Affirmative Example #1
This letter is honest and polite, and it is also the kind of letter I end up writing when a student asks me and I don’t really know their work. I’ve annotated it so you can see in my words what’s missing. The placeholders in brackets stand in for names and details.
This letter isn’t unkind, and everything in it is true. It’s the letter I’m left with when a student asks me and I don’t know their work well enough to say more. Set it next to my strong letter and the gaps are the whole lesson: no ranking, no comparison to peers, no specific story I could only tell about this one person, and a hedge at the end. Almost every sentence would sit just as comfortably under someone else’s name.
That is exactly why I ask you to help me know your work before you ask me to write. I would much rather have the material for a real letter than send a polite one like this on your behalf.
Alex M. Maldonado, Ph.D.
Postdoctoral Associate
Department of Biological Sciences
Dietrich School of Arts and Sciences
4249 Fifth Avenue
Pittsburgh, PA 15260
alex.maldonado@pitt.edu
biology.pitt.edu
[MONTH] [DAY], [YEAR]
Dear Graduate Admissions Committee,
I am writing to support [STUDENT]’s application to your [PROGRAM] at [INSTITUTION]. As a Postdoctoral Associate in computational biology with teaching and research responsibilities, I bring a current and comprehensive perspective on graduate training, education, and interdisciplinary research.
I chose “support,” not “recommend,” and I meant the difference. When all I can honestly say is that someone was a capable student, I say that rather than reach for praise I can’t back up. Notice too that I describe myself in general terms. That’s because I don’t have much specific to offer about this student, so I lead with my own vantage point to fill the space.
I met [STUDENT] in [SEMESTER] as a student in my computational biology course. This course covers advanced topics, including genomics, transcriptomics, protein structure prediction, molecular simulations, and computer-aided drug design—material that challenges even graduate students. During the course, [STUDENT] consistently engaged with the material presented. [STUDENT] attended office hours, demonstrating a willingness to seek assistance and deepen [STUDENT] understanding of new complex topics.
Here is the tell of a thin letter: I spend more words describing the course than describing the student. “Consistently engaged” and “attended office hours” are true, but I could write them about a great many students. I have no ranking to give and no single moment to point to, because I didn’t have enough contact with this student to remember one.
[STUDENT] took the initiative by participating in programming-based extra credit assignments such as analyzing bulk-RNA sequencing data to identify potential drug targets. These assignments required additional effort and a willingness to learn new computational skills, which [STUDENT] approached diligently. [STUDENT] collaboration with other students on these tasks contributed positively to the learning environment. While balancing a demanding course and extracurricular activities, [STUDENT] managed to maintain steady participation throughout the semester. [STUDENT] ability to handle multiple commitments reflects time management, solid skills, and dedication.
This paragraph works hard to sound substantive, but look at what I actually claim: the student did the optional assignments, worked with classmates, and kept up while busy. Those are baseline good behaviors, not distinguishing ones. Words like “diligently” and “dedication” are standing in for the specific examples I would give if I had them. My phrasing gets loose here too (“time management, solid skills, and dedication”), which is what happens when I’m assembling generic praise instead of describing something I watched.
Based on my interactions with [STUDENT], [STUDENT] is determined to pursue further studies and could contribute to your program, especially in areas that build upon [STUDENT] experiences.
My close is hedged, and honestly it’s half-finished (“contribute to your program”). “Could contribute,” not “will.” “Determined to pursue further studies” is about intent, not ability. A reader catches that instantly. This is a letter that completes a file without moving a decision.
With the highest regards,
[SIGNATURE]