Teaching the Art of Requesting Recommendations: More Than Just a Letter
A lesson on letters of recommendation is so much more than just a lesson on letters of recommendation. Yes, the primary objective is to prepare students to request, obtain, submit, and store letters of recommendation for academic programs, employment opportunities, or other endeavors. However, I have found this topic to provide multiple opportunities to explore nuances of social interaction, particularly in professional settings.
Navigating the social complexities of our world is a challenge for teenagers and young adults (and humans, in general). Your students might be neurodivergent. Or introverted. There may be cultural differences that are causing misunderstandings. Your students may lack experience in professional settings, be unfamiliar with social cues, have issues with authority, experience nerves or anxiety—the list goes on. The point is that while teaching students about letters of recommendation, we can also help develop valuable social skills.
Breaking Down the Lesson Plan
Introduction to Letters of Recommendation
In recent years, the use of letters of recommendation for college admissions has faced increased scrutiny due to concerns about bias and inequity, inconsistent access to recommenders, and issues of confidentiality and privacy. However, students will likely still require letters of recommendation to pursue their educational or professional goals, so my goal is to equip them with the necessary information and skills. This includes knowing whom to ask, what to request, when to reach out, where to store the letters, and how to follow up with their recommenders. This process of securing letters of recommendation requires a blend of both technical knowledge and social skills.
Understanding the Basics
If you're interested in tackling this topic, I recommend starting with an introduction to the basic elements of a letter of recommendation. It's possible that your students have never seen one before, so providing a few samples from the internet may be helpful. Students might need a letter to apply for educational or training programs, employment, scholarships, clubs, or activities. However, there are times when a letter of recommendation can be detrimental to an application, such as if it is unsolicited, if the recommender's role is not relevant, if the letter has an unflattering or negative tone, or if it is out of date.
Who to Ask
Next, you’ll want to discuss who can write a letter of recommendation. Suitable choices include teachers, coaches, employers, club leaders, mentors, supervisors, and volunteer coordinators. It's best to avoid family members, friends, peers, or unqualified individuals.
There are interesting factors for students to consider here. Popular teachers often receive numerous letter requests. Should students look for someone else or ask early to get ahead in the queue? Relevance is another issue. A student might have a strong relationship with their soccer coach, but if they're applying for an engineering internship, can the coach address more than just athletic ability? For example, could they ask the coach to focus on skills like teamwork, communication, creativity, and persistence?
The role of the recommender also communicates information about the applicant. This isn't necessarily negative, but students should be aware of the message they are sending. For example, a letter from a pastor might convey religious practices, a letter from a probation officer might reveal prior decisions or experiences, or a letter from a volunteer coordinator might highlight political or personal priorities. The goal is to teach students to be mindful of the information their letters of recommendation communicate in relation to the opportunity they are applying for.
Timing and Tact
Here is an opportunity to dive into additional social norms! When should students ask for a letter? Ideally, at least 4-6 weeks before the application deadline. I also teach students to utilize a “soft deadline.” For example, a student might explain, “The letter is due to the university on January 15th; however, if you are able to send it to me by January 10th, that will give me a few days to organize and submit my materials before the deadline.”
Students also need to understand how to give a respectful reminder if they have not received a requested letter. I like to discuss the elements of a “polite” and “gentle” reminder. I walk students through each element and show them an example:
Start with a friendly greeting.
Acknowledge the person’s busy schedule.
Use softening phrases (quick reminder, just wanted to check in, touching base).
Use “please” and “thank you.”
Offer flexibility or assistance.
The Ask
This lesson on Letters of Recommendation explores the practicalities of making a request. Should requests be made by phone, email, or in person? Each method has its own advantages and disadvantages. For example, asking in person can feel more personal and respectful, but it might be challenging if the recommender is very busy or hard to meet with. Email requests are convenient and allow the recommender to respond at their leisure, but they can sometimes come across as impersonal. Phone requests strike a balance but might catch the recommender at an inconvenient time. The lesson presentation includes sample requests—both appropriate and inappropriate—to help students understand the best practices for each method.
Providing Information
Students will likely require guidance on what to provide their recommender. They should communicate details about the program or job they are applying for, along with the due date and submission instructions for the letter. They should also provide a brag sheet or resume. The brag sheet should emphasize their achievements, skills, and experiences, helping the recommender to craft a detailed, personalized letter. Below, you'll find a free template for a student brag sheet to jumpstart the process, along with a professional version applicable to their future career endeavors. It's best practice to update a brag sheet at least once a year, if not more regularly, while activities and accomplishments are fresh in the memory. Students may also want to consider providing specific points they'd like the recommender to address (as in the soccer coach example above) to boost the letter's relevance and effectiveness.
Some recommenders may prefer that the applicant draft a letter for them to revise, personalize, and sign. Explain to students the need to tread lightly. They don’t want to make their recommender uncomfortable or come across as presumptuous in writing their own letter of recommendation. Instead, they should frame it as an offer, based on their respect for their recommender’s time and with the understanding that the recommender has final editing rights and can and should make the letter their own.
Follow Up
Finally, once a student receives their letter of recommendation, the final critical step is the follow-up or the thank you. This isn't just a mere formality; it's an opportunity to express sincere gratitude and reinforce positive professional relationships. A well-crafted thank you note can leave a lasting impression and further solidify connections. Emphasize to students the importance of promptly sending a thank you note to their recommender.
A good thank you note should be personalized, expressing genuine appreciation for the time and effort invested by the recommender. It should be concise yet heartfelt, mentioning specific aspects of the letter or the relationship that were particularly meaningful. Additionally, students should reiterate their enthusiasm for the opportunity and their commitment to making the most of it. Encourage students to send thank you notes via email or traditional mail, depending on the preferences of the recommender.
Moreover, use this opportunity to discuss the concept of networking with students. Explain the value of developing a professional network and maintaining positive relationships. Stress that effective networking is reciprocal; it's important to contribute as much to the network as one receives from it. Encourage students to nurture their professional connections by offering support, guidance, and assistance to others in their network. By fostering strong relationships, students can expand their opportunities and thrive in their academic and professional pursuits.
In Summary
By teaching this topic, you're not just assisting students in securing a necessary document; you're equipping them with invaluable skills for navigating professional environments with confidence and ease. Understanding how to request recommendations effectively is just one aspect of this broader lesson. By delving into the intricacies of requesting recommendations, you're providing students with a crash course in professional interactions and the subtle nuances of social etiquette.
If you're seeking a more in-depth exploration of this topic, I've developed a comprehensive lesson plan. This resource includes a detailed presentation complete with speaker notes, a brainstorming activity to generate ideas for potential recommenders, sample requests for letters of recommendation, an interactive exercise to decode instructions for requesting a letter, a guided activity for creating a brag sheet, and an exemplar letter along with a customizable template. With these tools at your disposal, you can actively engage your students and equip them with the skills needed to confidently navigate the process of requesting recommendations.
So, what are you waiting for? Let’s turn the daunting task of requesting a letter of recommendation into an opportunity to instill some valuable life skills.
