULTIPLE REFERENCE LETTERS 10

INTRODUCTION

While writing reference letters is a large part of the job of faculty and other professions, few individuals

have training in letter writing. Skilled letter writing is typically learned through experience and exposure.

One of the most enlightening experiences is serving on a faculty committee that evaluates these letters.

Reading several samples, the strengths and weaknesses of letters become evident. Consequently, the best

letter writers are often the most experienced letter readers.

Ideally the reference letter augments other common parts of applications: CV, personal statement/letter of

intent, interview and transcripts. Letters of reference provide details about aspects that are not obvious on

a curriculum vita or standardized test. Rather than solely relying on the applicant’s self-reported

accomplishments, reference letters offer more objective insights into the applicant’s abilities.

MAKE STUDENTS DO THE WORK

Requesting material from students will ease the process of writing the reference letter. In addition to

providing a minimum of 4 weeks’ notice, sometimes longer with large grants, a student should provide

their referees with the following basic information:

It may be helpful to request a copy of a final assignment and other documents that would have been

assigned for your classes. Ideally, these would be copies with your final feedback on them. These

documents can add detail to your general statements about the student’s ability. Similarly other

exceptional work (publication, posters, etc.) could be helpful. Moreover, you could request that students

provide a list of accomplishments they are most proud of.

Finally, it may be beneficial to review all submitted material for the application, including letters, CV,

and application documents. This will help your letter fit the rest of the application. You may wish to

know who else is writing the reference letters, allowing you to focus on a particular ability of the student.

By reading the other documents in the application, you can avoid redundancy.

1. A copy of the student’s academic curriculum

2. Information on the deadline; method of submitting reference letter

3. The purpose of the post/application and link

SHOULD I WRITE A REFERENCE LETTER?

Referees should have a candid conversation when they are unable to write a strong letter of support. Ask

yourself: Am I in the position to comment on X’s capacity to get into Y? Consider that even a neutral letter

can be damaging to the student’s application.

When declining to write a reference letter, use this as an opportunity to explain to the student the reasons.

It may also be helpful to understand why the student selected you as a referee. What interactions or key

events did the student think were important to this application? Since students interact with fewer faculty

members than vice versa, they may have a better recollection of interactions and can help to spark your

memory.

Examples of letters that are a disservice to the student:

“Now forgive my ignorance I do not know exactly what position Moe is applying for in

your organization or what your organization does…”

“I recognize the scholarship is looking for outstanding students that are leaders in their

community. In my 2 years of knowing Sandy, I have seen him engaged only sporadically

on campus. I have seen that he struggles in social settings, especially when working in

team environments. I know he is working hard to improve this, but I feel that this makes

him a weak candidate for the scholarship.”

Additional Information to Request

1. What type of document is required? A letter of recommendation (all positive

information) or a letter of reference (where there is an implied evaluation).

2. A summary of the application and the organization requesting it.

3. What values or insights are requested or valued by the organization? This

information is critical for both the student and referee, as it will help anticipate what

information is important to the reader.

FOIP NOTE: All faculty and staff at the University of Calgary are required to get

written permission from students before providing a letter of reference. A sample

reference request letters can be found under “forms” at

http://www.ucalgary.ca/legalservices/foip/policies-procedures.

Faculty members should retain a copy of the agreement.

Confidentiality and reference letters: Students can request to see their letters of

reference according to UCalgary access and privacy offices.

KEY FEATURES OF A REFERENCE LETTER

Most letters follow a common structure. They tend to start by asserting the credibility of the letter writer,

followed by the evaluation of the student, which is reaffirmed in the last paragraph. It is important that

letter writes follow the guidelines of the application. However the length of the letter is typically one to

one and a half pages maximum.

First Paragraph: Your relationship with student and your expertise

In the first lines of the letter, offer information that supports your ability to evaluate the applicant:

 Outline the purpose of the document: Who is writing the document and for what purpose

 Include how long you have known the student and in what context

 Describe your position briefly; stress the context and frequency with which you interacted with

the students. When the relationship between you and the student might seem limited or not

directly appear to the application, consider discussing why you were chosen to write this

application. For example, where did you first meet the student? Have you known the student as

professor and/or in other functions? How long have you known the student?

The following illustration demonstrates a typical layout of the reference letter.

The following illustration demonstrates weak and strong first introductory paragraphs of a reference

letter. A strong example is when the referee introduces the candidate and explains in what context they

first met, and the length of time they have known one another.

Body Paragraphs: Assessment of Student

In the body of the letter, the reader expects an evaluation with concrete examples that support the student.

When determining the content of this section, two key factors should be considered: What information is

useful or important to the reviewers? What aspects of the student’s ability are you in a position to

evaluate?

What to include:

 Outline the quality or aspects of the student’s performance discussed in the first sentence of the

paragraph. You may wish to have multiple paragraphs to separate academic quality from general

behavioral quality.

 Include a ranking of the student in reference to other students in their cohort or classes. This will

help to ground your evaluation. Ideally, include a brief reference to some quantitative example

that doesn’t heavily rely on repeating information in the transcripts.

 Refer to a particular situation, assignment, or project that demonstrates this quality to further

clarify your evaluation.

Examples:

Paragraph 2

Weak Although Cindy has been without our team for a relatively short time, she clearly

demonstrates her capacity to understand and contribute to research as well as

effectively connect with the participants. Cindy is often described as meticulous,

efficient and patient. She understands the importance of ensuring that the data she

enters is valid and demonstrate this through her work precision.

Better Cindy is an articulate, patience, and hard-working student. Within the classroom

content of our class, she has demonstrated critical thinking skills and an ability to tailor

other communication skills to meet the needs of her client. Cindy is a caring, genuine,

respectful and visionary in the areas that she presents for discussion. She shows the

promise of a student that can represent not only the Faculty of Nursing, but also the

University of Calgary, and the nursing profession.

Best Although I have known Cindy for a considerably short time, I have been impressed with

several important facts of her performance that attest to her professional and scholarly

development. As her class professor and clinical supervisor, I have had the opportunity

to work closely with Cindy for the first semester of the nursing program, in which she

has introduced to the community nursing practice, critical thinking, decision making,

and team building. In the first component of the course that I taught Cindy, she was one

of eight nursing students who were situated in a community setting with a small group

of women who had recently immigrated to Canada. Cindy demonstrated a mature and

open approach to learning and communication in team working and within the meeting

with the community members. In two other components of the course that I taught

Cindy, she studied and worked with peers on joint presentations. Cindy is becoming

proficient in basic skills that are taught to students at this beginning level of nursing

education.

Body Paragraphs: Prompting Questions:

Academic-Oriented Skills:

 How would you rate the applicant’s intellectual characteristics? What situations have you seen

them demonstrate creativity, analysis, or logic? How does the applicant deal with complex or

abstract material?

 How has the student demonstrated their preparedness for this new experience? What experiences

does the student have with research, methods, or other skills needed?

 How would you rate the student’s ability to communicate their knowledge? What situations or

examples demonstrate this ability? Have they been to conferences, presented posters, or

submitted publications? If they have participated in prestigious events, please note this.

Behavioural Skills

 How would you describe the individuals’ skills or strength? What situations where they

presented in? How did these skills result in their success? What growth or improvements have

you noticed?

 How would you rate the students industry or self-discipline? What example have you observed

that demonstrates their motivation and diligence? Is the student aware of their strengths and

weakness?

Example of adjectives to describe applicant behaviors

Category of

Behaviors

Commonly Used Adjectives

Interpersonal

Behaviors

Good-natured, accommodating, congenial, likeable, cooperative, generous, friendly,

personable, patient, sincere, placid, respectable, earnest, engaged, tactful

Intellectual

Ability

Imaginative, insightful, knowledgeable, intelligent, quick to comprehend, inquisitive,

discerning, perceptive, original, analytical, farsighted, intellectual, bright, astute,

informed, logical skills, wise, adaptable, well-rounded, resourceful, self-reliant,

thoughtful, judicious, astute, adaptive, innovative

Communication/

Expression

Social, fastidious, adventurous, refined, expressive, open, assured, precise, clear,

concise, articulate, poised

Motivation

Hustling, active, energetic, self-driving, rigorous, self-stating, speedy, quick,

enthusiastic, diligent, productive, independent, enterprising, ambitious, industrious,

persistent, determined, eager, proficient

Ethics/

responsibility

Methodical, determined, resolute, serious, detailed-minded, orderly, prompt, efficient,

critical, calm under pressure, compassionate, independent, involved, reliable,

committed, accurate

Level of

experience/skills

Accomplished, concreted, completed, completed, conceptualized, discovered,

developed, delivered, designed, directed, enhanced, exceeded, established, generated,

implemented, instituted

Final Paragraph:

The last paragraph is typically the shortest of the letter and features a restatement of your support for the

applicant.

 Reaffirm your support for the applicant. Consider using language such as whole-heartedly,

without reservation etc.

 Invite the committee to contact you if they have further questions or concerns.

The following are three common closing statements for inclusion in reference letters:

 I am therefore very pleased to be able to recommend [name] for...

 Based on my time working with [name], I recommend her very highly for...

Examples:

Conclusion

Weak Charles is an individual of exceptional talents. He most certainly has a bright future

ahead. There is no doubt that this young man will do well in the challenges that lie

ahead. I wish him a most prosperous future. Please do not hesitate to contact me

should you require additional information.

Better Based on Charles’ commitment to helping others, his strong interpersonal stills and

self-motivation, I strongly urge you to consider him for the scholarship. Please do

not hesitate to contact me should you require additional information.

Best Charles has a great deal of leadership potential and is already on the road to

success, academic and otherwise. Not only would his professional and personal

growth benefit from the support and guidance of the Scholars Academy

community, given his drive and enthusiasm, Charles I very likely to make positive

contributions to his peers. As such, I support his application whole-heartedly. I

would be happy to communicate with you directly should you require additional

information or have any questions.

RED FLAGS

While most letter writers aim to help their students succeed, they may inadvertently create a negative

reaction for the readers. Try to avoid the actions listed below.

 Distancing language: When letter writers use language that distances or qualifies their

assessment of the students, readers tend to see this as implicitly negative. By highlighting their

limited ability to speak about the students; the writer is reducing the credibility of their

assessment. Reconsider phrases like “to the best my knowledge” and “as far as I know.”

 Ambiguous negative content: When choosing to include negative material, it is important that

this information is very clear. When negative information is briefly mentioned in passing or is

alluded to, readers tend to assume the worst. In particular, they imply that the writer is trying to

warn them about something important. If you choose to include negative information, it is

recommended that you are detailed and explain why you included this information in the letter.

 Failing to address poor transcripts: While negative information is difficult to include, failing to

address poor grades in transcripts, specifically those where you were the instructor, can also be

problematic. It would be helpful to clarify the situation and be as objective as possible.

WORD CHOICE AND STYLE

 Superficially positive letters: A common critique of reference letters is that all students seem to

be exceptional. As a result, positive statements are given little weight on their own. A glowing

letter that says generally positive things about the students is received poorly. In part, this is

because excellent, brilliant and other normally positive adjectives are subjective and thus open to

individual interpretation. The following are samples of vaguely positive statements to avoid:

 Good, solid, fine work

 She is one of the most intelligent students I’ve ever taught

 I can’t object

 The student is a sure thing

 The student is competent

 Avoid qualifiers: While modifiers or qualifiers can detract from letters of support, unfortunately

the majority of letter readers will interpret qualifiers and implicitly negative statement. Below are

a series of phrases with and without qualifiers.

With Qualifiers

Without Qualifiers

The student generally performs well.

The student performs well.

The student tends to score above average

The student scores above average.

The student mostly engages with course material

The student engages with course material

 Acknowledge cultural differences: There are also differences in the levels of formality used,

particularly between American and British letters. For example, a British committee is likely to

expect a balanced letter, where an American committee could negatively view a listing of flaws.

It is therefore helpful to know whether the letter will be reviewed by a North American

committee.

Co-authoring Letters of Reference: TA, RA, Instructors and Coordinators

As large class sizes continue to be the norm, it can be difficult to write letters for students with whom you

have had little interaction. One solution may be to co-author a letter with a teaching assistant or other

colleague, who may have had more contact with the student. Co-authorship allows for the individual with

more contact with the student to address the details of the student’s skills; it allows the more senior

faculty member to support the evaluation by adding the weight of their reputation and status. This is an

ideal learning experience for future faculty members who will move into positions where they will

become the sole author of letter of references.

When drafting co-authored letters, the preferred pronoun is we.

Writing multiple reference letters

For prestigious scholarships with a small evaluation committee, you may also need to be aware that

writing letters of support for more than one applicant could negatively impact both students’ applications.

In these circumstances, adjudicators will likely compare your letters of support are likely to be compared

to determine, seeing which applicant you favor more strongly recommend. Furthermore, copied letters

with similar phrases will also be seen as a negative evaluation of the students.

The following is an example of how a professor skillfully commented on two students from the same

class:

Having by now taught seven students who have been admitted to the program, and written on

behalf of a handful of so far unsuccessful applicants, I am very pleased to write this year on

behalf of two wonderfully strong applicants from this year’s class. I would rank them in the top

15% of students for whom I have written for this award, and the top quarter of students who

have made it in.

With 60% of the final grade accounted for, Student A stands second in the class, a mere one

percentage point behind Student B. student A has stood out in his contributions to life of the

class. He is always ready to be the first to contribute and to keep a discussion progressing

fruitfully, and does so in the spirit of his palpable and exhilarating enthusiasm for life and

learning.

To return to a theme sounded at the outset: I think that both Student A and Student B would be

outstanding recipients of this award. If you decide that you can only pick one of them, I can’t

give you an overall preference of my won. The best I do is to say that intellectually, Student B is

perhaps a shade further on then Student A: while Student A’s social skills and leadership

potential are second to none.