申請研究生推薦信模板

　　推薦信在錄取過程中起到了極為重要的作用。實(shí)際上，僅僅是一封推薦信就有可能改變委員會對申請人的看法，從而改變錄取的結(jié)果。下面是關(guān)于申請研究生推薦信模板，希望對您有幫助!

　　申請研究生推薦信模板【中文版】

　　XXX教授：

　　您好!

　　我叫XX，畢業(yè)于XX學(xué)院XXX專業(yè)，現(xiàn)在XXX。今年報考了XX大學(xué)的XXX專業(yè)碩士研究生，下面是我的初試成績：

　　因為在職考研，初試成績并不理想，若有幸能在您的指導(dǎo)下繼續(xù)深造，我一定會更加努力，刻苦鉆研。本科期間，我一直是一個熱愛學(xué)習(xí)的學(xué)生，認(rèn)真學(xué)習(xí)專業(yè)基礎(chǔ)知識，注重實(shí)驗實(shí)踐鍛煉。曾獲得國家勵志獎學(xué)金XXX，校“優(yōu)秀團(tuán)干”一次，校辯論賽“最佳辯手”，并且已獲得英語六級證書。此外，雖然本科一直學(xué)的XXX學(xué)，課程幾乎全是有機(jī)實(shí)驗，但是我從大二開始就跟著老師進(jìn)行“大學(xué)生科技創(chuàng)新項目—XXX”，立項并通過考核。除此之外，我XX，雖然不是核心期刊，但也是自己大學(xué)科技創(chuàng)新的結(jié)晶。

　　其實(shí)我就一直想發(fā)郵件給您，但因為擔(dān)心自己初試不理想，就沒有聯(lián)系任何老師。這次復(fù)試完，我覺得自己也很有信心。我對您的研究方向很感興趣，有強(qiáng)烈的好奇心和求知欲，特別希望能在您的門下就讀，跟您學(xué)知識，做項目，進(jìn)一步提高自己。若老師能給我這個機(jī)會，我一定會加倍努力，不辜負(fù)您的信任和期望!

　　非常感謝您能在百忙之中抽出時間閱信。冒昧致信，懇請海涵!

　　祝您工作順利，身體安康!

　　XX

　　年月日

　　申請研究生推薦信模板【英文版】

　　To: Graduate Admissions Committee

　　It is my pleasure to write on behalf of Jane Student, who is applying to the PhD program in Research Psychology at Major University. I have interacted with Jane in several contexts: as student, as teaching assistant, and as thesis mentee.

　　I first met Jane in 2008, when she enrolled in my introductory Psychology class. Jane immediately stood out from the crowd, even as a first semester freshman. Just a few months out of high school, Jane demonstrated characteristics commonly held by the best college students. She was attentive in class, prepared, submitted well-written and thoughtful assignments, and participated in meaningful ways, such as by debating other students.

　　Throughout, Jane modeled critical thinking skills. Needless to say, Jane earned one of five A’s awarded in that class of 75 students. Since her first semester in college Jane has enrolled in six of my classes. She demonstrated similar competencies, and her skills grew with each semester. Most striking is her ability to tackle challenging material with enthusiasm and endurance.

　　I teach a required course in Statistics that, as rumor has it, most students dread. Students’ fears of statistics is legendary across institutions, but Jane wasn’t fazed. As usual she was prepared for class, completed all assignments, and attended help sessions conducted by my teaching assistant. My teaching assistant reported that Jane seemed to learn concepts quickly, learning how to solve problems well before the other students. When placed in group work sessions, Jane easily adopted a leadership role, helping her peers learn how to solve problems on their own. It was these competencies that led me to offer Jane a position as teaching assistant for my statistics class.

　　As teaching assistant, Jane strengthened many of the skills I have articulated. In this position Jane held review sessions and offered out-of-class assistance to students. She also lectured in class several times during the semester. Her first lecture was a bit shaky. She clearly knew the concepts but had difficulty keeping pace with PowerPoint slides. When she abandoned the slides and worked off the blackboard, she improved. She was able to answer students questions and the two that she couldn’t answer she admitted to and said she’d get back to them. As a first lecture, she was very good. Most important to a career in academics, is that she improved in subsequent lectures. Leadership, humility, the ability to see areas in need of improvement, and the willingness to do the work needed to improve – these are all characteristics we value in academia.

　　Most important to a career in academics is research competence. As I have explained, Jane has an excellent grasp of statistics and other skills critical to a successful career in research, such as tenacity and excellent problem solving and critical thinking skills. As mentor of her senior thesis, I witnessed Jane in her first independent research efforts. Similar to other students, Jane struggled with finding an appropriate topic. Unlike other students, she conducted mini literature reviews on potential topics and discussed her ideas with a sophistication that is unusual for undergraduates. After methodical study, she chose a topic that fits her academic goals. Jane’s project examined [X]. Her project earned a department award, university award, and was presented as a paper at a regional psychology association.

　　In closing, I believe that Jane student has the capacity to excel at X and in a career as a research psychologist. She is one of a small handful of student that I have encountered I my 16 years teaching undergraduates that has this ability. Please do not hesitate to contact me with further questions.

　　研究生推薦信攻略：

　　每位申請人在準(zhǔn)備申請加拿大碩士時都面臨一個很現(xiàn)實(shí)的問題，就是根據(jù)申請要求都必須提供兩到三封教授推薦信。而目前學(xué)生找教授寫推薦信，幾乎都是自己寫，由教授簽名，甚至自行代簽。當(dāng)然，他宣稱是教授授權(quán)的模擬簽字，其實(shí)這都是錯誤的，都不是真實(shí)的。

　　首先，我們要了解推薦信應(yīng)該誰來寫：

　　1.必須要了解你的人，最好有一年以上，而且是直接了解你的人，親友長輩或間接的人不要推薦。

　　2.推薦人不一定需要是大師級或正教授。當(dāng)然具備此條件更好，但往往魚與熊掌不可兼得。

　　3.推薦人要和你申請的專業(yè)方向是相關(guān)的。

　　4.寫信的人必須要有時間及意愿。

　　重量級的'人基本都很忙，不好意思拒絕，在來者不拒的情況下，推薦信質(zhì)量必受影響。

　　5.如果離校很久，找不到過去的老師推薦，則找自己工作單位的領(lǐng)導(dǎo)比較恰當(dāng)，如果申請的是MBA學(xué)位，那么內(nèi)容就要注重在工作的綜合表現(xiàn)能力上。

　　如何寫好推薦信?

　　1.最好盡早告知推薦人自己的要求。

　　2.在離寫推薦信的一定時間(最好在2-3個月前)時就提供自己個人的背景介紹，尤其畫龍點(diǎn)睛的把自己和推薦人在學(xué)習(xí)或工作過程中一些值得一提的表現(xiàn)記錄下來，以便他能寫出具體而真實(shí)的推薦信。

　　3.寫信的內(nèi)容，本科和碩士側(cè)重是不同的，本科應(yīng)注重申請人全面綜合的能力了解，碩士則應(yīng)注重學(xué)生的學(xué)術(shù)能力包括邏輯，組織，實(shí)驗各方面。

　　4.字?jǐn)?shù)不超過800字，其它文件重復(fù)性的內(nèi)容如成績，排名等則不需再提。

　　5. 推薦人在推薦信中最好將自己的職稱，工作單位及聯(lián)系方式注明，以便學(xué)校要查詢時使用。

　　6. 切記，不要為找“閃光點(diǎn)”無中生有，或講些表面大眾化的夸贊之詞，看完之后，一點(diǎn)感覺都沒有，這是我在推薦信中最常見到的現(xiàn)象。

　　7.一定要按各校的規(guī)定投遞推薦信，原則上不要由申請人自行遞推薦信。

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