Award Reference Letters - Tips, Templates, and Recommendations for Writers

Sep 16, 2026

Award reference letters vary greatly across departments and professors, which can make student evaluation harder and less equitable for adjudication committees. This resource helps reference writers craft strong, accurate letters with clear guidance on language, key components, and focus areas. It covers how to address commitment, academic and career record, accomplishments, and award-relevant personal characteristics, while reducing unintentional bias through specific evidence, results, and equity, diversity, inclusion aware writing.

LanguageEnglish

CategoryLetters

FormatPDF

Pages9

Reading Time3 min

AccessFree to download

SUMMARY

PROBLEM

GOAL

NOTE

KEY COMPONENTS OF A REFERENCE LETTER

TIPS FOR WRITERS

Discuss at least three different strengths

Address the award criteria

Provide specific examples

Focus on results and impact

Focus on accomplishment statements

Recognize Equity, Diversity, Inclusion (EDI) principles in your writing

Avoid the biggest pitfalls

Award Reference Letters – Tips, Templates, and Recommendations for Writers Author: Jodie Salter [June 17, 2022] SUMMARY Reference letters often vary widely between both departments and professors, making it difficult for adjudication committees to evaluate students comparatively. To create a more equitable evaluation process, Dr. Jodie Salter (Writing Services) in collaboration with Sarah Erbarescu (OGPS) and faculty advisor Dr. Andrew Hamilton-Wright (Computer Science) have developed a new resource that supports reference writers in creating strong and accurate letters. This resource includes tips and recommendations for writers with guidance on language, specific areas of focus, unintentional biases, and the key components to address in a reference letter. Letter writers will also find templates, examples of specific statements, and a list of skills and qualities to consider when crafting their letters. PROBLEM • Letters often vary widely between departments and professors. • OGPS and adjudication committees find it hard to evaluate students comparatively because there are no similarities between faculty letters of recommendation. • Some faculty refer to character versus capabilities, and with no uniform equitable language, this can pose inequities in the evaluation process. GOAL • To support writers in creating strong and accurate reference letters • To provide guidance on language and the key components of a reference letter • To support a more equitable evaluation process by decreasing unintentional biases NOTE: If you are not willing or able to write a strong letter of support, you should encourage the student to seek another reference letter writer. KEY COMPONENTS OF A REFERENCE LETTER The following four components should be addressed in reference letters: 1. the applicant’s commitment (including the relationship of the writer to the applicant) 2. the applicant’s academic and career record 3. the applicant’s accomplishments 4. personal characteristics that specifically relate to the award criteria TIPS FOR WRITERS 1. Discuss at least three different strengths • A quality letter should be able to address at least three different areas of strength for the student, such as leadership/mentorship, communication, initiative, research/scholarly outputs, and/or organization. • A briefer, more focused letter will have more impact than a list of underdeveloped statements. 2. Address the award criteria • Review the specific requirements of the position or award and write specifically to what is being evaluated. o Use the language of the award, including key terms, when possible. o Link applicant’s research or work with the award qualifications. List achievements, awards, and certifications. 3. Provide specific examples • Be specific when explaining someone’s work experience, responsibilities, and results in your letter of recommendation. o Focus language on accomplishment statements and ability. o Avoid vague or broad descriptions or commenting on basic expectations. • Quantify and qualify your statements (focus on results and impact) . o Mention publications and professional successes. o Provide a contextual and quantitative comparison of the student’s performance to others you have worked with. • Be anecdotal and mention specific personalized examples of the student’s work that highlight results. o Teaching experience is a good source for anecdotes about communication, organization, mentorship, problem solving, and initiative. Teaching experiences could include academic opportunities, coaching, peer mentorships, volunteering, land-based practices, etc. 4. Focus on results and impact • Use anecdotes or specific examples to exemplify and support your statements. You could address any of the following: o A problem or challenge that the student solved o A need or gap they identified and met o A process or methodology they developed or improved o Any

FAQs

What are the four key components a reference letter should address?

A reference letter should cover the applicant’s commitment (including the writer’s relationship), the applicant’s academic and career record, the applicant’s accomplishments, and personal characteristics that directly relate to the award criteria.

How should writers use award criteria in a reference letter?

Writers should review the specific requirements of the position or award and use the award’s language and key terms when possible. They should link the applicant’s research or work to the qualifications and list relevant achievements, awards, and certifications.

How can writers reduce unintentional bias in their wording?

Writers should follow equity, diversity, and inclusion principles by using gender-inclusive language, avoiding unnecessary references to gender, using the applicant’s name, and writing with neutral, accomplishment-focused phrasing that supports fair review.

Sep 16, 2026

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