• If you cannot meet with your student, ask them to write a short paragraph about themselves and
their goals.
• Ask for a copy of their resume so that you can add any relevant extracurricular activities to your
letter. For example, you might include that Student Y has been the captain of her basketball team
for two years, showing not only her willingness to take on a leadership role but also her aptitude
for it. Remember to connect these details back to your personal interactions with the student. How
did Student Y’s role as captain of her basketball team translate to your classroom?
If you feel that you cannot write a positive recommendation letter for the student, whether because of
your knowledge of the student’s classroom behavior and work or because you simply do not know them
well, it is in the student’s and your best interest to decline. A negative or even a neutral recommendation
letter can seriously harm a student’s application. The letter of recommendation is not the space to work
out a personal grievance against the student (Schall 43).
When declining a student request to write a recommendation letter, consider directing the student to
faculty who may know them better and therefore be more qualified to write a recommendation letter.
Formatting a Letter of Recommendation
There are a few basic formatting rules when writing a letter of recommendation.
• Follow typical business letter format. More detailed rules regarding spacing, alignment and
salutations can be found on the Purdue OWL by clicking here.
• Always address the recommendation letter to the appropriate person. Your student should provide
this information for you. “To Whom It May Concern” is a last resort.
• Print your recommendation letter out on the letterhead of your school, reinforcing your
professionalism and authority.
Recommendation letters, like any other genre of writing, typically follow certain conventions. The
recommendation letter usually consists of four major parts (Toglia). While genre conventions should never
be followed formulaically, certain pieces of information are necessary and should be mentioned up front,
such as for whom you are writing and your relationship to them.
• The first section usually states the relationship you have to the student, how long you’ve known
them, and in what context (most often the classroom, or perhaps as an advisor).
• The second section should discuss the student’s work in your classroom or their work for you in
another context, perhaps as a TA or tutor for their peers. Whatever you discuss in the letter of
recommendation should be specific and detailed. It should be clear that you know this student.
Admissions committees are often suspicious of grandiose praise lacking details and evidence. Such
statements as “She is the best student I’ve taught in my twenty years as an educator!” or “He is,
hands down, the most intelligent student I’ve ever taught” are not treated as sincere or accurate
value statements. For more advice on avoiding hyperbole, refer to the section Avoiding Ambiguous
Language and Hyperbolic Clichés, below, where this is discussed further.
• The third section typically addresses a student’s characteristics. This section should also avoid
hyperbole and generalizations even though you are discussing intangibles. To say that “Student Z
is a kind and patient mentor to the other students” is not enough; it is important to provide an
example of Student Z demonstrating his mentoring abilities.
• The fourth and final section is your chance to summarize the student’s qualities or
accomplishments which you wish to emphasize. You might also include an invitation to call you if
the admissions committee needs further information.
Finally, keep in mind that the letter of recommendation should not merely repeat what is listed on the
student’s resume. Keep your letter focused and personal to enhance the sincerity of your praise. Consider