PROJECT DESCRIPTION Essay Example | Topics and Well Written Essays - 250 words

PROJECT DESCRIPTION - Essay Example Particularly, I focused on the water conditions, depth, and flow. The experimental research took various routes; however, my first observational study was the water conditions. Apparently, the samples of the water revealed a substantial amount of Algae, which is a type of bacterial substance produced by duck week and sewage residues. Through further research into algae, I found that there is a way of filtering this algae bacterium into a mineral. According to research, this is said to be good for muscular a joint conditions. Having found out this possible, I wanted to talk this further. Therefore, I decided to design a thermal pool whereby I would use the algae as the healing mineral. In the course of enriching the discovery, I will have a three-floor building beside the thermal pool. The ground floor will serve as the changing rooms as well as toilet facilities. The first floor would be the lab area for important experiments and presentation of findings. Subsequently, it will constitute a gallery space where the bacterial findings and different filtration as well as a recycling processes display. Most importantly, this will include the bacterial filtration process for the Algae collected, the sand filtration process which is used to recycle the canal water to the thermal pool and third the recycling process of the used thermal water channelled back into the canal. In essence, the water is pumped from the canal into pipes using a pressure pump, which then pumps to the roof of the building. Conceivably, this is where all the filtration processes take place, opened into a valve, which lets the waterfall down into the pool

Brief Analysis of Music Essay Example for Free

Brief Analysis of Music Essay In Joel and Ethan Coen’s unique take on referencing Homer’s Odyssey in the form of a 1930’s Great Depression comedy-adventure film, â€Å"O Brother, Where Art Thou? †, the most noticeably intelligent attribute was the genius song and music choice that, in more ways than one, dictated scene build-up, characteristic, and transition, thus keeping the theme of the â€Å"old-time,† old-country† atmosphere well intact throughout. The variety of American roots music songs used in the scenes gives cinematic emphasis to the characters’ circumstances and plot situations. Moreover, the assortment highlights the realness of time and setting presentation in telling the story of trio convicts and just where, when, and how their adventure unfolds. Brief Analysis of Music Selection in Joel and Ethan Coen’s â€Å"O Brother, Where Art Thou? † As the film opens with a lengthy line of hard-toiling inmates along the rail-road iron linings, collectively and heavily chanting verses from a rather hauntingly soothing blues tune entitled â€Å"Po Lazarus† (Track 1), the audience is at once audio-visually oriented and introduced into the state of the times, surroundings, over-all atmospherics, and mood of the film. The relative simplicity of life through the rather depressed and trying times is kept through notable scenes. An example of which is when the odd trio of Ulysses Everett McGill, Delmar O’Donnell, and Pete, together with Cousin Wash, all enjoyed an after-meal, quality-entertainment radio offering via Norman Blake’s country classic â€Å"You are My Sunshine† (Track 3). Moreover, the music presented in each of the scenes not only offers musical genre variety of roots country and folk, blues, bluegrass, gospel, and much in between through certain scene transitions, but more importantly highlights the tone of each separate scene in between dialogue, one distinct from the other, effectively and memorably. An example of this was the on-going quarrel of Everett and Pete which was overshadowed by the mass baptismal gathering and singing of a traditional gospel hymn â€Å"Down to the River to Pray† (Track 4), wherein all except Everett opted to clean his spiritual slate. Another was the scene seduction by the sirens, which is musically accompanied with â€Å"Didn’t Leave Nobody but the Baby† (Track 10) by Emmylou Harris, Alison Krauss, and Gillian Welch, and also with Tommy’s would-be hanging in the sound of â€Å"O Death. † All of these scenes are observably different from one another, but the rather musically enchanting versed sung melodies even give the scenes both an emotionally accessible and later-on cinematically nostalgic feature which stays with the viewers even after the film is over. The song selection provides the proper build-up, eventual transition through, and even main story twists which fuel the story’s eventualities. An example of this was when the trio headed to a local radio station in hopes of garnering a means of self-financial aid, they sang â€Å"Man of Constant Sorrow† (Track 7), disguised on the airwaves as the â€Å"Soggy Bottom Boys† accompanied by musically skillful, guitar-equipped Tommy Johnson—who played a particularly important scene role for the film’s story. The song performed was not only quite entertaining, but its definitions also constituted what a traditional American folk song truly is, which gave the scene much credibility and realness in every extent. The music also provides the film with a sense of scene consistency without compromising the story and, as the quality of song recordings are kept to its truest form even more enriching the old-time aspect of the film. As Evan Cater (2009) points out, â€Å"These recordings, which were made without the meddling clarity of digital technology, give the film much of its power and authenticity† (n. p. ). The excellent selection and execution of music and scene inter-play gives the film a characteristic of its own and none like other. References Burnett, D. (2000). Man of Constant Sorrow [D. Tyminski, H. Allen P. Enright]. O Brother, Where Art Thou Soundtrack [CD]. Nashville: Mercury Records. Cater, E. (2008). O Brother, Where Art Thou?. AllMusic. com. Retrieved January 21, 2009 from http://www. allmusic. com/cg/amg. dll? p=amgsql=10:hifixqu0ldse. Coen, J. (2000). O Brother, Where Art Thou?. California: Touchstone and Universal Pictures. Davs, J. Mitchell, C. (2000). You are My Sunshine [N. Blake]. O Brother, Where Art Thou Soundtrack [CD]. Nashville: Mercury Records Harris, E. , Krauss, A. , and Welch, G. (2000). Didn’t Leave Nobody but the Baby [E. Harris, A. Krauss, G. Welch ]. O Brother, Where Art Thou Soundtrack [CD]. Nashville: Mercury Records. Lomax, A. (2000). Po Lazarus [J. Carter]. O Brother, Where Art Thou Soundtrack [CD]. Nashville: Mercury Records. Traditional (2000). Down to the River to Pray [A. Krauss]. O Brother, Where Art Thou Soundtrack [CD]. Nashville: Mercury Records. Traditional. (2000). O Death [R. Stanley]. O Brother, Where Art Thou Soundtrack [CD]. Nashville: Mercury Records.

Music Comes and Goes :: Exploratory Essays Research Papers

Music Comes and Goes    Different styles of music effect people in many ways. The different styles could be different in religion, culture, and their messages towards the public. Because of the many styles , many questions are found concerning how different music effects people in different ways. Every style of music have their own beats, melodies, and instruments which give different effects to the human year. From that difference people percieve these styles of music in many ways. Some people seem to fancy one type of music more than the others, some people can listen to almost any type of music without haste while some do not really care for music at all.    What kind of music do different age groups listen to? That really is a matter of young people preferring fast beats compared to the adults that prefer easy listenning tunes. Young people from ages fourteen to around the early twenties seem to get into music that have lyrics that contain stories or thiemes on sex, violence, and relationships. Especially music that contain explicit lyrics are popular among the teenagers. The reason behind that is that teenagers are put into a situation where they aren't aloud to do many things concerning their age such as drinking, smoking or seeing highly rated movies. That makes teenagers want to do things that are against the rules to show more individuality among their peers and to appeal their social sides.    Also being in a compressed environment makes the teens to want to rebel in one way or another to feel more independent and strong. On the other hand once you are an adult facing many responsibilities and have true independence, people seem to listen to music with slower beats or music with a realistic point of view on life. Because the person reached adulthood doesn't mean they get calmed down. there is no proof for that . But because of the difference between independence among the teenagers and the adults , adults seem to listen to whatever music they 've chosen as their type of music during their teenage years while teenagers are in the process of searching for what music is the ultimate for themselves . So in a easier way it means that adults are more concervative and teenagers are more liberal about listening to music. Another factor concerning what the different age groups listen to is that music has its biorythm, saying that some types are more popular than the other at certai n times until another type of music takes over.

The Fall of Innocence in A Separate Peace :: essays research papers

â€Å"Holding firmly to the trunk, I took a step toward him, and then my knees bent and I jounced the limb. Finny, his balance gone, swung his head around to look at me for an instant with extreme interest, and then he tumbled sideways, broke through the little branches below and hit the bank with a sickening, unnatural thud, It was the first clumsy physical action I had ever seen him make. With unthinking sureness I moved out on the limb and jumped into the river, every trace of my fear forgotten.† (Knowles 59-60). Gene Forrester, one of the main characters in John Knowles' novel A Separate Peace, describes his best friend Phineas' fall from a â€Å"tremendous tree, an irate steely black steeple beside a river,†(Knowles 6) at their all boys boarding school, Devon. Gene is an introverted young boy who is very academically gifted. Finny, however, is an extremely extroverted childish young boy who is very athleticaly gifted. Finny's fall eventually leads to terrible thi ngs, such as death and guilt. Throughout the novel Knowles uses Phineas' fall from the tree to symbolize his loss of innocence, to show Gene's guilt, and to develop Phinea's death. After Phineas, also known as Finny, falls from the tree, he slowy begins to change. He begins to lose his innocence, It can be seen in the beginning of the novel that Finny acts very innocent. For example, Finny's game of Blitzball shows his spontaneous style of play, and his innocent child like personality. However after Finny's tragic fall from the tree, he begins to seem less innocent and childish. He begins to reveal secrets to Gene, such as when he tells Gene about trying to enlist in the war. â€Å"I've been writing to the Army and the Navy and the Marines and the Canadians and everybody else all winter..†(Knowles 190). War is not an event for innocent little boys. When readers find out that Finny had been trying to enlist in the war all winter it shows that after the fall Finny becomes less and less innocent. He no longer begins to play his childish games, and no longer tries to preform his crazy stunts. Though he is hurt, he does not seem to want to watch or help pa rticipate in any of these activies. On the day Finny fell from that tree, he did not just plument down into the river beneath him, but also fell from innocence.

American and British Labor

The dramatic rise of the British Labor Party to the position of His Majesty's opposition in the House of Commons has focused the attention of the entire Western world upon the British labor movement. On the benches where Burke and Gladstone once sat there are now over 140 miners, machinists, weavers, boilermakers and working class leaders ready to take over the government of Great Britain if the conservative parties fail. The movement which has brought the British working class to the thresh-old of power is not the sudden spurt of a handful of insurrectionists working upon the discontent of the people. It is a conscious and highly organized section of the state moving deliberately toward a new kind of industrial and political society. The movement has tremendous significance for America because it is a movement of kindred peoples, speaking a common language and struggling in the midst of industrial problems which are not unlike the problems of America. What British labor does in one decade may be done in America in the next. To understand the British labor movement it is well to note first of all that it is a movement of one hundred and twenty-five years' growth. Many of the issues which are today vital in the American labor movement were disposed of fifty years ago in Great Britain. When America was still predominantly an agricultural country Great Britain had passed through the first and worst stages of the Industrial Revolution. With the introduction of power  driven machinery great numbers of workers were brought together under one employer in factories and mills. They were forced to work fifteen and eighteen hours a day for   wages that would now be refused by an errand boy. They formed unions and went on strikes only to be beaten, imprisoned and exiled. When they demanded a ten-hour day   they were denounced as criminals. When they formed a picket line, they were imprisoned for intimidation. Although temporarily defeated in times of industrial depression they did not lose courage. Step by step they won the right to organize, the right to strike, collective bargaining, political power in the state, the reduction of hours, the enormous increase of wages, and a measure of joint control over working conditions. Every forward step which the British workers have taken has been bitterly fought by the employing classes and has been conceded only when labor demonstrated its superior economic or political power. With such a background of struggle the British labor movement is not a delicate thing. It does not depend on employers' sanctions: it is not concerned about its respectability. It is proud with the pride of a hard won success. The Rise of the Labour Party From the back bedroom of Ramsay MacDonald's house in No. 3 Lincoln's Inn Field to the front benches of Parliament in twenty years the Labor Party has come. Its growth is the most inspiring achievement of the British labor movement. It is a party of manual and brain workers, controlled by workers and led by workers. Fifty years ago there was no indication that the workers would ever reject the old parties and create a party of their own. The growth of the idea of a separate labor party was at first painfully slow. In 1892 Kier Hardie sat alone as the first independent worker to be elected to the House of Commons. He helped to organize the Independent Labor Party, a group of vigorous young socialists who set about to convert the trade unions to believe in the political action of labor. By 1900 they had so far succeeded that the Trades Union Congress appointed a Labor Representation Committee. Since the formation of this committee, the power of labor in politics has steadily grown. The Labor Party, officially   formed in 1906, startled the country in that year by electing 29 members to Parliament. In 1910 the party elected 42 members and in 1918 about 70. In November, 1922, the Labor Party returned 144 representatives and some 10,000 local and municipal officials. If the increase in the Labor Party vote continues to be as rapid as it was in the years from 1900 to 1922, Great Britain will have a clear majority of labor voters by 1926. The labor votes have increased from 62,000†¦ socialist societies affiliated in a body of individual members. The brain workers are joining the party in increasing numbers are being provided for by separate local organizations. The Labour party is controlled by annual conference of delegates from the affiliated organizations and by an execute committee of twenty-three members elected by the conference. The party carries candidate becomes official when he has been approved by the National Executive Committee of the Labor Party. In this scheme of nominating candidates the individual members of the Labor Party are not forgotten. Their candidates immediately before election, often a constituency has a â€Å"prospective† candidate who may be chosen shortly after an election and approved by the national Labour Party who have 43 representatives, but there has been no fundamental clash of interests between the trade-union leaders and the intellectuals. The chief reason for the opposition to the Communist International is that the British workers do not favor the method of revolution adopted by the Communists. Operation in international affairs will be more successful than the similar pledge given by the European socialists before the war. THE POWER OF THE UNIONS There are more than twice as many members in trade unions in Great Britain as there are in the United States in proportion to population. Almost every industry has its union or unions with recognition and collective bargaining. The membership of unions affiliated to the Trades Union Congress increased from one million in 1895 to six and one-half millions in 1920. During 1921 and 1922 there was a serious loss in union membership because of unemployment and the financial depression but there were no indications that this loss would be permanent. The 1922 figures showed about five million union members. The Federation of British Industries, the largest employers' organization, representing 16,000 firms and over 19 billion dollars of capital, in its official report on the control of industry, says: â€Å"The principles of trade union representation and collective bargaining are now fully accepted by employers.† British employers do not use the term collective bargaining to mean dealing with â€Å"Company Unions† or employees' organizations set up by the employers themselves. There are virtually no â€Å"Company Unions† in Great Britain, except the organizations of foremen and supervisors. Most British employers bargain directly with their employees as members of a national or district labor union. It is generally recognized that the workers have the right to choose their own representatives without restriction. They are usually represented in negotiations with employers by their own elected union officers who are specialists in gathering and presenting information about the trade. In America, the unskilled workers are the last of the manual workers to be organized, with the result that strong craft unions may be found working with unskilled non union, demonstrated during the conduct of great strikes. In the coal strike of the spring and summer of 1921, over 1,000,000 miners were on strike, and approximately 3,000,000 other workers of organizers. It is controlled by the votes of the delegates who have power in proportion to the number of members they represent. (Paul Blanshard – author, Paul Blanshard – author. Publisher: George H. Doran Company. Place of Publication: New York. Publication Year: 1923. Page Number: 20.) The Labour Party was created in 1900: a new party for a new century.   Its formation was the result of many years of hard effort by working people, trade unionists and socialists, united by the goal of changing the British Parliament to represent the interests of everybody.   Ignored by the Tories and disillusioned with the Liberals, a coalition of different interests came together to push for change at a Conference on Labour Representation in London's Memorial Hall in February 1900. For many years the new organisation struggled to take root in the British political system.   The conference of February 1900 had not even created a proper ‘party.' Instead the new body was called the Labour Representation Committee and it had no members, only organisations affiliated to it.   In the elections of that year, the new group made little ground.   Indeed Labour's leaders worked closely with the 1906-14 Liberal Governments, and relied on their majority to agree measures to help Labour, such as the Trade Disputes Act of 1906, and the payment of MPs in 1911. But while Labour in Parliament was â€Å"hanging from the coat-tails† of the Liberals, Labour in the country was growing apace.   The number of constituency parties affiliated rose from 73 in 1906 to 179 by 1914 and before the outbreak of war prevented the expected election, Labour was prepared to field a record number of candidates.   When the Liberal Party split in 1916, the Labour Party was well placed to make a challenge for power. Until the early 1900s, people often worked long hours for low wages. The labor movement began as people started to work together to improve their work conditions. Although there are many laws to protect workers, there are still concerns about working conditions, particular the use of immigrants and children. In the 1930s, the labor movement gained momentum. With an abundance of labor, employers could easily replace workers. Labor unions were formed to help workers get organized and bargain for their needs and rights. Workers created unions because groups have more bargaining power than individuals. When large groups of employees make joint decisions, employers are forced to listen to their concerns. For example, if all the workers in a factory stopped working at the same time, it would be difficult to keep the company operating. Early unions in North America faced a difficult battle. Employers refused to accept the unions. The courts often declared the unions illegal. The National Labor Relations Act of 1935 and other laws required employers to bargain with unions. Political parties and other groups have also become involved with the labor movement. Organized labor is not as powerful today as it once was. However, many people such as construction, factory,and industry employees are members of unions. Although they have helped workers earn higher wages and better working conditions, some people think they are too powerful.                                                

Exploring the Earths Four Spheres

Exploring the Earth's Four Spheres The area near the surface of the earth can be divided into four interconnected spheres: lithosphere, hydrosphere, biosphere, and atmosphere. Think of them as four interconnected parts that make up a complete system, in this case, of life on earth. Environmental scientists  use this system to classify and study the organic and inorganic materials found on the planet. The Lithosphere The lithosphere, sometimes called the geosphere, refers to all of the rocks of the earth. It includes the planets mantle and crust, the two outermost layers. The boulders of Mount Everest, the sand of Miami Beach and the lava erupting from Hawaiis Mount  Kilauea  are all components of the lithosphere. The actual thickness of the lithosphere varies considerably and can range from roughly 40 km to 280 km. The lithosphere ends at the point when the minerals in the earths crust begin to demonstrate viscous and fluid behaviors. The exact depth at which this happens depends on the chemical composition of the earth, and the heat and pressure acting upon the material. The lithosphere is divided into 15 tectonic plates that fit together around the earth like a jagged puzzle:  African, Antarctic,  Arabian, Australian, Caribbean, Cocos,  Eurasian,  Indian, Juan de Fuca, Nazca, North American,  Pacific,  Philippine, Scotia, and South American. These plates arent fixed; theyre slowly moving. The friction created when these tectonic plates push against one another causes earthquakes, volcanoes and the formation of mountains and ocean trenches. The Hydrosphere The hydrosphere is composed of all of the water on or near the planets  surface. This includes oceans, rivers, and lakes, as well as underground aquifers and the moisture in the atmosphere. Scientists estimate the total amount at more than 1,300 million cubic feet. More than 97 percent of the earths water is found in its oceans. The remainder is freshwater, two-thirds of which is frozen within the earths polar regions and mountain snowpacks. Its interesting to note that even though water covers the majority of the planets surface, water accounts for a mere 0.023 percent of the earths total mass.   The planets water doesnt exist in a static environment, it changes form as it moves through the hydrological cycle. It falls to the earth in the form of rain, seeps into underground aquifers, rises to the surface from springs or seeps from porous rock, and flows from small streams into larger rivers that empty into lakes, seas, and oceans, where some of it evaporates into the atmosphere to begin the cycle anew.   The Biosphere The biosphere is composed of all living organisms: plants, animals and one-celled organisms alike. Most of the planets terrestrial life is found in a zone that stretches from 3 meters below ground to 30 meters above it. In the oceans and seas, most aquatic life inhabits a zone that stretches from the surface to about 200 meters below. But some creatures can live far outside of these ranges: some birds are known to fly as high as 8 kilometers above the earth, while some fish have been found as deep as 8 kilometers beneath the ocean surface. Microorganisms are known to survive well beyond even these ranges. The biosphere is made up of biomes, which are areas where plants and animals of a similar nature can be found together. A desert, with its cactus, sand, and lizards, is one example of a biome. A coral reef is another. The Atmosphere The atmosphere is the body of gasses that surrounds our planet, held in place by earths gravity. Most of our atmosphere is located close to the earths surface where it is most dense. The air of our planet is 79 percent nitrogen and just under 21 percent oxygen; the small amount remaining is composed of argon, carbon dioxide, and other trace gasses. The atmosphere itself rises to about 10,000 km in height and is divided into four zones. The troposphere, where about three-quarters of all atmospheric mass can be found, stretches from about 6 km above the earths surface to 20 km. Beyond this lies the stratosphere, which rises to 50 km above the planet. Next comes the mesosphere, which extends to about 85 km above the earths surface. The thermosphere rises to about 690 km above the earth, then finally the exosphere. Beyond the exosphere lies outer space. Conclusion All four spheres can be and often are present in a single location. For example, a piece of soil will contain minerals from the lithosphere. Additionally, there will be elements of the hydrosphere present as moisture within the soil, the biosphere as insects and plants, and even the atmosphere as pockets of air between soil pieces. The complete system is what makes up life as we know it on Earth.

A Great College Recommendation Letter Template

A Great College Recommendation Letter Template SAT / ACT Prep Online Guides and Tips While the best recommendation letters are unique to each student, they all share certain key features that make them effective. This guide provides you with a structure to help you produce an outstanding letter of recommendation. Not only will this recommendation letter template guide you through the writing process, it'll also assist you in determining whether you’re able to truly recommend a student for admission to college. Before outlining the steps, let’s consider what goes into a good letter of recommendation. What Makes for a Good Letter of Recommendation? The best recommendation letters are enthusiastic and highly positive about a student. They’re not just filled with compliments, though. They dive deeply to illuminate a student’s key intellectual and personal qualities. Additionally, these letters give specific examples to back up what they have to say. Rather than tell admissions committees everything they could ever want to know about a student, strong rec letters are focused on a specific narrative. You don't have to covera broad range of qualities, but rather you can focus in on the most significant ones, especially as they relate to your relationship with the student. You should start every recommendation letter by brainstorming the qualities you wish to highlight and examples you want to give. If you find you haven’t come up with much that’s positive or personal, then you might ultimately decide that you’re not the best person to write that student a recommendation letter for college. Let’s look more closely at this first stage in the rec letter writing process: brainstorming. The Brainstorming Stage There are a few main considerations in the brainstorming stage. First, how do you feel about recommending the student and why? Second, what key qualities do you intend to communicate in your letter? And third, what stories can you share to illustrate your points? Read on to consider each of these thoughts individually. How Do You Feel About the Student? Before delving into specifics, you should pause here and ask yourself how you feel about recommending the student. Are you able to genuinely provide a positive endorsement? If you feel relatively neutral, do you need more information from the student? In the case that you feel negatively towards a student, you may suggest that she ask another teacher to provide her with a letter. A lukewarm or negative letter would not be useful, or could even hurt, the student’s application. Admissions officers have a discerning eye when it comes to reading letters. They’ll be able to tell if you wrote your letter with reservations. If this is how you feel, then you may have to do the difficult thing and inform the student that you’re unable to provide a recommendation letter. If the student still wants you to fulfill the requirement, she should know that your letter may not do much to boost her chances of admission. In all three cases, you should root out the reasons behind your evaluation of the student. What qualities of the student have stood out to you? What Qualities Do You Plan to Highlight? Considering the features mentioned above, what intellectual and personal qualities of the student have you noticed or been impressed by? Intellectual qualities you could highlight include problem-solving skills, analysis, curiosity, creativity, communication, collaboration, and foreign language skills. Some personal qualities you could emphasize might be strength of character, honesty, integrity, courage, humor, thoughtfulness, maturity, cultural awareness, and compassion for others. Once you’ve narrowed down the key qualities you want to present, you can think about stories and examples. What Anecdotes Can You Share? After considering what qualities you plan to highlight, you should think about whatspecific anecdotes you can shareto illustrate your assessment and help the student come alive in the eyes of the reader. These stories can be based on your interactions with and observations of the student. They may also be informed by the student herself, through discussions and her â€Å"brag sheet.† The student should provide you with her thoughts on her goals and significant experiences that have shaped who she is today. These reflections can be helpful reminders, but ideally you also know the student well enough to write an insightful letter based on your familiarity with her academic work and personal character. Some potential anecdotes include times when the student you're writing the letter for showed exceptional intelligence, compassion, motivation, tenacity, leadership skills, and/or teamwork abilities. Once you’ve come up with a list of what you want to focus on and how to back up your evaluation, you can begin to draft. Want to build the best possible college application, with the strongest recommendations? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. The Drafting Stage After brainstorming, you can start to shape your thoughts into the typical structure for a recommendation letter. It's usually a full page consisting of four paragraphs: the introduction, body paragraph 1, body paragraph 2, and conclusion. Let's look at what should be included in each paragraph, and how a teacher and counselor might write their first body paragraphs with different ideas in mind. You can choose to start your letter as creatively as you wish, but all introductions should include certain key information, as you'll see in the next section. Introduction What does the reader want to know when she starts reading your letter? One, she wants to know who the letter is about. Just as importantly, she wants to know who you are, along with what makes you qualified to assess this student. Logistically, you should answer the latter question by providing your name, school, and contact information in official letterhead at the top. In your introduction, furthermore, you should explicitly state who you are and how you know the student. If you’ve taught the student in more than one class or gotten to know her in other contexts, like as the advisor of a club, then you should include that as well. The better you know the student, the more weight your recommendation carries. Here are a coupleexamples for starting out your recommendation. Example 1 To Whom It May Concern, It is my pleasure to recommend Judy, whom I taught in my th grade honors English program. Example 2 Dear Admissions Committee, I am delighted to recommend the multi-talented Eduardo for admission to your undergraduate program. As Eduardo’s th grade music teacher, as well as his chorus leader throughout all four years of high school, I've watched him grow into an outstanding and dedicated musician. Your entire introduction should be three to five sentences. After stating who the recommendation is for, who you are, and how you know the student, you may add about two sentences describing the student and introducing what’s to come. If you’re customizing your letter to a specific program or college, then you’ll mention that here too. Once you’ve introduced the student and yourself, you’ll move onto the first body paragraph. If you’re a teacher, you may focus on the student’s intellectual qualities and academic work. If you’re a counselor, you may speak more to a student’s growth throughout high school and role in the school community. Let’s start out by considering the first body paragraphthat a teacher might draft. Body Paragraph 1 (Teacher) Your first body paragraph should consist of four to six sentences. As a teacher, you may use this paragraph to hone in on the student’s key academic strengths and interests. In your brainstorming, you should have come up with the main qualities you want to describe, along with a meaningful anecdote to back up what you’re saying. Make sure to use enthusiastic and vivid language that will make the letter interesting and memorable to an admissions officer, who might be reading through hundreds of teacher rec letters. If the student especially impressed you, you might use a statement of high ranking, calling her, for example,one of the best students you’ve taught. This example uses a statement of high ranking and will go on to focus on Bella’s writing talent. Bella is one of the most talented writers I’ve had the pleasure of teaching in my ten years at Forks High School. She demonstrates a nuanced understanding of literature and is comfortable within spaces of ambiguity and interpretation. She produced a particularly thought-provoking thesis paper on spirituality in Native American literature... This second example focuses more on Dave’s strong interest in the subject of computer science. Dave has developed an avid interest in computer science. Not only was he an excellent student throughout the year, but he also worked on developing an app that would use a school-wide crowdsourcing strategy to clean up the school grounds†¦ As mentioned above, a teacher will draw on her experience with the student from class. A counselor, on the other hand, may speak more clearly on a student’s development over the years and/or participation in the greater community. Body Paragraph 1 (Counselor) While a teacher interacts with a student every day in the classroom, a counselor has a different relationship with the student. Rather than speaking to their work as a student, the counselor may talk about the student’s maturity, development, community service, and interactions with other students and faculty. As with a teacher recommendation, a counselor recommendation should hone in on a few specific qualities and give an insightful example. In the following examples, the counselor touches on one student’s school leadership and on the other'sgrowth throughout high school. Example 1 Rory brings an infectious energy and enthusiasm to her fellow students and teachers. As Class President, she organized fundraisers and events that both raised money for class projects and were enjoyed by all. Last spring, she set up McKinley High’s version of The Sing Off, complete with spinning chairs for the judges to scoop up contestants for their teams. The entire performance was recorded and is available on our new YouTube channel, which Rory and her fellow student council members set up and have added to throughout the year. Example 2 Michael has impressed all of us at Washington High School with the incredible progress he’s made over his four years. While he arrived in 9th grade with limited English, he’s grown his language abilities in leaps and bounds. Now he actively participates in his classes and contributes to the school newspaper. His latest article on college planning for ELL students, in which he shares his personal story and family background, has been shared among faculty and counselors here at the school. While the teacher and counselor may start out their recommendations by focusing on different aspects of the student, their second body paragraph may share more similarities. Here you might discuss the student’s impressive personal qualities. Body Paragraph 2 In the second bodyparagraph, you might focus on revealing the student’s personal strengths and personality. You could talk about traits like integrity, honesty, compassion, courage, and resilience, to name a few. Admissions officers want to know if the student has overcome any particular challenges in life, or if there are any special family circumstances that have affected the student. Apart from shedding light on the student’s personal journey, you also want to consider how you can add to her application. What has she already shared, and how can you both complement and add to her story? Whatever you choose to share, it should be something that you can speak in some depth about. In the following example, the recommender speaks about Jamie’s strong value of integrity. Not only is Jamie an outstanding history student, but he also displays exceptional strength of character. When you speak toany of his teachers aboutJamie, the first word that comes up is "integrity." He’s an honest and caring young person committed to upholding these values in our school community. When administrators revised the school handbook last year, Jamie volunteered to review and give input into the section on academic integrity and plagiarism. He helped promote the ideas throughout the school and stayed after for discussion groups on what leads students to turn to cheating. Once you have two strong body paragraphs, you’ll finish yourletter with a succinct and memorable conclusion. Conclusion In the conclusion of your letter, you should reiterate your support for the student’s application to the college or program. You can add a concluding statement of her strengths and assets, making sure to reinforce the points you made above while still adding fresh language. On top of this, your conclusion may offer a vision of how the student will perform in the future, both in terms of personal achievement and contributions to her college community. Finally, finish up by inviting admissions officers to contact you for any further information. Most letters end with the salutation of â€Å"Sincerely,† followed by your name, position, and school. Outside of this overall four-paragraph structure, there are a few formatting points to keep in mind. Want to build the best possible college application, with the strongest recommendations? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Format of Your Recommendation Letter Your recommendation should be a full page in length. Any less may look that you didn’t have much to say about the student. Any more is unusual and not necessary apart fromexceptional circumstances. Use official school letterhead and include all the necessary contact information described above. Ultimately, you’ll upload your letter to the Common Application or a college’s individual application portal. In closing, let’s review the structure to follow when brainstorming, drafting, and revising your recommendation letter. Following the Recommendation Letter Template As you brainstorm exactly what you want to communicate in your letter, keep in mind how you can structure your thoughts according to therecommendation letter template described above. To review, let's go over the key elements you should include: Introduction:Here, you'll state your support for the student, describe how you know the student, and touch on her key strengths and achievements. Body Paragraph 1: In your first body paragraph, you may speak about a student's academic strengths and interests, along with an anecdote to back up your assessment. If you're a counselor, you may focus more on the student's community involvement in this first body paragraph. Body Paragraph 2: In the second body paragraph, you can reveal the student's impressive personal qualities, ones that admissions officers may not know about from the rest of her application. Make sure to include a meaningful example to back up your assessment. Conclusion:Restate your support of the student, andprovide a vision of her future success. Invite admissions officers to contact you with any questions. While letters will vary in terms of writing style and emphasis, the best ones will include these key elements. To write an effective letter, as well as to make sure that you can genuinely recommend a student, you should take the time to plan and map out your letter according to this template. You can include meaningful anecdotes based on your interactions with the students and discussions with her about her college plans and application strategy. By gathering thoughts from the student herself and informing yourself about how to structure your rec letter, you'll be poised to write a memorable letter that will both impressadmissions officers and help them get to know the studentbetter.Your letter canreveal meaningful insight into the student's academic and personal strengths and thereby make a significant impact in improving her chances of admission to college. What's Next? Now that you've learned about a template you can use to structure your recommendation letter, check out these sample recommendation letters. Here you can read 4 great teacher recommendation letters, plus 3 examples of bad teacher recs. Beyond this structure, what else do you need to know about writing a letter of recommendation? This complete guide discusses how to write a strong letter of recommendation, from how to choose powerful language to the common traps to avoid. Are you a counselor writing a letter of recommendation?Check out our guide that includes three excellent examples of counselor letters of recto give you some ideas. Want to improve your SAT score by 240 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: