5.Managing References & Recommendation Letters
Most university systems ask schools and Counsellors to submit a reference or recommendation as part of their admissions process. The problem for Guidance Counsellors and Teachers is that the quantity and type of references required vary from country to country and indeed from university to university. This means it can be difficult to get a handle on the criteria required by different university systems.
Note: Reference writing requirements across the world occupy a broad spectrum between concise and formal academic references, and more personalized letters of recommendation designed to showcase a student’s all-round personality.
For the purposes of this chapter, we’re going to dive deeper into the two most popular - the UCAS reference and the US college letter of recommendation (LOR). These are the two most illustrative examples of how references and recommendations can differ greatly in style and tone.
Why do references and recommendation letters matter?
Letters of recommendation and references act as supporting documents to a student’s university application.
Overall, the recommendation/reference serves the following purposes:
They allow universities to gauge a student’s suitability for their chosen course.
They give universities an idea of how a student will contribute to the campus life, and how they fit with the culture of a university.
Admissions boards and faculty staff get an overview of how a student performs in an academic environment.
They bring a student to life in the eyes of an admissions officer, giving universities an idea of a candidate’s personality and character.
References vs Letters of Recommendation - what’s the difference?
f you have students at your school applying to multiple university systems, then it can be tempting to use the two terms interchangeably, and indeed some countries will use a variation upon the terminology above (e.g. some Canadian universities ask for a letter of reference). But they can be very different things.
In this chapter, we’ll dive a bit deeper into references and recommendations, and how they require a slightly different response from teachers and guidance counsellors.
The UCAS Reference
The UCAS Reference is usually one document sent on behalf of the school. It may be written by one member of staff, or compiled from the observations of several teachers who have worked closely with a student.
The focus of the reference is academic (especially in the UK), with an emphasis on:
The student’s suitability for their chosen degree
How their personal life experiences have informed their passion for their degree subject
- How they believe studying this degree will help them to realize their career ambitions.
How to write a reference
It’s important to keep the tone and content grounded in a discussion of the student’s academic record. Even a discussion of their extra-curricular activities must, ultimately, come back to how this relates to their overall suitability for the course to which they’re applying. Let’s look at this short excerpt of a student’s UCAS reference, written in support of an application to study History.
Eduardo’s performance has been strong and consistent throughout Year 12, both in terms of class and group discussions, and exam assessments. His written work demonstrates strong historical explanation skills, and his essays are always rich with analysis and clear argument from start to finish.
Other useful talking points for an academic reference may include:
Why a student’s key skills and aptitudes makes them suited to their chosen degree course
Their motivation and commitment to their curricular and extracurricular activities.
Why you think they will be successful in their chosen career path.
Any mitigating circumstances (if relevant) that may have a bearing on
What are universities looking for in a UCAS reference?
To cite one example of a what a UK university is looking for, Imperial College London recommends that teachers and Counsellors include the following.
Demonstrate that students can construct well- structured essays and reasoned arguments.
Talk about a student’s organizational or time management skills.
Talk about how they participate in class discussions.
- Highlight their leadership or team working abilities and communication skills.
How to help teachers write references
If multiple teachers are contributing towards a single reference (as with the UCAS reference), then it’s important that you co-ordinate with them to ensure that they are showing a student in their best light. Here are a few tips for helping teachers at your school.
- Ensure they show, and don’t tell. Teachers need to back up their observations about students with specific, relevant examples.
Make sure they’re mindful of word counts. Teachers’ comments will form part of an overall reference. Their contributions should be insightful, but get to the point!
If possible, encourage teachers to familiarize themselves with their students’ Personal Statements and overall university aspirations. This will empower them to write better, more tailored references.
- Finally, make sure that teachers are mindful of deadlines!
- Letters of Recommendation (USA)
It’s important to stress that there is no one single definition of a letter of recommendation, or what’s required. Also, different universities have their own criteria for how
many letters a school must submit, and who is expected to write them.
But as we explained at the beginning of this chapter, we’re using the US Letter of Recommendation as a case study, as it’s the best contrasting example of a more personalized, informal recommendation.
Before we look at how to write a LOR, it’s worthwhile talking about how it will change depending on who is submitting it.
Recommendation letters from teachers;
Teachers will be required to discuss how a student has performed in an academic setting. They will be required to talk about where the student has excelled, what drives them and how they’ve coped with setback and adversity. Teachers will often be in a better position to talk about the specific skill-set that a student will bring to their chosen degree course.
Recommendation letters from counsellors;
This could be you! If guidance counsellors are required to submit a reference to a university, they may be asked to comment on a student’s overall contribution to school life and how they might, in turn, contribute to life at their chosen university. This isn’t always the case, though, so if in doubt, it’s always best to check the individual university’s entry requirements.
How to write recommendation letters?
The tone of voice in letters of recommendation is different. Let’s look at an example.
David has demonstrated a consistent ability to use independent thinking and rigorous analysis in both written assessments and classroom discussions. His essay on Christianity and redemption in “Crime and Punishment” demonstrated a level of insight beyond his years.
This example LOR dives straight in with a positive endorsement which showcases the student’s academic ability, but also adopts a personable tone. It’s clear, concise and champions the student.
But this is where a letter of recommendation can differ from a reference. LORs are often more informal in tone, and are a chance to champion the student’s personal qualities too. This is exemplified further in the next section.
David’s energy and intellect has seen him excel outside the classroom, and he’s made a valuable contribution to school life. He has represented our school as a delegate for Model United Nations, and demonstrates an understanding of world affairs and current events which has served to make him a highly skilled public speaker.
This second paragraph helps to place the student’s academic achievements in a wider context and uses specific examples to show how this student has participated fully outside of the classroom.
Finally, the letter of recommendation might end with a final, unreserved endorsement of the student.
In all aspects of school life, David demonstrates drive and a love for learning, qualities that will see him excel in his future career. His warmth, and humour makes him a joy to teach, and a constant inspiration to his fellow students. I would recommend him without reservation to any institution.
In summary, a strong letter of recommendation will:
- Give clear, concise examples of a student’s academic achievement.
Tell a compelling story about how the student has impacted on school life.
Talk about their overall personality and character.
- Make a strong case for why they are a great fit for their chosen university.
References & Letters of Recommendation: final tips to get you started:
We chose the two examples in this chapter because they sit at opposite ends of a wide spectrum of university systems. Of course, the reference/recommendation criteria for multiple countries is too complex to go into here. But when it comes time to get started with reference and recommendation writing, it’s useful to ask these questions.
Who will be writing the reference/letter of recommendation?
It may be that it’s your job to collate teacher’s comments into one reference. Alternatively, individual members of staff will be responsible for writing their own. As a guidance counsellor, it might be up to you to ensure that everyone knows what is required and to what deadlines.
Who will be reading it?
Audience is everything. If your students are applying to study for a specialized course, then it’s likely that the reference will be more academic in tone, and should discuss their aptitude for their chosen degree. By contrast, an application sent directly to a university (see our US example) will require a more fully-rounded account of the student and their contribution to campus life.
How will it be sent?
This is an important logistical consideration that will affect how you manage deadlines. Do references need to be sent to the university directly, or through a standardized application portal like UCAS (UK) or the Common App (US). In some countries, it will be a combination of both. It’s up to you to keep track!
