Writing Effective Recommendation Letters

Ann VelenchikDirector of First-Year Academic Programs

Wellesley CollegeJune 16, 2015

The Whole Application(in the order I read it)

• Testing

• Transcript

• School Report

• Counselor Letter

• Teacher Letters

• Common Application

Types of information

• “Objective” • Test scores• Courses/grades• School information• Lists of Activities

• “Narrative” • Counselor report• Teacher letters• Essays and written elements of the Common App

Objective and Narrative Information work together

• School reports help readers interpret transcripts by comparing course selection to course availability

• Counselor letters give context to the list of activities

• School reports compare student’s testing with her peers and help show the role of the high school experience in the student’s college readiness

• Teacher letters can provide broader and deeper understanding of academic performance than grades alone

An effective letter contributes to the whole

application when it…• Adds something new

• Draws on the writer’s specific expertise and experience with the student

• Discusses intellectual attributes along with personal qualities and work habits

• Is specific and detailed

• Avoids gender bias in language and content

Writing about activities

The Common App asks applicants to list their extracurricular activities. Letters from counselors and teachers should add:

• First-hand knowledge of student work from coach/mentor/sponsor roles

• Details about leadership experience and qualities

• Comparison of students’ level of school engagement with peers’ engagement

• School-wide assessments of the student’s role in the community

Writing about Academics

The transcript provides a complete list of courses and grades. Letters should:

• Define the degree of difficulty of the overall program

• Give specific examples of• Excellent papers, presentations, exams• Participation style• Classroom leadership

• Highlight areas of particular strength and explain gaps or weak spots in the record.

• Discuss academic talents and skills before focusing on work ethic and use of extra help.• “Bright, creative, articulate” before “Diligent, helpful, kind”

Writing about Personalityand Character

• Vivid description and language most helpful. Be concrete.

• Include perspectives from faculty and peers when possible

• Be aware of gender bias – female students are often described as “polite” or “helpful” while males almost never are.