What's the Right Stuff for a Good College Recommendation Letter?

Great Grades aren't Always the Golden Ticket
By Amy E. Barr (Blog 010)

I write a lot of recommendation letters for students applying to college. This is not unusual for most language teachers, I expect. Colleges are interested in a language educator’s assessment of a student for the same reason that colleges require foreign languages. Success in a foreign language speaks well for future outcomes in any academic field. Languages require time management, self-management, tenacity, analysis, and consistent effort. Consequently, I write quite a few recommendations each year.

What makes a student recommendation-worthy? What earns high marks in my letters to colleges?

I have a few extra challenges as I get to know my students. I teach synchronous online classes. These are not nearly so impersonal as one might think, but a student does have to work a little harder to make an impression on her educator when normal first impressions (appearances, demeanor, deportment, even good or bad handwriting) are removed from the equation. On the other hand, many of the qualities that suggest a student will be successful in future academic enterprises rise to the top without biases interfering.

When I submit a recommendation letter to a university, the admissions counselor never asks about student grades. That data is already neatly tucked into transcripts and filed accordingly. I have had students with astoundingly high scores (nothing but A+ marks as far as the eye can see) but about whom I can find very little to say because, in the end, they were only outstanding when it came to grades. Colleges never ask me about grades in a recommendation letter. If a student only has good marks “going for them,” they may be in trouble. Colleges want to know if the applicant has…

• Intellectual curiosity:  Does the student regularly ask questions? Does the student get help when he or she is confused about something? Is she able to exchange ideas in discussions respectfully and effectively?
• Leadership and integrity: Is the student honest with his work? Does she get along with educators and peers? Does he display a good attitude in class and in personal correspondence?
• Grit: Does the student have academic and personal grit or resilience? Does he push through and get things done even during hardship and stress? Is the student willing to take critiques and improve accordingly? Is he self-directed?
• Communication: Does the student exchange ideas in a professional manner? Does he express himself well in class and in written communication? Is his academic writing up to snuff? (hint: colleges are not normally looking for skills in creative writing unless that student is going to major in that subject). 

A core value at The Lukeion project is to make our expectations and assignments college (and life) preparatory. Not everyone is a big fan but, regardless of perfect scores (or not), students with the right college “stuff” can really shine or … not so much. When composing a recommendation, I look for the details of that student’s time in my courses. Here are some of the questions I ask about that student’s time in my classes:

• Intellectual curiosity: Does a student get involved with discussions or question/answer time in class? Do I get an email from the student asking for clarification on assignments or does the student skip stuff complaining she didn’t know what to do? How well does the student interact with peers on the discussion board or chat box? 
• Leadership and integrity: Has the student ever crossed the line and been suspected of plagiarism or obtaining answers from peers, siblings, or friends? Does the student get argumentative, rude, or petty with peers or instructors? Does the student regularly try to wheedle more points awarded on quizzes or exams? Is the student interested in the fair exchange of ideas with others or does she tend to have an ax to grind all the time?
• Grit: Does the student frequently ask for extensions on assignments or make excuses for poorly done work? Does she have roller-coaster grades as the semester cycles through different parts of the year? Does he constantly ask for special considerations and blame external events when things go poorly? Does she get personally offended by peer reviews and instructor feedback in writing assignments?
• Communication: Does a parent always do the emailing and arrangements for a student? Does the student regularly participate in class, get fully involved in peer reviews, and go beyond the minimum on discussion boards? Has the student proven himself in formal academic writing assignments or does he avoid the type of classes that place writing expectations on him? Does she always write the shortest possible answers on exams?

I can write outstanding recommendation letters for academically average students who excel in these preferred qualities. Universities will be pleased to add them to their programs.

I am also sometimes compelled to write some bland letters for A+ students who never participate or who wheedle, complain, or make things hard on peers.

Excellence is far more than just good marks. Anyone can choose to have “the right stuff,” with or without the stellar scores.