研究生申請(qǐng)信模版

時(shí)間：2020-10-29 16:53:03 推薦信我要投稿

研究生申請(qǐng)推薦信模版

　　研究生申請(qǐng)推薦信模版[1]

研究生申請(qǐng)推薦信模版

　　X has been an assistant in my laboratory during the past year, and has proven to be exceptional in several respects. First, X is exceptionally intelligent. He proved to be a very quick study, learning the elements of experimental design and the uses of microcomputers in record time. Furthermore, his questions are always thoughtful and penetrating. X threw himself into his assigned projects wholeheartedly, and shows every sign of having real talent in . . . . I was a little surprised by his high degree of enthusiasm because I knew that X was not primarily interested in . . . . When I mentioned this to him, I discovered that he has well defined career goals that mesh with the projects he was working on .

　　Second, X is exceptionally diligent and hard working. He worked many extra hours over the summer. I vividly recall coming into the lab late in the evening. . . and finding X at work. X invariably finished projects well in advance of our projected target date. X was always cheerful during this intense period, and was a joy to have in the lab.

　　Third, X is very good at working with other people. He is exceptionally nice and considerate and sensitive. X is not only good humored and friendly, but also is good at gauging other people's level of knowledge and attitudes. .

　　All in all, I think X has a very bright future, and I am sure that he would benefit from . . . . Given his great intelligence and sensitivity, I am sure that he could put . . . to good use.

　　In short, I give X my highest recommendation, and very much hope that the committee judges his application favorably.

　　研究生申請(qǐng)推薦信模版[2]

　　I first knew X in the spring of l986 when she was a member of my Freshman Seminar, '. . . .` In such small groups teacher and students come to know one another in a way that is seldom, if ever, possible in large lecture courses. In either forum something can be learned about a student's academic ability, but only in the former can one get a reliable measure of the student as a person. . . . Having kept in touch with X in the intervening years, I am confident in my knowledge of her.

　　To begin with, she is an excellent student, with a lively curiosity that makes her dissatisfied with superficial explanations. That curiosity frequently led our seminar down avenues and into areas that, otherwise, would have remained unexplored. . . .

　　One has only to speak to her to recognize her openness and eagerness. It is easy to mistake this for naivete, an error I made when she first told me she had signed up to be an apprentice teacher in one of Boston's more notorious inner city high schools. . . . Throughout the term, often at great cost to her own peace of mind, and sometimes in explicit conflict with the regular teacher, she continued to insist on a high level of performance from her students. She not only survived the term but won the admiration and respect of students accustomed to being patronized by teachers content to believe that nothing much can be expected.

　　I would expect X to bring these same qualities of character to . . . . That is, an openness to new places, peoples, cultures and customs; a keen intelligence, with which to analyze and order her experience; irrepressible curiosity; and an unusual ability for dealing with people of all ages and conditions. Those qualities, combined with her toughness of character. . ., will enable her to understand and empathize with others while never losing touch with who she is.

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