Writing Letters of Recommendation

Speech and debate coaches are uniquely positioned to write exceptional college and scholarship recommendation letters. Your students think on their feet, prepare independently, respond to feedback, lead peers, and persist through challenges—often over years, not weeks.

This guide helps coaches identify, articulate, and translate the skills students develop through speech and debate into compelling, evidence-based college recommendations.

Successful Letters:

Tell a Story

Choose one defining story that demonstrates multiple qualities (how the student thinks, prepares, grows, and contributes) and build the letter around it.

Example: Midway through the season, our team welcomed several new members who were struggling to find their footing. Without being asked, [STUDENT] organized informal after-school practice sessions, reviewed cases, and modeled effective delivery techniques. What stood out most was their patience and consistency. They gave thoughtful feedback, celebrated small improvements, and helped build confidence in others. That experience reflects how this student leads: through service, preparation, and a genuine investment in the growth of those around them.

Use concrete moments from practice, tournaments, feedback sessions, or leadership experiences to show how the student thinks, prepares, and responds under pressure. Specific examples of core skills, thinking, preparation, growth, and contribution carry far more weight than generic praise.

Example:

“After delivering over 60 competitive speeches in one season…”
“Across three years and dozens of tournaments…”
“After a few disappointing tournaments, [STUDENT] demonstrated growth by committing extra time to refining their writing skills…”

**Emphasize Achievements and Growth**

Colleges care more about a student’s journey and character than specific competitive results. Highlight improvement over time, how the student used feedback from peers, coaches, and judges, and what they learned through challenges. When you include awards and competitive success, explain what they mean for admissions officers that may not be familiar with speech and debate.

Are Positive, Honest, and Authentic

You don’t need a “perfect” or overly formal letter. The strongest recommendations are grounded in your real experience with the student. Word the letter as if you were giving the “inside scoop” on this student to a fellow educator. Note: This means that you should avoid writing letters of recommendation if you don’t feel comfortable being positive, honest, and authentic.

Reference the Application Context

Acknowledge the specific scholarship, college, or program in the letter.

Connect Speech and Debate Skills to College Success

Speech and debate offers rare, sustained insight into how students think, prepare, and perform under pressure. Use observable behaviors to connect their personality and habits to college-relevant skills like writing, reading comprehension, critical thinking, communication, resilience, and collaboration.

Use these skill areas and examples to help you brainstorm the content for your recommendation letters:

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College Valued Skills	How Speech and Debate Develops These Skills	Evidence and Examples

Communication and Expression	Speaking repeatedly under time constraints in high-stakes competitive settings	“Across a typical tournament weekend, [STUDENT] delivered multiple speeches to different judges and audiences, adjusting delivery and emphasis without losing clarity or composure.”
	Adapting tone, structure, and emphasis for different judges and audiences	“When [STUDENT] began competing, they were a hesitant speaker; over time, I observed steady growth into a confident communicator who could explain complex ideas under pressure.”
	Using frequent feedback to improve	“Judge feedback consistently highlighted [STUDENT]’s improvement in organization, clarity, and persuasive impact.”
	Modeling effective speaking techniques for peers	“In practice, [STUDENT] modeled effective delivery and offered thoughtful feedback to teammates on pacing, tone, and blocking.”
Critical Thinking and Analysis	Researching complex topics from multiple perspectives	“[STUDENT] regularly developed original cases and arguments, synthesizing research into clear, independent positions.”
	Evaluating evidence quality and identifying weak reasoning	“During competition, I observed [STUDENT] adjust strategy in real time in response to opponents and judges.”
	Synthesizing large volumes of research into concise arguments or interpretations	“Judges frequently noted [STUDENT]’s depth of analysis and effective evidence comparison.”
	Making strategic adjustments during rounds	“After receiving feedback, [STUDENT] consistently revised arguments to address weaknesses, showing intellectual flexibility and a willingness to refine their thinking.”
Work Ethic and Self-Discipline	Balancing tournaments with academic responsibilities	“[STUDENT] attended practice consistently and came fully prepared, even during demanding academic weeks.”
	Preparing independently	“[STUDENT] often pursued additional research, rewrote speeches, and practiced drills independently outside of team practice, showing ownership of their growth.”
	Setting long-term goals and maintaining consistent preparation	“After challenging rounds or setbacks, [STUDENT] made clear improvements in performance, reflecting resilience and persistence.”
	Persisting through losses and challenging tournaments	“[STUDENT] modeled accountability and helped establish team norms around preparation and follow-through.”
Resilience and Coachability	Receiving frequent, public written feedback from judges	“[STUDENT] consistently used feedback from judges and coaches as a tool for growth rather than discouragement.”
	Responding constructively to wins and losses	“After setbacks, [STUDENT] rebounded with more polished and confident performances.”
	Regulating emotions and maintaining focus under pressure	“Even during high-pressure tournament situations, [STUDENT] remained calm and focused modeling poise and professionalism for peers.”
	Revising style or strategy based on reflection and critique	“[STUDENT] willingly adjusted delivery, strategy, or content based on feedback and reflection, showing flexibility and maturity in their approach to the [SPEECH, PIECE, or CASE] they have poured their heart into.”
Leadership and Collaboration	Collaborating with teammates	“[STUDENT] took time to mentor newer team members, helping them navigate preparation and competition.”
	Mentoring newer or younger teammates	“[STUDENT]’s leadership was evident in how they consistently supported and guided their teammates from leading pre-tournament warm-ups to reviewing [CASES or SPEECHES].”
	Leading drills, warm-ups, or practice segments	“[STUDENT] offered constructive feedback and shared resources to help teammates improve.”
	Supporting team culture through professionalism and sportsmanship	“[STUDENT] helped create a positive, inclusive team culture by supporting teammates in competitive settings, willingly sharing preparation materials when others needed them, even during high-pressure moments.”
Initiative and Intellectual Independence	Choosing topics and arguments independently	“[STUDENT] consistently created original arguments or performances that went beyond standard strategies.”
	Pursuing self-directed research and experimentation	“[STUDENT] selected ambitious or unique topics that reflected genuine curiosity and self-motivation, especially when exploring perspectives different than their own.”
	Taking ownership of preparation without prompting	“[STUDENT] took initiative to lead projects or create new opportunities without needing direction.”
	Challenging themselves by trying new events or styles	“[STUDENT] embraced new events or speaking styles to push beyond their comfort zone.”
Ethical Reasoning and Empathy	Arguing positions different from their own	“[STUDENT] approached complex topics thoughtfully, ensuring multiple perspectives were considered in their [SPEECH, PIECE, or CASE].”
	Engaging thoughtfully with complex or controversial topics	“[STUDENT] consistently treated opponents and judges with respect and professionalism.”
	Listening carefully and responding respectfully	“Judges frequently commented on [STUDENT]’s fairness, integrity, and respectful advocacy.”
	Balancing advocacy with integrity and empathy	“[STUDENT] made ethical choices in framing arguments, balancing conviction with honesty and empathy.”
Campus Fit and Community Engagement	Large Public Universities • Building relationships across differences • Engaging in fast-paced, high-participation environments	Large Public Universities “[STUDENT] consistently built productive relationships with peers from a wide range of backgrounds and perspectives, demonstrating adaptability and respect in diverse, large-scale environments.
Campus Fit and Community Engagement	Small Private Colleges • Forming close, collaborative relationships • Contributing intentionally to inclusive community culture	Small Private Colleges “[STUDENT] demonstrated an ability to communicate with intention and awareness, adapting their approach to support meaningful collaboration in close-knit settings.”
Character and Service	Upholding the NSDA Code of Honor and shared team values	“[STUDENT] led or participated in fundraising efforts that helped cover tournament travel costs, entry fees, or materials directly increasing access for teammates who otherwise could not participate.”
	Supporting access and sustainability through fundraising or service	“[STUDENT] spoke up to ensure fairness and helped remove barriers for newer or underrepresented students.”
	Advocating for equity and inclusion	“[STUDENT] took initiative to welcome new members and create practice spaces where all students felt valued and supported.”
	Contributing behind the scenes without seeking recognition	“[STUDENT] handled behind-the-scenes responsibilities like organizing logistics, supporting coaches, or assisting teammates without seeking accolades.”