A Teacher’s Guide to Writing Letters of Reference Most teachers at UCC will be asked at some point in their careers to write letters of reference on behalf of students. Such letters play an important role in admissions decisions at highly selective post-secondary institutions and in the competitions for top scholarships. The following guide, while far from exhaustive in nature, is designed to assist teachers in writing as efficiently and effectively as possible. General Guidelines:

1. Ask the student to provide you with some background. Which type of application is the reference designed to support: a summer or part-time job, a volunteer position, an academic enrichment program, a scholarship, or admission to a post-secondary program? Is it for US, UK, or Canadian schools? Is it an academic or supplemental reference? Are you the only person writing on his behalf? If not, who else will be providing references? The answers to such questions will have an impact on the nature of the letter you provide. The type of reference will determine your focus (academic vs. non-academic). If you are the only referee, you will have to provide a comprehensive overview of the student’s accomplishments. If you are one of several, you will be expected to concentrate solely on your own observations.

2. Once you have ascertained the type of reference the student is requesting,

consider whether the student is an appropriate candidate for the program or award and whether you are the best person to write on his behalf. If the student is applying for a scholarship, ask to see the criteria used to assess candidates. Does the student possess these qualities? If the student is applying for highly competitive colleges or universities, does he have a realistic chance of being admitted? It is important to stress that even boys in the middle of our class are still competitive candidates for many excellent schools, so you should not hesitate to write on behalf of such students if you are confident you can provide a positive reference. Admission officers tell us that some of the most compelling recommendations are written by teachers in subjects in which students have struggled and successfully overcome challenges. If you feel you cannot write a letter highlighting the characteristics the scholarship or admission committee is seeking, then suggest to the student that someone else might write more persuasively on his behalf. These are difficult conversations to have, but we are not helping students if we foster unrealistic expectations or write letters that “damn with faint praise.” Feel free to tell

students you have a limit as to how many letters you can reasonably write; don’t hesitate to turn down a request that comes at the last minute.

3. Ask yourself what information you will need to write a strong letter of

reference. If you have agreed to write on a student’s behalf, you will want to craft the best reference possible. All students in the Leaving Class have been instructed to provide their referees with a completed Referee Request Form. These forms are customized for US, UK, and scholarship applications; the questions are designed to provide you with helpful details which address the questions typically asked of referees. Students who put genuine effort into answering these questions will not only make your job easier, they will also gather their thoughts in a way which will assist them in writing a more effective application. You may also want to ask the student to provide you with marked copies of assessments submitted in your course(s). In the case of UCAS or scholarship applications, you should see a copy of the student portion of the application before you finalize your section to ensure that you are complementing and reinforcing, rather than merely repeating, information. Don’t hesitate to contact the student if you need more information. In addition to the Referee Request Form, anyone who is writing as a sole referee should ask the student for a résumé in order to gauge the full range of his achievements and commitments. Ideally, you should consult colleagues who may be familiar with a student’s accomplishments in other areas in order to build a more comprehensive picture; you may also wish to read report comments.

4. Answer the guiding questions provided and be as specific as possible.

Before beginning to write, read any instructions to ensure that you are providing the information the recipient is seeking. Highlight the qualities associated with the program or scholarship for which the student is applying. Do not repeat information that is readily available elsewhere in the application (e.g. on the transcript or in the US counsellor’s report). In some instances, there are guidelines regarding the length of the reference; sometimes there is a strict character limit. If no instructions are provided, one single-spaced page is the recommended length. In most cases, you are being asked to provide a concise and candid appraisal of the student’s academic performance and potential based on your direct observations. As the director of admissions at Union College points out, the teacher recommendation is “our window into how the student learns and what talents and skills that student may bring to the college classroom.”

Ask yourself which skills, aptitudes, and attitudes the student has displayed in your classroom. How well does he formulate a hypothesis, gather relevant evidence, and reach reasonable or original conclusions? How skillfully can he articulate major concepts orally or on paper? Is the student curious, creative, reflective, motivated, mature? How does he relate to teachers and peers? How has he displayed a passion for learning? Does he respond well to feedback and learn from mistakes? As much as possible, provide a context for your comments. If the course is considered particularly challenging, highlight that fact. If the student is one of the best you have taught in your career, point that out. Try to identify a way in which this student is unique: is he one of the wittiest students, one of the kindest, one of the hardest working? You might wish to highlight ways in which a student improved during the course of the year and an assessment of his future potential. If you are writing a non-academic reference for a student, consider the personal qualities you have had an opportunity to observe. Does he possess any outstanding talents? How, specifically, has he demonstrated leadership? Has he been exceptionally reliable, conscientious, or considerate? Is he an inspiration to his peers? Because you are attempting to stress how each student is unique, it is essential to avoid “boiler-plate” phrases. This is especially vital if you are writing on behalf of a number of students applying for the same programs or awards. Use precise and powerful adjectives. Most important, back each claim with specific examples or anecdotes whenever possible. A string of superlatives has little meaning without substantive evidence. In the pages that follow, we have outlined more detailed instructions for teachers who are writing on behalf of applicants to UK or US schools. We have also included sample references. As always, if we can assist you in any way, please don’t hesitate to contact us. Katherine Ridout (Martland’s and McHugh’s) Nili Isaacs (Mowbray’s, Orr’s, and Scadding’s) Anne Weldon (Bremner’s, Howard’s, and Jackson’s) Andrew Turner (Seaton’s and Wedd’s) Leigh Berndsen (Office Coordinator)

Suggestions for Canadian References

Aside from some programs in the fine arts, most Canadian university applications do not require formal reference letters from teachers. However, a growing number of schools ask students to provide the name of a referee who can be contacted to verify information. In the case of the University of British Columbia and McMaster University, for example, the referee is asked to vouch for the accuracy of the entire application. For the Richard Ivey School of Business at Western, students must provide contact information for the person who supervised each of the activities they have chosen to highlight on their application. Students are instructed to ask permission before they put someone’s name as a reference. They are also told to provide referees with a copy of their application if the person is supposed to verify all the information. If a student asks you to verify an activity, then you should ask to see what the student has written before it is submitted to the university. If a student does not go through these steps and you later find yourself unable to sign off on the activity or application because of inaccuracies, please feel free to contact the student’s university counsellor in order to discuss the best way to proceed. Many scholarship applications do require one or more full letters of reference. If a student asks you to write on his behalf, you should read the criteria outlined in the instructions and be sure to emphasis the qualities that make the student a good match for this particular award. Students are asked to check with their university adviser to ascertain fit for a specific scholarship, but not all do so. If you feel a student—wonderful though he may be—does not exhibit the qualities the award is seeking (or at least not in your experience with him), you will have to decide whether or not you are comfortable writing in support of his application. It is important to recognize that most scholarships draw applicants from a national or international pool and therefore the level of competition is extremely high. Only those candidates with glowing letters, filled with detailed evidence of exceptional strengths, are likely to move forward to the final round for consideration.

Suggestions for UCAS References

If you have not previously written a reference for a student applying to UK universities, it can seem a daunting task. Students are allowed only a short personal statement and one reference letter to support their application, so you are the only teacher writing on this student’s behalf. You are restricted to 4000 characters (including spaces) and 47 lines on this electronic application. Your reference should be e-mailed to the University Counselling Office prior to the internal deadline. Admission tutors in the UK are hoping that you will address three main questions in your reference:

1) Does the candidate have the academic ability to succeed in this specific Higher Education course?

2) Does the student possess the skills and personal qualities needed for his chosen course of study?

3) Does the student have the right social attributes and attitudes to make a contribution to the wider university community?

You might consider structuring your reference in order to address these questions:

The first paragraph should discuss the candidate’s academic strengths and potential. This is a good place to mention the approach and attitude the student exhibited in your classroom. Which aspects of the course did he seem to enjoy? Was he organized, committed, engaged? What topics did he choose for major projects/papers? What academic prizes has he won? You should review other teachers’ comments on report cards in order to highlight the student’s full range of academic qualities. If there were special circumstances that may have affected grades, it would be appropriate to mention those at the end of this paragraph.

The second paragraph could discuss the skills and qualities the student

possesses which would make him well suited for the course of study selected. A student’s drive, determination, and enthusiasm might be mentioned. Any relevant work or volunteer experience could be commented on (this is especially important if a student is applying to a medical program). If a student is applying for a course in visual art, film, music, or drama, you should mention what special talents you (or colleagues) have observed.

The third paragraph should focus on the student’s contribution to the school’s

co-curricular program and/or to the wider community. Mention any positions of responsibility the student holds, community service or athletic awards, Duke

of Edinburgh, etc. What kind of citizen is this student? How has he made a difference?

End your reference with a statement that sums up the student’s suitability for

his desired course of study. Some additional considerations:

The personal statement and reference are especially crucial in cases where the student is a marginal applicant i.e. falling just at the published minimum grades for the program. They are also the “make or break” factors at highly selective schools such as Oxford, Cambridge, and LSE or for competitive programs such as medicine.

You should mention the type of qualifications the student will have; in our case indicate that the student is studying for two diplomas—both the full IB Diploma and the Ontario Secondary School Diploma.

Craft your statement so that it complements what the student has included in the personal statement. You should provide evidence to back up the student’s points rather than repeating information. While you should focus on your own observations and experiences, you will want to read report card comments or talk to colleagues in order to provide a fuller picture.

Make sure your comments fit the student’s academic profile; if he is very strong, you should be using superlatives such as “outstanding,” “exceptional,” “highly fluent.”

Try to make your comments specific to the proposed subject of study. If it is the discipline in which you have taught the student, you will likely have little difficulty in highlighting why he would excel in such a course at university. If the student is applying for another subject, then you might want to look at a university profile for that subject in order to get a sense of the qualities such a course of study would require. Students are instructed to print such profiles for you to consult.

Effective references address topics such as intellectual ability/potential, commitment to study, curiosity and passion, communication skills, reliability, resourcefulness, self-discipline, leadership, teamwork, adaptability, ability to balance academic/co-curricular load. Where possible, describe performance on written assignments and in class (level of participation, confidence in articulating an argument, rapport/helpfulness with peers).

A student’s co-curricular achievements, community service, and employment should be described in such a way as to show how these activities demonstrate qualities that will allow him to succeed in his chosen course of study and also make a contribution to the university community (with more emphasis on the former, when possible). Relevant volunteer work is particularly crucial for medical studies. If you have little personal knowledge of a student’s out-of-class activities, be sure to verify their authenticity through ManageBac comments or by checking with the CAS office.

Where special circumstances such as an illness, family problems, or a recently diagnosed learning difference may have prevented a student from demonstrating his full academic potential, you may wish to comment on these. Before doing so, always get the student’s permission.

Your concluding statement should focus on the student’s suitability for the proposed course of study and convey your strongest support for his acceptance.

Please note that under Freedom of Information legislation in the UK, students may gain access to their completed UCAS form (including the reference statement). We know of only one case where a student has taken this step, but it is important to know that confidentiality is not guaranteed.

We are most happy to answer any questions you may have as you are writing the reference; if you would like us to read and comment on a draft, please don’t hesitate to ask.

Sample UCAS Reference: It is a pleasure to write in support of X’s application for university law courses. In my 17 years of teaching at Upper Canada College, a highly selective independent boys’ school with a full International Baccalaureate Diploma program, he stands out as one of the most highly intelligent and incisive students I have taught. As X’s teacher in the first year of the IB Higher Level European history course, I was greatly impressed by his analytical and critical thinking skills. His essays demonstrated a sophisticated grasp of issues and an ability to support his claims with precise evidence. He was very accomplished in teasing out the nuances of primary and secondary sources and identifying points of view. Each comment in class was well chosen and he often identified the most salient point in a particular issue. In formal presentations, debates, and simulations, X emerged as a star: his speeches were thoroughly researched, convincing, eloquent, and impassioned. He exhibits a remarkable talent for oratory and thinks very well on his feet, even when subjected to hard questioning by his peers. As his supervisor for the IB Extended Essay (a 4000 word independent research project), I had the opportunity to observe X’s growing confidence and facility in scholarly research and writing. His decision to analyze the impact of public opinion on U.S. foreign policy in the wake of the Tet Offensive demonstrated a willingness to take intellectual risks in that he had no prior knowledge of US history or of world events in that period. Initially, he was rather daunted by the amount of reading required to establish a context and digest a large body of specialized literature, but once he plunged in, he quickly grasped the key debates and built a balanced, logical, and well-substantiated argument. He listened carefully to my feedback, addressing deficiencies in the first draft with substantial and effective revisions. The final version was a testament to his readiness for post-secondary education. X demonstrates superior ability in many other subjects as well. His logical mind is stretched by the rigours of the Higher Level mathematics program where he demonstrates “exceptional intuition and creativity in solving advanced-level problems.” He has “shown moments of brilliance” in chemistry and is a highly insightful student of economics. A flair for languages and literature has allowed him to excel in Latin and English. Outside the classroom, X has been most engaged in playing a variety of sports. In soccer, “his solid work ethic during daily practice helped instil a winning attitude amongst team-mates that will serve them well…He thoroughly enjoyed the competition…His ability to read plays allowed him to create some important scoring opportunities.” His greatest passion is for rugby, which he has played at the junior varsity, varsity, and community level. According to his coaches, he is “a very reliable and courageous tackler…one of our top players…He has a real feel for the game and can be a dominant force in the league next year…I think he can truly become one of the best backs in Ontario.” Off the sports field, X tests his wits as a member of the Scrabble Club and contributes to his community by building homes with Habitat for Humanity. X’s intellect, interests, and temperament make him an ideal candidate for the study and practice of law. I recommend him to you with unreserved enthusiasm.

Suggestions for US References

Applications to selective private colleges in the United States are complex, involving the collection of information from a number of sources, and of several distinct types. The high school transcript, standardized test scores, the co-curricular profile, a student's own application essays, the counsellor's evaluation, and recommendations from teachers all carry significant weight in the admission process. Of the many pieces of documentation about an applicant that admission officers read, teacher recommendations are considered to be particularly important because they come from men and women who are not only professional educators, but have worked closely with the candidate in the classroom over an extended period. Experienced teachers are also adept at identifying students’ academic potential based on their knowledge of the post-secondary careers of those they have taught in the past. According to the dean of admissions at Amherst College, “nothing can more decisively influence a positive outcome than a credible letter from a teacher… specific letters that provide anecdotes and details that reveal zest for learning, unusual insight, or restless intelligence can come only from teachers who know their business.” When you agree to write on a boy’s behalf, therefore, you are taking on a significant responsibility that can have a direct impact on his opportunities for university admission. Keep in mind that admission officers read thousands of teacher recommendations each year. Most of these are enthusiastic but vague. The best way you can avoid writing a report just like hundreds of others is to provide substantiation for your claims: anecdotes drawn from your own experience with a student that both illustrate and prove what you say about him. For this reason, you shouldn’t discuss at length those aspects of an applicant's performance you have not observed first hand. Keep in mind that applicants to private US colleges will be supported by another academic reference, a detailed counsellor’s report that places the boy in the overall context of the UCC community, and frequently a supplemental letter from the person responsible for supervising the co-curricular activity to which the student has devoted the most time and energy. All UCC teacher references (whether academic or supplemental) for applicants to US colleges are submitted electronically through Naviance. Students for whom you have agreed to write will send you an electronic “invitation,” enabling you to complete the rating checkboxes and upload your letter. These materials will be sent automatically to the vast majority of colleges to which our students apply. The University Counselling Office is pleased to provide technical support for teachers as they submit their references; once familiar with the system, most faculty find the process much simpler and quicker than using “snail mail.”

In order to give you a clearer idea of what admission offices expect from teacher recommendations, the following section contains several examples of academic and supplemental references provided by the MIT admission office.

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David Y. by his History Teacher

It is indeed a pleasure to have the opportunity to write a letter of recommendation for David Y., since he is one of the finest students I have ever worked with. He has been involved in every facet of student life. Dave is not a native of our country; however, he has outstanding accomplishments. He has learned to take advantage of every educational opportunity afforded him. There is no doubt in my mind that Dave will be an asset to your school, as he has been to ours. Critique This recommendation is not enlightening at all. We learn nothing we won't find out from records that are standard to every application. We must dismiss such generalizations as "involved in every facet." This may well be a fine candidate, but we don't find that out from this report. It may, of course be that the student has not made a mark at the school and this is the best that could be done. If that is the case, so be it.

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Peter A. by his English Teacher

The fact that Peter voluntarily elected Advanced Placement courses, the most rigorous at his high school, is evidence of his motivation. He is currently enrolled in AP English, AP Math, and AP Biology. In my class, AP English, his B+ grade indicates that he is conscientious. He approaches his work enthusiastically, and his analysis of literature reflects a sensitive and perceptive nature. Also, his participation in class helps to promote lively discussion. Peter budgets his time very well. In addition to a demanding school schedule, he works part-time and is a member of the national Honor society and the Spanish Club. Also, he pursues an interest in foreign languages by participating in a community language club. One of the most impressive aspects of Peter's personality is his friendly attitude towards adults and peers. He is a willing and poised conversationalist. Peter is the type of individual who is concerned about both other people and moral, philosophical, and current affairs issues. His interest in science, for example, extends to a concern about the preservation of the environment.

I highly recommend Peter, and I am confident that he would be a motivated and conscientious student. Critique This is a fine report. It reads very well, and while we don't have an exceptionally superior student or person here, we do have a well-written report on a solid citizen. The teacher's interpretation of his own grade is interesting and useful. This writer has taken a few outstanding traits of the applicant and provided a full picture of those qualities.

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John B. by his Math Teacher

It is a great pleasure for me to recommend John for admission; he is one of the most extraordinary students I have encountered in twenty years of teaching. I taught John intermediate Algebra and Trigonometry last year in a tenth grade honors section in which he was one of the very top students in an extremely able group. He has a high aptitude for math, and was very much involved in his work, applying himself with persistence and dedication and often going beyond the regular class assignments. John's abiding interest, however, is computer science. He has developed a series of `strands' for use in providing computerized drill and review in the basic skills and techniques of algebra and arithmetic, and has recently adapted these to other subjects as well. John's work in this area has been so original and significant that he has published a paper on it and delivered several lectures to professionals in other parts of the country. It is also worth noting that, both last year and this, John taught computer programming to a tenth grade class of mine for two weeks. He took over completely, preparing lectures, assignments, and tests with great care and thought. His lectures were clear and well organized, and it was obvious that he had expended a great deal of effort to make the course the success that it was. John's personal qualities are as impressive as his intellectual accomplishments. An extremely kind, sensitive, and sensible boy, he has borne with a difficult family situation for a number of years now, providing emotional support to his mother through her divorce and remarriage without allowing the situation to undermine his own stability and accomplishments. The maturity that he has evinced leads me to believe him capable of entering college a year early, as he now plans to do, and I sincerely hope that you will be able to offer him a place in your freshman class. Critique Excellent!

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Mark S. by his Debating Coach

I have had the pleasure of working with Mark as coach of the debating team the past two and one-half years. Having taught eight years, I can unconditionally state that Mark is the most outstanding student I have ever worked with. Mark made the varsity debating squad his sophomore year. His constant pursuit of excellence led to his coming second at his first tournament out of 150 individuals. He was captain of the state championship debate team last year. His work with the first year novice debaters has shown natural leadership abilities. He is first in his class and is recognized by the entire faculty and administration as an exceptional student in all areas. Strength of character is an attribute Mark exemplifies in the highest degree. His honesty and integrity are unquestioned by faculty and peers. His constant regard for others has made him respected as a friend by all who know him. His strong points are many but, above all, Mark can always be depended on to do his best in any task he encounters. When one encounters a student who finds every challenge exciting, who never tires in his pursuit of excellence, who can be trusted at all times, you have found what being an educator is all about. I consider him above all to be a friend. Mark would be an asset to any student body. Conscientiousness, first quality work, and superior intelligence, all combine to make him an outstanding student. Mark exemplifies the type of student who will be an outstanding student. Mark exemplifies the type of student who will be a leader in our nation's future. There is no doubt that his performance academically will be of exceptional quality. Personally, his peers will find him to be a trusted friend. Finally, Mark will find every challenge and educational opportunity that he is given to be part of his personal quest for excellence that I have seen unequalled in my eight years of teaching. Critique There can be no doubt here. The evaluator has pulled out all the stops and we must be impressed despite the generally poor quality of writing. The line "the most outstanding ever" is a highly significant comment if used infrequently. One year a single college counsellor checked three students as the best ever from his school -- and all of them applied to MIT! The writer has lent credibility by going on to say why this student is exceptional in a direct and meaningful way (thereby avoiding the trap of presuming that "best ever" could stand alone). More important, perhaps, is the sincere strength of this report, which is overwhelmingly genuine.

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Paul R. by his Track Coach

For the past five years I have been a very active track coach at our high school. My involvement with the track program is very intense. In the fall I am the cross-country coach. During the winter and spring seasons I supervise the running events. An informal summer program prepares our runners for the autumn. Since I share 16-20 hours a week with my athlete often over a period of two to four years, I feel qualified to comment. Paul has been a part of our program for the past three and one half years. He hasn't been a star athlete, though. Hopefully, this year, his senior year, Paul will stand out in our league and possibly represent our team in a state sectional qualification race. Paul has improved because he has made a concerted effort to do so. This past fall was very disappointing to Paul. Though he was the number one runner on our team, his performances were at best mediocre. The final championship race was an embarrassment to Paul. Instead of passively accepting such a stature, Paul embarked with me upon a very involved and structure program. The plan called for a great deal of sacrifice. In the past two months the results have been very encouraging. In races from 1/2 to 9 miles, Paul has experienced astounding success. During this special program I have gotten very close to Paul. The maturity that he has demonstrated to me has been impressive. Running is an important activity to Paul, but not his only interest. He is so well organized that he spends time playing the piano and listening to classical music. Chess is another pastime. Paul enjoys bringing his set to an all day Saturday meet to pass the time between events. He enjoys meeting others from other teams. He is very active on the math team in our high school, which competes in a league with regularly scheduled matches. Paul enjoys the physical part of running and competition. I could see him running marathons when he is forty years old with the same zeal that he now has. Paul is widely interested in many topics. One day in a run we stopped at my ninety-year-old grandfather's home. Upon learning that my grandfather had immigrated to America from Russia at the turn of the century and literally built (he was a carpenter) Serken County, Paul was interested in talking to him. We exchanged a lot of family information regarding immigration. It's very satisfying working with someone like Paul. He has a lot to offer, not only as a runner, but more importantly as a person. Critique On balance this is a report that will serve the applicant well. The first paragraph is a bit

overdone, but the remainder of the report is fair, personal, and shows deep concern and immediate knowledge of the applicant. We've learned a great deal and feel comfortable with the sincerity and openness of the writer.

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Bruce F. by his School Paper Adviser

As the publications adviser at Hennin High I have observed Bruce for the past two years as he has worked on the newspaper and yearbook staffs. Frankly, I am impressed with his aggressiveness, creativity, determination, and ability to schedule extracurricular activities around a full academic workload. I have never heard Bruce complain about his workload or refuse any assignment I have given him. It is not adequate to say that he accepts responsibility readily. He seeks responsibility. Oh, for more such students! As business manager for the paper and co-editor for the yearbook for the past two years, Bruce has done an outstanding job. He personally brought the town's business community from the view that the school newspaper was a charitable organization to the realization that the paper is a direct pipeline through which advertisers can reach students. He also took the initiative and set up the advertising rate schedule for the paper, which produced enough revenue to expand coverage from a four page paper, so that it is now an eight and often twelve page paper. His work as photographer for both publications has been equally outstanding. His motivation is not forced upon him, nor does he wear it like a badge. He has tremendous self-discipline, as evidenced by his ability to fulfil the duties of the many activities in which he is involved while maintaining his excellent academic status. Bruce is a dedicated, versatile, talented student who will be an asset to your undergraduate community. He has my respect and my highest recommendation. Critique Excellent!

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