Some
Thoughts on Being Asked to Write
a Reference Letter
By Tony Tremblay
Like many, I am asked frequently to write letters of reference for students, a task I enjoy but which I sometimes find difficult because of a lack of information and direction. To remedy that, and to extend the mandate of this institution (which is to provide instruction when possible), I always provide students with a one-pager entitled "The Etiquette of Reference Letters." The page of guidelines is intended to help students think a bit differently about how to solicit the best letters , possible in support of their applications for scholarship money, jobs, residence proctorships, or graduate, professional-school entrance. I am happy to share this one-pager with colleagues, and would be happy to provide electronic copy to anyone interested in using any part or the whole of it. (This page, or a revised version, might even become Calendar copy, as a number of University Calendars now include reference letter guidelines among their academic regulations.)
"The Etiquette of Reference Letters
The objective of this page is to provide guidelines and suggestions to help you, the student, think a bit differently about how to solicit the best letters possible to support your application for scholarship money, jobs, residence proctorship, or graduate, professional-school entrance. This objective is premised on the fact that you are serious about applying, that you want to make the strongest possible case for your candidacy, and that I can support you. If, for some reason, I can't enthusiastically endorse you, I will tell you up front.
To begin, you should know that the letter I write for you is informed by two things: my objective assessment of your work habits and classroom record, and my subjective appraisal of how you present yourself (with your peers, inside and outside the classroom, and, curiously enough, in asking for a reference).
To help me objectively assess your work I need as much factual information as you can provide—a transcript, resume, etc. To help me subjectively appraise your work is more tricky, requiring of you some effort. My subjective appraisal is based largely on what I perceive as your suitability for advanced studies or for scholarship consideration or for proctorship or whatever. To determine your suitability, I encourage you to provide me with a statement of your intentions (e.g., "I intend to apply to the Social Work Programme because . . ."). Not providing me with this statement or something similar handicaps you and me in a couple of ways: first, because I have no sense of how you perceive your suitability, and, second, because I have no sense of how serious you are about the process (more on that below).
By way of analogy,
consider the following scenario: Two good students, both with A- averages,
ask me for a letter of reference to get into Education at STU. The first
comes by my office, tells me he needs a letter, then leaves. The second
does exactly what the first does, except he leaves a package of information
with me: a transcript, a record of his extra curricular activities, a
statement of why he wants to be a teacher, a paragraph containing his
teaching philosophy, and a sheet
outlining when he needs the letter, who it should be sent to, and what
to do if I have any questions. All things being relatively equal (and
they generally are), to whom am I going to give the better letter? The
answer is obvious.
The lesson is simple: the more you can do to work in consort with your referee, the better the letter you will receive. And by "better" I mean more detailed, more personal (targetting your suitability), more specifically tied to your own agenda (what you want to accomplish in a programme), and generally more enthusiastic. By giving me facts to work with, you are helping me make your case. Good luck!!