mba推薦信英文范文
推薦信是美國(guó)留學(xué)文書(shū)寫作的重要的一部分,隨著美國(guó)高等教育的發(fā)展,眾多的學(xué)子赴美國(guó)就讀研究生,來(lái)看下面的推薦信范文。
mba 推薦信 英文【1】
This is a formal letter of recommendation for John Smith.
Mr.Smith has been serving diligently as my direct assistant for the past three years.
Mr.Smith has discussed with me on numerous occasions his desire to pursue an MBA degree from Some State University.
In this regard, it is my sincere opinion that he would be an ideal candidate for Some State University’s MBA program.
Mr.Smith has been able to consistently demonstrate not only his excellent work ethic and a dedication to the firm’s success but he has regularly displayed strong leadership skills.
His willingness to work long hours and to improve his skill sets have resulted in extremely high performance reviews for each year that he has been employed here.
For example, during the last business cycle Mr.
Smith developed and successfully implemented a plan to improve the efficiency of our production department.
While Mr.
Smith’s business process reengineering effort was a significant undertaking it was also very positive for the firm and he was awarded accordingly with a formal recognition for his contribution to the firm’s business.
Finally, while Mr.
Smith’s role within the firm is as a direct assistant, this role also entails that he take an informal leadership position within the firm.
Since Mr.Smith must communicate with other constituents within the organization representing my authority, his advice and input is often sought from others within the firm who recognize the unique insight that he has gained during his tenure with the firm.
In this regard, Mr.Smith would not only make a fine addition to your MBA program but also has much to contribute to the program through his willingness to engage and collaborate with others.
I welcome any further inquiry in this matter and may be contacted at any time accordingly.
mba 推薦信 英文【2】
Dear Addimissions Officer:
I am writing this letter to support the admission of Wenli Lee to the Harvard Business School.
I was Mr.Lee's teacher and advisor for several years between 1993 and 1995.
We have met and talked several times since.
Mr.Lee's academic credentials are truly exceptional.
He not only knows how to reason with numbers, but how to render incisive and imaginative arguments in English.
Unlike most of the students I have taught from China(about 60 over the past 20 years) Lee immersed himself in American culture.
He composed a joke as part of his first presentation analyzing a local plan.
It worked.
His classmates laughed and I was witness to masterful culture spanning.
Lee came to us a confident individualist uniquely suited to cultural cross fertilization.
He earned straight A grades in all my classes.
Whether rendering a spread sheet analysis, crafting a graphic or writing a report, Lee always demonstrated uncanny mastery combined with critical wit.
While many of the Chinese I have taught performed excellently in class, Lee alone has composed essays and talks that met the sensibilities and tastes of American classmates.
Even more importantly he offered new ideas which they (and myself) could comprehend and even assimilate.
Lee has a deep reservoir of talent and ambition.
He has already accomplished a great deal in the face of considerable challenge.
He has worked hard bridging the cultural gulf separating thanticipate and even tame adversarial relations.
I have every confidence that he will use these considerable skills to tackle organizational problems on a larger scale.
While a student in our graduate program, Lee took a job helping recovering drug addicts in the suburban community of Harvey.
Harvey, an aging industrial suburb with an impoverished African American population, does not usually attract the interest and attention of foreign students from Asia.
Lee swam against the strong currents of racism and fear associated with minority neighborhoods.
Furthermore, he did so in a manner that added value to the community.
Lee has labored for the ABC Authority, a large public bureaucracy, and currently works as a private marketing and research firm.
This diversity of experience represents a crucial resource for Lee.
He does not simply take jobs, but weaves these experiences together into a work for understanding American institutions from the inside out.
Finally, Lee plays with Americans.
He does not hide out in Chinatown or the Chinese cultural center.
He rock climbs and sails.
He can tell hip from hoopla.
Lee is smart.
But more important he has acquired wisdom in the culture of both China and the U.S.
He wants to expand his considerable fund of wisdom and use it to provide cultural scaffolding for commercial ties between the U.S.
and China.
Lee's ambitions and abilities are in sync.
He is poised and prepared to take this next step in an exciting journey.
Not only will faculty and students thank you for admitting such a fine candidate, but so too will those employees, customers and citizens who will benefit from his future employ.
Sincerely,
David Smiths
Professor of ABC University
mba 推薦信 英文【3】
有的商學(xué)院對(duì)推薦信的內(nèi)容有限制，要求推薦人回答幾個(gè)規(guī)定的問(wèn)題，有的學(xué)校則比較隨便，推薦人可以隨意發(fā)揮。
現(xiàn)在多數(shù)的學(xué)校都采用前一種方式，也許是為了方便比較吧。
所以，如果學(xué)校沒(méi)有硬性規(guī)定，申請(qǐng)人可以讓推薦人用自己習(xí)慣的方式寫推薦信。
下面就分析一下幾個(gè)具體的例子，看看推薦信都大概要求些什么東西。
例1：哈佛大學(xué)商學(xué)院推薦信 (Harvard Business School)
問(wèn)題1：
How long have you known the applicant and in what connection? If applicable, briefly describe the applicant's role in your organization.
Please comment on the frequency and context of your interaction.
(250-word limit)
分析：這個(gè)問(wèn)題是問(wèn)推薦人和申請(qǐng)認(rèn)識(shí)的時(shí)間，場(chǎng)合，以及關(guān)系。
如果有工作關(guān)系，請(qǐng)描述一下申請(qǐng)人的職位等等。
這個(gè)問(wèn)題的主要目的是考察申請(qǐng)人和推薦人的關(guān)系，看看推薦人是否真的很熟悉申請(qǐng)人的情況，就是對(duì)申請(qǐng)人了解的程度，這也就決定了推薦信的份量和可信度。
問(wèn)題2：
What do you consider the applicant's talents or strengths? (250-word limit)
分析：這個(gè)問(wèn)題要推薦人介紹一下申請(qǐng)人的天賦和長(zhǎng)處。
如果推薦人和申請(qǐng)人只是一般的關(guān)系，并無(wú)很深的了解，這個(gè)問(wèn)題就不是很好回答，可能只是簡(jiǎn)單地談一談。
其實(shí)，這個(gè)問(wèn)題的最好的回答方式是，既要使用描述性的語(yǔ)句，也要使用具體的例子來(lái)說(shuō)明申請(qǐng)人的優(yōu)點(diǎn)。
一個(gè)好例子比十句話都有用。
問(wèn)題3：
What do you consider the applicant's weaknesses or developmental needs?(250-word limit)
分析：這個(gè)是問(wèn)申請(qǐng)人有什么缺點(diǎn)和可以改進(jìn)的地方。
一般學(xué)校都會(huì)問(wèn)到類似的問(wèn)題，如果推薦人只是敷衍了事地說(shuō)沒(méi)有，要么是推薦人不了解申請(qǐng)人，要么是故意不說(shuō)。
其實(shí)，一個(gè)缺點(diǎn)都沒(méi)有是不可能的事情，推薦人最好能找出一個(gè)無(wú)關(guān)緊要，不影響申請(qǐng)人的申請(qǐng)，但是又算得上“缺點(diǎn)”東西或者例子來(lái)說(shuō)明。
當(dāng)然，這個(gè)問(wèn)題是能短則短，說(shuō)多了可
能引起誤會(huì)，反而不利于申請(qǐng)人。
問(wèn)題4：
What industry/function might best suit this individual, and what do you see this person doing in ten years? Why? (250-word limit)
分析： 什么樣的職業(yè)最適合這個(gè)申請(qǐng)人?你認(rèn)為10 年后這個(gè)申請(qǐng)人會(huì)發(fā)展到什么地步?這個(gè)問(wèn)題其實(shí)是在問(wèn)申請(qǐng)人的職業(yè)發(fā)展?jié)摿�，就是說(shuō)，是不是孺子可教，將來(lái)能有一番作為。
申請(qǐng)人如果想讓推薦人把這個(gè)問(wèn)題回答好，最好是實(shí)現(xiàn)和推薦人溝通好，讓推薦人對(duì)自己的職業(yè)規(guī)劃有很清晰的理解。
問(wèn)題5：
The predominant method of instruction at Harvard Business School is case-based learning.
It is a highly interactive experience requiring the
proficient use of English-reading, speaking, listening, writing and integrating "real time".
Please comment on the applicant's ability to contribute to this
learning model.
(250-word limit)
分析：這個(gè)問(wèn)題是說(shuō)，哈佛商學(xué)院的主要教學(xué)手法是案例分析教學(xué)，需要申請(qǐng)人有高度的交流能力和熟練的英文表達(dá)能力，包括口語(yǔ)和寫作。
推薦人是否認(rèn)為申請(qǐng)人能否勝任在哈佛的學(xué)習(xí)生活，是后能積極參加課堂討論，繼而為課堂教學(xué)作為貢獻(xiàn)。
回答這個(gè)問(wèn)題需要強(qiáng)調(diào)申請(qǐng)人的敏捷思維能力和熟練的英文表達(dá)能力，以及交流的技巧，強(qiáng)調(diào)申請(qǐng)人是個(gè)能夠積極主動(dòng)地以口語(yǔ)和書(shū)面寫作來(lái)表達(dá)自己的思想的人，具有深刻的見(jiàn)解，能夠參與討論，并把自己的觀點(diǎn)簡(jiǎn)單扼要地表達(dá)出來(lái)。
有具體的例子來(lái)說(shuō)明是最好不過(guò)的了。
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