Purdue University Writing Lab Developing Your Resume.

Purdue University Writing LabDeveloping Your Resume

Purdue University Writing Lab

A job-hunting tool designed to provide an employer with pertinent screening and qualifying informationA sales pitchResume WritingDefinition/Use

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Prep Step 1: Know what you have to offerThink functional skills & personal qualitiesSAMPLE FUNCTIONAL SKILLSAdvising people Handling complaints Planning agendas Analyzing data Interpreting languages Programming computers Auditing financial records Interviewing people Promoting events Budgeting expenses Investigating problems Recruiting people Compiling statistics Listening to others Reviewing programs Coordinating events Managing projects Running meetings Corresponding with others Mediating between people Selling products & services Creating new ideas Motivating others Speaking in public Delegating responsibility Negotiating contracts Supervising others Designing data systems Organizing people & tasks Teaching classes Editing publications Persuading others Writing for publication Try it now! List three of your functional skills.

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Prep Step 1: Know what you have to offerThink functional skills & personal qualitiesSAMPLE PERSONAL QUALITIESAssertive Expressive Persistent Attention to detail Firm Perform well under stress Authentic Flexible Poised Candid Generous Resourceful Committed to growth Hard working Respectful Cooperative Honest Sense of Humor Curious Loyal Sincere Dynamic Open-minded Spontaneous Empathic Optimistic Tolerant Enthusiastic Patient Versatile Try it now! List three of your personal qualities.

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Prep Step 1: Know what you have to offerThink functional skills & personal qualitiesBuild your list of work experienceacademicsvolunteer workclassescourse projectsactivitiesclubslanguagestechnical skillsand so onTry it now! List at least five activities / experiences.

Purdue University Writing LabThe Objective Statement

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What is an objective statement?A short section (usually 1-3 lines), often in the form of a sentence fragment, immediately below your contact information

An at a glance picture of you and your career interests

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Why write one?Emphasize key qualifications, skills and/or goalsHelp your readers find what they need to know quicklyMake a good first impression

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Q: Is this a good objective statement?Well-written but raises too many questions

For example: What kind of internship? What knowledge? What kinds of expertise? Which areas?An internship allowing me to utilize my knowledge and expertise in different areas

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A good objective statement answers questionsWhat position(s) are you applying for?What are your main qualifications?What are your career goals?What is your professional identity?

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The importance of tailoringSometimes one size does NOT fit allEach person and employer is unique in certain waysAim for a custom fit when possible, but how?

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Getting started...Reflect on your overall qualifications and career goals: In what ways are they typical? Unique?Research individual employers in your field: In what ways are employers alike? Different?

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Questions about youWhat are your main qualifications, strengths, skills, and areas of expertise?What position(s)--or type of position--are you seeking?What are some of your professional goals?What type of organization or work setting are you most interested in?

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Instant objective statementsFor practice, fill in the parts in bracketsTo utilize my [qualifications, strengths, or skills] as a [position title]A position as a [position title] for [company name] allowing me to develop my [qualifications, strengths, or skills] An opportunity to [professional goal] in a [type of organization, work environment, or field][position title] with emphasis in [areas of expertise]

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Which of your objective statements is best?

The one that bestEmphasizes your qualifications and/or goalsAppeals to employer expectations

Purdue University Writing LabThe Contact Information SectionHeading

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What is a contact information section?Easy answerA section thatprovides information to help prospective employers contact youpresents a first impressionIs usually located at the top of the page

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What may you include?Name, of course!Address and phoneEmail

DO NOT ABBREVIATE ANYTHING ON A RESUME

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Q: Is this a good sample?Your Name Here1234 Street name, #1West Lafayette, IN 47907765-555-5555

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Q: Is this sample better?

Campus Address1234 Street name, #1West Lafayette, IN 47907765-555-5555yourname@university.edu

Permanent Address4321 StreetnameAnytown, IN 12345555-555-1234http://univ.edu/~loginYour Name Here

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Moving beyond the typewriterUse design strategiesPicking fontsSizeTypeUsing layoutAlignment

Coordinate with rest of resume

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Using fontsSize: how big is big enough?Two major kinds: SerifSans serif

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Putting it on the pageAligning textFlush leftCenterFlush rightUsing columnsBoth left and right Left, right and center

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Creating a mock-upSketch out how you would like your contact information to lookIndicatePossible fontsPage layout decisionsAny graphic elementsGive it the eye test

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Coordinate design strategiesMatch design with rest of resumeUse same font typesUse consistent layoutMatch with cover letterMake stationary template based on contact infoUse same paper for all application documentsAim for a professional package

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Proofread with a magnifying glassTriple-check for accuracyOne typo could cost you an interview!

Purdue University Writing LabThe Education Section

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What is an education section?A SECTION THAT EMPHASIZES YOUR EDUCATIONAL BACKGROUND AND FORMAL TRAINING

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Purposes: to inform and persuadeGive information about your schooling and trainingPersuade employers your educational background is relevant to the job, providing evidence of your qualificationsHelp your resume stand out from others in the stack

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Where should you place this section?Above or below your experience section?It dependsWhich is stronger, your education or your work experience section?How much relevant work experience do you have?Place strongest, most relevant section closest to top of the pageFor Job Shadowing- Education comes first

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The bare bones education sectionSchools you have attended, Location of school(s)Date of graduation, actual or anticipated ( college)

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Are we done yet?EducationB.A. in EnglishPurdue UniversityWest Lafayette, IndianaAnticipated Graduation: December 2004GPA: 3.4/4.0

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What else may be included?Extra information about your degree (major, minor or selective GPAs, funding sources, honors, etc.)usually listed or included in parenthesesSpecializations and special projectsusually listed or described brieflyOther relevant skills and training (relevant coursework, computer skills, language proficiency, certifications, licenses, etc.)may be subsections or separate sections

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Organizing content for readersLIST IN CHRONOLOGICAL ORDER FROM THE MOST RECENT BACKWARDS

Purdue University Writing LabThe Experience Section

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What is an experience section?A SECTION THAT EMPHASIZES YOUR PAST AND PRESENT EMPLOYMENT AND/OR YOUR PARTICIPATION IN RELEVANT ACTIVITIES

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Resume Categories Experience Remember Experience can be:Paid part-time/full-time positionsInternshipsVolunteer workClub/campus group involvementSignificant course projects

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Organizing content for readersLIST IN CHRONOLOGICAL ORDER FROM THE MOST RECENT BACKWARDS

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Informing to persuadeProvide information to help persuade prospective employers that your experiences make you qualified for the jobHelp your resume stand out from others in the stackConstruct your professional identity

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What goes into this section?Company or organization and location (city, state)

Position title

Dates of employment or involvement

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Getting startedList your past and present experiences. Include:jobs volunteer positionsappointmentsassistantships internshipsetc.

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A formula for successUse appropriate headingsIncluded required contentOrganize your section strategicallyDevelop your descriptionsMake your descriptions parallelSee through professional eyesTailor for your audience

Purdue University Writing LabThe Honors and Activities Section

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What is an honors and activities section?A SECTION THAT EMPHASIZES YOUR PARTICIPATION IN RELEVANT ACTIVITIES AND ANY HONORS YOU HAVE RECEIVED

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Why bother?PROVIDE ADDITIONAL EVIDENCE OF YOUR QUALIFICATIONS

GIVE EMPLOYERS A SENSE OF WHO YOU ARE OUTSIDE OF SCHOOL AND WORK

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Where does this section go?USUALLY LAST SECTION ON THE PAGESOMETIMES OMITTEDFOR JOB SHADOWING- NEXT TO THE LAST SECTION

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Exploring content possibilitiesExtracurricular activitiesAwards, grants, prizes, and special honorsMemberships in professional clubs and organizationVolunteer activities

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Big or little? Major or minor?How relevant are your honors and activities? Which honors and activities would most interest prospective employers?How much space do you have?May be short list at bottom

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Two approachesMinimal approachPhotography Club, University of Illinois, January 1999-PresentElaborated approachPresident, Photography Club, University of Illinois, January 1999-Present Organized campus contest Increased membership with promotional efforts

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Special Skills and AbilitiesA SECTION FOR YOU TO SHINE AND SHOW THE EMPLOYER WHAT EXTRAS YOU CAN PROVIDE THE COMPANY WITH.

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Writing the ResumeSkills SectionLanguages - classify as fluent, conversantComputer skills - be specific to list software (e.g.., MS Excel - pivot tables and macros, typing at 68 wpm, etc.)

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Using visual designSIMPLE LIST

COORDINATE WITH OTHER SECTIONS

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Plan of attackBrainstormDecide what to include based on relevance, interest-value, and space considerationsMatch organization and design with rest of resumeSeek critical feedback

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Characteristics Of A Successful ResumeMust always be 100% truthful.

Contains no inappropriate personal information.

Produced on a computer.

Data presented in chronological order (unless functional).

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RememberA resume does not get you a job

A resume does get you an interview.And, putting time and consideration into your resume is one of the best ways to prepare for your interviews!

Developing Resume SectionsPurdue University Writing LabCreated by Bryan M. Kopp, 2000*Rationale:The Developing Your Resume workshop offers in-depth advice and strategies for each of the most common resume sections: contact information, objective statement, education, experience, and honors & activities. This workshop last approximately 75 to 90 minutes and allows students a hands-on opportunity to draft, develop, and revise their resumes.Each module contains information relevant to one resume section, including advice about what to include, why to do so, and how to get started. Students who are in the early stages of writing their resumes will gain the most from this workshop, but those in later stages, especially those who are struggling with developing particular sections, will also profit.By the end of the workshop, students should have learned some strategies and begun to apply them.

Directions: Each slide is activated by a single mouse click, unless otherwise noted in bold at the bottom of each notes page.

Writer and Designer: Bryan KoppEditor: Jennifer Liethen KunkaContributor: Muriel HarrisDeveloped with resources courtesy of the Purdue University Writing LabGrant funding courtesy of the Multimedia Instructional Development Center at Purdue University Copyright Purdue University, 2000.Developing Resume SectionsPurdue University Writing LabCreated by Bryan M. Kopp, 2000*Rationale:This module is designed to help students draft and evaluate objective statements. After defining what an objective statement is, this workshop asks students to think about what makes a good objective statement and why it should be tailored for particular employers. Next, the workshop gives students a chance to brainstorm ideas for developing their own objective statements. Participants will be asked to take out a piece of paper, answer questions, and then draft some possible objective statements. By the end of the workshop, students should have learned some strategies and begun to apply them.

Directions: Each slide is activated by a single mouse click, unless otherwise noted in bold at the bottom of each notes page.

Writer and Designer: Bryan KoppDesign Contributor: Jennifer Liethen KunkaDeveloped with resources courtesy of the Purdue University Writing LabGrant funding courtesy of the Multimedia Instructional Development Center at Purdue University Copyright Purdue University, 2000.Developing Resume SectionsPurdue University Writing LabCreated by Bryan M. Kopp, 2000*Rationale:Many students will probably already know what an objective statement is, but to help everyone get on the same track, this slide presents a quick definition. The next slides use this definition implicitly.Though often quite different, Resume Capsules are treated as being similar to objective statements here because they perform similar functions on a resume and because space does not permit detailed discussion of all variations.

Click mouse to reveal each item.Developing Resume SectionsPurdue University Writing LabCreated by Bryan M. Kopp, 2000*Activity: Initiate discussion about the objective statement by asking the following:Has anyone heard the advice that one should not include an objective statement? If so, what reasons were given?

Key Concept: Though occasionally it may be necessary to omit this section because of space requirements, most resumes are improved with an objective statement. Why? Most resume readers are busy and need to find desired information quickly. An objective statement located at the top of the page not only makes it easy for readers to see the big picture but also allows writers to emphasize key qualifications and goals. More generally, including an objective statement 1) shows that the applicant is a professional with a purpose, 2) helps to construct an image of the applicant, and 3) makes a good first impression.

Click mouse to reveal each item.

Developing Resume SectionsPurdue University Writing LabCreated by Bryan M. Kopp, 2000*Activity: Have participants review the example on the slide and answer the following questions:Do you feel this sample objective statement is effective?Would you consider writing one like it? Why or why not?

Key Concept: The main weakness of this sample objective, as some students may notice, is its vagueness. The moral of the story is to be specific in writing objective statements. Subsequent slides help students work away from the generic approach used in this sample. Those who have heard that objective statements are either unnecessary or a waste of valuable space would find evidence for why not to include them in this sample. Indeed, if this sample were the typical approach, objectives would be rather pointless. Fortunately, most objectives are much more specific and do more than just fill space.

Example: Present the following scenario before advancing to the next slide:Imagine yourself a human resources manager or on a hiring committee. You have an enormous stack of resumes to go through in a short time. What information would you most want to see? What questions would you have about each applicants resume?

Rationale:This slide shifts quickly from definition to evaluation, getting students actively involved in thinking about objective statements right from the start. The first bulleted item, the sample objective, should be presented by itself before the other two.

Click mouse to reveal each bulleted item.

Developing Resume SectionsPurdue University Writing LabCreated by Bryan M. Kopp, 2000*Key Concepts: Objective statements should provide answers to these questions in a nutshell, helping resume readers find what they need quickly. The facilitator might call students attention to the repetition of the word you and your in these questions. Each student writing a resume needs to answer these questions as an individual although everyone benefits from critical feedback from others. One sign of a weak objective statement is that it may be placed on anybodys resume.Some objective statements, it should be noted, do not answer all these questions, but the most effective objectives answer at least one or two.

Rationale:This slide establishes the importance of answering these questions on an individual basis. The next slide stresses the need to tailor objective statements for readers.

Developing Resume SectionsPurdue University Writing LabCreated by Bryan M. Kopp, 2000*Activity: Ask students to imagine this scenario: two different companies are hiring in your field. Company X is small and emphasizes its small-town, family atmosphere and its commitment to growth. Company Y, by contrast, is large, corporate and emphasizes excellence and relevant work experience. Pose the following questions about this scenario: Would both companies be equally impressed by the same objective statement? How might they differ?

Key Concept: Company X might look for someone who is willing to grow with the company while Company Y might look for someone who already possesses desired skills. An objective statement for Company X might emphasize your professional goals while the objective statement for Company Y might summarize your experience or skills.If you wanted to apply for jobs at both companies, you should consider writing two different objective statements (or two different versions) to maximize your chances for success. Tailoring for each employer takes time, however, and you may not be able to customize every objective statement. Instead you may consider writing a few different versions, each tailored to a job or company type. If you choose to write only one objective statement, you should be sure to tailor it to your particular discipline or field.

Rationale:This slide introduces the idea of tailoring. The next three slides outline strategies for tailoring objective statements.Developing Resume SectionsPurdue University Writing LabCreated by Bryan M. Kopp, 2000*Key Concept: In some ways, writing a resume is like writing an essay. An objective statement is similar to a thesis statementit presents a summary version of your main qualifications or goals. However, before you write a thesis statement, it helps to do some pre-writing or brainstorming. The same is true for writing objective statements. In order to tailor your objective statement, you will need to think through some questions first.The first questions require self-reflection, with students sitting in front of a mirror literally or figuratively. The process of writing an objective statement is closely connected to the process of finding the right career. To write an effective objective statement, one has to know thyself as well as know how one is like or unlike others.If students are well-along in their majors, they should be able to venture answers to the second set of questions on the slide even without elaborate research. If students have not researched the types of employers hiring (by looking at job ads and company profiles, talking to professors, reading trade journals, etc.), they should make sure do so when revising their objective statements.For students currently on the job market, asking these questions about themselves and prospective employers may prove to be the hardest part of writing objective statements. Time spent exploring answers, however, will greatly improve their objective statements, their resumes--and their chances for getting an interview.

Activity: Invite students to do some brainstorming and write a paragraph or so on each of the above questions.

Rationale:This slide presents general questions that are broken down in the next two slides.Developing Resume SectionsPurdue University Writing LabCreated by Bryan M. Kopp, 2000*Activity: Have participants draw a line down the middle of piece of paper, making two columns. In the left column write Me and in the right Employers. Begin answering the above questions in the Me column.Answering these questions completely takes a great deal of time--sometimes a whole lifetime!--but students can gain much from jotting some preliminary answers during the workshop.

Rationale: This slide encourages students to begin taking notes in the Me column. The next slide will present questions for the Employers column. Drawing two columns will make it easier for students to make comparisons between their career interests and the job market, thus helping them discover ways to tailor their objective statements.Developing Resume SectionsPurdue University Writing LabCreated by Bryan M. Kopp, 2000*Key Concept: Once students have answered some questions about themselves and their prospective employers, they may start experimenting with specific formats. This slide presents four common approaches to writing objective statements. It is very important that students understand these approaches are meant to be modified in structure, content, and wording--or discarded altogether if they are unhelpful. For practice, though, students will benefit from using these generic models to create a couple possible objective statements.

Activity: Using information listed in the previous columns (especially circled information), have students fill in the blanks of at least two of the above generic models.

Rationale:Generating instant objective statements, should boost students confidence by letting them discover just how easy writing an objective statement can be (that is, after they have worked through some of the earlier questions). Before seeing the next and final slide in this workshop, students will ideally have at least two practice objective statements.Developing Resume SectionsPurdue University Writing LabCreated by Bryan M. Kopp, 2000*Activity: Have students answer the question posed in the title of this slide and share their responses.Activity: As a final exercise, you may want students to write a paragraph in which they reflect upon how well their practice objective statements work to achieve their purposes,what their ideal objective statements will be like, andwhat their next steps will be. Rationale:So that students may begin answering the question in the title for themselves, it should be presented by itself before each of the bulleted items. This final slide recaps the main points from the workshop and asks students to evaluate their own objective statement drafts in light of these principles.

Click mouse after discussing the title question to reveal additional information.

Developing Resume SectionsPurdue University Writing LabCreated by Bryan M. Kopp, 2000*Rationale:Welcome to Developing Your Resume: The Contact Information Section. This module is designed to help students draft and design the contact information section of their resumes. Since developing the content of this section is relatively easy, this workshop focuses on layout and design options that carry over to other resume sections. After thinking about what may be included in the contact information section, students are encouraged to explore how basic word-processing and desktop publishing decisions may improve the usability and appearance of their resume. The visual design strategies discussed include fonts (size, style, highlighting), page layout (alignment, centering and columns), and graphic elements (horizontal lines). Students are then invited to create a mock-up plan for this section. The workshop concludes with advice on coordinating this section with other application materials and proofreading.

Directions: Each slide is activated by a single mouse click, unless otherwise noted in bold at the bottom of each notes page.

Writer and Designer: Bryan KoppDesign Contributor: Jennifer Liethen KunkaDeveloped with resources courtesy of the Purdue University Writing LabGrant funding courtesy of the Multimedia Instructional Development Center at Purdue University Copyright Purdue University, 2000.Developing Resume SectionsPurdue University Writing LabCreated by Bryan M. Kopp, 2000*Rationale:Students may rightfully wonder how a whole workshop could be devoted to such a simple section. Simply list your contact information, right? Actually, as this workshop will demonstrate, there are decisions to be made both about content and design. Although this section is the easiest to write, it is one of the most important of all resume sections. Not only does it help make a good first impression but it also provides the most essential information on the page. Without this section, a resume would be worthless indeed!The name of this section is self-explanatory, so this introductory slide may be passed over fairly quickly. Students will know the purpose of this section is to provide information for contact purposes and will also know it usually appears at the top of the page. Subsequent slides will emphasize layout and design options for this section (many of which carry over to other sections).Developing Resume SectionsPurdue University Writing LabCreated by Bryan M. Kopp, 2000*Activity: For future reference, students who are just beginning to write their resumes should consider jotting down some notes on what to include in their contact information sections. Students who have already drafted a resume may either take out their resume drafts or a piece of scratch paper for use throughout the workshop.

Key Concept: Listing all of this information is only the first step in the process of developing this section. What are the next steps? You may want to ask students to respond to this question. The next step involves making this information usable and appealing to eye.The next slide presents a sample contact information section for students to critique.Developing Resume SectionsPurdue University Writing LabCreated by Bryan M. Kopp, 2000*Activity: The facilitator may initiate discussion by posing the following questions:Is this contact information section complete? Why or why not?What can be improved?

Key Concepts: Although an email address may be included, this sample does provide essential content; it serves its main functionproviding information. In an age of desktop publishing and word-processors, however, many resume readers will expect more with visual layout and design. This sample looks as though it were produced with an old-fashioned typewriter. A person whose resume seems to be written in the typewriter age may seem out of date or perhaps not familiar with current technologies. To make a good first impression, students should consider experimenting with the visual component of this and other resume sections.

Rationale:The purpose of this slide is to get student actively thinking about how to develop this section with work on visual layout design. The next slide provides an overview of basic ways to get beyond the typewriter age resume.Developing Resume SectionsPurdue University Writing LabCreated by Bryan M. Kopp, 2000*Activity: Ask participants to consider the following:Is this the perfect contact information section? Why or why not?

Key Concept: This is not necessarily the perfect example, but it is pretty good because it uses fonts, text alignment and columns to present information. In addition, this sample uses left justification in the left column and right justification in the right for a clean line on each of the margins. Some students get very frustrated trying to create columns on their resumes because they use spaces, tabs or the column feature on their word-processing program. To avoid headaches, resume writers should create columns by inserting a table with two or three columns (and no borders). Doing so allows one to place information exactly where desired.

Activity: Before advancing to the next slide, invite discussion by asking the following:Is there anything else we can add to this sample to improve it?Developing Resume SectionsPurdue University Writing LabCreated by Bryan M. Kopp, 2000*Activity: The facilitator may initiate discussion by asking the following:What can be done with a word-processor but not a typewriter?There are dozens of answers, of course. You may want to follow up with a second question: Would it make sense to use all the design and format features on a word-processor?The answer to this second question is clearly no.

Key Concept: Students should strive to apply certain design features to achieve desired effects, but they should avoid the use of visual embellishments for their own sake. This slide outlines the most commonly used design strategies, each of which will be discussed in following slides. Before proceeding, the facilitator might want to emphasize the difference between making design decisions strategically (to improve usability and appearance) and making them arbitrarily.Developing Resume SectionsPurdue University Writing LabCreated by Bryan M. Kopp, 2000*Activity: Invite discussion by posing the following question:What is the single most important piece of information on a resume?

Key Concept: Your name is the most important feature on a resume because without it your resume would be useless. Since readers will look for the applicants first and last name, you should consider placing it in a larger font size for easy reference. Some students choose font sizes as large or larger than 18-point for their names when the rest of their resumes are in 12 or 10-point fonts.Fonts: For a professional look, students will want to avoid more than two or three different font sizes; otherwise their resumes may seem jumbled and difficult to read. Perhaps the best way to set off names and headings on a resume is to use different kinds of fonts. Again, for visual consistency, it is best to avoid more than a couple different fonts, choosing one for your name and headings and one for the content of each section. Though there are hundreds of different fonts, students should know about the two major kinds used in the publishing world: serif and sans serif. Serif fonts such as Times New Roman and Courier are easy to read and tend to be used for lists and paragraphs. Sans serif fonts such as Arial and Helvetica tend to grab the eye and are commonly used for headings.Text highlighting: Another easy way to improve the readability and design of this section as well as others is to use text highlighting features such as caps, boldface, italics, and underline. An important rule of thumb for text highlighting on resumes is to be selective and consistent. To use caps, boldface, and underlining, for example, would be redundant. Each of these methods of highlighting provides emphasis by itself.

Developing Resume SectionsPurdue University Writing LabCreated by Bryan M. Kopp, 2000*Key Concept: The top of a page can be divided into three areas: left, center, and right. Students may find it helpful to remind themselves of options for presenting their contact information. Resume writers have basically three choices for alignment and two combinations using columns.Activity: Invite discussion by asking the following (trick) question:Where is the best place to put your contact information?Some students think their contact information should always be centered. Although centering may prove a good strategy for certain individuals, those who wish to include both local and permanent addresses will of course need to use at least two columns. Actually three columns may be needed: one for each address and one for the name. If students have only one address, then they have choices to make. The eye is usually drawn first to the top left corner of the page, so flush left is a smart choice. Centering is the most common approach, and flush right catches the eye because it is less commonly used. Columns provide balance and allow writers to present more information.

Rationale:Though this slide seems to present common sense, even students who are already familiar with page layout strategies may benefit from reminders of possibilities for design. The next slide presents a sample for critique.

Developing Resume SectionsPurdue University Writing LabCreated by Bryan M. Kopp, 2000*Activity: Students should write down which of the previously discussed options they plan to use on their own resumes. One way to do this is to sketch how they want the page to look, indicating fonts and page layout decisions. If students already have designed their contact information sections, then they may want to explore alternative designs.After students have planned their page design, they will need not only to implement it but also test it by printing out a page. It is always a good idea to seek out feedback from others on design issues.

Rationale:Students will benefit from writing down some ideas for the choices they plan to make in their contact information section. Although they will need to sit at a computer to test and experiment actual designs and layouts, they may find it helpful to create a plan of attack before they sit at the keyboard. Such mock-ups are the visual equivalent of brainstorming or drafting in essay writing. Developing Resume SectionsPurdue University Writing LabCreated by Bryan M. Kopp, 2000*Activity: Consider posing the following questions to the audience:How may design choices in the contact information section affect the design of other resume sections? How may they carry over to other application documents such as the cover letter?

Key Concept: To make their resume and other application materials look like a professional package, students should consider using their contact information section as a basis for setting up the rest of their page(s). If students unnecessarily change fonts or text alignment in their resumes, readers may sense an amateur at work.

Rationale:This slide underscores the importance of consistency in layout and design and hints at how design issues may carry over to the cover letter. The next slide discusses a possible trouble spot.Developing Resume SectionsPurdue University Writing LabCreated by Bryan M. Kopp, 2000*Key Concept: It seems impossible but it happens. People in their haste have been known to misspell even their own names! More commonly, students accidentally make typos in their phone numbers or email addresses. One incorrect digit in a phone number, needless to say, may have devastating consequences if employers are trying to contact you. Of course, students need to proofread their whole resume for typos, grammar mistakes, and design glitches.Developing Resume SectionsPurdue University Writing LabCreated by Bryan M. Kopp, 2000*Rationale:This module helps students make informed decisions about the content, organization, and design of the education section of their resumes. After reviewing how this section fits into to the overall resume, this workshop focuses on content possibilities. Comparing two samples, students learn what to include in a bare bones version and also what they may include if they wish to develop their education section with additional content. Students are encouraged to brainstorm content, experiment with organization and design, and work toward tailoring their section for their resume readers. The workshop concludes with suggestions for next steps to take.

Directions: Each slide is activated by a single mouse click, unless otherwise noted in bold at the bottom of each notes page.

Writer and Designer: Bryan KoppDesign Contributor: Jennifer Liethen KunkaDeveloped with resources courtesy of the Purdue University Writing LabGrant funding courtesy of the Multimedia Instructional Development Center at Purdue University Copyright Purdue University, 2000.Developing Resume SectionsPurdue University Writing LabCreated by Bryan M. Kopp, 2000*Key Concepts: An education section highlights your relevant schooling and formal training. For students who have substantial work experience, this section may be very short, simply listing basic information about schools and degrees. Currently enrolled students and recent graduates, however, will probably want to put extra thought into this section.

Activity: Initiate discussion by asking the following questions before advancing to the next slide:Why write a resume? What are your overall purposes?How does the education section help achieve these overall purposes?

Rationale:Students will have a good idea of the default version of this section, which simply lists degree information. Subsequent slides will underscore how many content, organization, and design choices may be made when presenting educational experiences. The next slide identifies main purposes to consider when developing this section.

Click mouse to reveal each item.Developing Resume SectionsPurdue University Writing LabCreated by Bryan M. Kopp, 2000*Key Concept: No matter what one is writing, whether a resume, memo or essay, it helps to know ones purposes. With resumes and education sections in particular, many have the impression the main idea is simply to report information. Although informing is a major purpose, students should remember they are trying to persuade prospective employers they are the right person for the job. Students may want to think about their resumes as arguments, which present evidence of qualifications rather than just lists of facts.

Rationale:Before examining the education section by itself, students are encouraged think about their overall purposes. The next slide discusses placement options.Developing Resume SectionsPurdue University Writing LabCreated by Bryan M. Kopp, 2000*Example: Imagine two different college students. Elizabeth is 19 years old and plans to be a computer programmer. She is applying for an internship in her field, but has no relevant work experience. In contrast, Leonard is a non-traditional student. He is pursuing a degree in aviation technology after working years as a supervisor and mechanic at an airport.Activity: Discuss the example:How may Elizabeth and Leonards education sections differ?Should Leonard list his work experience or education first? Why?

Key Concept: Education sections, like experience sections, are usually placed in the middle of a resume, somewhere between the objective statement and the honors and activities section. Unless one is following a specific format, an education section may be placed near the top or bottom of the page. Because the eye is usually drawn to the top left part of the page first, students may want to place their strongest qualifications near the top.If the educational background is the applicants strongest qualification or may help his or her resume stand out (e.g. if the applicants degree program has an especially good reputation), then the education section should be placed near the top. This section may be a major focus for recruiters if you are a recent graduate. On the other hand, if the experience section is stronger or more relevant, then the education section may be placed below it.

Developing Resume SectionsPurdue University Writing LabCreated by Bryan M. Kopp, 2000*Activity: Ask participants to take out a piece of scratch paper and jot down all they can remember for each bulleted item listed on the slide. We will build on this basic information in the next slides. Alternatively, have students take out a draft of their resumes and put a checkmark next to each item.

Key Concept: Generally speaking, high school experience is not listed once one has entered a college degree program. For location, one need not list the schools full address, only city and state. Dates of graduation may be either actual or expected. For degree and GPA information, it may be necessary to check school records for the exact name of your degree program and your GPA.NOTE ON GPA: Some people choose to withhold their GPAs because they feel it is irrelevant or not high enough. If a company specifically requests your GPA, however, it is probably in your interest to provide it. In such cases, not including your GPA may, ironically, call attention to it.Example: Recalling the scenario on the previous slide, we may reflect on who may most benefit from using the bare bones approach. Leonard, the non-traditional student with a lot of experience, may include only this basic information in his education section, saving space on his resume for developing his work experience. For Elizabeth, the student who is applying for an internship to gain relevant experience, this may be only the foundation for building her complete education section.

Rationale:The bare bones approach is illustrated with an example in the next slide.Developing Resume SectionsPurdue University Writing LabCreated by Bryan M. Kopp, 2000*Activity: Invite discussion with the following:How may this sample be improved with additional content?How may the visual design of this sample be improved?

Key Concept: Even those wishing to use the bare bones approach may have problems with this sample. Why? Primarily because it seems thin and poorly designed. The rest of the workshop will explore ways to develop this section.Rationale: The next two slides will ask students to brainstorm ways to move beyond this sample. Some may in the end decide to use a minimal approach after all. To make an informed decision about whether or not the bare bones approach is best, though, it is necessary to explore other possibilities and then compare approaches.Developing Resume SectionsPurdue University Writing LabCreated by Bryan M. Kopp, 2000*Rationale:This slide presents an overview of other kinds of information that may be included in the education section. The next slide follows up on each of these three options with a set of questions for students to answer.Developing Resume SectionsPurdue University Writing LabCreated by Bryan M. Kopp, 2000*Key Concepts: Once one has made decisions about what to include in this section, one can begin thinking about organization. Simply stated, organization depends on how much you information an applicant has. Organization is not really an issue with the bare bones approach, but if one has more information, one will need to create sub-sections. Sometimes students will have a great deal of information about relevant coursework or computer skills. In such cases, students will want to consider creating separate sections. Many decide to place computer skills, for example, in a section equal in size and emphasis to the ordinary education section. In other words, one may choose to have multiple education sections.The other reason for using separate sections is emphasis. If the ability to speak Spanish fluently or the possession of teaching certification is an important qualification, students may want separate sections at the same level of organization as the education section, called Language Proficiency or Certifications.Within sections and subsections, students will often use reverse chronological order (most recent first), but they may also organize by order of importance (most impressive first).Developing Resume SectionsPurdue University Writing LabCreated by Bryan M. Kopp, 2000*Rationale: This module explores strategies for developing content for the experience section of the resume. After discussing what the section is and how it relates to the rest of the resume, the workshop reviews usual content and placement. Participants are then asked to do some brainstorming and planning work and practice describing experiences. Strategies discussed include the following: using action words, answering the journalistic questions, making descriptions parallel, and viewing experiences as a professional would. The workshop concludes with suggestions for how to tailor this section for audiences and follow a formula for success.

Directions: Each slide is activated by a single mouse click, unless otherwise noted in bold at the bottom of each notes page.

Writer and Designer: Bryan KoppDesign Contributor: Jennifer Liethen KunkaDeveloped with resources courtesy of the Purdue University Writing LabGrant funding courtesy of the Multimedia Instructional Development Center at Purdue University Copyright Purdue University, 2000.Developing Resume SectionsPurdue University Writing LabCreated by Bryan M. Kopp, 2000*Rationale: The experience section gives more students trouble than any other resume section because frankly it is the hardest to write. Why? Primarily because in addition to listing information about experiences, one has to describe them. Much of this workshop will be devoted to the special challenges of writing descriptions.

Activity: Invite discussion by asking the following:Why would someone consider using a special name for the experience section?

Key Concept: Some students decide to use more descriptive names or headings to describe their experience section. There are two good reasons for doing so, if necessary: 1) section headings present information about you very quickly, and 2) section headings allow emphasis of certain kinds of experiences. If your experiences can be described with a more detailed heading, consider using one because readers will see your qualifications at a glance. If you have many experiences, you might also consider grouping them into two different experience sections such as Leadership Experience or Management Experience.

Activity: Pose the following question before advancing the the next slide:Why do employers care so much about the experience section?Developing Resume SectionsPurdue University Writing LabCreated by Bryan M. Kopp, 2000*Key Concepts: Once one has made decisions about what to include in this section, one can begin thinking about organization. Simply stated, organization depends on how much you information an applicant has. Organization is not really an issue with the bare bones approach, but if one has more information, one will need to create sub-sections. Sometimes students will have a great deal of information about relevant coursework or computer skills. In such cases, students will want to consider creating separate sections. Many decide to place computer skills, for example, in a section equal in size and emphasis to the ordinary education section. In other words, one may choose to have multiple education sections.The other reason for using separate sections is emphasis. If the ability to speak Spanish fluently or the possession of teaching certification is an important qualification, students may want separate sections at the same level of organization as the education section, called Language Proficiency or Certifications.Within sections and subsections, students will often use reverse chronological order (most recent first), but they may also organize by order of importance (most impressive first).Developing Resume SectionsPurdue University Writing LabCreated by Bryan M. Kopp, 2000*Key Concept: Employers are interested in hiring people not so much as students but as workers, so not surprisingly this section is at the heart of your resume. If you imagine your resume as an argumentative essay in which you are arguing you are the right person for the job, the experience section presents an opportunity for you to support your claim with detailed evidence. Anyone can say an applicant should be hired because he or she has good communication skills, for example, but only some can prove they have the skills with examples drawn from the experiences.Those who make the most of their experience section know they are not just dumping information about their past jobs and duties; they are proving they have the qualifications needed to succeed in the future.Rationale: This section also gives students a chance to construct a professional identity out of their experiences.

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Developing Resume SectionsPurdue University Writing LabCreated by Bryan M. Kopp, 2000*Key Concept: Writers may choose how to order the first three kinds of information. One may list dates and then add positions and company namesor put positions and company names before dates. (The second is usually preferred because information to the left side of the page is usually seen first.) However, information about companies, positions, and dates is relatively easy to write on a resume.The real challenge emerges with the fourth bulleted item: descriptions. Out of all the words in the English language and all the different ways to put them togetherwhy choose certain words and word orders over others? The remainder of this workshop will be devoted to making the task of describing jobs a little easier and at the same time more effective.Developing Resume SectionsPurdue University Writing LabCreated by Bryan M. Kopp, 2000*Activity: Ask students to take out a piece of paper and draw four columns: in column one, write Position; in column two, write Company; in column three write Dates; and in column four write Descriptions. Drawing from memory or from resume drafts, ask students to fill in the first three columns. If students are fairly advanced in the resume writing process, they may take out their resumes, reread them, and mark any spots they feel may be improved during this workshop. Students will benefit from five minutes or so spent writing down ideas.Developing Resume SectionsPurdue University Writing LabCreated by Bryan M. Kopp, 2000*Key Concept: This slide recaps main strategies discussed in this workshop. As indicated earlier, the experience section is usually one of the hardest parts of a resume to write. Being informed about ones options is a good first step, but when navigating difficult terrain one should also take advantage of campus resources such as professors, advisorsand, of course, tutors.

Activity: Have students write some ideas about what they plan to do next to develop the experience section of their resumes.

Developing Resume SectionsPurdue University Writing LabCreated by Bryan M. Kopp, 2000*Rationale: Welcome to Developing Your Resume: The Honors and Activities Section. This module discusses the most variable of all resume sections, the honors and activities section. Students will learn different names for this section, reasons for including it, and usual placement on the page. Next, they will do some exploratory work to identify possible content. Workshop participants will then learn some criteria to be used in selecting content and determining how big or small the section should be. After looking at a couple of samples, students review design options and form a plan of attack for this section.

Directions: Each slide is activated by a single mouse click, unless otherwise noted in bold at the bottom of each notes page.

Writer and Designer: Bryan KoppDesign Contributor: Jennifer Liethen KunkaDeveloped with resources courtesy of the Purdue University Writing LabGrant funding courtesy of the Multimedia Instructional Development Center at Purdue University Copyright Purdue University, 2000.Developing Resume SectionsPurdue University Writing LabCreated by Bryan M. Kopp, 2000*Key Concept: This section is by far the most variable of all sections. Some resume writers list only awards and honors, some list only extracurricular activities or hobbies, others list only professional memberships or volunteer workand still others mix all of these together in the same section. Some honors and activities sections take up as much of a third of the resume while others are only three lines at the bottom. This workshop will help resume writers identify some possibilities.Developing Resume SectionsPurdue University Writing LabCreated by Bryan M. Kopp, 2000*Key Concept: As most students know, too much white space on a resume is undesirable because it makes applicants look like they dont have much to offer the employer. However, there are more important reasons to develop your honors and activities section. Just like the experience and education sections, this section should provide evidence that the applicant is the person to call for an interview. Unlike other sections, though, this one gives applicants a chance to show who they are outside of a work and school environment.If ones activities and honors are related to his or her career goals, including them provides evidence of ones commitment and experience. However, all activities and honors need not be related to ones professional identity. Interviewers sometimes begin an interview by talking about the activities listed on the resume. For example, a job interviewer may try to break the ice by saying, I see you are a downhill skier. Where have you skied? Of course, an interviewer will only use the honors and activities section in this way if the rest of the resume has shown that the applicant is someone who should be interviewed!

Click mouse to reveal each item.Developing Resume SectionsPurdue University Writing LabCreated by Bryan M. Kopp, 2000*Key Concept: Usually this section is placed at the bottom of the resume because it is the least important. However, occasionally students move the section up the page because they have, for instance, earned an especially important or relevant award.Other students find they have no room to list activities because their education and experience sections are well developed, taking up the whole page. Placement depends primarily on relevance, but before one can determine relevance one needs to explore content possibilities.Developing Resume SectionsPurdue University Writing LabCreated by Bryan M. Kopp, 2000*Rationale: You may want to give a students a few minutes to jot down some ideas for each type of experience.Activity: The facilitator may initiate discussion by asking the following questions before advancing to the next slide:Should you include everything you have just listed?How do you decide what to include and what to leave out?

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Developing Resume SectionsPurdue University Writing LabCreated by Bryan M. Kopp, 2000*Key Concept: The size of your honors and activities section depends on three factors: potential relevance, potential interest-value to employers, and space available.To determine relevance, students may need to do some outside research into company literature and study job advertisements in their field. Determining interest-value is difficult, but generally speaking applicants may want select experiences they feel best represents them as professionals or as interesting people.It is a good idea to draft the honors and activities section last, after one has written ones objective, education and experience sections. Why? To see how much room is left for extra information. Students should keep in mind that they do not have to include everything in this or any resume section. Include only enough to spark interest in the eyes of resume readers. One can always fill in any gaps in the cover letterand in the interview itself.

Activity: Have participants write an R next to all potentially relevant experiences and an I next to ones that most interest them and may most interest employers, regardless of relevance. Later, if they have space, consider developing all marked experiences.

Rationale:The next slide illustrates two different approaches for listing items in the honors and activities section.

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Developing Resume SectionsPurdue University Writing LabCreated by Bryan M. Kopp, 2000*Rationale:These two samples are included not so much as models as options for students to consider for their own resumes.Developing Resume SectionsPurdue University Writing LabCreated by Bryan M. Kopp, 2000*Key Concept: Because this section is so variable, students will need to determine design and layout on an individual basis. Commonly, all that is needed is a simple list, but if students want to include additional information, they may want to use the same design strategies they are using in other resume sections in order to build a consistent presentation.Developing Resume SectionsPurdue University Writing LabCreated by Bryan M. Kopp, 2000*Rationale:During this workshop students have begun brainstorming work and have learned ways to determine content. The two remaining tasks are to coordinate organization and design with the rest of their resumes and to seek out critical feedback from professors, advisors, peers, and tutors.

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