THE VIRGINIAN-PILOT
Copyright (c) 1995, Landmark Communications, Inc.
DATE: Friday, November 10, 1995 TAG: 9511100055
SECTION: DAILY BREAK PAGE: E11 EDITION: FINAL
SOURCE: BY CHRISTIE AMBERMAN, HIGH SCHOOL CORRESPONDENT
LENGTH: Medium: 71 lines
SO YOU NEED a letter of recommendation? Well, before you go ask your math teacher, read on. Two area high school teachers gave me their perspectives on college recommendations - from how students should approach teachers to how they can get prepared.
Deciding which teacher to ask is one major concern for students. Pat Hume, a 10th- and 12th-grade English teacher at Norfolk Academy, stresses the importance of picking a teacher who knows you well, both in and out of class. To Hume, this is particularly crucial if you go to a large school where one-on-one contact in the classroom isn't always possible.
``Anybody can write a letter that says you're a nice kid and a good class member,'' Hume said, ``however, specific examples are far more valuable then generali-zations.''
Although students are more likely to pick a teacher from a class in which they did extremely well, Hume said that good recommendations can also be obtained from teachers in whose classes you struggled. Hume explained that if you had an 85 average in a class but you put forth total effort, you might have made a better impression on the teacher than someone who received A's but hardly contributed.
Once you decide which teachers to ask, the next step is approaching them. Arlene Keener, a chemistry teacher at First Colonial High School in Virginia Beach, notes that most students assume that the teacher is obligated to write them a letter of recommendation.
What students usually don't realize, however, is that recommendations are hardly quick forms for teacher to fill out. According to Keener, a good recommendation can take two to four hours to write.
Multiply this by just five students and you can see how writing recommendations is clearly a sacrifice on the part of teachers.
As for the approach, Keener and Hume offered numerous sugges-tions.
For instance, while you may be tempted to ask a teacher flat-out, ``Can you write me a good recommendation?,'' both teachers agreed that asking in such a direct manner is unacceptable.
Amber Wilson, 16, a senior at Lake Taylor High School, simply asked her teachers if they felt they could honestly make a positive recommendation.
``Even if you know the teacher well, you still get nervous because you want them to say something good about you,'' Amber said.
So how can you make sure your recommendation is effective? Keener emphasized that being prepared by bringing a stamped and addressed envelope and an activities sheet or resume can make you look serious. Also, in order to give your teacher enough time to thoroughly fill out the forms, Keener suggests asking a month in advance, or two weeks at the very latest.
Still worried about making a good impression? Keener readily assured me, ``A good student is hard to turn down.''
Keener and Hume also explained what teachers are most likely to say in those recommendation forms. While presenting a realistic portrait of the student is the main focus, Keener said that teachers also try to highlight strengths and show why the student is unique. Hume said that she tries to mention the student's academic experience, intellectual qualities and also comment on the student as a person.
Hume looks for motivation, attitude, curiosity, creativity, leadership and ability.
Although the teacher recommendation section is only one element of the college application package, if you choose teachers wisely and demonstrate your strengths, and approach this procedure with preparation, your letter of recommendation can bring you one step closer to acceptance to the school of choice. ILLUSTRATION: Photo
Christie Amberman is a senior at First Colonial. by CNB