Practicum in Language - LANE 462.- A Brief Summary , Dr. Shadia Y. Banjar

8/9/2019 Practicum in Language - LANE 462.- A Brief Summary , Dr. Shadia Y. Banjar

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Practicum in Language-Lane 462 2010

Dr. Shadia Yousef Banjar Page 2 of35

Jobs' Skills

A.Teaching SkillsGOOD TEACHING

ELEMENTS OF GOOD TEACHING:

Good teaching is based on three elements:scholarship,personal integrity, and the ability to communicate with the young.

1.SCHOLARSHIP

Scholarship is both the grasp of knowledge and a habit of mind.

An effective teacher brings about both from his students, but a habit of mind lasts in a person over alifetime.Scholarship is not only an affair of the classroom, but a way of life which is marked by respect forevidence and logic, by questioning and finding new meaning in familiar data, and by the ability to seethings in context, to relate specificities to generalities, facts to theories, and theories to facts.

2.INTEGRITY

Integrity has two separate meanings:a.probity: characteristics of honesty, principle and decent frankness.b.completeness or unity of character, the sense of self-confidence and personal identity

most of our students' most painful trials are in finding their own selves, in gaining proper self-confidence, and they look to the teacher as who has learned to control the ambiguities, pressures and restrictions oflife.

3.THE ABILITY TO COMMUNICATE WITH THE YOUNGThe ability to communicate with the young is means, obviously, liking young people, enjoying theirnoisy enthusiasm and intense questioning. A good teacher must be, obviously, a compulsive listener.It means the ability to empathize, to see a situation as the student sees it.It means the skill of provoking more out of a student than he believed possible, of knowing the tests

to which to put a young scholar in order that he be convinced of his own learning and to tempt him intofurther learning.It means a belief in the dignity of young people and in the stage of life at which they now findthemselves. Great teachers neither mock nor underestimate the young.


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How to be a GOOD TEACHER?

There are acts which may appear trivial but, create a standard and a style from whichyoung people can learn. These actions signal the importance a teacher feels for anindividual, for his dignity and for his growth.

Examples: Knowing the students name, and calling them by name, greeting students and colleagues pleasantly, remembering something that had earlier worried a student, and asking about it (Is your mother

recovering from her operation), resisting the hurtful sarcastic to a foolish comment made by the student, scrupulously following the dictum which all our parents taught us: If you cant say anything

about someone, dont say anything at all., telling a student the unvarnished truth, privately (i.e. George, youre not working hard enough.

The teacher should help students to develop rational habits of mind and a sense of thejoy of inquiry. Here are some minutiae:

always insisting on the reasons in class and out, knowing the difference between asking students to listen to you and to hear you and acting upon

it. hearing students, and questioning them thoroughly enough to know just how they see or are

confused by an issue, showing that you can change your mind, when evidence and logic suggest it, being on the edge of your subject and interest; exhibiting the same questing in your field that you

would like your students feel.

Yet other minutiae that show the deep seriousness the teachers have for intellectualvalues and for learning: never being late to class or cutting it for some personal convenience, returning papers to students within twenty-four hours, insisting on neat written work, delivered on schedule, insisting on formality of conduct in a classroom, insisting on clear thinking and fair mindedness in the dormitory,

perceiving the results of a class by focusing on what my students learn and not what I, as ateacher, have covered.

Some minutiae that help the students to grow: always expect a bit more of a student than he expects of himself. accentuate the positive; be careful always to praise good work. No one learns anything faster

than when he feels he is successful.


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Be friends with students, but not buddies; the obligations of the latter relationship limit onesfreedom to teach well

Never give up on a student, or categorize or brand him permanently.

CODE OF ETHICS FOR TEACHERS AS EDUCATORS:

Give six of Code of Ethics for TEACHERS as EDUCATORS?

Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic

potential of each student.

Educators help students to value their own identity, learn more about their cultural

heritage, and practice social and civic responsibilities

They help students to reflect on their own learning and to connect it to their life

experience

They engage students in activities that encourage diverse approaches and

solutions to issues in a way that demonstrate their abilities and learning.

Principle 2: Educators create, support, and maintain challenging learning

environments for all.

Educators promote student learning.

They utilize a range of strategies to address differences.

They advocate for necessary resources o teach higher levels of learning.

They develop and apply knowledge by displaying a curiosity and enthusiasm for

learning.

Principle 3: Educators commit to their own learning in order to develop their

practice.

Educators improve their own practice by respecting the reciprocal nature of learning

between educators and students.


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They engage in a variety of individual and collaborative learning experiences

essential to develop and promote student learning.

Principle 4: Educators collaborate with colleagues and other professionals in the

interest of student learning. Educators encourage and support their colleagues to build and maintain high

standards.

They participate in decisions regarding curriculum, instruction and assessment

designs, and they share responsibility for the governance of schools

Principle 5: Educators collaborate with parents and community, building trust and

respecting confidentiality.

Educators partner with parents and other members of the community to enhance

school programs and to promote student learning

They respect the private nature of the special knowledge they have about

students and their families and use that knowledge only in the students best

interests

Principle 6: Educators advance the intellectual and ethical foundation of thelearning community.

Educators share the responsibility for understanding what is known, pursing

further knowledge, and translating knowledge into comprehensible forms.

COURSE DESIGN:

A good course design meets the following five criteria:

1. Challenges students to HIGHER LEVEL OF LEARNINGby including problem solving, decision making, critical thinking, and creative

thinking.

2. Uses ACTIVE FORMS OF LEARNING


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Each of which has its good points (i.e. STRENGTHS), LIMITATIONS and

PREPARATION.

EVALUATING YOUR TEACHING

Definition of Evaluation :

Doing good evaluation is like doing good research. In both cases you are trying toanswer some important questions about an important topic. The key for both is:

a. identifying the right question to ask, andb. figuring out how to answer them.

WHAT ARE THE KEY QUESTIONS IN THE EVALUATION OF

TEACHING?

Basically they are:

1. "How well am I teaching?2. Which aspects of my teaching are good and which need to be improved?

The first question attempts to provide a global assessment, while the second is analytical

and diagnostic in character.

Why Evaluate?

Teachers should evaluate their teaching for two reasons:

to document the quality of ones teaching to others in a portfolio.

to perform a better job and to have a more enjoyable experience.


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A.Unique Value: The first value is immediate and constant attention concerned with How

is it going?, Are they with me, Are they interested or bored, etc.

A second value is created by the teacher by looking at the situation and

say This is what is happening

B.Frequency: This does and should happen all the time. We may only take a mental pause every

few minutes to size up the situation. But by comparison with the other sources of

information this takes place continuously.

C.Limitation: Personal judgment may lack complete objectivityD.Appropriate Response: To turn to an objective source of information without subjective bias.

2.AUDIO-TAPE/VIDEO-TAPEA.Special Value: Putting a video or audio recorder gives the teacher totally objective

information: what she said, how much time she spent in a topic, and how often she

moved around.B.Frequency: an audio recording is preferably twice in each semester course. This gives a chance

to see if any speech problems are there, the second recording is to check if they are

under control. Video recordings are probably useful once every year or two.

C.Limitation Despite that the audio/video tape shows the actual behavior, it does not show the

effect of that behavior on studentsD.Appropriate Response: To get a source of information that shows the effect of behavior (i.e. the students

themselves)


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3.INFORMATION FROM STUDENTSA.Special Value: The student is the best person to judge whether the teaching is exciting or dull.

The teacher can get the student opinion through two ways: questionnaires &

interviews

a. Questionnairesinclude students characteristics (e.g. major, GPA, reasons for

taking the course), students characteristics of the teaching (e.g. clear, organized,

interesting), amount learned, overall assessment of the course and/or the teacher.

Special value is in obtaining responses of the whole class

The limitation is that they can only ask a question once.

b. Interviewseither by the teacher or an outside person

Special value is in identifying unanticipated strengths & weaknesses, probing

and following-up on topics that need clarification.

The limitation is that they can be used only with a sub-set of the class, not the

whole class.

B.General Limitations is that students may have negative feelings about women, for example, or people

who are ethically different from themselves.

Also, the students can address what is taught but not what might be taught

C.Appropriate Response To seek for the information from someone with a professional understanding of the

possibilities of good teaching.

4.STUDENTS TEST RESULTSA.Special Value Tests results assess the quality of student learning and, accordingly, assess the

quality of teaching.

B.Frequency Weekly or even daily feedback is much more effective to know whether students are

learning what they need to learn as the course goes along considering that not all

tests need to be graded and recorded


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C.Limitation The students may have low grade, but not because the teacher was bad.

Also, the students may have good grade, but not because the teacher was good

D.Appropriate Response We still need the students themselves to answer the question of whether the teacher

was helpful.

5.OUTSIDE OBSERVERSA.Special Value The outsider has no personal issue, so s/he is free to reach positive and negative

conclusions.

Also, being professional, s/he can bring the expertise that supplements both the

teacher and the students.

B.Limitation The outside observer can only visit one or two class sessions, and not the rest of the

course.

C.Appropriate Response To use a different source either a different kind of outside observer or one of the

other sources.

ISNT IT USEFUL TO REFER TO ALL THE FIVE SOURSES?

Each source of information offers a special kind of information that none of theothers do. Thus, it is recommended to refer to all of the five sources.

B.TRANSLATION SKILLSTranslating: the process (to translate; the activity rather than the tangible

object);


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determine the cost; determine the time needed for translation; determine the degree offreedom the translator has to change the text; determine whether or not the translationshould be checked; define the procedure of selecting a freelance translator; decidewhether or not to work with a translation company; define translators qualifications and

ethics; and decide whether machine translation a viable alternative or not.

What is the difference between translating and

interpreting?

Translation is used as a generic term covering both written & spoken messages.However, Translation means transferring written messages from language to anotherInterpretingmeans transferring spoken messages.What can a professional translator do for you?

gives you access to documents written in a language you dont understand.enables you to communicate your views in another language.enhances the image of your company or organization by producing a professional

document that is accurate and uses a style and terminology that are consistent andappropriate for your target audience.

helps sell your products and services and ensure that bad a bad translation does notcompromise your reputation or the quality of your products or service.saves your money by reducing the number of errors in your documents and eliminating

delays and the need for expensive patch-up jobs later.saves you the worry and problems that arise from working with amateurs.saves you from possible embarrassment by pointing out any problems in cross-cultural

communication.

What are the qualities of a good translation?

a sophisticated understanding of a foreign language.an understanding of the topic being translated.an ability to transfer ideas expressed in one language into an equally meaningful form in

the other language.an above-average capacity to write well in the target language.


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Word-for-word translation often results in a different meaning or nuance, or

might be simply awkward.

The translator may render the text quite freely so as to better convey the

intended meaning.

Language reflect the cultures in which they are used therefore the translator

may make or suggest certain changes so the that the translation works

better, omitting or adding material or rewriting the text so it is more suitable

for the target audience.

The translator is often able to offer sound advice based on knowledge of

both culture in order to avoid communication breakdown caused by

linguistic or cultural differences.

Should the translation be checked?

It is advisable to have the translation checked by a native speaker, particularly if it

is for publication.

This will eliminate any incorrect, verbose or awkward expressions and enables

parts where the meaning is not conveyed clearly to be rewritten.

Even when the translator is working into his/her native language, it is a good idea

to have another eye to look at it for the sake of accuracy, style and terminologicalappropriateness.

Make sure that the checker is an experienced translator or editor.

For legal purposes, the translator can provide a notarized statement that the

translation is true and accurate to the best of his or her knowledge.

TRANSLATOR ETHICS

Translators operate under general ethical principles that require them:

not to disclose information acquired in the course of their work.

Not to undertake work that is demonstrably beyond their ability

To take all reasonable to be accurate.

To be responsible for the quality of their work.

To continue developing their professional knowledge and skills.


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To respect and support their fellow professionals.

Is machine translation a viable alternative?

Machine translation packages may provide a very rough idea of the gist of the

document.

They work best on texts with very restricted and repetitive subject matter or texts

written in controlled language.

Machine translation shows its shortcomings when faced with authentic or complex or

complex texts and literature.

Extensive pre-editing and post-editing by human experts is usually needed for

machine- translated texts.

Fully accurate, high-quality machine translation with no human input is unlikely to

ever be a reality.

STEPS FOR JOB APPLICATION

CV/ RESUME WRITINGTHE BASICS OF FORMATTING OF A CV/RESUMEWRITING A CV/RESUME FOR GRADUATES

JOB INTERVIEWSJOB LETTERS

CV/ RESUME WRITING

WHAT IS A CV(CURRICULUM VITAE)?The Curriculum Vitae or CV can be translated as "the course of one's life/careerand provides a comprehensive overview of your academic background andprofessional accomplishments.

A CV is often needed to apply to graduate programs, employment in academiaor international organizations, and in certain professional fields.

Resume vs. CV

Many of the rules of writing a resume can also be applied to writing a CV.


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A CV is a longer and more detailed synopsis of your background and skills.a) Experience and Education dictate the length of your CV.b) A two to three page CV is common for most seniors and graduate students.The CV includes a greater range of information. The focus is more on academic

achievements such as educational background and training, research interests,published works, teaching experience, field experience, academic honors/awards,and other related professional experience.Like a resume, a CV should include your name, contact information, education, skillsand experience.In addition, a CV includes research and teaching experience, publications, grantsand fellowships, professional associations and licenses, awards and otherinformation relevant to the position or program to which you are applying.Start by making a list of all your background information, and then organize it into

categories.Make sure you include dates.

I.CV/ RESUME WRITING A CV is an essential tool in job search.

THE IMPORTANT COMPONENTS OF A CV:The four elements in CV are:1- your life history2- your job history

3- your achievements84- your skills

Documents and materials needed to write a CV:

Job descriptions for all positions held.Performance reviews.Educational descriptions and records of seminars/conferences attendedsince high school.References.

CV Heading

CV heading include general information:NameSurnameLocal addressE-mail address


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Phone number

Name Format

Bold or capitalize your name.

Use letters two to six points larger than the rest of the text. Place your name on the first line of your page. Place your name at the center of the page.

The general format is as follows: Objectives, Work experience, Education, and

Skills.

CV Objective

CV objective is a brief and focused statement of what you can do and what you are

looking for.

Examples:

Seeking new challenges in (occupation) which effectively utilizes (professionalexperiences).

Looking to join a progressive organization that has the need for (a type of occupation)

and offers opportunities for advancement.To gain first hand (type of experience), using my analytical skills and commitment to

perform quality work.To secure an internship with a (type of organization) specializing in (area of expertise).

Tips:

Describe the job you are seeking. You can include your experience and skill level.Be focused vague objectives are less likely to attract an employer.

Emphasize what you can bring to your prospective employer.The Objective should be one sentence two sentences if needed, but not longer.It should be clear and concise.Focus on the employers needs rather than yours (what you can do for the employer

rather than vice versa).

Professional or Work Experience Description on Your CV:


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Work experience should include internships and any other jobs that including the

kind of job (full time/part time, etc) you had during or after college.

Each job detail should include this basic information:

a.Title of position

b.Length you held the pastc.Responsibilities

Examples:

Managed a team of (number) that established (name or project goal or result).

Successfully launched and marketed (name of project).

Participated in the creation of a (name of product or production) that resulted in (aposition outcome).

Extensive involvement managing client relationship at all levels.

Wrote feature stories and conducted interviews for (type of press); edited copy of other

writers.

(Number of years) of (system) integration experience and implementing solutions to

help clients succeed.

(Number of years) of management experience on industrial projects.

Tips:

For each position describe your responsibilities, duties, the challenges faced andaccomplishments achieved. Use specific examples e.g. Increased car sales turnover by200% or saved department $ 100,000 by redesigning performance measurement system

Define the achievement by describing what was used to reach the objective, and whatobjective was reached, e.g. Used new sales channels to increase market share beyondthe state borders. The result was a 25% increase in turnover for the company.

If you had multiple positions with the same company, remember to list dates of positionsto show the prospective employer of your rapid progress and quick learning abilities.

If you have not had much work experience, try including temporary holiday or voluntaryjobs.


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Remember to keep it short, positive and use action verbs.

Action verbs to use in describing your accomplishment

Administrated Advised

Analyzed Assisted Audited Communicated Completed Coordinated Counseled

Created Designed

Determined Developed

Directed Evaluated Expanded Implemented Improved Increased Interviewed

Maintained Managed

Negotiated Obtained

Organized Performed Planned Prepared Provided Researched Reviewed

Selected SupervisedVerified

Education and Skills

The education and skills sections should be brief. Education should include college,

degree and graduation year excluding the high school. If you studied abroad or completed

an intensive summer course

Tips:

Include your Grade Point Average or General Ranking if it is impressive (Excellent, VeryGood).

Mention any Honors, Awards, Scholarships, Internships, and Dissertations received.Include any information that might be appropriate to your job search. Fresh graduates

should include relevant courses, extra cullicular activities, scholarships, honors, and GPA

(if it is good!)Allow your educational credentials to emphasize your strengths and qualifications.


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Do not use a newspaper-style two column format

Avoid tabs (use the space bar instead)

Avoid parentheses, brackets, and compressed lines of print

General weaknesses in CVs

No leadership skills or managerial experience

Missing skills, knowledge and/or experience

Patchy career history

Employment gaps

Many employers

Having worked for only one employer

CV FORMATTING, CV WRITING FOR GRADUATES, JOB INTERVIEWS

CV (or Curriculum Vitae) should include objectives, work experience, education, andskills.

Resumes show two formats.Resume for graduates may follow some basic rulesAfter CV being preliminary approved, there are several tips of how the candidate may

behave in an interview, what they may wear, and how to write a Thank You Letter.

CV FORMATTING

Resumes show two formats: chronological and functional

CHRONOLOGICAL RESUMEThe majority of resumes are written in chronological format.This format describes your work history in order from the beginning to the most recent

(the latter gets the greatest emphasis).This style highlights companies, dates, titles, duties, and work accomplishmentsThis style is effective in outlining:


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your professional experience in a particular field relevant to the employer

your measurable accomplishments from your work experience

your work experience that illustrates your work record

Chronological Resume Format

John Clarke

21 Maple Avenue

Smithfield TN 19236

Telephone: 555/683-2560

E-mail:[email protected]

OBJECTIVE: A management position with a health services delivery program

QUALIFICATIONS: Over ten years experience managing health services delivery programs. Demonstrated skills in thefollowing areas:

Program development and evaluation

Service delivery goal development and evaluation

Operating budget development and monitoring

Vendor contracts development and negotiation

Staff development and management

WORK EXPERIENCE:

1999-present Jones Health Services Group, Salem OR

Operation Manager

Responsible for coordination of client services. Evaluated various programs, implemented program services

changes. Monitored a $ 2.5 million operating budget, Managed, developed a staff of 50 employees.

1995-1999 Jones Health Services Group, Salem OR

Program Technician

Coordinated the Elder Care Program. Assisted with implementation of program revisions. Performed lead

work responsibilities over clerical staff. Developed, implemented contracts for vendor services.

1991-1995 Edwards Assisted Living Center

Health Services Coordinator

Assisted with the coordination of client health care services. Reviewed client applications for program rule,

policy compliance. Monitored, evaluated customer satisfaction. Prepared various correspondence, reports

EDUCATION: 1990. Bachelor of Science, Social Services, Oregon State University

References available upon request.


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FUNCTIONAL RESUME

This style is effective in assisting the reader to see your work experiences by groupingthem into vocational skills and highlighting achievements.

This style is important when you want the reader to know that you have transferable skillsthat will be of value to the readers organization.

Your work history portion is NOT the emphasis.

WRITING A CV FOR GRADUATESFor young graduates who are on the job market for the first time, they need to follow some

rules and tips to write their first resume and to write a cover letter.

The Basic Rules of CV / resumes for graduates

1. Writing your resume should be a step by step process

John M. Smith

200 SE 15th

Avenue

Portland, Orgegon 97000

(503) 947-5071, work

(503) 341-0001, home

E-mail: [email protected]

Education

Bachelor of Science, Secondary Education, University of Oregon, 1971 Leadership

Oregon, 1998

Program Design and Policy Development

Planning, Policy and Staff Development for Oregon Department of Human

Services (DHS) 1996-present: create and sustain partnerships with workforce

system partners; CO-manage two major systems change grants; responsible

for comprehensive system of staff development, administrative policy and

State Plan development and legislative advocacy; serve as member of

Divisions Executive Staff. CO-manage (1992-1997) with state Department of

Education for federally funded schools transition through partnerships with

Department of Education, local school districts and the University of Oregon;

currently designing a high school tech program and a youth leadership forum.

Former Students Services Coordinator with Community College in Omaha,

Nebrashka. Former program manager for two statewide programs with state

of Nebrashka program-specific association.


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2. Make a list of all related experience3. If you are applying for a specific job:

Read the job advertisement carefully

Make sure you address each requirement in the graduate resume

Follow the instructions

Include your soft skills

oBe professional, be concise, and do not include your life story

Be sure your graduate resume does not have any spelling and grammatical errors

Do not act cute

Avoid easily corrected mistakes

Have another person review your resume and give an honest opinion

4. Your resume should be a summary of your experience, education and qualifications

5. Customize you resume to demonstrate how your skills and abilities meet the duties

of specific position to which you are applying and save additional information for the

interview.CV / RESUMES WRITING TIPS

To write resumes, graduates must follow basic tips, omit needless items, and follow some

final tips

BASIC TIPS

Use non-decorative typeface. Use a font size of 12 or 14 pointsUse light-colored (white is the best), standard size, 8- x 11'' paper, printed on one sideAvoid using italicized text, script, and underlined passagesAvoid graphics and shadingYour name address, phone number(s), and e-mail address should be the first readable

item on the first page. Make sure your mane is not listed on each page.


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COVER LETTER

For you as a graduate, a cover letter should be attached with your CV. The following

points are to be considered whilst writing the cover letter:

A cover letter is sent with your CV. It can make the difference between being successfulin your job search or not.

Cover letters are generally not read during the first candidate selection, but usually theywill be read when the candidates have been short listed.

Always include a cover letter even if the job ad does not specify that one is needed.Occasionally, job ads also specify a hand written cover letter.

Your covering letter should not be a copy of your CV. Specify some of your cover letterachievements.

A cover letter is a way of showing your writing and reporting skillsYour cover letter should be customized per employer.Do not mention salary in your cover letter.

JOB INTERVIEWS

Job interviews are of various kinds: One to One Job Interview

Panel Job Interview

Group Job Interview

Phone Job Interview

Lunch Job Interview

Whatever the kind is, candidates have general tips of what to do and what to wear intheir interviews

After the interview, the candidate may write an interview thank you letter to theinterviewer.

GENERAL JOB INTERVIEW TIPS

Do not smoke, chew gum, or eat garlic beforehand.


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Wear suitable interview clothsTake copies of your CV with youArrive on time for your job interviewAny applications handed before the interview begins, are to be filled in as accurately as

possible, make sure they match the information in your CV and the Cover Letter.Always greet the interviewers by his/her last name and try to pronounce it correctly.Have a good firm handshake.Look alert and interested. Scan the room once then keep your eye on the interviewers.Wait until you are offered a chair before you sit down.Stress your achievementsAlways conduct yourself professionally and if something beyond your control occurs,

show a sense of humor

Be enthusiastic and show it in your replies and body language.Answer the interview question by more than a simple yes or no but try to go over 60

second limit.Avoid at all cost complaining about your current or former employerDo not answer questions about politics or religion if the job is completely unrelated.Do not raise salary discussions on your first interview this is usually done on the

second.

What to Wear for a Job Interview

General tips on what to wear for a job interview for both men and women:

Be conservativeWell-groomed hair styleClean, trimmed finger nailsMinimal cologne or perfumeNo visible piercing

No gum, candy or cigarettesWear one ring and limited jewelry

What women should wear for a job interview:

Avoid dressesShoes should have conservative heels


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Use a briefcase rather than a purseConservative nail polishMinimal use of make upLimit jewelry to one wedding ring and one set of earrings.

After the interview has completed, the candidate may also write an INTERVIEW THANK

YOU LETTER to the interviewer.

Job Letters

http://jobera.com/job-letters/

Types Of Letters:

Never underestimate the power of correspondence in your job searchprocess.

Because there is no single formula or model of job application applicable forall occasions, we describe and provide examples and templates of letters youmay use in your international job search:

1. Job Cover letters (Letter of inquiry),2. Thank you letters,3. Job Acceptance letters,4. Job Reference letters,5. Job Reference lists,6. Job Rejection letters.

BASIC PRINCIPLES:

Experienced job letter's writers follow these basic principles:

1. Job letters should be brief, demonstrating that you understand the value of thereader's time.

2. Avoid lengthy job letters exceeding 1 page.3. Ensure that you include your contact address, e-mail and phone/fax numbers.4. Place the most important items first, supported by facts.5. In your job letters be positive in tone, content and expectations.


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A letter of inquiry should be followed up with a phone call as this will increaseyour chance of getting your foot in the door. Such a phone call may lead to ameeting or interview.

Cover Letter

For you as a graduate, a cover letter should be attached with your CV. The following

points are to be considered whilst writing the cover letter:

A cover letter is sent with your CV. It can make the difference between being successfulin your job search or not.

Cover letters are generally not read during the first candidate selection, but usually theywill be read when the candidates have been short listed.

Always include a cover letter even if the job ad does not specify that one is needed.Occasionally, job ads also specify a hand written cover letter.

Your covering letter should not be a copy of your CV. Specify some of your cover letterachievements.

A cover letter is a way of showing your writing and reporting skillsYour cover letter should be customized per employer.Do not mention salary in your cover letter.

INTERVIEW THANK YOU LETTER

Do not over look the thank you letter.

It can be very helpful to make you stand out from other candidates.

In your job search you have to make use of all the tools, and the INTERVIEW

THANK YOU LETTER is one of them.

When the interview is completed, the candidate may write an INTERVIEW THANK

YOU LETTER to the interviewer.

General guidelines for interview Thank You Letter

The letter has to be sent before the decision to hire a particular candidate has been

made.


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It is your last opportunity to mention any information you missed to mention in your CV,

Cover Letter or Interview.

Clean up any misunderstandings.

You can use some things you learnt during your interview to your advantage.

This shows you are professional.

Your last opportunity to leave a good impression.

Send it within one day of the interview.

When to use a Thank You Letter

After an employment interviewTo a person or contract who referred to a particular job

Thank You Letter Structure

Short and Simple is the keyMention Specific points discussedFollow the how to write a cover letter guide lines1st Part Thank Interviewer, for time and interest2nd Part Emphasis skills, enthusiasm and why you are fit for the job. Mention also any

new things you have learnt about the organization3rd Part Provide your contact details, and any follow up action.


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Sample Thank You Letter

[Date]

[Address]

[Phone Number]

[Employers Name and Title]

[Employers Address]

Dear [Name of HR manager],

I would like to thank you for the opportunity you have given me for an interview for the

[Position title and reverence number]. I have learned a lot of new thinks about

[Organization Name]

This vacancy is right for me as I am qualified and experienced to fulfill the duties

required by the position. The [info you learnt during your interview] is also very

interesting because I [have experience qualification in info you learnt]

If you need any more information on my career history please do not hesitate to contact

me.

Thank you for your time and look forward to hear from you.

Sincerely, [Sign your name]

[Type your name]


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