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Composing a Letter of
Evaluation
This is a
revised version of an article originally printed
One of the most daunting challenges to premedical
advisors is writing the letter of evaluation for medical school applicants from
their institutions. Letters provide information used by medical school
admissions committees for both screening and selection decisions. In fact,
medical school admissions officers responded overwhelmingly positively to a
national survey gauging the importance of the advisors’ letters, stressing
that the premedical letter has influence on, and contributes to the committee
assessment of candidates for admission. 1 In reading the letters written by
advisors regarding the suitability of applicants for medical school, medical
school admissions committee members are looking for useful, candid, and honest
information that will allow them to make better selection decisions.2
However, letters from some institutions are routinely categorized as being not
very helpful in the admissions process.3 Letters of evaluation
described as least helpful by admissions committee members at six medical
schools across the southeastern United States had one or more of the following
characteristics: a repetition of information from the application,
unsubstantiated superlatives or vague generalities, description of a grade in
one particular class (an indication that the letter writer had a limited
relationship with the applicant), or inclusion of irrelevant information regarding such issues as the
applicant’s family connections or the applicant’s religious beliefs. 3 Klein (1995) concluded that both
advisors and admissions committee members could be left feeling either satisfied
or dissatisfied with both the effort it takes to write letters and final product
itself.4 We believe that, most of the time, letters are helpful,
leaving both the writer and the reader satisfied with the information provided.
In those cases, the letters of evaluation contain important and unique
information to help admissions committees know more about the personal
characteristics, interpersonal qualities, classroom abilities, and exposure to
medicine of applicants.1 Such
informative letters help establish good working relationships between the
premedical advisor and the medical school admissions committee, by building a
sense of trust in their content and communication. We contend that there is an art to writing letters
of evaluation, and that some of the best approaches to letter writing can be
learned. In this paper we will
address two aspects of letter writing, obtaining the necessary information and
crafting the language of the letter. Getting to Know the Students Where do advisors obtain information they use to
write knowledgeable letters about their students’ academic abilities,
personality characteristics, relevant experiences, and overall suitability for a
medical career? How do they come to know their students as unique individuals
with unique qualities and circumstances? Ultimately, it is the applicant’s
responsibility to provide information about herself or himself to both faculty
and the premedical advisor. However, settings for interactions are many. Most
premedical advisors serve as academic counselors to premedical students.
Premedical advisors holding faculty positions may teach aspiring medical
students in their courses. Advisors
with active research programs may employ students in their research
laboratories. Some premedical advisors participate in study abroad programming
and may come to know students in living and learning settings. Alternatively,
premedical advisors may solicit comments from other faculty who know the
applicant better. Advisors may also learn about their students
through review of data related to their academic performances. To understand the
student’s academic abilities, the advisor carefully examines the student’s
academic record in college, including course work taken and grades earned.
In preparing to describe the applicant’s academic aptitude and
scholarship, it is helpful for the advisor to have knowledge of the student’s
classroom behaviors including work ethic, preparation, and attendance. 1,3
Advisors usually have access to the student’s performance on the
Medical College Admission Test (MCAT). Some advisors even have access to the
student’s performance on college entrance examinations, such as the ACT or
SAT. Through review of standardized
scores prior to admission to the undergraduate program, grade point averages
attained in college, and MCAT scores, advisors can determine whether the
student’s undergraduate performance is in keeping with
his or her abilities as measured by standardized tests. Should student performance in the classroom fall short of the
expected aptitude, advisors can often clarify unique circumstances or hardships
faced that may have influenced the applicant’s classroom performance in the
letters they write. Writing the Letter Premedical advisors may work with applicants on their own, or with other faculty who comprise an advisory committee. The advisory committee members may come together to interview aspiring applicants to learn more about their accomplishments and personal qualities prior to contributing to the letter of evaluation. Within the premedical committee, individual faculty may each be asked to draft a separate letter on behalf of selected students. When the premedical advisor sits down to write the letter of evaluation on an individual applicant, he or she draws information from the previously outlined interactions and sources. The premedical advisor may be asked to draft a singular letter, representing the committee, or make summary comments, interpreting and synthesizing the separate letters written by individual faculty members. Medical school admissions committee members usually report that it is also helpful for the advisor to rank the applicant in categories and compare the student to past successful applicants. Regardless of the authorship of the
letter of evaluation, there are necessary topics that are deemed helpful by
admissions committee members. Topics that should be incorporated in the letters
include information addressing the personal characteristics (e.g., integrity,
honesty, reliability, professionalism, determination, leadership, and
motivation) and social skills (e.g., interpersonal and communication skills,
ability to interact in groups and establish peer relationships, empathy, and
altruism) of the applicant.3 Importantly,
most admissions officers and admissions committee members value both positive
and negative information on applicants as this combination typically gives them
a realistic perspective of the applicant’s strengths and weaknesses.5 Crafting
the Language: Addressing Personal Characteristics and Social Skills In thinking about the letter writing, it may be helpful to consider tips dispensed in composition classes that are aimed at assisting students in writing good narration and description. To demonstrate logical thinking in composition, students are taught to approach their subject matter objectively, analyzing the varied points of view, and working to convey insight and understanding.6 The same considerations apply in crafting the letter of evaluation. Information that faculty obtain by knowing, teaching, advising, and working with the applicant is more helpful than providing lists of the applicant’s grades or activities that are readily available from the application materials. The analysis, insight, and understanding that advisors can supply in the letters that describe who the applicant is as a person receive great consideration by admissions committee members. Some authors of letters of evaluation have stated that they are unsure of the types of information about the personalities of their students that should be included in the narrative. They have expressed difficulty in describing and interpreting student behaviors and attitudes. Because medical school admission committee members consider both positive and negative aspects of key personal qualities, social skills, and relevant experiences and abilities when selecting students who are suitable for entrance into the medical school, it is important to incorporate such information in the letters of evaluation. Examples of
narrative comments extracted from letters of evaluation that describe the
strengths and weaknesses of applicants are provided as follows. While we offer
these passages as descriptive samples of qualities of individual students, we do
not presume or desire that these statements should be incorporated into
others’ letters verbatim. Rather,
they serve as models of language that could be imitated in crafting the
descriptive passages related to personal qualities of individual students.
Samples of statements describing leadership, ability to work
collaboratively, honesty and integrity, responsibility and dedication,
motivation, empathy, communication skills, service to others, problem solving
ability, exposure to the profession, and common sense and judgement are
provided. General definitions of
strengths and weaknesses regarding each quality are given, and passages are
categorized accordingly. Note that statements may be appropriate for more than
one category. Some of the statements are derived from summaries of faculty
evaluations constructed by the premedical advisor; others are from individual
professors. All have been modified to protect the identity of students and their
institutions. Leadership Strengths
(ability to direct, organize,
and/or take charge): “Leads by
example and organizational skills, not by an assertive presence”. “Vanessa knows
exactly when to lead and when to let go; when to speak and when to listen; when
to assume control and when to delegate authority.
She negotiates this delicate balance between leading and listening better
than almost any other student I have seen.” “Melissa has
excellent leadership ability. She
has the ideas and the ability to convince others to act on them.
She inspires respect and trust. She
works well with others and is not abrasive or arrogant.” “This year John was given a difficult task of
being the Resident Assistant for both upper class women and freshmen men. He did
an exceptional job. He was very compassionate to residents on his hall who had
severe physical and emotional difficulties. He provided creative educational and
social programming for the residents and truly went above and beyond the call of
duty. He maintains his calm under pressure and responds appropriately to crisis
situations.” Weaknesses
(concerns about passivity): “Marianne is
definitely a good follower. She
does not have the assertiveness, the strength of character, or ego to be an
effective leader. She fits smoothly
into groups, quietly going about the business of doing what is requested from
her.” “Patricia can
work well on a team, but I do not see her as a leader-she isn’t very
aggressive and does not like to tell people what to do.” “Peter
will have more problems with interpersonal matters because he tends to be on the
quiet side. He interacts with a lot of people, but he does not seem to
contribute as much.” “My impression
is that Ellen, although not really a loner, is nevertheless comfortable working
alone. She could work in a team,
but I do not think she would seek its leadership.” Ability To Work Collaboratively Strengths
(skill in bringing others together
in a constructive manner): “Stephanie works
well with others. She is an
outstanding and dedicated leader, or a cooperative group member. She has shown a
real willingness to reach out and get involved in a variety of different
settings and with all different kinds of people.” “I owe him something of a debt. He was one of
those rare students who function as catalysts for the entire class. His
intellectual curiosity and willingness to participate set the tone for a whole
term of "Introduction to Humanities" and made my life as a teacher
much easier.” “While
performing well in my classes was important to him, he seemed equally dedicated
to understanding the science beyond what was going to be on the exam. His
presence in class was refreshing because he was always willing to answer
difficult questions even if he looked foolish. He was very generous with his
time when it came to assisting other students who were having difficulty with
the material. There is usually a good atmosphere in the class when the top
student is not competitive.” “I
look forward to Mike’s contributions to our group meetings. He takes the
discussions very seriously. He listens first and then speaks only when he has
something meaningful to contribute. As a result, his peers hang on every word
and really seem to value his opinion.” Weaknesses
(concerns about social skills
and/or control within a group): “He seems not to be part of any
group. He is able to reach
decisions and take actions independent of others.” “While Susie is
active in a couple of organizations on campus, she normally goes her own way and
does what she considers to be of interest to her and of importance to her.” “He takes great pride in fastidious
techniques that nearly always produce accurate and precise results. He works
very well with other bright students. When paired with students less capable
than he, though, he tends to dominate the group a bit.” “Theresa has an abundance of
self-confidence. Although this confidence is merited by her abilities, she has
yet to master the skill of communicating her level of proficiency without
alienating her colleagues.” Honesty and Integrity
Strengths (high moral standards and values): “She is an
especially conscientious, and honest person. These qualities are so basic to her personality that she
inspires an unusual amount of trust from others. Her integrity and honesty are
of the highest order.” “Unlike some
students who participate in activities simply to broaden their resumes or to
earn praise, Mike does everything with a purpose and the intention of making a
difference with no desire for recognition.” “As an RA in a freshman hall, Nick
dealt with several delicate situations professionally, and with an easy, natural
manner. He was able to enforce all college policies and regulations without
alienating his peers and earned their respect and friendship in the process.” “As a captain of the baseball team,
he had to make decisions that pitted him between the coaches and his teammates.
He was willing to make a decision that he believed was right, even though his
teammates did not agree.” Weaknesses
(concerns about morality, deception, or reputation): “You will notice from John’s transcript that he
received an “F” grade in Organic Chemistry during the Spring of his
sophomore year. This was the result
of an unfortunate incident involving the university Honor Code. John has assured
me that he will address the details surrounding this incident in his personal
statement on the AMCAS application.” “My concern
regarding Ian’s integrity relates to a situation where he had the opportunity
to take leadership and stem some poor attitudes that were being detrimental to
our soccer team. Rather, he allowed them to continue and, in my opinion,
silently encouraged them to continue. This situation illustrates my concern for
Ian and is an area where he needs to mature.” Responsibility and Dedication Strengths
(ability to be accountable and
complete commitments as expected): “Matt is
obviously disciplined, perseverant, and thorough in his work.
He is a very admirable student and one I could easily regard as a
professional colleague.” “Catherine is an extremely hard worker, is
self-motivated, and self-reliant. She is aware of
her duties and completes them. In terms of her perseverance and application, she
is absolutely first rate.” “He completes what he starts and works until he
is done. He applies himself to the
task at hand with a minimum of fuss. He
has excellent work habits and self discipline.” “Alan has been a paramedic for five years and
carries this responsibility when he is not on the job. He keeps surgical gloves
and a breathing aid in his backpack just in case his expertise is needed. He has
impressed me with his stories of dealing with life-threatening situations as
well as dealing personally with patients and their families. Alan has a very
cool, calm disposition that will allow him to interact positively with his
patients and colleagues.” Weaknesses
(concerns about priority setting,
purposefulness): “One
must point out that his academic performance may reflect the added effort
expended on organizing his rock band and performing at many social activities on
campus; perhaps a sign of misplaced priorities.” “Mary’s undergraduate performance reflects the
undirected efforts of a potentially bright student. Since she has dedicated her efforts towards medical school,
her grades have been more reflective of her ability.” “He is committed to medical school,
but he gets so involved in so many things as to be distracted from the main
mission. His energies have not always been directed towards academic matters.
He is capable of much better grades and it seems likely that, away from
the distractions of undergraduate life, he will demonstrate this.” “His decision to not engage me in a more formal
conversation about his medical school application process is indicative of the
too laid-back approach he has taken to his academic pursuits. He is a nice,
pleasant individual with a great deal of academic potential who just does not
rise to the high standards that he is capable of pursuing.” Motivation
Strengths (ability to direct focus, manage time): “Jane is extremely well adjusted and highly
motivated. She maintains a positive
outlook regardless of any situation. She
is resilient and self-assured while still acknowledging how much she has to
learn.” “She has the
ability to make tough decisions when it is necessary.
She knows what has to be done to reach her goals and she is willing to
back these decisions with work. Carey is highly motivated and takes
responsibility for her own learning but seeks advice comfortably.” “Since
she is a single mother who puts in many hours a week working to support herself
and her daughter, she is clearly juggling much more than the traditional
student. The hardships she has overcome and the experiences she has had make her
much more qualified for medicine than many students. I can only say that her
achievements in the face of such opposition humble me.” “I have recognized in Jason a
constant search for a challenge. His high GPA is evidence of the way he
approaches his academics. His grades are all the more remarkable when
considering his extra-curricular activities. Jason is on three varsity sports
teams, he is a beautiful glass blower and accomplished ceramicist.” Weaknesses
(lack of drive, questions
regarding internal or external locus of control): “I
feel that Mr. Carter is not strongly motivated.
Whatever the reason, his performance has definitely been lackluster. If
he could take additional science courses and show improvement, no doubt I could
raise my level of enthusiasm for him.” “He has been planning on going to
medical school since I have known him, but he has not been able to clearly
explain why whenever I have asked him about it. He certainly has the
intellectual ability to do well, just not a lot of passion.” “Bill seemed to me to be an
underachiever. He did tremendously well on the MCAT, but I do not know him well
enough to say that his performance on standardized tests will translate into
success in medical school. My major reservation is Bill’s lack of a strong
work ethic. Perhaps he will mature rapidly in medical school in this regard.” “Although Will’s GPA of 3.5 is
solid, his performance in my class, in which he earned a B, was not as strong as
our premed students that I recommend with greater enthusiasm. I am not aware of
his involvement in extracurricular activities that might have placed a time
constraint on him. The other reason that I do not recommend Will more
enthusiastically is that I do not see the leadership potential or the level of
maturity that I expect of premeds at his stage. Will often seems to be negative
in his outlook. I have heard several times from colleagues that Will questions
his instructors on missed exam questions, as if the instructor is at fault for
his mistake.” Empathy
Strengths
(ability to understand others’ feelings or ideas): “Mary has participated in a wide
variety of campus activities but, for her, the most important has been her
involvement with the Magdalene House, a half-way house for former prostitutes
and substance abusers. She
especially enjoys being a role model for these women and helping them to recover
their self respect.” “As hard as he worked for himself,
he had a genuine concern for other students and tried to assist them whenever
possible. I found his insights on the problems many students were having in my
class to be very valuable for my efforts to improve my teaching.” “Larry served as one of the student
coordinators for four major campus blood drives. His initiative in preparation
for the events was impressive. He and her partner handled every detail of the
event. They recruited donors as well as volunteers to staff the drive. They also
managed the publicity as well as the communication with the blood center staff.
Even more impressive that the work leading up to the drive was the way Larry
conducted himself during the event. Any moment not in class was spent at the
drive making sure everything ran smoothly. With his easy manner, Larry managed
to put donors at ease.” “Jane really separates herself from
the typical pre-med student in her personal characteristics. She has a quiet
confidence that serves her well. She
is a very good listener and sets people at ease. I admire her for her
involvement as a rape-crisis volunteer. She
seems ideally suited for this service because of her even temper and sympathetic
nature. You cannot talk to Jane for any period of time without
knowing she listened and understood your point of view. Her interest in medicine comes from a journey of
self-discovery and introspection.” Weaknesses
(Lack of insight or care into the feelings of others): “She’ll be at
the top of her class in medical school, and somewhere along the way in the next
4-8 years, her hard-driving, sometimes tactless, approach to interacting with
people will be tempered with appropriate restraint and empathy.” Communication Skills
Strengths
(ability to interact interpersonally): “She is an outgoing person.
She is at ease with her peers or elders and has no difficulty in
communicating. She is never at a loss for words and always seems to be at
ease.” “Paul is very articulate, poised
and able to adjust his style and methods of presentation to both his audience
and for the specific purpose of the communication.” “Billy is a very effective
communicator. He speaks with
clarity, maturity, and decisiveness. He
is a ‘straight shooter’ who has learned tact.” “Brian’s outstanding intellectual
skills are matched by his written and oral communication abilities. Brian is one
of the finest technical writers I have ever encountered. He has a style that is
engaging without sacrificing scientific accuracy. His paper on the Diels-Alder
reaction was clearly the best in the organic chemistry class. Brian did far more
research than anyone else and effectively conveyed the mechanism and synthetic
aspects of this reaction. His oral presentation was similarly excellent. Brian
is a poised speaker with a thorough understanding of how to use visual aids and
how to pitch his talk to the level of his audience.” Weaknesses
(exhibits behaviors that distract from interpersonal relations: extreme shyness,
inability to sustain conversation, poor eye contact): “He is quiet and not at all
outgoing. He is not easy to talk
with and usually does not say much”. “He is rather self-centered, if not
boastful. His behaviors may range from too much confidence to approval
seeking.” “He was a good student, but what
struck me the most was his unwillingness (inability?) to speak up in class. I
always had the impression that he did not want to be in class. Even in lab he
was quiet, although his lab partner was quite friendly and outgoing.” Service To Others
Strengths (demonstration of altruistic behaviors toward others): “Mary has a long history of volunteer work dating
back to junior high school. Her
dedication to service has only increased during her college years. Although Mary
has participated in a wide variety of campus activities, the most important to
her has been tutoring three afternoons a week at an inner-city middle school. She
has been tutoring for the past two years and will continue throughout her senior
year.” “She is a mover and a shaker and gets things
done. Last year she was in charge of the Humane Society and conducted a dog/cat
food drive on campus and also worked with their employees to bring animals to
campus for several hours.” “Being a cook at
the Union Mission every Friday night and Saturday morning has been an important
part of Bob’s college life. As
far as I know, he has not missed this weekend activity for the past two academic
years. He certainly is enthusiastic
about this activity and looks forward to creating new recipes during his senior
year.” “Hospital
volunteer work has been a big part of Michelle’s college career.
She spends six hours a week reading stories to patients or helping
children with homework assignments at the children’s hospital.” Weaknesses
(lack of altruistic activity): “Bob has not been heavily involved
in volunteer activities during the school year.
Most of his out of class time has been involved with his fraternity, in
which he holds an elected office, and intramural sports.” “Working to complete and honors
thesis in molecular biology has consumed the majority of Sam’s out of
classroom time. Because of his
strong dedication to his research project, he has not been as involved in
volunteer service projects as most of our other premed students.
I do not see this as a weakness but rather a reflection of his
interest.” “Mr. Smith seems to have a weakness in
demonstrated service to others. Although
he has done some volunteer work at a VA hospital in his hometown, he has created
the impression that he did not know what medical school is all about.” Problem Solving Ability
Strengths (ability to approach problems in calculated manner): “She
has outstanding intellectual ability and her analytical skills are superb.
Although she has double majored in engineering and math, she has used
elective time effectively to pursue humanity courses in the College of Arts and
Science.” “The thing I found most refreshing about Mary is
that she took full responsibility for her initial shortcomings and took the
appropriate steps to overcome them. We
had the typical 'I bombed your first exam, but want to know how to improve'
conversation. The difference
between Mary and most students with which I have that conversation is that Mary
took my advice to heart and made the appropriate adjustments in her study
habits. She showed up regularly at
my office hours and came prepared with questions.
She also asked for additional problems to make sure she was ready for the
exams. She demonstrated the kind of resolve she will need to succeed in medical
school.” “Not only did Dan answer the vast
majority of questions on every exam correctly, he did so incredibly clearly and
succinctly, as if he had mulled over the question for hours and drafted the best
response possible.” “Before the
research started I thought that I would have to spend a lot of time in the lab
with Matt to make sure he was doing things correctly. It quickly became evident
that he was able to work independently and make excellent decisions about the
direction of the research. By the end of the summer Matt was in complete control
of the research and already formulating future projects.” Weaknesses
(muddled thinking): “In looking over
her academic record, I feel a bit insecure with her ability to handle the rigors
of medical school. Judging from her
performance in my class, she seems to be able to memorize but cannot apply
knowledge to new problems when taken out of context.” “As a first term sophomore, Anne
enrolled in my Human Animal class and earned a C+. Although she did write a very
good disease paper for the class, her overall exam performance was consistently
in the 'C' range. Her final exam actually fell into the 'D' range. Of the 30
students enrolled in this particular section of the course, I know that at least
6 of them are currently in medical school. Of these six, two earned a B+, two
earned an A- and two earned an A. Anne’s C+ seems especially uncompetitive
given this comparison.” “Sarah’s academic performance in
her other upper level science classes has been mediocre. It appears that Sarah
was well-prepared as a freshman, but has faltered somewhat in the more advanced
classes.” “Lisa was able to grasp general
concepts, but she had difficulty seeing the connections between the concepts and
solving problems using them. She always gave the impression that she understood
everything, but she never backed it up on exams. She never took my advice for
improving her grade.” Exposure To The Profession Strengths (knowledge of and experience in the medical profession): “Together with
his work as an emergency medical technician at the university emergency
department, Steve has had outstanding exposure to the field of medicine,
including extensive patient contact. Steve has drawn blood, performed CPR,
applied slings and casts, and taken vitals – experiences well beyond those of
our typical premed students. I rate his sincerity of interest in and knowledge
of medicine as truly superior.” “As far as knowledge of the medical
field, Joe has more experience than almost every other applicant I have
encountered in my 10 years here. He worked for a year as a unit secretary at the
university hospital and then six months after that as an emergency medical
technician. He also did a six-week internship in a stroke rehabilitation clinic.
He earned his EMT license while carrying a full course-load and playing soccer.
Clearly his time-management skills are exceptional. When I have heard Joe speak
about his experiences as an EMT, I have noted that he has a firm understanding
of many different aspects of the medical profession. His sense of compassion and
empathy are very strong. He has enjoyed the challenge of being part of a medical
team and I know he is looking forward to leading that team when he becomes a
physician.” “While
he was in France, Tony fell ill (as most students in this age group do after
their week-long break from class) and we took him to see a French physician.
Tony spent his time in the office comparing the facilities, the doctor's
approach, and procedures to those that he had seen in the United States. Despite
his weakened state caused by an advanced sinus infection, he nevertheless found
the strength to ask his physician numerous questions about the profession and
then to analyze the cultural differences between the two countries and their
methods.” “I met Rob when he was a prospective student on
his first visit to our institution. He was interested in medicine so I asked him
why he wanted to become a physician. Most high school students give very poor
answers to that question, mostly due to immaturity and a lack of real knowledge.
Rob, however, gave the best answer I had ever heard from a high school student.
He was able to articulate motivation to become a physician based on a
combination of experiences as a lifeguard and the scientific research he had
done at the university cancer center.” Weaknesses
(lack of insight into the lives
and responsibilities of physicians and/or the health care system): “Although both of her parents are
physicians, she has not been involved in any activity to gain additional
exposure to the field of medicine. She
has worked in her parent’s office during the summer months, mostly doing
clerical work.” “In our interview with him we found
that he lacked the warmth that characterizes the majority of our applicants. He
had some difficulty conveying to us his reasons for becoming a physician. This
summer he will volunteer in a hospital which may give him greater insights to
his goal as well as exposing him to a service role that he has lacked.” “Her interview with us was poor
because she could not articulate good answers, nor was she able to explain her
motivation for becoming a physician. She must put herself in a position where
she can discover her reasons for wanting to become a physician.” “Although I think she could successfully complete
medical school, I feel that Ann is taken by the glamour of becoming a doctor —
I really doubt that she fully appreciates the amount of work and dedication it
will take to get there.” Common Sense And
Judgment
Strengths (level-headed practicality in decision-making): “Her good
common sense and fine judgment are beyond expectations for some one at this
stage of intellectual development. Exceptionally mature, quietly self-confident
but strong and decisive.” “Very
practical and down to earth. She uses good judgment and has no problems making
decisions.” “I was tremendously impressed at
how he handled the aftermath to his horrible injury.
David never blamed the quality of health care that he received and
maintained his poise and good humor throughout his long hospital stays. He never
asked for special accommodations from his professors and never pitied
himself.” “He is the most sought-after
chemistry laboratory assistant because of his patience, his responsible
attitude, and his communication skills.” Weaknesses
(Lack of ability to make day-to-day decisions): “Tim does not
seem to be decisive; he occasionally needs reassurance.” “Sarah seeks
advice when she feels she needs it, and takes it into consideration when making
decisions. She is a very practical
young woman but is sometimes hesitant in making hard decisions.” “Bob’s
record shows that he has made some inappropriate social decisions. He could be
one of our very best students, but right now he is underachieving.” References
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