In some of my classes, like the health science writing class, we practice writing statements of purpose for grad school. In one class, I mentioned that they needed to make sure the letters of recommendation were also strong.
Questions and answers about that filled the rest of the period. The students gave me feedback that the detour we took was exceptionally helpful.
In my classes now, I set aside a day they’re turning in a paper to have this talk.
And now I’m reproducing it here.
The Basics
There are several types of letters:
- Bad
- Meh
- Good
- Great!
I won’t write a bad letter. And I don’t know anyone who relishes doing so. But sometimes a student hounds a teacher after several polite refusals, and the teacher says: Fine. I will tell that school EXACTLY what I think of you.
Meh letters are form letters. They say you’re smart and hardworking, like everyone going to grad school should be. There are no details about you. Everyone reading it knows it’s a form letter. It doesn’t help you.
Good letters make it seem like we actually know you and that we actually recommend you. They talk about you.
Every once in a while, we write a great letter. We go beyond praising you. We make it clear that they’re idiots if they don’t want you, because everyone should want you. These are rare. They are saved for those we’re close to, for those whom we know have struggled, for those who are truly exceptional.
WHAT THEY DON’T ASK:
- What was the student’s grade in the class?
- Was s/he/they on time to class?
- Did s/he/they come to all (or most) classes?
- Did s/he/they complete the work?
First, your grade is on the transcript. Second, they assume that if we’re recommending you, you did the minimum.
Note: if you brag on your statement or resume about being on time, that’s a red flag. It’s not a skill. It doesn’t make you special. If you think it’s worth mentioning, we know you have a very low bar for yourself.
It’s like saying, “I always showed up to class dressed!”
WHAT DO THE SCHOOLS WANT TO KNOW?
They want to know what kind of person you are, whether we enjoyed working with you, whether they might enjoy working with you. This is about your strengths and weaknesses and personality.
First, they ask us:
- How long have you known the student?
- In what capacity have you known the student?
- How well do you know the student?
If I click “not very well,” I’ve just killed this recommendation. I’m admitting that I have no ethos (credibility) here.
If your recommenders say they don’t know you, there are two possible red flags.
- Maybe you didn’t ask someone who actually knows you, because people who know you learn you’re a selfish asshole.
- Maybe you never got to know any of us, which means you won’t succeed in graduate school. You can’t hide in the back of a room in a six-person class. If you can’t talk to us, how will you put your committee together? How will you find your mentors? If you can’t find two people in undergrad who can check “fairly well,” then grad school is not for you.
Second, they ask us to rank you. Often it’s this:
Rank the student against all the students you’ve taught:
- Top 1%
- Top 5%
- Top 10%
- Top 20 %
- Not in the top 20%
The next bubble sheet:
Rate the student in terms of:
- leadership
- oral communication
- written communication
- ability to work in a group
- problem solving
- ethics
- ability to work independently
- responsibility
- creativity
- interpersonal skills
- research ability
- intelligence
- critical thinking
Yes, every teacher, not just your writing teacher, is asked whether you can write well.
THE BOTTOM LINE:
We need to know you.
The next post will talk about how to make that happen.
It is useful!
I realize that to obtain a great letter of recommendation, I need to be way closer to teachers than where I am at now.