1. Writing Effective Recommendation Letters
Ann Velenchik
Director of First-Year Academic Programs
Wellesley College
June 16, 2015

2. The Whole Application (in the order I read it)
Testing
Transcript
School Report
Counselor Letter
Teacher Letters
Common Application

3. 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

4. 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

5. 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

6. 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

7. 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”

8. 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.