Can You Recommend Me?

Requesting and Writing

“Reference” Letters

Chelsea Buffington – Career Services

Dave Johnson – Graduate Office

October 13, 2006

A Word on Representing Yourself

“Be Shameless!”
The Corollary for
recommendation letters:
Be Premeditated!
Reference Letters vs. Letters of
Recommendation

 Graduate schools and employers

ask for “references.”

 You don’t want a reference.

 You want a recommendation.

Someone in a position of authority will
write your recommendation letter.

Does this mean that you

are powerless to
influence the outcome?

No!
The “waiver”

x
x
If you don’t waive …

I am unwilling to describe in detail my assessment of

the applicant's qualifications for graduate study, since
the applicant elected to not waive their right of
access to this letter.

In summary:
"…Admit to my graduate program… ? NO
"…Employ the applicant…? NO
If you don’t waive …

How might damaging information be

communicated to the school/job
opportunity?
• “for your eyes only” letters
• direct (email or telephone)
communications
You have control over the process
leading up to the writing of your letter.

The “three step” process:

 Develop relationships with

recommenders as early as possible.

 Assure that you get a

recommendation.

 “Stack” the Deck.

I. Develop relationships with recommenders as
early as possible

 Be a member of your academic

community.

 Seek out opportunities to

collaborate on research projects.

 Work in a research lab or group.

II. Assure that you get a recommendation

 Ask for a recommendation – not a

reference letter.

 You have permission to ask if the

recommender will recommend you.

 If they say no, say, “thank you

anyway” and find someone who can
provide you with a recommendation.
III. “Stack” the Deck

Provide the recommender with a copy of:

 the position announcement(s)

 your application letter(s)/statement(s)

of interest

 your vita
 *
III. “Stack” the Deck

Provide the recommender with a copy of:

 your transcript

 your strategy for obtaining this

position, if not included in the
materials above

 due date and address

Writing A Recommendation

Where do you begin?

Interviewing the Applicant
 Review the applicant’s materials.

 Talk with the applicant about the

position and their goals.

 Consider whether you can truly

recommend the applicant for the
position. Say “no” if you cannot.
Legal Issues
 Students have the right to see the
letter unless they have waived that
right.

 Specific topics are prohibited.

 Employer Immunity
What Should be Included?
 The relationship between the
applicant and recommender

 Specific examples

 The applicant’s professional promise

Writing to the Position
 Graduate school vs. employment

 Each type of graduate school is looking

for answers to specific questions from
specific types of people

 Employers look for the letter to address

the specific position
Following Up
 Applicants should make sure to follow
up on whether the letter has been
sent and has arrived.

 A “thank you” note should be sent to

each recommender.

 Let the recommender know the

result.
Tricky Situations
 What are the strategies for placing
one of your PhD students in an
academic position?
Tricky Situations
 What should an applicant do if they
are asked to write a letter about
themselves, which the
“recommender” will then sign?
Tricky Situations
 If an applicant wants to reconsider
their choice for a recommender,
should they do so?
 *
Tricky Situations
 What should a recommender do if
they have changed their mind about
writing a letter?
Sample Letters
Sample Letter #1 – the opening

I am pleased to write on behalf of (the student) who

has applied to your graduate program in
(department). For four weeks during the summer of
(date), I was one of four faculty and the student was
one of twelve undergraduate students who, together,
conducted field studies in the location. For (the
student), this was followed by a year long research
project on the (topics) that occur in the study area.
(The student’s) research culminated in a senior thesis
and a poster presentation.
Sample Letter #1 – the wind up
I served as an off-campus advisor for (the student’s)
project during this time. The … project that (the
student) and I participated in was sponsored by the
(prestigious consortium). The Consortium is a group of
twelve small … departments at predominately
undergraduate, liberal arts institutions from around the
country …, working together to provide collaborative
undergraduate research opportunities. (The)
Consortium research projects draw students and
faculty from all member institutions, which is how I
came to work with (the student). It was a pleasure to
work with (the student) in the field. (The student) was
enthusiastic, cooperative, easy going, responsible, and
hard working.
Sample Letter #1 – still winding

Picture the setting - twelve 20-year olds, strangers to

each other, come together from different parts of the
country with different socio-economic backgrounds and
work together for long, hot days in physically
demanding terrain, living in cramped, less than ideal
quarters. (As an example, (the student) -who comes
from … cattle ranching country -lived and worked with a
strict vegetarian from urban Baltimore). It could have
been bad! But it wasn't. The students bonded quickly
and worked and lived together happily.
Sample Letter #1 – the pitch
This is the strongest demonstration I can offer of the
quality of (the student’s) (and (the) cohort's)
character. I would not hesitate to work with the
(student) again and recommend (the student) to you
on this basis without reservation. As a student-
scientist, (the student) was also an asset. (The
student) mastered the (large scale information and
details), and the complex issues the project meant to
address readily. (The student) was able to put together
a plan of work for (the student’s) individual project,
and quickly became self-directed during the field
portion of the project. During the academic year, (the
student) learned new analytical techniques … and
accumulated a large body of new and important data.
Sample Letter #1 – the closing
If (the student) showed any shortcoming during this
project, I would say that an unnecessary lack of self-
confidence led (the student) to be very conservative
in (the) interpretations of the data (the student)
produced. I feel certain, however, that these were
"beginners butterflies". I have no doubt that with one
research project under (the student’s) belt (the
student) will succeed in a masters level graduate
program. I encourage you to take this fine young
scientist on.
Sample Letter #2 – the opening

This is a letter in support of (student's) application to

the New Mexico Tech graduate program. I have known
student since (date). As the primary undergraduate
advisor for the department ..., I signed off on course
plans and provided general guidance to our majors
and minors. (The student) was also a student in one of
my courses last year. Finally, I was (the student's)
senior thesis advisor and employer during his final
academic year.
Sample Letter #2 – the problem

(The student) is a very smart student. (The student) has

outstanding personal and verbal skills, and (the student)
has taken a difficult course load. But (the student) is also
one of the most frustrating students I have worked with
since arriving at (university) in (date). In conversation,
in class and in the lab, it is apparent that (the student) is
extremely bright and capable, but (the student) seems
to have difficulty focusing and remaining motivated.
Sample Letter #2 – analysis

I think that part of the problem is that, because the

student is so smart and verbally astute, it is
sometimes difficult to tell when (the student)
genuinely understands something. As a result, and
because (the student) is independently minded, (the
student) ends up having to sort things out on (the
student’s) own and does not always get the
supervision (the student) desires or requires. For
example, (the student) grasped many of the difficult
concepts in subject immediately, but (the student’s)
record on the assignments was spotty, with a mixture
of outstanding and mediocre work.
Sample Letter #2 – assignment of
responsibility

Similarly, (the student’s) senior thesis work showed

considerable spark and intellectual engagement at the
start, and (the student) put in a lot of lab time, but
the effort fizzled in the end when it became clear that
the some of the early measurements were flawed. I
take some blame for these difficulties, since I assumed
early on that (the student) could work with minimal
supervision, but the ultimate responsibility to seek
assistance and remain engaged must rest with (the
student).
Sample Letter #2 - context

I explained to (the student) when (the student) asked

for this letter that it would be candid regarding his
course and research performance, and (the student)
accepted this without hesitation. (The student) has
indicated that (the student's) prepared to apply
himself/herself in graduate school, and (the student)
seems to understand that (the student) needs to
demonstrate commitment and a greater level of
consistency in order to succeed in a research career.
Sample Letter #2 – the closing

With the right project and patient guidance, I believe that

(the student) could be a very good to outstanding
graduate student. I wish that I could make a more positive
recommendation, as it seems that (the student) is genuine
in his/her desire to excel, and I hope that (the student)
can find a program and supervisor that provide the
necessary motivation and supervision. Please don't
hesitate to contact me with questions about this
recommendation.