<p>
</p>
<p>I think that this issue would have equal if not greater importance to those applying for significant merit aid and/or specific scholarships at merit aid granting selective institutions, a rung of selectivity below the very top. Would it not? For example, to Evil Robot and his scholarship chances at Vandy.</p>
<p>I have been following this thread with some interest, but isn’t defining the ideal recommendation somewhat of a futile academic exercise? I mean, we don’t get to see the recs. How do we know if the recommender is employing the highly desirable “anecdote” approach vs. the damnable descriptive approach? And, my dear cyberfriend c’mudge, how would a potential recommender receive your list (once perfected, of course) of desirable vs. detestable adjectives?</p>
<p>This is all totally academic for me and mine, as S process is complete, but I am just wondering.</p>
<p>Cur: I consider Vandy selective, so yes, a rec emphasizing creativity, initiative and so forth would be very important, especially if merit aid were requested.</p>
<p>Jmmom: Some schools ask parents to fill out brag sheets. Ours asked for three adjectives to describe our kid. But it is useful to provide a resume to the GC and even some narrative the GC can use to explain performance (for example, family or health problems that the GC may not have been aware of, or have known at the time but may not be at the forefront of his/her mind); teachers can use their classroom knowledge of the student to come up with the appropriate anecdote in support of whatever adjective they want to use.
Some teachers and GCs share what they’ve written with the students. Ours did not. When my S approached a former teacher, however, the teacher was quite enthusiastic (he taught S for two years), so we think the letter must have been good. I know, from talking to that teacher on various occasions, that he must have plenty of anecdotes about S.</p>
<p>Aha! Watson. I’m glad you asked. I am preparing a pamphlet much akin to the Yale material provided above that D will present to each of them as she addresses the issue. Hopefully the document will look professional enough that it will appear to be a reprint of an article. Of course , I will make it available to the school as a whole, and most certainly to the guidance counselor. Something like this only a little less bludgeon-ly-like -y (whatever. LOL.)</p>
<p>"Oh, BTW, I saw this pamphlet that talks about the “Seven Deadly Sins of Rec Writing”. I found it very enlightening. Did you know there were code words like “hard working " that some adcoms view negatively? Weird,huh? Diligent. Persistent. It sure knocked me for a loop. Seems they think those words without context mean not brilliant, not exciting, not passionate about learning. Beats me. I think it’s ridiculous for them to think teachers know all those code words. Some kids have probably been sabatoged by well-meaning teachers. Sure hope that doesn’t happen to me. Gee, your car looks dirty. Could it use a wash, and a hand wax?”</p>
<p>Thanks, marite. We’re in the v small school in v small town environment here. GC really knows the kids, so we don’t have the situation you (and many others do) of providing resumes, etc. We have the option (at least nominally) of asking to see the recs, but are encouraged not to do so.</p>
<p>Curmudgeon - you continue to top yourself. Why not skip the recommenders and offer the car wash and hand wax to the adcoms? Say, 6 schools, 1-2 readers at each (she’ll never need the tie-breaking 3rd read!) - it’s only 12 cars and a little travel. With your enterprise, I’m sure you’ll find a way to id the readers for Ds apps.</p>
<p>On an earlier post in this thread a poster , I think Marite , suggested that there should be some primer or instruction for rec writing teachers. I think that poster had a good idea and if there is a backwater burg that doesn’t know the code-I assure you I live in it. LOL. I just think this is one example of a “negative” students face going to a high school that is an unknown commodity. Some can’t be fixed. This one can.</p>
<p>
</p>
<p>Always here to serve.</p>
<p>While we also have a small school where the GC AND teachers who wrote my kids’ recs know the kids very well, I still had my girls write a cover letter that accompanied each of their rec requests. This cover letter was individualized for each rec writer as it differed in some parts depending on who they were asking (though had some parts that were constant no matter the rec writer). As well, each cover letter was accompanied by their annotated Activity and Award list. No matter how well a rec writer knows a kid, it cannot hurt to point out what the student is hoping the rec writer might speak about and also that it might support aspects of his/her own application materials. While my kids had to write about five (GC, two teachers, two supplemental) extensive cover letters, I feel it paid off and did not hurt. </p>
<p>The cover letter should include: letting them know your college plans (where you are applying, any specific program or major interest), dates you will need the recs by and who to send them to (find out how your school handles these…if writers should send directly to colleges or to the guidance counselor who will get a “package” ready from the school for each of your colleges …our school does this and I like this best), reminders of specific highlights of your experiences in that class such as accomplishments, anecdotes, and strengths, as well as share with the writer the “marketing points” you are hoping to stress on YOUR application and if they can speak to any of these, that would be helpful (it helps to have recs drive home some of the same points you are trying to make about yourself on your part of the application). Further, you can let them know that the best recs include examples and anecdotes to back up the superlatives they hopefully will be writing about you. If they can point out anything unique or outstanding about you, that is also best. In the case of the GC rec, if there are any unusual circumstances or anything overall you hope he/she might speak to or you want to make them aware of, point those out as well. </p>
<p>Susan</p>
<p>Soozie:</p>
<p>Welcome back! Hope the trip went well and that you did not get caught in the snow. Good points all.</p>
<p>Thank you Marite. While the snow was not the real problem with my travels, we did get back home over 24 hours late. We missed our plane due to my D’s audition at Carnegie Mellon going overtime basically and while we made it to the plane before they closed the doors, they had overbooked the flight and had given away our seats and we had to spend an extra night in Pittsburgh (though got vouchers for free airline tix for the future and also were put up that night). THEN we did run into snow in Pittsburgh and in NYC yesterday enroute home but eventually made it. However, our bag did not and still has yet to be located. We got the snow here today. However, we have been on school break and resume tomorrow. We have been extremely lucky with all these college audition travels throughout the winter season to have never run into bad weather. It was a lot of travel to PSU and CMU even with good weather. One more college audition to go this coming weekend. And it is back in YOUR town once more! I am also looking into going to Idaho in a week to see my other child in National Championships for collegiate ski racing. This has been a year on the go for me.</p>