You already know how powerful a well-written recommendation letter can be. But when you are managing a large caseload or you are new to your school, it can feel overwhelming to make each letter stand out.
The good news: you do not have to start from scratch. Think back to our summer post on helping students “brag the right way.” (Check it out here) A solid brag sheet gives you stories, details, and student reflections that spark stronger, more personal letters. This post will build on that and share strategies you can use no matter your experience level or workload.
Why Brag Sheets Are Your Best Friend
A brag sheet is not just a form, it is your starting point. It gives you:
- Key details you might not otherwise know
- A way to capture student voice in their own words
- Specific examples to make letters more personal
- Less scrambling when deadlines pile up
Before you start typing, open the brag sheet. Highlight one or two stand-out items and build from there.
Go Beyond the “Formula”
Too many letters follow the same pattern: an intro, a list of adjectives, and a closing line. Safe, but forgettable. Here are ways to make your letters more engaging:
Start with a snapshot
Lead with a moment that captures who the student is: “When I first met Greg, he had just organized a study group for classmates struggling in algebra.”
Show, don’t tell
Replace “Samantha is hardworking” with: “Samantha stayed after school three days a week to tutor her peers in chemistry.”
Include the student’s own words
Pull a short line from the brag sheet. A simple quote like, “I am most proud of helping my younger brother with his college essays,” brings the letter to life.
Balance skills and character
Highlight both what the student achieves and how they treat people along the way.
Acknowledge growth
A letter feels more real if you note how the student has grown: “Public speaking was tough at first, but over time Ashley volunteered to lead assemblies and mentor younger students.”
Tips for Counselors with Large Caseloads
Time is tight, but there are ways to work smarter:
- Create a “strengths list.” Keep a running list of qualities like leadership, resilience, and teamwork, with examples you have seen. Match them to students as you go.
- Use flexible templates. Draft letters with blanks for a story, quote, or activity so each one feels unique.
- Batch your writing. Write all the intros in one sitting, then add student details later.
- Set clear expectations. Ask students early for brag sheets, resumes, and deadlines so you are not chasing details at the last minute.
During our ACT Counselor Outreach webinar last year with Collegewise, one big takeaway was this: admission officers know you may not know every student well and that many counselors have large caseloads. Do not stress. They are looking for sincerity, not perfection.
Strategies for New Counselors
If you do not know your students well yet, you can still write strong letters:
- Send a short survey. Ask about a proud moment, a challenge they overcame, and their future goals.
- Schedule a quick chat. Even 10 minutes can give you the personal detail you need.
- Check in with teachers or coaches. Ask for one story or quality they have seen.
- Be honest about your timeline. “While I have only worked with Jasmine since this year, I have already seen how she…” shows care without stretching the truth.
- Rely on what is visible. Leadership roles, steady growth, or consistent involvement in school life are fair game.
Involve Students in the Process
Letters improve when students take ownership too:
- Recommendation workshops. Host a lunch session where seniors update brag sheets together.
- Peer reflections. Ask students to swap brag sheets and add three things they forgot about themselves.
- Self-draft paragraphs. Encourage students to write one short paragraph about what they want highlighted. Their own words may inspire yours.
Make Sure Every Student Shines
Not every student has the same opportunities, but every student has a story worth telling.
- Spot the quiet strengths. Some students shine by showing up, caring for siblings, or balancing work with school. Those traits matter.
- Choose clear, fair language. Words like “dedicated,” “thoughtful,” or “committed” carry weight without relying on clichés.
- First-generation students. A simple line noting the impact of being the first in their family to pursue college can make the letter powerful.
How to Request Letters (Student and Counselor Tips)
We also want to highlight a helpful resource from ACT: “How to Request Letters of Recommendation.” This page gives smart advice students and counselors can use to make the process smoother.
Some highlights from that page include:
- Ask people who truly know you, such as teachers, counselors, coaches, or mentors, with enough time to write meaningfully
- Provide recommenders with materials they will need: the purpose of the letter, deadlines, the major or scholarship goal, and supportive documents like a brag sheet or list of achievements
- Make the request respectfully, ideally in person first, then follow up with a clear email that includes all logistics
- Give recommenders plenty of lead time, ideally a month before the deadline
Sharing that page with students helps them take responsibility and sets everyone up for success.
Pro Tip: Try using brag sheets as a mid-year activity with juniors. When senior year comes, they will already have a strong list of experiences to pull from.
Writing Framework You Can Reuse
Here’s a simple outline to make your writing flow:
Opening: How you know the student and your first impression
Body 1: First strength with a clear example
Body 2: Second strength with a clear example (or a student quote)
Growth: How the student has improved or taken on new challenges
Future Fit: Why they will succeed in college, a program, or a scholarship
Closing: Strong endorsement and invitation to contact you
Sample Letters Using the Framework
Here are two examples to show how the framework works in practice.
Example 1: Full-Length
Opening:
I first met Greg during his sophomore year when he stopped by my office to ask about taking on extra math classes. From that first conversation, I could tell he had a deep curiosity and a strong drive to challenge himself.
Body 1:
Greg’s determination shines through in his academics. He not only enrolled in advanced math courses but also created a study group to support classmates who were struggling. His ability to lead with patience and encouragement made a real impact on his peers.
Body 2:
Jasmine, one of his classmates, shared in her brag sheet that “Greg was the first person I called when I needed help with chemistry. He explained things in a way that made sense and never made me feel embarrassed for asking.” This reflects both his intelligence and his generosity.
Growth:
While Greg once described himself as “quiet in class,” I have watched him step into leadership roles with confidence. By junior year, he was leading presentations and mentoring younger students like Samantha and Ashley through the school’s peer support program.
Future Fit:
Greg’s blend of academic skill, humility, and leadership will make him a strong addition to any college community. I am confident he will continue to push himself while also lifting up those around him.
Closing:
I strongly recommend Greg for admission, and I welcome the opportunity to share more about his accomplishments if needed.
Example 2: Shorter
Opening:
I have had the privilege of working with Ashley since her junior year. From the start, I noticed her steady presence in the classroom and her genuine kindness toward others.
Body 1:
Ashley has a strong work ethic that shows up in her consistency. Even while balancing a part-time job after school, she kept her grades solid and never missed an assignment. Her teachers often mention how dependable she is, both in group projects and in daily class discussions.
Growth:
What stands out most is Ashley’s growth in confidence. Early on, she was hesitant to share her opinions, but by senior year she was volunteering to lead small-group activities and mentoring younger students. This shift shows her resilience and willingness to step outside her comfort zone.
Closing:
Ashley will bring dedication, empathy, and determination to her next steps. I recommend her with confidence and would be glad to provide more information if needed.
These examples show how a few details from a brag sheet, a peer’s reflection, and a counselor’s observations can come together to create letters that feel authentic without being overwhelming.
Final Thoughts
Writing recommendation letters does not have to feel like a chore. Use brag sheets to your advantage, involve students in the process, and make sure all voices are represented. Protect your time, be honest about what you know, and remember: admission officers value sincerity over polish.
Most importantly, one specific story speaks louder than a page of adjectives.
Share these resources with your students:
- From the ACT Counselor Blog: Helping Students Brag the Right Way
- The ACT guide: How to Request Letters of Recommendation
- From the ACT Student Blog: How to Secure the Perfect Recommendation Letter
