LETTERS OF
RECOMMENDATION
Jennifer Landy, Wayzata High School
Jennifer.Landy@wayzata.k12.mn.us
Sharon Rossing, Luther College
rossinsh@luther.edu
You Make a Difference
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Your letter can mean everything or nothing
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At highly selective schools, the recommendations
are many times the ONLY things that distinguish
among highly qualified applicants
For marginal students, your recommendation may
persuade a committee to take a chance on the
student (if it’s well-written, honest and provides
details that can’t be learned from other
application materials)
What Are Colleges Looking For?
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Colleges are interested in the student’s:
Intellectual purpose
 Motivation
 Maturity
 Integrity
 Independence
 Originality
 Independence
 Leadership Potential
 Capacity for Growth
 Special Talents
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The Quick Snapshot
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Overall, the letters of recommendation help colleges fill in
the gaps that students so often leave in their application
as well as provide more context for academic
performance and character traits
Recycled letters are obvious and can even do a
disservice. Make each letter as individual and unique as
your student.
Be concise. One good page is sufficient.
Proofread.
Focus on Specifics
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When it comes to teacher and counselor
recommendations, colleges want you to SHOW
them, not tell them, about the student.
Use specific/concrete examples or anecdotes
 Make sure it is authentic and purposeful
 Include telling details—try to create a lasting impression
and make the student come alive to admission officers
 Tell a story about the student
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It is really hard for colleges to get a sense of a student
and his/her abilities with just a list of adjectives. How
does the student exhibit those adjectives? If they are
ambitious, how do you know this?
The Greatest Thing a Counselor Can Do
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Unbridled honesty about a student. Not sugarcoating it.
Anything that might complete a student’s story on their application.
Personal stories that help colleges envision the student as a real
person.
The strongest letter a college said they had seen was one where the
counselor was able to speak about the student’s character as well as
what teachers/administrators say about the student. It is evident that
the counselor knows the student and can really vouch for the student.
Especially if a counselor doesn’t know a student very well, colleges
enjoy when the counselor gathers a couple of thoughts from several
teachers/coaches who may know the student better.
The most helpful thing a counselor rec can do that most teacher recs
can't, is to give us a more long-term perspective of the student. How
has this student evolved over their high school career? How has s/he
developed socially, academically, maturity-wise, etc?
The Greatest Thing a Counselor Can Do
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Anything that can clarify trouble spots in an application,
red flags, challenges that a student has faced (with
student permission)
Address the student’s overall curriculum (reasons behind
the particular course choices the student made,
especially if the choices are slightly less traditional.)
Do present the positives yet acknowledge a weakness if
appropriate. These are very much appreciated and
seen less often than you would think.
The Hidden Message
• I look forward to
talking with you more
over the phone about
this student.
• I would love the chance
to share more about
he/she with you.
Please call me at your
earliest convenience
Be Creative/Have Fun
Just like a student’s essay, your letter needs to
stand out
 Give them a reason to read your letter
 Reel them in right away
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The Sleep Test
If you would fall asleep reading your letter of
recommendation, then it may need some work.
The Basics
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Do Your Homework--Collect Necessary Items
 Transcript
 Test
Scores
 Activity Resume
 Biography form if appropriate
Letter of Recommendation Process
 Confidentiality
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Counselor Letter of Rec Structure
Introduction
 Body
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 Academics
 Character
 Involvement/Leadership
 Extenuating
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Conclusion
Circumstances
Parent Questionnaire
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Describe your child’s talents and strengths.
Describe your child’s overall performance and
leadership in extracurricular, religious, work and
community activities.
Describe your child’s personality.
Describe any unusual circumstances which have affected
your child’s education or personal development.
In which areas have you seen the most growth in your
son/daughter in the last three years.
Feel free to write a brief anecdote that will help me
better understand your child.
Parent Anecdotes…
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If you had met Cole as a child, you would have
seen from an early age that he was a natural born
engineer. As his parents shared with me, on
Halloween Cole would come home from trick or
treating, pour his bag of candy on the floor and
then organize his candy by type, size and
name. He would then create a bar graph with the
quantities and types of candy collected.
Teacher Assistance
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“Isaac is amazing. He is extremely smart, thoughtful,
and respectful. In Future Problem Solvers (FPS) his team
has reached the state competition every year and has
earned top honors in various categories. They have
advanced to the international competition twice so far,
which is something only about 3% of FPS students ever
get a chance to do. Isaac is dedicated, he probably
has the best attendance of any FPS kid I’ve ever
had. He speaks up and participates when others
don’t. He is also a good leader he helps the newer
students every year.”
Teacher Assistance
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“Cole was a wonderful student to have in class. He
was quiet, respectful, diligent, efficient, worked
hard, performed well and had a great
understanding of the concepts covered in class.
From what I can tell he has great character, is
disciplined, organized and intelligent. He worked
well with his lab partner and lab group. I loved
having him in class.”
Catch Their Attention
Use the biography form to your advantage and quote the
student:
 “I don’t take the easy way out of things in school and in
life. I always strive to be the best I can be in all areas
and I am not afraid to ask for help if I need it.”
 “As a first generation American in my family, melding
two different sets of values together has been a
challenge but it has taught me about my values and
enabled me to be open to new ideas and participate in
different kinds of experiences.”
Catch Their Attention
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When Sarah was in preschool she sat her mom down
and told her she was done sucking her thumb. Her
reason, she needed to set a good example for the
other kids. This maturity, awareness of others and
leadership she displayed in preschool are shown today
in everything Sarah does. Sarah is a dedicated, selfmotivated, hard worker who seeks to be the best at all
she does. She not only studies for a good grade but
because she is genuinely interested in learning the
material. She is polite and considerate but is not afraid
to speak her mind. She is one of the most poised high
school students I have ever met.
Catch Their Attention
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Rockstar. Without a doubt that is the first word that comes
to mind when I think of the amazing Anna. From the first
day I met Anna her sophomore year I have been so
impressed by how she approaches life. She puts 100% into
everything she does and along the way isn’t afraid to ask
for help if she needs it. I vividly remember one of our
meetings sophomore year. She was earning straight A’s in
her classes but she felt she was not being productive or
efficient with her time. So, we talked about a number of
different strategies she could try and two weeks later she
came back with pure excitement in her eyes that she had
figured out a system that worked best for her. She
celebrates little milestones and big ones; each one with a
huge smile on her face and accomplishment in her eyes as if
she has just won a gold medal.
Catch Their Attention
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Supercalifragilisticexpialidocious! This word
according to the 1964 Walt Disney film “Mary
Poppins” is defined as "what you say when you
don't know what to say.” This is the word I think of
when I think of Jane. It is impossible to come up
with adjectives to describe her that will do her
justice. While she is intelligent, conscientious, hard
working and compassionate, she is so much more.
Catch Their Attention
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“What does cross country do for the athlete? It
builds toughness—both physically and mentally.”
Quote by Steve Prefontaine
Maybe it’s because I can’t even get myself to run a
mile, but I think running cross country is the hardest
sport offered at XX HS. No matter the weather, the
athletes on the XX HS cross country team are
ALWAYS running. It is this sport that has helped
shape John into the man he is today.
The Student You Don’t Know
I do not know Sarah very well. She has come to me for
routine matters, but generally has not had any problems
which she has discussed with me. In this large school, I
do not always have the time to personally get to know
each of my counselees. From the comments I get from
Sarah’s teachers, I have the impression that she is one
of the strongest students this school has seen.
**Example given by MIT. They said they appreciated the
honesty so they were not left guessing as to why there was
not more in the students letter.
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The Quiet Student
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Rachel is the type of person that people say is too nice. She
is always smiling and always willing to help anyone in need.
She is a positive person, who always views the glass as half
full and who loves to be goofy and laugh at random things.
However, many people misjudge Rachel the first time they
meet her. She is a rather reserved young lady who takes
her time adjusting to new situations. She would rather sit
back and observe and be open-minded about what is going
on before acting; a quality I truly respect. She has neither
interest nor desire to be the center of attention. I think a
perfect way to describe Rachel is that I cannot ever see her
running for public office, but she may just cure the common
cold with her love of science and her ability to look at the
world with patience and a fresh lens.
Being Specific/Sharing Examples
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Sydney is the type of person you would want as your
best friend. She is a young woman who is her own
person who doesn’t care about being in the popular
crowd. Her greater concern is the rights of others and
is passionate about feminism and gay rights. Growing
up with uncles that were gay, equal rights for all is a
strongly held belief in her family. For the past four
years Sydney has attended the Gay Pride Parade and
various events to show her support. She also recently
attended the Human Rights Gala where the goal was to
raise money for the Human Rights Campaign which
works to create equal rights for those not just in
Minnesota but across the nation.
Extenuating Circumstances/
Difficult Topics
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Don’t be afraid to be honest and talk about the
negatives. If a student doesn’t have great study
habits or hasn’t performed well in high school the
college rep will see that.
Try and state specifics about what may have
affected their academic performance
Address their potential for growth and maturity
Colleges rely on counselors to bring up difficulties
students have faced personally and academically
Addressing Negativity
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One area I have seen Rachel develop during her time in
high school is with her advocacy skills. Rachel doesn’t
like conflict and I think early on misunderstood the
difference between advocating and arguing. During
US History junior year Rachel received a grade on a
paper. She was not happy with the grade and was
taken aback as all of her previous drafts of the paper
she had received an A. Rachel and I talked and I
helped her approach the teacher to talk about her
paper. After speaking with the teacher about the
paper Rachel was awarded an A after she made a few
easy edit. Rachel is beginning to feel more
comfortable approaching people but may still need
some support in this area in college.
Transgender Student
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John (Jane) is a female to male (FTM) transgender student at
WHS. This process started during his sophomore year
and John gave me permission to share this with you in my
letter. Sophomore year John accepted that he felt more like
a boy than like a girl and explored what life would be like
as a male. He did research online and talked with his close
friends about how they would feel if he decided to live life
as a male. By the start of junior year Jane became
John. His family has struggled with his FTM transition and
while his brother and dad have made efforts to support him,
John’s mom accepts him, but refuses to neither call him John
nor refer to him as her son. With the start of senior year
John seems to have found true comfort in his decision and
looks forward to starting college as John XX.
Extenuating Circumstances
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At the beginning of Jen’s junior year she started to have
very severe headaches. The family assumed that they
were just migraines and worked to manage the pain.
That became difficult as Jen had trouble sleeping and
the headaches grew to be stronger and more frequent.
Jen and her parents visited with a number of different
doctors, each one having their own explanation for
what she was experiencing. Jen missed a significant
amount of school and her grades dropped dramatically
during her junior year. Looking at each grade year by
year, Jen earned a 3.19 GPA in 9th grade, 3.33 GPA
in 10th grade, and a 2.66 GPA in 11th grade.
Extenuating Circumstances
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During her junior year, Jane experienced a traumatic
event and was referred to me by one of her teachers.
Many students that I talk with, and have been through a
traumatic event like Jane, tend to shut down and prefer
to deal with their situation on their own. Jane used her
experience as a way to reach out to others; so during
her junior year she started a club at XX HS called
SASV—Students Against Sexual Violence. I attended a
couple of the meetings and Jane did a great job
supporting and encouraging the other students in the
group. She was able to find a great outlet to help
herself process what she had been through while
helping others.
Extenuating Circumstances
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Sam didn’t have the typical upbringing and had a bit of an unstable
childhood. Between 8 moves and mom’s various marriages, they
didn’t always have very much money. While her childhood gave her
an early dose of reality, through these experiences, Sam learned to
appreciate what she has. Sam has taken on much more
responsibility at home in recent years, including managing a job for
the past year along with her studies. Actually, this summer she
juggled two jobs! She knows she'll need to pay for some of her
college education, and takes the responsibility of saving for that
very seriously. Her work at the movie theater has taught her how to
handle tough/stressful customer situations in addition to how to
manage relationships with co-workers. While her friend group at
Wayzata is mainly students who are white and middle class, she
found it refreshing to work with teenagers who had different
background, beliefs and ideals. It broadened her perspective and
made her look at the world through a slightly different lens.
Extenuating Circumstances
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What I find so inspiring about Jane is her ability to
rise above adversity and remain dedicated to
academics at a time when she was struggling
personally. Jane has faced a battle with
depression, and has remained committed to her
friends, family and school work through this difficult
time.
Twins
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I have friends that are twins and have worked with many
sets of twins during my time at Wayzata HS. I have never
however, found twins that are exactly the same; until now.
Nicole and Brooke are mirror images of each year, in looks
and in academic and activities. They have lived their lives
doing everything together. When they asked me to write
them a letter of recommendation for college I challenged
them to tell me how they see themselves as different and
what they would each want me to stress a little differently in
their letter. They both looked at me with big smiles on their
faces but looks of confusion and after a couple of minutes
of silence didn’t have an answer. Their lack of response
made me feel better as I couldn’t come up with anything
either.
The High ACT but Lower Grades
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Paul is an anomaly. His high ACT score makes you
wonder why he has a B+ grade point average. Paul is
a young man whose academic ability does not correlate
with his grade point average. While many high school
students fight for every little point in a class, Paul
measures his success by what he has learned in class.
He strives for mastery and is a fully engaged student
but doesn’t view grades as the indicator that he was
successful in a class. This is further demonstrated by his
score of 5 on the AP Euro and AP US History exams
when he only earned B’s in those classes.
The High ACT but Lower Grades
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Austin is also articulate and logical. He is a quick study
and in looking at the gradebook for his classes Austin is
a kid who would get A’s and B’s on tests but would get
lower grades on his homework due to lack of effort or
simply not doing the work at all. While this may be
frustrating for some teachers, Austin was a kid teachers
enjoyed having in class. His US History teacher shared:
“Austin was a nice, polite young man who was also an
academic. He is a bright student who demonstrated an
interest in U.S. History. He interacted with others well and
usually participated in class discussion with thought provoking
comments.”
The Average Student
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The one area John needs to work on is his study habits.
He has shared with me that he tends to study the
material he knows and doesn’t always spend enough
time on the material of which he is not as familiar.
However, when he struggles he is not afraid to ask for
help and is a great self-advocate.
Jane has shared with me that sometimes she is scared to
ask questions in class. However, when she isn’t
comfortable doing that, she will make a point to stay
after school and get help from the teacher. Many times
she has worked with other students in class to find the
answer.
The Average Student
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Jane knows she won’t be the top student at whichever
college she chooses to attend. However, she will be one of
the hardest workers.
Although not all academic subjects have come easily to Jane,
she has readily taken a rigorous college-prep curriculum at
XX HS, and has succeeded admirably.
One area that John could improve on is his organizational
skills. As John puts it, “I am disorganized because I am a
guy, and because I have never really had a need for there
to be much organization in my life.” However, now that he is
a DECA officer and with the rigor of his senior schedule, he
knows he needs to be much more organized. He is starting
to use more binders and file folders, and just putting more
of a general effort into being organized.
The Average Student
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When I first met Ashley in the fall of tenth grade, she
was still coming into her own. She was not a strong
student in middle school but the one-on-one help that
the alternative program (FOCUS) provided upon
enrolling at WHS helped her become more organized
with her materials and time.
Ashley is not going to be your top student; she has
struggled and may continue to struggle in various
aspects of college life. However, she has developed a
strong skill base to work through these obstacles.
Please give her a solid look as she is someone who is
still continuing to grow and is full of potential.
Closings
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All of the above serves to illustrate John’s excellent
abilities, strong work ethic, high level of responsibility,
positive leadership and his easy to get along with
personality.
Jane is a mature individual who knows what it will take
to succeed in life. She will work hard to accomplish her
goals, and benefit others along the way.
My hope is that whatever college Isaac ends up
attending, they are able to keep his inquisitive passion
alive.
Closings
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Kate is a very mature and serious individual. She has little
time for the drama associated with being a high school
student. She is curious about the world in a way most kids
aren’t – she asks questions and enters into discussions about
the outside world in a way that shows she cares about such
things. I think Kate sums herself up quite beautifully when
we talked about what her most distinguishing trait was; her
determination. Kate states she isn’t perfect and often fails;
but she always tries harder as a result of these experiences.
She also desires to make the world a better place and will
be a student who will leave your college a better place
upon graduation. She will be a graduate who you will be
honored to count as an alum and I fully expect one day her
picture will show up on our wall of distinguished alumni.
Closings
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Personally, there are few like John. His energy and
enthusiasm are contagious—people are just happier
being around John. He is adventurous and
courageous—he will try new things and will put himself
on the line for what is right.
Jane is Exceptional. While she is serious, direct and
unfailing in her beliefs and views, she has a quick wit,
an inherent view of right and wrong and a terrific sense
of humor. Her sense of responsibility, kind and
considerate nature, and true sense of balance are
elements of her personality I will always remember.
Closings
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What stands about the most to me about Kyla is that
she isn’t afraid to be different. She wasn’t afraid to be
a member of the marching band despite what other
people thought. She will voice her opinion if it is
different than others and won’t join an activity just
because others are doing it. She isn’t afraid of a
challenge feels she thrives as a student in more
challenging classes. In the time I have known Kyla I
have seen her blossom from a more reserved young
woman to a confident self-sufficient young lady. I know
college will be the perfect next step and will allow her
to continue to grow and reach her full potential.
Closings
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Please carefully consider John for admission to your
school. I believe he is starting to come into his own
as a student. He just needs to find the right
environment for his interests and talents and he has
decided your school could be a great fit. I know
college will be the right environment for John and
will allow him to mature and find independence. He
will contribute in many ways to the academic and
social environment of your campus with his creativity
and enthusiasm. Thank you for considering him for
a place in your fall class.
Closings
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If you are looking for a student with an exceptional
work ethic, a drive to succeed and one who knows
how to tackle any obstacle in her way, then you
have found your student in Alaina. You will also
have a student that always has a smile on her face
and that everyone will be fighting over to have as
their roommate.
The Difference
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There is a difference between a COUNSELOR
recommendation and a TEACHER recommendation.
The Counselor should communicate CONTEXT:
Where the student stands in relation to the high
school and community
The TEACHER letter should describe the student as a
learner, as a scholar. The teacher is often the only
person who can write objectively what the student is
like IN CLASS.
School Letterhead
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Create a letterhead that all teachers use for their
letters and can add their contact information
Teacher Rec Request Form
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Colleges you are considering:
Which class did you take from the teacher selected? When? What grade did you receive?
Why did you select this teacher to write you a recommendation?
What other teachers/individuals are writing letters of recommendation for you?
Think about the class you took with this teacher as a whole. What makes you distinct & sets
you apart from the other students in class that the teacher will want to emphasize in your
letter?
What was your favorite part of the course you took from this teacher and why?
What was the most challenging part of the class and how did you respond? How will those
characteristics make you a successful college student?
What is your intended area of study in college?
Did you complete any projects or write any paper for this specific class? If so, what were
they?
**If you have a copy of an old paper or project you completed for this class please turn it
in with this form to help refresh the teacher’s mind on what you specifically worked on in
their class.
Is there any additional information you feel the teacher should include in their letter?
Teacher Recommendations
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Make sure letter includes:
 Your
relationship to student and briefly your credentials
 Evidence of Intellectual Ability
 Skills—Written
and oral expression
 Talents
 Character
 Work
Ethic
**Specific Examples are imperative
Questions for Teachers to Ask
Themselves
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What is the nature of your relationship with the
student?
How easy or how strict are you as a grader?
 Did
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the grade you gave represent what was learned?
If you were a college professor, would you be
eager to teach this student?
 Why
or Why Not?
Make Sure Teachers Can Answer….
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Questions to think about before you write the letter.
What distinguishes this student from other students?
 What kind of learner is the student?
 Did the student do any special projects for class?
 Was the student prepared and did he/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 the student compare to others you’ve taught over the
years?
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Format for Teacher Recommendation
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First paragraph: State that this is a letter of recommendation for
the specific student, your affiliation with the student and for how
long you have known the student.
Second paragraph: Academics. State the types of assignments,
projects, or other experiences you have shared with the student.
Discuss who they were in class.
Third paragraph: Personality. Give details, with specific examples,
of the student’s skills, talents, abilities, personal qualities, and
accomplishments. Concentrate on several different aspects of the
student. Particulars count!
Fourth paragraph: Summarize how you think the student would do in
college. Stress the potential of the student and why he or she is
qualified. Provide information about how you can be contacted.
Colleges Want..
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How the student reacts to academic challenge
 Cite
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the students drive, ambition, motivation, resilience
How often does the student lead discussions,
contribute, or offer a view that clarifies?
How well does the student work with others?
How often do you see a high level of curiosity or
intellectual drive?
What do Colleges Want to Read From
Teachers?
Colleges want to read specific examples or stories to show what a student is like in
the classroom. They like to read personal stories that help them envision a student
as a real person. They want to see that a student is intellectually curious, a good
class participant, works hard, works well with classmates and is involved outside
of the classroom.
 Academic performance: comments regarding a student’s work ethic, character and
academic ability. What traits does the student demonstrate day in and day out?
Does the student exhibit the qualities of a good student: good attendance, turns
work in on time, works well in groups? Comments on their critical thinking skills,
writing ability, analytical skills, etc.
 Participation: Does the student participate in class: are they leading the discussion,
following along or not engaging? How do they interact with others?
 Tackling obstacles: Have you seen improvement/growth and if so, what steps have
they taken to be more successful? What challenges has the student had to face in
your class and what did they do to overcome them? (Do you have student
permission?)
 Point out strengths:. Expand upon what type of thinker the student is. Not what type
of student, like saying that they get their work done on time, but rather expanding
upon when they are at their best in the classroom, such as thriving in debate or
always thinking of alternatives not covered in the lesson. Point out if the student has
a strong suit in a particular area and explain why.
What Mistakes Do Teachers Often
Make in a Letter of Recommendation
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Not providing concrete examples, and primarily rehashing information that
we see elsewhere in the application. The more detail the better. Colleges
easily can tell when a teacher doesn't know a student very well or it is not
personalized
When teachers use form letters. Colleges understand that some teachers
are charged with writing an inordinate number of recs, and they don't
expect each to be entirely unique and creative. However when we see
letters that are close to identical, they put very little (if any) weight in that
kind of letter.
Talking about a student’s extra-curriculuar involvement. Unless a particular
extra-curricular involvement is used to make a specific point, colleges don’t
want to see a list. Students already provide this information in their
application.
The amount of years said teacher has been teaching/too much information
about their course. It is important to provide a context but not more than a
few sentences.
The Greatest Things a Teacher Can Do
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Use specific examples. Share anecdotal stories
about the student's personality and how they fit into
their school and community.
Talk about the student’s personality.
Talk about the student’s academic performance and
love for learning.
Share a personal story about the student.
Be honest. Colleges want to make sure a student is
ready for the academic rigors of their university.
Cite Examples
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One thing that really stands out to me about John is his
perseverance and work ethic. School doesn’t always
come easy to him. He finds the material in my classes
challenging and sometimes overwhelming. John knows
this about himself and is willing to put forth the effort to
overcome and succeed. One assignment he showed this
in was a Genetic Engineering stance paper. Students
had to discuss and support their personal stance on
human genetic engineering, providing quotes from other
sources, and leaning on their own science understanding
and morality. John struggled with this assignment
initially, but after many hours of work, he turned in a
wonderfully written, well supported, paper.
Cite Examples

Among 33 highly motivated students, Elizabeth
consistently scored at or near the top of every
objective test and essay exam I had given with the
exception of one. Furthermore, Elizabeth set the
curve on the final exam by obtaining the highest
score among the 33 students, some of whom have
gone on to some very selective institutions. There is
absolutely no question in my mind that Elizabeth can
achieve in the most rigorous of academic settings
next year.
Cite Examples

While in 10th Grade Communications, she had to
read and comprehend very challenging texts such
as The Odyssey and Shakespeare’s Julius Caesar.
While most people would look at me with confusion
and blank stares in class, Marissa is one of those
special students that will say, “Oh, Shakespeare is
just trying to say this…” and give a full explanation
(sometimes better than I could ever do). Simply put,
she is wise beyond her years, and can pick up on
new concepts and information quickly.
Thank you!
A huge thank you to Harvey Mudd and the
following colleges who provided wonderful
feedback and advice for teachers and counselors:
Associated Colleges of the Midwest, Case Western,
Chapman, Claremont McKenna, Creighton, Denver
University, Fairfield, Franklin and Marshall, Hillsdale,
Knox, Lawrence University, Lewis and Clark, Luther,
Pepperdine, Providence, St. Olaf, St. Thomas, Trinity
College, Tulane, University of Chicago, University of
Northern Iowa, UW-Madison, Vanderbilt and Wagner

Discussion/Questions