Writing Effective Recommendation Letters Ann Velenchik Director of
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Writing Effective Recommendation Letters Ann Velenchik Director of First-Year Academic Programs Wellesley College June 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 Personality and 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.
