Letters of recommendation are the easiest part of the college application process, right? It takes just five minutes to ask some random teacher or counselor to jot down some stuff about you that you'll never see. Sure ... no problem. Until you send off your apps and start wondering what was written (or not written) on those mysterious pieces of paper.

Even experts admit that strong recommendation letters are hard to come by. "If I run across one that's helpful, I e-mail the writer to thank him or her," says Laura Schlack, dean of admissions and financial aid at Eckerd College (St. Petersburg, FL). If a dean is willing to take the time to e-mail good writers, shouldn't you learn a little more about those letters?

Their Purpose
"Letters provide a sense of who applicants are beyond what they do," says Dr. John Samonds, associate dean of the Sally McDonnell Barksdale Honors College at the University of Mississippi (Oxford, MS). As Schlack puts it, recommendation letters serve as a third-party endorsement supporting an applicant. They also reveal information about the student that no essay or set of scores could. So just how important are these letters of recommendation? In terms of general college admissions, and scholarship competitions to a lesser degree, nothing can take the place of your transcript and SAT/ACT scores. However, once colleges sort through the numbers, they want to know the applicants on a personal level. And sometimes, say experts, things like letters of recommendation and essays just may be the deciding factors.

What Makes a Good Letter?
Letters of recommendation should "really make a student come alive," explains Schlack. More than just a list of adjectives or a summary of activities and grades, a good recommendation contains anecdotes and examples that support a vote for admission. Colleges also want a balanced letter, which is why your strengths and weaknesses should also be discussed. Don't panic! Weaknesses can become positive points if your letter writer puts them in context, such as how you overcame them. It's all about honesty and creativity. "A good recommendation letter is like a work of art," says Dr. Richard Hallin, dean of admissions emeritus at Eckerd College.

What You Can Do
How can you actually get a masterpiece of a letter written about you? There are ways. "Choose your recommenders wisely," says Schlack. For starters, you should have a good relationship with them. "Think about every teacher in your school as a potential letter writer," advises Hallin, then choose someone with whom you've spent time. The best letters of recommendation come from people who know you in a variety of contexts.

Emily Mathis, a junior at Samford University (Birmingham, AL), turned to her calculus teacher for help. She taught Emily in class for four years, but also sponsored Key Club, of which Emily was president, and she knew Emily's family. As a result, the teacher was able to write about "all kinds of things I didn't think about," Emily recalls. "It was amazing, and I felt really good about myself after reading the letter."

Don't Forget the Basics
Basic courtesy goes a long way. If you ask a teacher to write a letter two days before it's due, you'll get a rushed job that doesn't offer any real depth. Give your recommender ample time, and make their job even easier by providing addressed, stamped envelopes.

A Note About Counselor Recommendations
In a large school, counselors are often overloaded and probably don't know you from the guy who plays flute in the band. What can you do about it? You have multiple options. Check with the college admissions department to see what their policy is on submitting multiple letters of recommendation; often they welcome supplemental letters. If the college has strict policies, it's up to you to be proactive. Schedule times to talk to your counselor. Explain why you want to go to a particular college, list your strengths, provide a resume that includes jobs, clubs, and other activities of which you've been a part, and give the counselor names of teachers who know you well for reference.

AVERAGE RECOMMENDATION LETTER

To Whom It May Concern:

I would like to recommend Joe Student for the University College Leadership Scholarship. Joe is an excellent student, as his 3.80 GPA shows. Joe has also taken all the honors and AP classes Manchester High School offers, showing that he is committed to his academic studies. Admission to such societies as National Honors Society and Cum Laude Society further prove Joe's academic abilities.

Joe has also distinguished himself outside of the classroom. He is captain of the Manchester High School's soccer team and a member of the cross country team. He is assistant editor for the school newspaper, member of the debate team, and is appearing this December in the school's performance of The Music Man.

Joe is a motivated, determined, trustworthy, and friendly young man. He will do well in anything he does. I strongly recommend him.

Sincerely,
Sarah Sarahson
Counselor

What's Wrong With It?
This recommendation letter doesn't reveal any personal insight; it's just rehashing his transcript. While the quantity of activities and achievements listed sounds good, the quality is severely lacking. There is no depth. What does this letter offer that we couldn't find out from other materials in Joe's application? Also, there is no mention of strengths or weaknesses. While we might guess he is good at soccer and in school from the list, what areas does he really excel in? Where can he improve? The counselor says Joe is "motivated, determined, trustworthy, and friendly," but she offers no examples to show these qualities. What has Joe done to deserve such a description?

STUNNING RECOMMENDATION LETTER

To Whom It May Concern:

It is my privilege to recommend Joe Student to you for the University College Leadership Scholarship. I have had the pleasure of teaching Joe in 11th grade Honors English. Joe was an outstanding member of one of the first Honors English classes I taught at Manchester High School, and in true student-leader fashion, met with me several times outside of class to discuss my expectations for the students and explain where he and his fellow students stood academically, allowing me to tailor my teaching to their specific needs. In class, Joe was an active participant in discussions, and his comments revealed insight into the literature that I have rarely found in a 16-year-old student. He was also aware of his weakness in writing and would often come to school early to receive extra help on his essays.

As I was new to the Manchester area at the time, Joe invited me to attend his church, where he is an active member of the youth group and participates in mission trips each year. Not only was the church ideal for myself and my family, but I was also able to get to know Joe in a nonacademic setting, as well as meet his family. Many of Joe's qualities that I have observed in the classroom -- dedication, enthusiasm, insight, leadership -- are just as prevalent outside of school. Joe is a fine role model to the younger members of the church, who adore him. He is actively involved in the church's Habitat for Humanity housing project, and volunteers his time each Saturday to help in the construction of several houses. Joe is certainly not afraid of hard work -- he always volunteers for the most tiring and dirtiest jobs at the construction sites, and his example serves to engage many of his peers who would otherwise loaf around.

During the second semester of his junior year, Joe, normally an A and B student, earned several C's in his classes. What his transcript does not reveal is that during the semester Joe's grandmother finally lost her five-year battle with cancer. Joe was particularly close with his grandmother and was devastated by the loss. I watched Joe struggle to keep up with his school work, but the time missed during hospital visits and funeral services, which came at a critical time during the semester when many projects and tests were scheduled, proved to be too much. However, as his stellar grades during the first semester of his senior year show, the grade slump was merely a temporary problem and not indicative of Joe's commitment to academic excellence.

When I think of a leader, I think of Joe. The Manchester High soccer team has certainly benefited from Joe's role as team captain, as their winning record shows. Joe is the ideal leader in the sense that he never expects anything of his teammates that he would not expect of himself. On the field or on the sidelines, his voice can always be heard encouraging his teammates. And while this example and many others could be given to show Joe's character, the one I find most revealing is his participation in the National Honors Society. Although he lost his bid for president of the organization, Joe remained an active participant, singlehandedly organizing and spearheading a schoolwide food drive that raised over 10,000 cans for a local soup kitchen. His willingness to remain involved and continue leading despite losing the election speaks volumes for Joe's character.

I wholeheartedly recommend Joe to you. University College will be enriched by his presence as the Manchester community has been.

Sincerely,
Jane Doe
Chair, English department

Why It's a Winner
As this teacher states, she knows Joe in a variety of contexts, both as a teacher and as a member of his church. She is able to talk in-depth about several activities and encounters she has had with him, and it works. Instead of general statements like "Joe is a strong leader," we can see that Joe is a leader in class and a role model at church. Colleges don't worry as much when grades start low but show a steady improvement over the years. A sudden drop in the junior year might worry them, though. Because the teacher knew Joe well, she was able to provide context for his poor grades. Joe may not have wanted to be reminded of his losing bid for student president, but his letter writer made the negative a positive.

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