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Guidelines For Writing Letters of Recommendation
The following guidelines are provided to assist you in formatting
letters to allow for ease of distribution by our staff. Please contact the
Letter Service at (510) 642-1716 or by email
if you have any questions.
Letter Formatting
Letter of Recommendation Forms
Forwarding Your Letter to the Letter Service
Guidelines for writing recommendations for:
Letter Formatting
- Before writing any letter of recommendation, each student or alumnus should
provide you with a signed waiver statement that specifies whether they are
requesting the content of the letter to be confidential or non-confidential.
This waiver statement must be submitted with the actual letter. The
Letter Service will not allow the individual access to a confidential letter
but will allow the individual access to non-confidential letters. The individual
should verify that his or her choice is acceptable to you before you write
the letter.
- Beginning August 1, 2001 due to a change in California law, letters received
by the Career Center Letter Service will be identified as non-confidential
or confidential for the receiving educational institutions.
Letter of Recommendation Forms
- Letters may be submitted on your professional letterhead. If you prefer
to use the Career Center Letter Forms, you may download PDF forms here.
Letters should not be printed on plain paper or duplex (on both sides of paper). Please
do not submit a letter on more than one form unless they are different letters.
For example do not write a letter on the Letter Form and another identical
letter on the Ranking Grid Form. The version of the pdf Letter Forms below
have fillable form fields, which will allow you to type or paste text directly
into them before printing and signing. If you are looking for the waiver statement,
only the client can access it from the Main Menu of their online file. The
client must login to their online file and print the waiver statement and
give it to you so that it can accompany the letter.
If you choose to use these letter forms with fillable form fields,
it is recommended that the text be created in a word processing application
(e.g. Word) with 1" left and right margins and a 1.75" top margin.
Set the bottom margin to 2" for the Letter Form or 3.25" for the
Letter Form with Ranking Grid. The text can then be copied and pasted into
the form. Text can only be saved in the word processing application. The
online form is simply a formatting tool that allows a hard copy to be printed.
The form will not allow text to be saved. Please note that the form will
only accommodate a certain number of lines: approx. 36 lines on the ranking
grid form and approx. 44 lines on the basic form. Letters may be continued
on additional sheets if necessary. These forms still need to have an original
signature and be submitted by mail or in person.
- In accordance with federal laws and university policy, authors of letters
of recommendation are asked to refrain from comments regarding candidate's
race, color, gender, religion, age, physical or mental disability, marital
status, sexual orientation, national origin, citizenship, medical condition,
or political affiliations, beliefs or activities.
- Letters should be typewritten or word-processed and signed in dark ink. Handwritten
letters do not scan clearly.
- Letters should not reference a particular institution or program, e.g., "I highly recommend
Student X for admission to UC Berkeley College of Law."
- Letters should conclude with legible identifying personal information: full
name, title, institution, mailing address, telephone number and email address.
You will receive an email confirmation informing you that we have received
your letter. If UCLink is experiencing problems, you may not receive this
email.
Forwarding Your Letter to the Letter Service
- We strongly suggest that you retain a copy of your letter for your
records.
- Letters and waivers may be sent by campus mail, by regular or express mail, by
courier, or may be hand-delivered. Please seal the letter in an envelope
and sign across the seal so that we will know that it has not been opened
en route. If you hand-deliver an unsealed letter to the Letter Service, staff
may ask to see identification to verify that you are the author of the letter.
- Please return your letter to:
University of California, Berkeley
Career Center
The Letter Service
2111 Bancroft Way, 2nd Floor
Berkeley, CA 94720-4350
Guidelines for Writing Recommendations for:
Academic Graduate School
Indicate how long you have known the applicant and in what capacity. Graduate
schools are primarily interested in recommendations that come from professors
who know the applicant and his/her academic work as well as from employers.
They are primarily interested in faculty members' summary estimates of the
candidate's general promise as a graduate student. The more the recommendation
reflects real knowledge of the applicant and his/her performance, the more
useful the letter is to the graduate school admissions committees and thus
to the applicant. The letter should address the following questions:
- Intellectual characteristics: How do you rate the applicant in
overall intelligence? How well does the applicant learn and retain information?
What is your assessment of the applicant's skill in analysis and logic?
What is the applicant's ability to deal with complex or abstract matters?
Does the applicant show evidence of creativity? Has the applicant's academic
record been affected by special circumstances such as work, social or academic
background?
- Knowledge of field of study: What is the applicant's depth and
breadth of knowledge in the field? Does he/she know how to use the methods
in the field of study or have the experience in research? Where applicable,
does the applicant have the requisite laboratory techniques?
- Ability to communicate: Is the applicant an effective writer? Does
the written work submitted demonstrate a mastery of the convention of English?
Is the written material clear, well-organized and forceful? Is the applicant
articulate in oral expression?
- Industry and self-discipline: To what extent is the applicant persistent,
efficient and motivated? Is the applicant able to work independently? Is
there any reason to doubt the applicant's commitment to graduate study or
diligence as a student?
- Personal effectiveness: Does the applicant possess the qualities
of maturity and personal adjustment requisite for graduate study? Would
you choose the applicant for graduate study under your tutelage? Does the
applicant enjoy the trust and respect of fellow students and peers?
- Potential for graduate study: What is your prediction of the applicant's
probable performance in graduate school? Does he/she have any specialized
skill or studies in the field? Does the applicant have an aptitude for the
chosen field? How does this applicant rate with other candidates who have been
evaluated?
Business School
Business schools are primarily interested in recommendations from professors
who know the applicant and his/her academic work, as well as from employers.
Note: Schools which usually only accept applicants with several years or more of full-time
experience often place greater importance on letters from employers.
They are interested in summary estimates of the applicant's general promise
as a student of business. The more the evaluation reflects real knowledge
of the applicant and his/her performance, the more useful the letter is to
the business school admissions committees and thus to the applicant. The letter
should address the following:
- Interpersonal skills and leadership ability: How effective is the
candidate in establishing and maintaining relationships? How well does he
or she work with and/or through supervisors, peers and subordinates? How do you assess
the applicant's ability to lead, ability to delegate responsibility, sensitivity
to those less competent and potential for future success as an administrator?
Has the applicant demonstrated willingness to work in a team environment?
- Personal achievements: Has the applicant sought or created opportunities
to make use of his or her native ability and how effectively has he/she
exploited it? How do the applicant's achievements compare to those of his/her
peers?
- Candidate's insight into his or her own assets and liabilities:
Will the applicant accept constructive criticism? Will he/she accept a challenge
with self-confidence, admit mistakes and ask for help when needed?
- Intellectual qualifications: What is your assessment of the applicant's
analytical skills and ability to grasp new ideas? Has the applicant's academic
record been affected by any special circumstances such as work or academic
background? Does the applicant have the ability to apply his/her knowledge
creatively?
- Ability to communicate: Is the applicant an effective writer? Does
the written work submitted demonstrate a mastery of the conventions of English?
Is the written material clear, well-organized and forceful? Is the applicant
articulate in oral expression?
- Industry and self-discipline: To what extent does the applicant
possess the traits of persistence, efficiency and motivation? Is there any
reason to doubt the applicant's diligence as a student?
- Potential for the study of business: What is your prediction of
the applicant's probable performance in the study of business? How well
do you think the applicant has thought out plans for graduate study? Among others
recommended for business school, how does this candidate rate?
- Is there any other information about the applicant which you would like
to share with admissions committees?
Law School
Law schools are primarily interested in recommendations that come from professors
who know the student and his/her academic work, as well as from employers who can
write about the factors noted below.
They are interested in summary estimates of the candidate's general promise
as a student of law. The more the evaluation reflects real knowledge of the
student and his/her performance, the more useful the letter is to the law
school's admissions committee and thus to the student. Indicate how long you have
known the applicant and in what capacity. It should address the
following questions:
- Personal effectiveness: Is the applicant the kind of person you
would choose to consult as a lawyer? Does the applicant enjoy the trust
and respect of professors and fellow students?
- Intellectual qualifications: What is your assessment of the applicant's
analytical skills and ability to grasp new ideas? Has the applicant's academic
record been affected by any special circumstances such as work, social or
academic background? What is the applicant's ability to deal with complex or
abstract matters?
- Ability to communicate: Is the applicant an effective writer? Does
the written work submitted demonstrate a mastery of the conventions of English?
Is the written expression clear, well-organized and forceful? Is the applicant
articulate in oral expression?
- Industry and self-discipline: To what extent does the applicant
possess the traits of persistence, efficiency and motivation? Is there any
reason to doubt the applicant's commitment to law study or the applicant's
diligence as a student?
- Potential for the study of law: What is your prediction of the
applicant's probable performance in the study of law? Would the applicant
stand in the top quarter, near mid-class or simply make the grade in a rigorous
program? Do you have any special familiarity with the process of legal education?
- Is there any other information about the applicant which you would like
to share with admissions committees?
Health Professions Schools
Health professions schools are interested in recommendations which come from professors,
research supervisors, etc., who know the student and his/her academic work
well. The more the evaluation reflects real knowledge of the student and
his/her performance, the more useful the letter is to both the school and
the student. Letters which say little more than what the student received
for a grade are of very limited value. Comments which help to put the student's
performance in perspective and make clear the letter writer's opportunity
to evaluate the student are very helpful. For example, comments concerning
the grading scale or the level at which the class is taught may make your
evaluation more meaningful. Health professions schools desire your opinion on the
following:
- Academic ability: Characteristics to be rated might include intelligence,
how well a student learns and retains information, skill in expressing ideas
in oral and written form, ability to deal with complex or abstract matters,
evidence of creativity, interest in the subject matter of the course,
ability to work independently, laboratory skills
and techniques if appropriate.
- Personality traits: Please comment on the applicant's dependability,
sincerity, integrity, relations with others, personal adjustment, maturity,
initiative, and motivation for a health profession. The applicant's weaknesses
as well as strengths should also be pointed out.
- Knowledge and suitability for intended profession (if known): Schools
often place great importance on the applicant having a clear understanding of
the intended field from direct experience. When possible, comment on the
applicant's exposure to the realities of the career field and the applicant's
suitability for the profession.
- Overall potential: Summary judgments which rank the applicant with
past and present candidates are desired.
Medical School
Your letter makes a difference. Many of the medical schools that
receive large number of Cal student applications must choose from among more
than 5,000 applicants to matriculate 120 medical students. The insight that
you provide in your letter of evaluation is essential to the admissions
committee making decisions in this difficult selection process.
Your letter is part of a packet of letters. Cal medical school
applicants should have three substantial letters, two from science instructors
and one from a humanities instructor. Some schools will accept additional
letters. The cover sheet for letters sent to medical schools from the Letter
Service indicates that Cal does not have a pre-professional committee or ranking
system and that students individually solicit letters from faculty.
Medical schools are looking for insight you, the letter writer, can give about
this particular person, and especially seek your opinion in the following areas:
- Intellectual readiness: Include comments about general intelligence,
the student's oral and written communication skills, ability to deal with
complex and abstract ideas, evidence of being a lifelong independent learner.
A letter that merely states the grade earned by an applicant in your class
has very limited value. Can this person handle the load of medical school?
- Motivation for medicine: If you have some knowledge of the student's
experiences learning about medicine or experiences with volunteer work in
a health care setting, comment on the applicant's exposure to the realities
of medicine.
- Maturity: Your impressions of this person as someone who has the
integrity and emotional maturity to take on responsibility. Do you think this
student could discuss intimate or sensitive topics with a variety of people?
Is this someone you would trust to care for you or a loved one?
- Difficulty of course work or major: It is helpful to explain how
this student measures up with past and present candidates and to provide a
context for their performance. If you have the impression that the bioengineering
major is especially demanding for particular reasons, explain this as you
make your remarks about a bioengineering major. If you have never seen a sociology
major perform so well in your upper division biochemistry course, write
this observation.
- Special attributes and assets: Have you noticed the student often
helps others in the hallway while waiting for class to start? Express your
opinions and share any observations that illuminate the strengths and weaknesses
of the student.
It is the student's right to decide if the letter is confidential or
non-confidential. Some may discuss this with you. Many medical school
admissions officers have stated that they find a confidential letter a display
of confidence on the part of the applicant. Because the law has changed, the
Letter Service is now required to indicate on the letter if it is confidential
or non-confidential.
It is a good idea to use the pronoun "we" in a
co-signed letter. If a GSI will write the letter, and a professor will
"co-sign", it is best if the letter is written using the term "we",
as in "we saw that Mr. Thorpe became more engaged as the class time included
poetry readings".
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