This College Guide handout is published by the Associated Colleges of the Midwest (www.acm.edu).

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Writing recommendations

Evidence is the
key to a great
recommendation
A statement about a student is most
effective if you can follow it with
an example that illustrates your
point. Be as concrete and detailed
as possible. Provide evidence when-
ever possible!
Avoid sweeping generalizations.
Colleges are looking for your feel-
ings about the student.
Admission people certainly love a
good story, but the substance of the
recommendation is more important
than the style of writing.
There is no need to repeat lists of
courses and activities found else-
where in the students application.
Save the space for your insights!
Be concise. One good page is gen-
erally sufficient, but dont sacrifice
important content.
Your recommendation supports and
advocates for your student and is
certainly an important part of the
application. However, your recom-
mendation cannot, by itself, get the
student admitted or denied there
is no one part of an application that
can do that.
Make each letter as individual and
unique as your student.
Proofread your letter!
Always make a copy of the recom-
mendation, even if you post it on an
online form. Students may come
back for a second one. Occasionally,
a recommendation is lost and you
may be asked to re-submit the letter.
One of your students has asked you to write a letter of recommendation
for his or her college application. Where do you start? What are colleges
looking for? How can you best convey the qualities youve seen in this student?
Heres some advice from college admission officers.
What are colleges looking for?
Most importantly, the teachers recommendation should shine a spotlight
on the applicants abilities in the classroom.
Colleges are interested in the students intellectual purpose, motivation,
relative maturity, integrity, independence, originality, initiative, leadership
potential, capacity for growth, special talents, and enthusiasm.
Before you start
Ask the student for a rsum or activity list, including honors, interests,
extracurricular activities and academic achievements. As a teacher, you
cant be expected to keep track of the lives of all your students, and a
rsum can prevent omissions or mixed-up information that can result in a
student feeling slighted. Reviewing the rsum can also help you comple-
ment, without duplicating, the rest of the students application.
Ask the student why you have been selected to write the recommendation.
The reason may provide a clue as to what the student is looking for.
What to write
Provide the reader with some background about your knowledge of the
student and your qualifications for comparing this student with others, such
as:
- How long youve been teaching, both the subject and at the school.
- The context in which youve interacted with the student, and how well
you know him or her.
- Examples showing that youve been in a position to observe the students
abilities and growth.
Try to illuminate academic qualities that go beyond the GPA, such as
engagement, interest, creativity, and evidence of independent work. What
does the student read? Where does the students intellectual curiosity lead
him or her?
Questions you might want to answer in a recommendation:
- What distinguishes this student from other able students?
- What kind of a learner is this student?
- Did the student do any special projects for class?
- Was the student prepared and did he or she actively participate in class?
- Did the student go above and beyond what was required for the class?
- What did the student add to the class on a day-to-day basis?
- How does this student compare to others youve taught over the years?
Tips for teachers
Address the Letter of Recommendation To Whom It May Concern. It is usually appropriate and sufficient unless the
student specifies that the letter of recommendation is to be addressed to a specific scholarship name or organization.
Emphasize the character qualities of the student in the recommendation letter, why you believe they will be successful in the
future, and why they deserve a scholarship. Save the letter of recommendation on a computer disk for future reference or in
case the student needs another recommendation letter. Print five copies on official letterhead of your school, business, or
organization.
Some descriptors or phrases that could be used if appropriate are:
1. I have not known a more dedicated and exceptional young (man/woman) that has beat all the odds. (Students
name) is a first generation college student. (Students name) is the first in (his/her) family to graduate from high
school and go to college.
2. It is with pleasure I write this letter of recommendation letter for (students name). I have had the delight of hav-
ing taught (students name) in (name the subject or courses) and have found (him/her) to be one of the most tal-
ented students I have ever come in contact with during my teaching career.
3. (Students name) struggles have taught (him/her) responsibility, determination, and have strengthened (his/her)
character. Some specific character qualities could be mentioned if applicable to the student such as: diligence, per-
severance, punctuality, leadership, compassion, initiative, integrity, responsibility, determination, enthusiasm,
dependability, honesty, gratefulness, virtue, and creativity.
4. (Student name) demonstrates the character qualities of ____________. Also, if possible, give a specific incident
where this character quality was demonstrated. (Students name) displays the character qualities of friendliness,
compassion, respect, and politeness.
5. (Students name) has a well-rounded personality. (Students name) exhibits character qualities that would make him
a most desirable candidate for a scholarship (Name one or more character qualities). (Students name) in my opin-
ion has the character qualities and characteristics to be very successful in life. (Name one or more character qual-
ities).
6. (Students name) is extremely self-motivated (or is a self-starter) to learn and I think this is quite evident from his
transcript and the high academic level of courses (he/she) has pursued through (his/her) high school career.
(Students name) goes beyond the required class time to understand and grasp academic material. (He/she) has
excellent work habits and I can honestly say (he/she) is capable of achieving any goal (he/she) may set for (him-
self/herself).
7. (Students name) is very articulate and is well liked by all of (his/her) peers. I have seen (him/her) work extreme-
ly well with other individuals (or students) and also go out of (his/her) way to help a fellow classmate understand
a particular concept.
8. Of special interest is (his/her) community service with (name the community service activities). Describe what the
student has learned through the community service activities. Discuss any of the students honors, awards, leader-
ship positions or school activities. Forced to face great difficulties, all (students name) energies have been direct-
ed to helping others. (Students name) makes a difference in the lives of (at-risk or academically struggling or hand-
icapped) (elementary or middle school or high school) (children or students) as a (mentor and or a tutor).
9. Please give (him/her) the utmost consideration for a scholarship. Without a scholarship (students name) will have
difficulty reaching (his/her) dream of becoming (an engineer, doctor, teacher or whatever the career goal the stu-
dent is striving to achieve). I highly recommend (students name) for your scholarship and I feel that (he/she) will
use the scholarship to not only improve (his/her) knowledge base, but also help to make the world around (him/her)
a better place. (Students name) will be a positive addition to any institution and is an excellent choice to receive
this scholarship.
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The following pages are from an in-
service in the fall of 2003. Presentation
by Amber (Mills) Lia.