Such a discussion offers an important teaching and advising opportunity - one that may be
sorely needed. The student who comes to you for a letter that you cannot write may have a
similar problem with other instructors. It is important to discuss with the student how he or she
might improve prospects for the future. Above all, it is important to avoid allowing the student to
believe that all opportunities have been permanently closed. Try to emphasize the student's
potential strengths - perhaps asking the student to share with you a favorite paper or other
positive experience that may have occurred outside of your class. The message to convey is
that there are constructive steps to be taken, and that if the student has gained a clearer
understanding of his or her strengths and weaknesses, then this marks an important first step.
Questions of format and style, co-signed letters
In some applications, the format is determined by the application itself: the recommender is
asked to answer a series of questions. If a form does not allow you to say everything that you
would like to say, it is appropriate to attach additional remarks. Indeed, it is common practice to
attach a full letter of recommendation to a form, in addition to responding to questions on the
form. Furthermore, if a form asks for information that you cannot provide, it is best to say so.
The following are further considerations:
l. The length of a letter:
If you follow the above guide-lines, your letter probably will be
somewhere between one and two pages. Anything longer than three pages is counter-
productive, since readers normally have a quantity of letters to read. On the other hand,
anything shorter than a page may imply a lack of interest or knowledge about the student.
2. The care with which you write the letter:
This will also influence the effectiveness of the letter.
Writing in your best polished prose style is another way of registering your support for the
student.
3. Writing the letter on a word-processor:
If possible, do so, and be sure to save the file. Once
you have been asked by a student to write a letter, that student may return again and again,
over a number of years, for additional letters. A word-processor allows you to adapt and up-date
an original letter with considerable ease. It is a way of protecting your initial investment in time
and effort.
4. To whom to address the letter:
If a student is applying to similar programs in a number of
different schools, your letter can be left virtually unchanged for each application. In this case,
addressing the letter "To whom it may concern" will facilitate this multiple use. This is also useful
if a student is simply asking for a letter for his or her Career Center file, in anticipation of
eventual applications. In the case of letters for specific fellowships, each letter should address
the appropriate fellowship committee, and make any other adjustments in the letter that may be
necessary.
It should be noted that in some cases, letters of recommendation are submitted to a campus
representative, rather than sent directly to a selection committee. The Fulbright Grant is one
example; medical schools also require an intermediary, or a composite letter from a Dean.
These variations are steps taken after you have produced your letter, and need not affect the
process we describe in this guide for writing letters. One other possibility is that the student
requests a letter of recommendation in anticipation of future applications. The advantage of this
early request is that you are asked to write while you still have the student's performance freshly