Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Read The Instructions For Writing A Request For A Letter Of Recommendation (Attached).
Read the instructions for writing a request for a letter of recommendation (attached). THEN, write a fake request for a letter of recommendation in a Word document. You can choose who you want to address it to (it can be me or another one of your professors/employers). For full credit, write the subject line, the greeting, the 4-5 paragraphs, and the thank you, as well as your sign off at the end. Employ a persuasive and professional tone at all times. Save this assignment because you never know when you might need to ask for a letter of recommendation for real!
Click on the title of the assignment above to find the submission box. Attach your word document.
Rubric:
Subject, Greeting, and signature at the end – 5 points
Body Paragraphs – personal, unique, and persuasive appeals employed – 5 points each
You may lose 1 point per error in spelling, grammar, punctuation, and capitalization.
Requesting a Letter of Recommendation
Many schools, internships, or jobs will require you to present letters of recommendation from former professors, employers, or non-relatives who can be character references. To obtain a letter of recommendation, you need to know how to ask for one, professionally.1. Choose an appropriate person. Before you choose which person to ask for a recommendation, ask yourself:
· Does this person know my name and something about me?
· Have I ever spoken to this professor outside of class or employer outside of work?
· Did this professor give me a grade of ‘B’ or higher in the course? Did this employer ever recommend me for a promotion or commend my work?
· Have I kept in touch with this person since leaving their class/place of employment?
2. Put “Recommendation for [your name]?” as the subject line.
3. Address the letter properly. Even in an e-mail, you want it to look nice. If you were on a first name basis (meaning they specifically asked you to call them by their first name and you did so constantly) address it by their first name. Otherwise use their appropriate title. Let’s pretend we’re writing a letter to Dr. Jones who was your professor for Archaeology. Dr. Jones was not on a first name basis with you, so you will start the letter with, “Dear Dr. Jones” followed by a comma or a colon. Make sure you spell their name right!
4. Start the first paragraph by stating what you want: “I am writing to ask if you would be willing to write a letter of recommendation for me.” Do not keep him or her guessing. In the next few sentences, lay out the facts:
· Your name
· Year in school/Major
· Which course or courses you took with this professor, when, and what grade you earned, OR what you did for this person while working with them
· Why you need a recommendation [that is, what you are applying for]
· When the recommendation letter is due
5. Outline your relationship with this person in the following paragraph and point out why you have asked him or her specifically. Tell a little about yourself and why you are interested in the scholarship, graduate program, or job for which you need the reference. You should also attach your resume, if you have one.
6. Use the third paragraph as an opportunity to hint at what you’d like the professor to say about you: You’ll want to include any information about yourself which they may not be aware of. Some subtle ways of letting them know are:
· “I believe that you’re aware through our conversations and my participation in your course that I’m dedicated to the field of archeology. I’ve completed my degree in Archeology as of June of this year. I also have extensive experience in cataloging items gained through my internship.”
· “My other references will be able to talk about my academic ability, but you are the only one who really knows how hard I worked outside of classes and some of the obstacles I faced. I was hoping maybe you could talk about how I handle stress and deal with setbacks, because those are qualities the selection committee wants to see.”
7. Give them the details. Where does the letter need to go? And when do you need it? You’re already asking them to put themselves out and write the letter for you. Don’t ask them to address it and put postage on it for you, too. You want to be the LEAST amount of trouble, so they are not annoyed by having to do work you could have done for them (and should have). Plus, this way you can assure yourself that it was sent. If they offer to mail it for you, let them. If they’re always forgetting to do things like put items in the mail or grade exams, then tell them that you need or want to present it in person with other letters, or other materials. That way you can be sure you have it. But include this in the e-mail so they know the time frame.
8. Close with information about how you will follow-up: “I’ll drop off the form and a stamped, addressed envelope in your faculty mailbox this week. I’ll also send you an email reminder a week before the recommendation is due.” Or, “I need to submit the letter of recommendation by August 3rd. If you’re willing to write me a recommendation letter, please let me know and I’d be happy to come by any time to pick it up.”
9. Thank them, whether or not they write the letter. “Thank you in advance for your time, and consideration. I also wanted to extend an additional thank you for the time I spent under your instruction. I really enjoyed your course, and I can’t express how much I’ve taken away from Archeology 101.” If they were truly that special teacher, you can be more effusive in your praise. “I know I’ll take the things I’ve learned in that course, and apply them in my life’s work. Your mentoring really had a positive impact in my life, and I can never thank you enough.” Offer to write the recommendation letter yourself and have them sign it. This way, it saves them time and effort so they will be more willing to do it, and you will be able to include any content you want.
Other things to remember about requesting a Letter of Recommendation:
Prepare to send your email request at least 5-6 weeks before the date by which the recommendation must be received. Don’t wait until the last minute to ask them. They lead busy lives, and you don’t want them to rush through your recommendation, if they can even make the time to write it.
Follow through as promised by delivering necessary materials and sending a reminder. Follow up the e-mail with a phone call if you haven’t heard anything in a week, two at the most. If you need to call, don’t assume anything. First, see if they’ve even seen your e-mail. If not, be prepared to do your request verbally.
Before the deadline, take responsibility for checking with the scholarship program, graduate school, or prospective employer to verify that the recommendation was received. If not, send a brief, polite email to the professor and offer to pay for overnight delivery.
Thank them again. After you get your letter of recommendation, send a thank you note to the professor. If the recommendation is in the right hands, send the professor a hand-written thank you note via U.S. mail, not via email. It’s not only polite and the right thing to do, but you never know when that will pay benefits down the road. You may need another letter at another time, or if you’re in a similar field, they may be able to assist you at some other time. If the letter does the trick and gets you the position, call the professor to share the good news!
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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