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” “Narrative” 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.