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    1. UNG
    2. Student Life
    3. Career Services
    4. Online Career Resources
    5. Resumes and Cover Letters

    Resume Writing Basics

    1. Purpose

    The purpose of the resume is to convince employers of what you have to offer, and how your skills match the skills he/she is seeking for the opening.

    2. How To Start

    Brainstorm by making a list of qualifications with the following headings: Education, Special Skills (such as foreign languages, computer programming skills, etc.), Experience, Activities, and Awards. At this point, don’t worry about format just focus on putting the information down on paper.

    3. Contents

    Your resume should include five basic blocks of information.

    1. Identification: Include your name, address (both campus and permanent, if you are not from the area), phone number, and e-mail. Since you will be leaving campus after graduation, you might want to say until what date you will be at the campus address. For example: Campus Address (until x/xx/xx)
    2. Objective: Some recruiters like to see an objective and some don’t care about them, but you will never hurt yourself by having a good, targeted objective that makes a resume look more focused. This statement should be concise, specific, include the name of the company (and position, if appropriate) and should focus on what you have to offer an employer.

    Examples:

    1. position-oriented: ex: A video journalist or related position at ____ (company name).
    2. field/skill-oriented: ex: A sales or related position at ____ (company name) which would allow me to use my communication skills and marketing experience.

    3. Education: Here is where you state: your degree (Bachelor of Arts, Bachelor of Science, or Bachelor of Business Administration); name of school; city; state; your major(s); and date of graduation. Include your GPA if it is a 3.0 or better, using the format of GPA: 3.2/4.0, or GPA 3.43/4.00. If you attended another college or university for a significant length of time, skip a line and list the name of your other school(s), city and state, and dates you attended. If you participated in a study abroad, skip a line after your university information and list it in the format of: Study Abroad: Name of University, city, country, dates
    1. Experience: Employers prefer the reverse chronological format. List the most recent job first, the next most recent and so on. It is easy to read and identifies your work experience clearly. Include summer, part-time, full-time, in-depth volunteer, and campus work as well as co-ops, internships, and extensive externships. Include only the jobs you had while you were in college unless they are particularly relevant to the job you are seeking. You need to include all the important information: Job title, name of employer, city, state, and dates of employment. Highlight achievements/accomplishments and skills developed. Use the Action Verbs and Transferrable Skills sheets included in this handout to restate tasks with action verbs and powerful, concise statements.
    2. References: If you have room, you may state that they are available upon request. Always make a separate reference page. Three to five references are appropriate. Include names, titles, addresses, and phone numbers. ASK PERMISSION BEFORE USING INDIVIDUALS AS REFERENCES. See sample reference sheet included in this handout.
    3. Optional Sections:
      1. Activities: List any campus or community activities you've been involved with while in college. List the name of the organization and positions held (if any).
      2. Special skills: List any relevant skills for the position to which you are applying (i.e. computer or foreign language skills)
      3. Honors/Awards/Scholarships: Focus on any special achievements or recognitions. If listing scholarships, describe their nature (i.e. academic, leadership based, etc.)

    4. Final Notes

    • Proofread! (in other words, edit very carefully!).
    • Keep it to one page if at all possible.
    • Use the same style of font throughout your resume, references, and cover letter; use the same size font throughout as well, with the exception of your name, which should be larger.
    • Use italics and bold to emphasize and highlight, but don't over do it.
    • You must have different resumes for each type of position you are seeking.
    • Use good quality resume paper. White or ivory are the most acceptable colors. You can print on the resume paper or print on plain paper and have it copied (professionally) onto resume paper.
    • Resume Rules
      • Unless told to send a resume only, always send a cover letter with your resume if you are mailing it in or dropping it off. A formal e-mail or cover letter can be used when e-mailing.
      • Review and revise your resume as needed.
      • A resume may be folded neatly and mailed in a regular-sized business envelope, but it looks even better to not fold it and mail it in a larger envelope.
      • Remember to plan for a one-page resume if at all possible.
      • Use concise, positive phrases beginning with action verbs.
      • Use indented and "bulleted" statements.
      • Use quantities, amounts, and dollar values where they enhance your job description.
      • Edit, proofread, and spell-check for possible errors.
      • Don't use resume(s) with job objectives different from the position for which you have applied.
      • Don't list sex, weight, health, or other personal irrelevancies.
      • Don't include pictures.
      • Don't put resume in fancy binder.
      • Don't include street address of former employer.
      • Don’t include information from high school, unless it clearly demonstrates you’ve been interested in and involved in the field you are pursuing since that time.
      • Don't explain unrelated information in detail. No one is hired from a resume or application, so save your explanations for the interview.
      • Don't state race, religion, marital status, or political affiliation.
      • Don't use words such as "I," "me," or "my" in your resume, except in the objective.
      • Don't use personal evaluations (such as "learned a great deal through this experience")
    • Action Verbs

      Management Skills

      administered

      analyzed

      assigned

      attained

      chaired

      contracted

      consolidated

      coordinated

      delegated

      developed

      directed

      evaluated

      executed

      improved

      increased

      organized

      oversaw

      planned

      prioritized

      produced

      recommended

      reviewed

      scheduled

      strengthened

      supervised

      Communication Skills

      addressed

      arbitrated

      arranged

      authored

      corresponded

      developed

      directed

      drafted

      edited

      enlisted

      formulated

      influenced

      interpreted

      lectured

      mediated

      moderated

      motivated

      negotiated

      persuaded

      promoted

      publicized

      reconciled

      recruited

      spoke

      translated

      wrote

      Research Skills

      clarified

      collected

      criticized

      diagnosed

      evaluated

      examined

      extracted

      identified

      inspected

      interpreted

      interviewed

      investigated

      organized

      reviewed

      summarized

      surveyed

      systemized

      Technical Skills

      assembled

      built

      calculated

      computed

      designed

      devised

      engineered

      fabricated

      maintained

      operated

      overhauled

      programmed

      remodeled

      repaired

      solved

      trained

      upgraded

      Teaching Skills

      adapted

      advised

      clarified

      coached

      communicated

      coordinated

      developed

      enabled

      encouraged

      evaluated

      explained

      facilitated

      guided

      informed

      initiated

      instructed

      persuaded

      set

      goals

      stimulated

      Financial Skills

      administered

      allocated

      analyzed

      appraised

      audited

      balanced

      budgeted

      calculated

      computed

      developed

      forecast

      managed

      marketed

      planned

      projected

      researched

      Creative Skills

      acted

      conceptualized

      created

      designed

      developed

      directed

      established

      fashioned

      founded

      illustrated

      instituted

      integrated

      introduced

      invented

      originated

      performed

      planned

      revitalized

      shaped

      Helping Skills

      assessed

      assisted

      clarified

      coached

      counseled

      demonstrated

      diagnosed

      educated

      expedited

      facilitated

      familiarized

      guided

      referred

      rehabilitated

      represented

      Clerical or Detail Skills

      approved

      arranged

      catalogued

      classified

      collected

      compiled

      dispatched

      executed

      generated

      implemented

      inspected

      monitored

      operated

      organized

      prepared

      processed

      purchased

      recorded

      retrieved

      screened

      specified

      systemized

      tabulated

      validated

    • Transferable Skills

      Information Management Skills:

      • sort data and objects
      • compile and rank information
      • apply information creatively to specific problems or tasks
      • synthesize facts, concepts and principles
      • understand and use organizing principles
      • evaluate information against appropriate standards

      Design and Planning Skills:

      • identify alternative courses of action
      • set realistic goals
      • follow through with a plan or decision
      • manage time effectively
      • predict future trends and patterns
      • accommodate multiple demands for commitment of time, energy and resources
      • assess needs
      • make and keep a schedule
      • set priorities

      Research and Investigation Skills:

      • use a variety of sources of information
      • apply a variety of methods to test the validity of data
      • identify problems and needs
      • design an experiment plan or model that systematically defines a problem
      • identify information sources appropriate to special needs or problems
      • formulate questions relevant to clarifying a particular problem, topic or issue

      Communication Skills:

      • listen with objectivity and paraphrase the content of a message
      • use various forms and styles of written communication
      • speak effectively to individuals or groups
      • use media formats to present ideas imaginatively
      • express one's needs, wants, opinions and preferences without offending the sensitivities of others
      • identify and communicate value judgments effectively
      • describe objects or events with a minimum of factual errors
      • convey a positive self-image to others

      Human Relations and Interpersonal Skills:

      • keep a group "on track" and moving toward the achievement of a goal
      • maintain group cooperation and support
      • delegate tasks and responsibilities
      • interact effectively with peers, superiors, and subordinates
      • express one's feelings appropriately
      • understand the feelings of others
      • use argumentation techniques to persuade others
      • make commitments to people
      • be willing to take risks
      • teach a skill, concept or principle to others
      • analyze behavior of self and others in group situations
      • demonstrate effective social behavior in a variety of settings and under different circumstances
      • work under time and environmental pressures

      Critical Thinking Skills:

      • identify quickly and accurately the critical issues when making a decision or solving a problem
      • identify a general principle that explains interrelated experiences or factual data
      • define the parameters of a problem
      • identify reasonable criteria for assessing the value or appropriateness of an action or behavior
      • adapt one's concepts and behavior to changing conventions and norms
      • apply appropriate criteria to strategies and action plans
      • take given premises and reason to their conclusion
      • create innovative solutions to complex problems
      • analyze the interrelationships of events and ideas from several perspectives

      Management and Administration Skills:

      • analyze tasks
      • identify people who can contribute to the solution of a problem or task
      • identify resource materials useful in the solution of a problem
      • delegate responsibility of completion of a task
      • motivate and lead people
      • organize people and tasks to achieve specific goals

      Valuing Skills:

      • assess a course of action in terms of its long-range effects on the general human welfare
      • make decisions that will maximize both individual and collective good
      • appreciate the contributions of art, literature, science and technology to contemporary society
      • identify one's own values
      • assess one's values in relation to important life decisions

      Personal/Career Development Skills:

      • analyze and learn from life experiences - both one's own and others'
      • relate the skills developed in one environment (e.g., school) to the requirements of another environment (e.g., work)
      • match knowledge about one's own characteristics and abilities to information about job or career opportunities
      • identify, describe and assess the relative importance of one's needs, values, interests, strengths and weaknesses
      • develop personal growth goals that are motivating
      • identify and describe skills acquired through formal education and general life experiences
      • identify one's own strengths and weaknesses
      • accept and learn from negative criticism
      • persist with a project when faced with failure unless it is clear that the project cannot be carried out or is not worth the time or effort required to complete it
      • generate trust and confidence in others
      • take risks
      • accept the consequences of one's actions
      • "market" oneself to prospective employers
      Originally developed by Paul Breen, San Francisco State University; adapted by University of North Georgia Career Services.
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