Yet, the outcome of the application process indicated that something went amiss. Since I knew that the student’s record and standardized scores were first-rate, the only possible culprit could have been the letters of recommendation. And, after learning the names of the people who wrote them, I could have ventured a guess. At least one of the chosen teachers was swamped yearly with requests for college recommendations; this meant, in practical terms, that she could not write a four-page letter of recommendation for every student. More serious, however, was the fact that in my professional dealings with her, I observed a deficiency of character. This information was not of the sort that parents—or even students themselves—would normally be aware. If I had known that the son was going to solicit a recommendation from this particular teacher, I would have advised against it, suggesting that she would probably not have had enough time to do it.

First, ask prospective teachers if they write many letters of recommendation. The question is simple enough. Every teacher will answer honestly. Second, students can also fairly ask how the teachers go about writing these recommendations.

How can students and parents avoid this particular trap? First, by asking prospective teachers if they write many letters of recommendation. The question is simple enough. Every teacher will answer honestly. Second, students can also fairly ask how the teachers go about writing these recommendations. Students should plan to go to the guidance office or library and ask for a pamphlet or booklet on writing letters of recommendation and to follow the guidelines. He or she might want to consider including a copy of this pamphlet with supporting materials given to the teacher who has been asked to write a letter of recommendation. I myself would always ask students to bring with them a copy of their transcript and a list of their outside activities. We would sit down together for about one-half hour so that I could conduct an informal interview, if I felt that I needed to know more about the whole person. I would inquire about the student’s aspirations, how the student planned to achieve them, etc. Then I would explain that I would take concrete examples from the student’s classroom participation and transcripts, along with the extra information garnered from the interview and write up the multi-page recommendation. The letter would follow a format similar to the one described above for the college student. Students would receive copies of the final product. Third, students can ask—among librarians, counselors, administrators, students, and even teachers—who might be a good person to ask for a letter of recommendation. Sometimes staff and administrators have additional insight into the character or attitude of a particular teacher and may be able to steer a student gently in the right direction for the best recommendations.

My third story about letters of recommendation will cause some students and parents to “see red.” Good. I hope so. I would like for everyone to be as upset as I was over this incident. After I had left my high-school position for teaching at the state university, some of my former students remained in high school. Nearly all, in my estimation, would be applying to colleges within the next two years. One student wrote to me at the university and asked me to compose a letter of recommendation. I was very pleased to have been asked and said so. I set to work immediately and pulled out my records from the previous year. When done, I sent a copy of my multi-page product to the student, the guidance office at the high school, and the admissions office of the university. And I thought that everything was fine.

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