Resume Guide E-Book August 2012
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Resume Guide
E-Book
August 2012
1
Table of Contents
Resumes that Work: An Overview 3
Step 1: Brainstorming 3
Step 2: Setting a Strategy and Developing Content 3
Name and Address 4
Education 5
Experience 6
Activities and Leadership 9
Skills and Interests 9
Optional: The Career Objective 9
Step 3: Formatting Your Resume 10
Margins 10
Font 11
Style 11
Sections 11
Paragraph or Bullets 11
Grammatical Conventions 11
Space-Saving Devices 12
Step 4: Revising and Targeting Your Resume 12
Being Specific 13
Using Industry Language 13
Sticking With the Positive 14
Step 5: Submitting Your Resume 14
For Experienced Workers: Different Types of Resumes 15
Resume or Curriculum Vitae 15
Functional and Combination Resumes 15
For International Students 16
Special Concerns 17
Religious Organizations and Experiences 17
LGBTQ and Related Organizations 17
Political Affiliations 18
Learning and Physical Disabilities 18
Sample Resumes 20
Appendix: Complete List of Action Verbs 35
2
Resumes that Work
A resume often represents a significant first impression and a powerful marketing tool for any
prospective employee. Thus, it is vital to understand the conventions and possibilities in writing
a resume. To begin drafting or review the concepts of resume writing, watch the CWS Resume
Online Workshop.
Most undergraduates will present a one-page resume which lists entries in reverse chronological
order by job or activity. Davis Scholars and alumnae may wish to consider other types of
resumes such as the functional or combination resume, or the curriculum vitae.
For special concerns and questions not addressed in this guide, visit the CWS during drop-in
hours. Counselors are available daily from 12:30 p.m. to 2 p.m. to provide brief assessments and
referrals.
Step 1: Brainstorming
Your resume is an opportunity to present relevant aspects of your experience so that a potential
employer may better understand and value you. As you write your resume, you have the freedom
to choose the particular experiences, typographical format, category headings, and specific
language of your resume.
Before you start writing your resume, brainstorm all the experiences you’ve had which may be
related to the position you’re seeking. Make a list of:
• jobs and employment of all types (salaried, grant-funded, unpaid, summer, temporary,
part-time, etc.).
• internships and training programs with companies, organizations, or schools.
• college courses, training seminars, or conferences of an educational nature.
• professional associations, societies, awards, grants, and fellowships.
• volunteer or community service experiences.
• leadership experiences in the context of religious, political, or other interest groups.
• campus activities such as sports teams, musical ensembles, and cultural/ethnic groups.
• publications.
• computer skills and international language abilities.
• relevant international travel.
• hobbies that are related to your career field.
• unusual or unique experiences which may catch the reader’s eye.
Step 2: Setting a Strategy and Developing Content
From this group of related experiences, decide which ones are the most eye-catching or relevant.
The one-page resume convention will help you weed out less important information. Then, begin
to formulate a sense of how you could organize your resume based on the experiences you’ve
had. Your chosen category headings will shape the direction and focus of your resume.
3For example, if most of your experience consists of unpaid campus activity in leadership roles,
you may want to have a section entitled “Leadership Experience” instead of “Work Experience.”
The reasoning behind this choice is that a “Leadership” category will more appropriately
showcase your skills, while a “Work” category which highlights paid work experience may
underscore the weaknesses rather than the strengths of your experience. If your experience
consists of both paid and unpaid activities, you could group all of these together in a more
general “Experience” category. In any case, the specific words and categories you use to present
your experience will create a certain impression of where your interests and abilities lie.
As you review your experiences, think widely about the specific types of skills, field knowledge,
on-the-job training, and personal character traits that an employer in your field might be seeking.
This broader perspective is especially helpful if a previous position did not provide much in one
area (e.g., using your knowledge of the field) but forced you to develop skills in another area
(e.g., problem-solving or communication in groups). Bear in mind that often, if a work
experience was not positive in general, you can de-emphasize the negative by highlighting your
commitment to the field, or your personal and professional development on the job.
The information on your resume should demonstrate that 1) you are qualified for a particular
position, and 2) that you would be an asset to the organization. If you’re unclear about what type
of position you actually desire, or if you’re applying for a number of jobs in different fields,
design a more general resume. A general resume should show your professional skills and your
accomplishments in related or diverse fields. As always, give the employer reason to believe that
you’d learn quickly on the job and have some vested interest in pursuing this new career field or
position.
Subdivide your resume into category sections to assist the reader in conceptualizing the overall
nature of your experience. In terms of content, most resumes should contain the following
categories of information:
Name and Address
For verification purposes, use the official name that appears on your college records (e.g.,
transcripts) and other legal documents. It’s best to center your name at the top of the resume and
highlight it by using a slightly larger font size and bold typeface. Do not put your name in the top
left corner, which may be obscured by a staple or paperclip.
Home and school addresses can be shown in two columns (left and right margins, respectively),
or in separate lines underneath your name, one address per line. International students may refer
to the “International Students” section below regarding international home addresses.
4Names in foreign languages. If you prefer a nickname instead of your given name, or if you use
an English name instead of your foreign-language name, you can designate this name on your
resume. Quotation marks usually denote nicknames; parentheses indicate an English name
instead of a foreign-language name, e.g., Tien-Hwei (Alisa) Wong.
In an interview setting, be proactive by introducing yourself politely with your preferred
nickname, or by clarifying pronunciation of a foreign-language name. If you go by an English
name but have not communicated this on your resume, your mutual introductions at the
interview would be an appropriate time to mention it.
Education
Primary college (from which you will earn your bachelor's degree). List the name of the college,
geographic location, degree earned or expected, and graduation date. Wellesley College awards
bachelor of arts (BA) degrees only. If you’ve taken a course outside of Wellesley, you can
mention it with your primary college entry; however, with the exception of MIT, the GPA for
such courses is calculated separately. Also consider listing relevant coursework (completed
and/or anticipated), and honors and awards in the “Education” section. For most undergraduates,
it is not mandatory to mention the year matriculated or to specially note any gap years or breaks
in college years.
GPA (Grade Point Average) and Major. According to several members of the National
Association of Colleges and Employers (NACE), if your overall GPA is above a 3.00, it should
be included on your resume. Some employers have reported that when a student’s GPA does not
appear on her resume, they presume it to be below a 3.00. Regardless of your GPA, remember
that Wellesley's reputation as a rigorous academic institution will serve you well.
Student GPAs should be reported exactly as they appear on the Wellesley College transcript, to
the hundredth decimal place (e.g., 3.32/4.00). GPAs should not be rounded off, up or
down. However, in an online application such as MonsterTRAK, where space for the GPA is
only allotted to the tenth decimal place, rounding is appropriate.
Wellesley College does not officially compute a separate GPA within the major. A student may
list her “major GPA” in addition to her overall GPA if the major GPA is higher. To calculate
your major GPA, see the Registrar's guideline
(http://www.wellesley.edu/Registrar/calculateGPA.html).
5The Wellesley College GPA consists exclusively of grades from Wellesley and MIT courses, as
listed on a student’s transcript; courses from other institutions are not factored into this GPA.
Resumes may indicate Wellesley courses in progress, but projected grades cannot be included in
the GPA. Any GPA from another institution should be listed separately from the Wellesley GPA.
Junior year abroad or courses at other colleges and universities. If you’ve taken multiple classes
at MIT, Babson, or other universities, you may feature these institutions as separate entries in
your “Education” section. Include geographic locations, dates, academic program, coursework,
and other noteworthy academic accomplishments while at that institution.
Experience
This section should include your past experiences—salaried professional work; paid, stipended,
and non-paid internships; volunteer or campus experience—all of which are relevant to the
position sought. Consider experiences which are directly related, in terms of job and career field,
as well as experiences whose capacities, duties, and skills are not directly related but are
transferable to the position sought. Arrange your experiences in reverse chronological order, with
the most recent activity listed first. Each entry should include employer/organization name and
location, your position title, and the corresponding dates. Utilizing either paragraph or bullet
format, provide a brief description of your job duties, beginning each phrase with an action verb.
For more details, refer to “Step 3: Formatting Your Resume.”
Employer name vs. position title. Entries can be listed according to employer name or position
title. Decide whether it would be better to present the organizations at which you’ve worked, or
the positions which you’ve held. A general rule of thumb is that if you’ve worked for a number
of recognizable or cutting-edge companies, it may be better to list by employer. If you’ve
consistently held leadership roles or positions of influence, it may be better to list by position
title. Whichever category you choose, be consistent within your “Experience” section.
6Dates. Dates can be listed in any of the following formats. The important thing is to keep one’s
listing of dates consistent throughout the resume.
• Fall 2010 (a seasonal notation is most useful during school semesters and summers, less
advisable for other times of the year)
• Oct. 2009-Mar. 2010 (if you abbreviate the months, be consistent for all months)
• 2009-2010 (for the academic year, or to de-emphasize dates)
• 9/10-5/11
The physical placement of the dates on your resume will either highlight or de-emphasize the
dates themselves. For most undergraduates, it’s not advisable to use a strategic position on the
page for dates, which tend to be relatively short-term for summer or semester jobs.
Language. The language that you use to describe your position will affect how the potential
employer sees you. In other words, for any job, one performs a number of duties and usually
7occupies a number of roles. Your task is to figure out which aspects of the job you want to
emphasize, based on your knowledge of the position sought. Begin each description with an
action verb (consult the action verb list at the end of this guide). Use present tense for current
positions and ongoing duties, past tense for completed positions and duties.
For example, let’s say that in your summer position as a senator’s intern, you wrote letters to
constituents in response to their complaints. If you’re applying for a job in publishing, you might
describe your position thus: “Handled unsolicited letters from the public; wrote, proofread, and
edited official correspondence.” In contrast, if you’re applying for a position in public policy,
you could describe the same duties by saying, “Fielded inquiries from political constituency,
represented senator’s office and policy through responses to public concerns.” Both descriptions
are true, and your choice of language creates the context for how you are viewed by the potential
employer. See “Step 4: Revising and Targeting Your Resume” for a further discussion of
language possibilities.
Unrelated Work Experience. At some point in their working lives, most people take jobs which
are not directly related to their desired professions, perhaps to make ends meet. High school and
college students work at the pool, baby-sit, waitress, or clean houses to help finance their
education or earn extra cash. In fact, some of these jobs impart valuable, transferable skills, even
though the job titles themselves are not directly related to a position sought. For example,
waitressing can develop sales and marketing or project management skills. If so, include such a
position on your resume and describe it with words that highlight your transferable skills. Jobs or
positions which showcase special interests or skills may also be included on your resume.
Of course, students should present themselves in the most professional light possible. Given the
choice between volunteer work at a nonprofit or baby-sitting, it is probably advisable to list the
unpaid nonprofit work rather than the paid childcare, unless the position sought involves direct
work with children.
Temporary Employment. A good way to list work with temporary staffing agencies is to use the
job description area to highlight your adaptability to the industries and work assignments in
which you were placed. For example, if you spent less than three weeks at a law firm, a
university admissions office, and a textile company, respectively, you might list your employer
as “Temporary Staffing Experts” and describe your adaptability thus: “Effectively adapted office
skills to a variety of work environments in the fields of law, university administration, and textile
manufacturing.” Or, to emphasize your application of particular skills, you could say something
like, “Worked in a fast-paced Philadelphia law firm; applied proofreading and editorial skills to
the university admissions process; broadened knowledge of textile fibers and dyes for
manufacturing purposes.”
If you spent more than a month at a temp assignment, you may wish to list the actual place of
work (rather than the temp agency) under your experience. Say, for example, the temp agency
placed you at a women’s health foundation for seven weeks. You could list the women’s health
foundation as the place of work, and a possible description might be, “Managed and completely
re-systematized over 5,000 donor files and records during a temporary work assignment.”
8Activities and Leadership
Campus activities and leadership positions can communicate your professional and vocational
interests as well as your skill sets. If you’ve held significant leadership roles or are committed to
certain campus activities, consider listing them as relevant to your career goals, alongside
previous work experiences. In such cases, describe your leadership duties in detail.
If you list your activities and leadership as secondary to your work experience, you may wish to
provide only the name of the organization and dates, with the title of the leadership role if
applicable, but without a detailed explanation of duties. This can be a space-saving device.
Racial and ethnic organizations. Some companies may be actively seeking to diversify their
work populations, so if your name does not directly suggest your race or ethnicity, it may be
advantageous to include your participation in racial and/or ethnic organizations. Racial and
ethnic organizations which are not immediately identifiable by name should include a short
description in parentheses [e.g., Ethos (Organization for Students of African Descent)]. You may
also want to consider including minority leadership programs such as Prep for Prep, INROADS,
and the SEO minority internship program. If you prefer not to specifically disclose your racial or
ethnic status before the interview, you may want to omit or de-emphasize such organizations on
your resume.
Skills and Interests
The “skills” portion of this section should briefly include any of the following and may list them
by category:
• Computer skills. Consider programming and scripting languages, web and graphic skills,
video and audio editing skills, social networking applications, development of web
applications, content management systems, learning management systems, conferencing
software, word processing, spreadsheet and presentation software suites, enterprise
systems, network management, and information security.
• Scientific laboratory techniques, such as titration, dissection, or electron microscope
skills.
• Foreign languages skills. Levels of proficiency may include basic or working knowledge,
reading/speaking/writing only (as apply), “proficient in,” “fluent in,” bilingual, and native
speaker.
• Editing and proofreading skills. Include transcription skills, shorthand, desktop
publishing.
• Any other job-related skills that might be considered an asset in the position sought.
Optional: The Career Objective
For most undergraduates, a resume objective can work for or against you. Because the objective
states your intentions and focus, if you are 99 percent certain of your direction or are seeking a
highly specialized position, an objective may help you to accomplish your career goals. For
Davis Scholars who have a variety of “eras” or field experiences in your backgrounds, a career
objective may help to clarify your current direction.
9On the flip side, for most undergraduates, a resume objective may also limit you from being
considered for other positions that may not technically meet the criteria set forth in your
objective. Moreover, a skillfully written cover letter can often communicate your intentions and
goals without limiting the possibilities. This way, your resume can be applied to a wider variety
of positions, scholarships, graduate school, and other opportunities.
Davis Scholars may wish to summarize years of work experience in a skills summary statement,
which is different from a career objective. A skills summary captures the essence of one’s
qualifications, whereas a career objective states the specific type of position sought.
Step 3: Formatting Your Resume
Resumes entries are usually listed in reverse chronological order (recent experiences first,
“oldest” experiences last). Davis Scholars and alumnae who have a variety of experience and/or
time gaps between jobs should consider “gap-minimizing” techniques. Specific methods of de-
emphasizing dates on a resume include the following: tuck the dates after the job description
paragraph so they don’t stand alone; list dates by year instead of by month/year; or omit very old
experience (e.g., from 20 years ago). One may also use a functional or combination resume
instead of a chronological resume. See the section below, “For Experienced Workers,” for
further details.
On average, employers spend 20 to 30 seconds skimming a resume to decide if they want to
contact you for an interview. Thus, your resume should be easy to read and, upon first glance,
should provide a positive visual impression. Regardless of your years of experience, your resume
should be one page in length. Davis Scholars with longer work histories may want to write a
two-page resume, but the gained space should be carefully weighed against the tightness of a
one-page resume.
Margins
Margins should be approximately one-inch all around. Even if you’re pressed for space, try not
to go below one-half-inch margins, which creates a visually “crowded” impression and turns
readers off intuitively. For readability, we also recommend left-aligned margins over block
justified text.
Left Margin. On a resume, one of the most strategic positions is the left margin, where
the reader’s eye naturally pauses, from top to bottom. It’s a good idea to arrange your
most significant information along this margin.
Right Margin. It’s a common truth in graphic design that a right margin, by means of
balance, can also highlight the left side. You may want to place the job location and/or
dates along a right margin, balancing the relevant employer’s name and your position title
on the left margin.
10Font
Besides the larger font size for your name, your resume font should be between 10- and 12-point
for readability. For most career fields, use a conventional font such as Times New Roman,
Palatino, or Arial. Alternative fonts may not be positively received, even in some arts-related
fields such as classical music or art history. Exceptions to this rule may be fields such as graphic
design, architecture, or advertising, in which the overall layout and design of a resume may be
considered part of the professional presentation.
Style
Utilize different styles (underline, bold, italics, CAPS, etc.) to call attention to different sections
of your resume. Recurring elements such as employer names, job titles, dates, etc. can be
highlighted by using a different, recurring style for each. It’s best to limit yourself to one or two
styles for any one “chunk” of text, otherwise the highlighting effect is lost. Also be careful not to
position one bold section too close to another bold section.
Sections
Make sure that ample space exists around each section. Sections may also be formatted slightly
differently for easy visual discernment. Section titles (category headings) should be placed along
the left margin or centered. If you choose to separate sections with lines across the page, do this
sparingly.
Paragraph or Bullet Form
When describing job duties or a leadership role, most people use either paragraph or bullet form.
Paragraph Form: To describe specific job duties, use short phrases starting with action
verbs. Punctuate the end of each description (which may be a string of phrases) with a
period. Paragraphs should employ the automatic wrap-text feature of most word-
processing programs.
Bullet Form: To describe specific job duties, use short phrases starting with action verbs.
Use one bullet per type of duty, or categorize duties by related function. Circle and dot
bullets are the most conventional, though small squares or hyphens can also be used;
symbols or graphics used as bullets are usually distracting.
Grammatical Conventions
The following are a few standard conventions for a resume:
• For American states, use the abbreviation convention of two capitalized letters (MA, CT,
NY, etc.).
11• Cities in countries other than the US should be listed as “city, country.”
• Job titles should be written out entirely, if possible. Otherwise, adhere to conventional
abbreviations such as “Asst.” and “Assoc.” and employ a period after each.
• In general, write the full names of acronyms, followed by the acronym in parentheses.
Well-known acronyms (e.g., UNICEF) may stand alone and/or be followed by the full
name in parentheses.
• Use the symbol “&” only when it’s an official part of an employer name (i.e., law firm,
accounting firm, etc.), or when necessary due to space concerns.
Space-Saving Devices
• Reduce top, bottom, left, and right margins (one-inch margins are best; one-half-inch are
the minimum)
• List your address in one single line (rather than two separate lines for the street address
and city, state, and zip code) under your name
• Use paragraph format instead of bullet format for job descriptions
• In paragraph format, place the dates for a job at the end of each paragraph describing job
duties
• In bullet format, group job duties by category, instead of individual job duty for each
bullet
• In Skills section, edit wordiness by listing names of computer programs only; utilize
automatic wrap-text format (do not start a new line for each category subheading)
• Assess all paragraph and section indentations/tabs for necessity only
• Employ fewer section divisions by collapsing material into related sections
• Use a smaller font size (no smaller than 10-point)
• Edit detail of job descriptions
• Delete any activities or information of secondary importance
• For campus activities, notate names of organizations, leadership roles, and dates only (no
descriptions)
• Delete high school entry
• Include awards and honors in the Wellesley College entry instead of in a separate section
Step 4: Revising and Targeting Your Resume
The language of your resume should describe you in ways that are true and valid, and moreover,
that confidently reflect your abilities relative to the particular position sought. Most importantly,
make sure that the image you are presenting feels authentic to who you are, what you have done,
and where you are going.
You need to feel comfortable with how you’ve presented yourself, since your feelings about your
resume will probably come across when you interview. Be aware that you may be asked to
supply details about whatever appears on your resume, so only present experiences which were
positive or which you can discuss in positive ways. Listed below are a few helpful hints to
maximize your self-presentation.
12Hint #1: Be specific
The more specific your descriptions, the better the potential employer will understand your
achievements and contributions. Wherever possible, include specific facts and figures to lend
concreteness to your job descriptions. For example: “Researched local paper vendors to
recommend changes to monthly reporting procedures, resulting in 15 percent cost reduction.” Do
not include confidential or sensitive information in such figures. You may also wish to contact
your previous employer regarding the particular wording or confirmation of figures. Here are
some examples:
General job duty: Did administrative tasks and filing.
Same job duty described specifically: Coordinated 80 annual meetings with corporation vice
presidents and directors; handled correspondence for the assistant vice president of human
resources. Answered questions regarding perks and benefits; maintained files for over one
thousand employees.
General job duty: Worked in Phone-a-Thon.
Same job duty described specifically: Developed sales and marketing skills by cold-calling
potential alumnae donors. Achieved a 67 percent return rate, totaling $17.3K in pledges over one
week. Invited to lead a telemarketing team in next Annual Fund drive.
General job duty: Served customers at restaurant.
Same job duty described specifically: Served individuals and groups of up to 15 in fast-paced
setting, coordinating beverage service with two bartenders. Performed credit card and cash
transactions using a computerized system for table service, banquet orders, and restaurant
checks.
Hint #2: Use industry language as appropriate
When you use the language of an industry (including catch-phrases and buzzwords), you
communicate to the reader that you have some understanding of the field, if not firsthand
experience. Of course, you want to avoid name-dropping, but it may be advantageous to mention
any leaders or pioneers in the field with whom you’ve worked directly.
Generic experience: Attended music training course.
Industry/field experience: Enrolled in choral conducting course with Charlene Archibeque.
Mastered right-hand conducting with baton and left-hand entrance cues; modeled breathing and
singing posture. Experience with Alexander Technique. Developed ensemble rehearsal
techniques with complex rhythms and syncopations.
Generic experience: Worked the computer helpdesk.
Industry/field experience: Contributed knowledge of C++ and real-time operating systems to
training and support helpdesk. Fielded questions from faculty and student users regarding
hardware, word-processing programs, and email software; addressed issues with the server and
ethernet connections. Familiar with DSL and Broadband.
13Hint #3: Stick with the positive and be resourceful
It's inevitable that every work or extracurricular experience is going to have its challenges,
whether they’re related to one’s duties, working conditions and hours, or the other personalities
in the office. If a job was not positive but you must include it on your resume, consider
emphasizing the character-building aspects of the position. Remember that with any position,
you can talk about your knowledge of the field in general, specific job skills acquired on the job,
teamwork and interpersonal skills practiced, challenges overcome, or clarity of focus gained,
based on knowing (by contrast) what you do not wish to do. If your potential employer asks for
references and you omit references from a job listed on your resume, you may be asked about
this omission. In such cases, be sure to prepare a diplomatic explanation which presents any
challenges in their most positive light.
Challenging scenario: You spent a monotonous eight hours a day pulling labels off plastic boxes
in a hospital microfiche file room. Every day, you created new labels and resorted the boxes
according to a new filing system. Plus, the nurses and interns around you were crabby.
Positive description: Developed process for converting over 10,000 medical microfiche files to a
new system. Independently carried project to completion. Successfully navigated tense work
environment. (You may or may not want to include the last phrase. Bear in mind that if you do
mention something like this, you need to feel confident talking about this challenging part of the
job in positive ways that don't alienate a potential supervisor.)
Challenging scenario: Your supervisor started you on multiple research projects but never gave
you the resources, ample direction, or sufficient time to finish the projects, even though you
requested these things many times. As a result, when you left the job, there were numerous
projects on your desk which were still incomplete. You don't feel a sense of accomplishment
about any of the projects that you did complete.
Positive description: Took initiative to find in-house and external resources for research,
independently wrote proposals for seven projects, worked towards interim deadlines. Prepared
ongoing research projects for seamless transition to successor.
Step 5: Submitting Your Resume
Before completing your resume, ask yourself the following:
• Is my current phone number included, and is it number perfect?
• Is the rest of my contact information current and letter/number perfect?
• Have I spell-checked and proofread my resume at least once?
• Are all company/organization names listed correctly?
• Are my entries absolutely consistent, in terms of formatting (indents, line spacing, tabs,
bullets), grammar (punctuation, abbreviations, spaces) and style (bold, underline, caps,
italics)?
• Have I presented an image of myself that I feel comfortable talking about? Is it consistent
with who I am and my present career goals?
• Have I minimized time gaps in my resume and checked for potentially sensitive material?
14• Have I forgotten any relevant or unique experiences that might be interesting to a
potential employer in this field?
• Have I described my experiences accurately, and am I prepared to discuss in detail every
activity or experience listed on my resume?
When emailing an application, it is generally preferable to attach both your resume and cover
letter to the email and keep the email itself brief. (For example, your email might simply state “I
am writing to apply for the [name of position] and have attached my resume and cover letter.
Please let me know if you have any trouble with the attachments. Thank you for your
consideration”). Save your documents as PDFs, if possible, to ensure that your formatting is
maintained. Include your name in the file name (e.g., “Emiline Craige resume”). If sending a
hard copy, use 8½ x 11 high quality bond paper with a matching envelope. The stationery should
match that of your cover letter.
For Experienced Workers: Different Types of Resumes
Resume or Curriculum Vitae (CV)
A resume generally does not include sections for publications, conferences or presentations,
research grants, and fellowships. If you have accomplishments in these areas, particularly in the
fields of academia/education, medicine, and scientific research, you may want to write a
combination resume-Curriculum Vitae. Alumnae with extensive research, publications, or
academic credentials may wish to write a Curriculum Vitae. Please note that in Europe, when
people say “CV,” they are commonly referring to what we know in the US as a resume.
Functional and Combination Resumes
A functional resume is one which organizes professional experiences in terms of skills and
necessary attributes for a particular position. Thus, with a functional resume, the arrangement of
one’s experience is conceptual (by skill area) first, chronological second. The upsides of a
functional resume include the benefit of covering a broad range of work experiences, de-
emphasizing time gaps in one’s work history, and the ability to communicate that one is focusing
one’s skills in a new direction. A noteworthy downside includes the assumption by many
employers that something is being deliberately hidden or obscured by the mere use of a
functional resume.
According to the functional resume format, one often needs a career objective to focus the
resume and to provide a general context for the section headings which are used thereafter.
Section headings should apply to the skill areas of the position or career area sought, such as
“Management,” “Writing Skills,” “Teaching Abilities,” “Legal Functions,” etc. Under each
section, you can mix and match job duties from a variety of experiences which fit the conceptual
description. Or, you can write a paragraph which describes your skills from various jobs in more
general terms. If you select this format, include a section entitled “Work History” towards the
bottom, which very briefly lists places of employment, position titles, and corresponding dates.
A combination resume is a resume which combines the conceptual headings of a functional
resume but maintains the stricter chronology of a chronological resume. This format is a good
way to combine experience gained from both activities and internships. It is also good if your
15current employment is not career-related, but you had a great internship last summer. Thus, a
reader would see “Little Brown Publishers” before “Dining Services.”
For International Students
There are several issues for international students to consider when writing resumes. Do you
include your international home address at the top of the document, or leave it off? If you are
looking for a job or internship in your home country, in a country with a reciprocal work/visa
status with the US, or with an American company that would value your knowledge of your
country’s culture or language, then it may be advisable to include your international address.
Alternatively, in some cases, it may be advantageous to omit your international address. If none
of the above reasons are true, then the potential employer is unlikely to contact you in your home
country, thus the space on the resume could be better used for other information. In addition, if
you have relatives or friends in the American city where you wish to work or intern, you can use
that contact information instead of your own home address.
A category called “background” or “additional information” can be placed at the end of the
resume to include your international experience. For example,
• Raised in Kenya for twelve years. Travel includes Western Europe, Russia, Japan and
China.
• International: Hungary (twelve years), Morocco (two years), India (one year).
International students who want to “market” their backgrounds may want to select a resume
format that highlights geographical location for previous experiences. Other international
students may prefer a format that indents or de-emphasizes location, and instead stresses skills,
experience and education. It all depends on whether (or how much) you wish to draw attention to
your cultural and language experience, based on your international background.
Many international students may have difficulty finding internships at home, since the concept of
doing internships is very western. We invite you to meet with a CWS counselor to discuss how
to find internships in the US and abroad. It is also a good idea to talk with the director of the
Slater International Center to learn about Optional/Curricular Practical Training (OPT and CPT)
rules and regulations concerning work in the US for those on F1 or J1 international student visas.
For more information, please refer to Going Global (http://online.goinglobal.com/) from any on-
campus computer to access information on country-specific job and internship search resources,
work permit/visa regulations, resume/CV guidelines and examples, and the H1B Plus database
(which provides information on US companies that have filed H1B petitions), as well as the
International Career Consortium's guide, Career Planning for International Students, located in
the CWS library.
16Special Concerns
A resume provides an impression of who you are, so consider carefully the types of information
you include, especially if the information is potentially sensitive or may be viewed by an
employer as controversial. At the CWS, we encourage you to include any information which you
feel is central to your identity or which encompasses values that are important to you. We also
recognize that a wide variety of potential employers exist, and some of them may not share
students’ views on issues of diversity, multiculturalism, sexuality, political affiliation,
disabilities, and religion.
Depending on your specific circumstance, you may choose to address potentially sensitive
information at any number of points during your job or internship search process: on your
resume; at your first or second interview; after the employer has made you an offer; or after
you’ve accepted the position and have become acquainted with your colleagues. For any
condition or situation that affects your work, it’s best to alert your employer of this before
accepting an offer. For cases in which potentially sensitive information does not directly affect
your work situation, is not visibly apparent, and may be considered a private matter, you may
choose not to disclose at all.
Religious Organizations and Experiences
There are pros and cons to listing your affiliation with religious organizations on your resume.
Religious organizations may provide leadership opportunities for students, they demonstrate
your commitment to a community, and may be viewed positively by the potential employer. On
the other hand, depending upon the stance of the prospective employer, a religious affiliation
may be viewed less positively, or perhaps even negatively.
Use your best judgment when describing your participation in a religious organization. The
emphasis in your resume should be on specific skills, projects, and leadership, rather than on
theology, sacred texts, or personal religious beliefs (unless this is relevant to the position sought).
Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) & Related Organizations
When preparing to enter the workforce, many LGBTQ students grapple with how to
communicate LGBTQ-focused work or service experiences in their application materials. As
with any other application, students should tailor their participation in LGBTQ activities towards
the work that they are seeking. The emphasis should be on specific skills, projects, and
leadership, rather than on sexual preference or personal history. In other words, students should
frame their application materials thinking about how these experiences will add valuable
content/knowledge and skills to an application.
When listing LGBTQ-focused work or organizations on a resume, students will have to weigh
the decision to communicate LGBTQ work and service experiences against how comfortable
they feel discussing topics related to sexuality and the protections in place (e.g., workplace, state,
or federal) to safeguard against discrimination.
17Students should read job descriptions carefully to see if employers are asking applicants to have
a specific content/knowledge background, specific skill sets, or both. Organizations and
companies hiring for a specific content background may require that applicants be familiar with
issues facing LGBTQ populations. In this case, listing LGBTQ organizations and activities
would communicate a potential identity with a clear viewpoint on the topic of sexual orientation.
In other cases, LGBTQ content/knowledge may not be as relevant as the skills developed at an
LGBTQ-focused organization. For example, an employer may be more interested in the fact that
a student used statistical analysis software, understands how to curate an art exhibit, worked with
clients in a different language, or has a strong foundation in economics than her background in
content specific to LGBTQ communities.
Either way, students should make sure they research their employers and geographic locations of
interest. Some important questions to ask are:
- Does the company have a non-discrimination policy that includes gender identity and
sexual orientation?
- Do I know anyone who works at or has connections to my employers of interest? If yes,
these individuals are often the best sources of information on workplace climate.
- If I were to move, how gay-friendly is the city where my potential employer is located?
Location and its relation to quality of life are very important factors to consider when
deciding on a place of employment.
Lambda Legal (lambdalegal.org/) provides helpful information on finding state-specific
workplace protections. The Human Rights Campaign (hrc.org) provides a Corporate Equality
Index that assesses the policies US-based companies implement to create an inclusive workplace
climate for LGBTQ employees.
Political Affiliations
Some students may have participated in organizations concerned with political parties or
traditions, individual political candidates, and political issues. Examples of these affiliations
might be organizations such as the Republican party, Daughters of the American Revolution, or
MASSPIRG; working for the election campaigns of Barbara Boxer, Newt Gingrich, or Ralph
Nader; or having participated in advocacy organizations for the freedom to marry, pro-life
campaign, or preservation of the Alaskan forests. Of course, some political experiences will
overlap with multicultural, religious, sexual orientation, and/or disability affiliations.
As with any other potentially sensitive topic, an employer may not share your political views and
may even hold viewpoints of an opposing party. In your resume, emphasize specific skills,
projects, and leadership, rather than your particular political loyalties and personal convictions
on controversial issues (unless this is relevant to the position sought).
Learning and Physical Disabilities
If you have a learning or physical disability, it’s advisable to consider the impact that your
disability will or won’t have on your ability to perform the functions of the position sought.
Through the Americans with Disabilities Act (ADA), disabled employees have certain legal
rights, but must be able to perform the essential functions of the job. Case law in this area is still
18evolving with regard to the workplace, so disabled students are wise to stay abreast of current
legal developments.
Unfortunately, because the act of discrimination can be both subtle and insidious, individuals
with disabilities may wish to strongly consider whether and how much information they provide
during the hiring process. Job seekers should know that they are not obligated to disclose
disability information on their resume, or in the hiring process, unless they voluntarily elect to do
so. On the other hand, job seekers may wish to be proactive in explaining any visually or
otherwise apparent conditions to the potential employer during the interview.
19First Year Resume
Maria Montevecchio
mmontevecc@wellesley.edu
714-123-1234
21 Wellesley College Road, Unit 1000 1111 Via Jose
Wellesley, MA 02481 Yorba Linda, CA 92886
EDUCATION
2011-Present WELLESLEY COLLEGE, Wellesley, MA
Candidate for BA, May 2015.
Courses include Data Structures, Introduction to Microeconomics, and
Calculus.
First-years and sophomores may want to include high school
information on their resumes. Upperclasswomen generally will not.
2007-2011 TROY HIGH SCHOOL, Fullerton, CA
High Honor Roll for four years, National Honor Society, National Merit
Finalist, International Baccalaureate graduate, four years varsity swimming
and varsity water polo, four years speech and debate, six years violin.
EXPERIENCE
2011-Present WELLESLEY COLLEGE, Wellesley, MA
Helpdesk Consultant, Information Services
Resolve technology problems for faculty and staff. Trained to solve hardware
and software problems for PCs and Macintoshes as well as for printers,
scanners, and other equipment. Assist with software applications such as
Microsoft Office and Power Point.
February- SCORE! EDUCATIONAL CENTER, Yorba Linda, CA
August 2011 Assistant Coach
Tutored and mentored children ranging in age from pre-kindergarten to 10th
grade. Consulted with parents on children’s progress.
Summer 2011 LAW OFFICE OF JOHN RAMIREZ, Fullerton, CA
Administrative Assistant
Conducted research, assisted lawyer in case preparation, and communicated
with clients in person and through the phone. Updated website.
ACTIVITIES
September 2011- CHINATOWN AFTER SCHOOL PROGRAM, Boston, MA
Present Tutor and mentor fourth graders. Assist with homework and provide
academic support. Plan sports activities.
SKILLS
Programming skills in HTML; proficient with Microsoft Office Word, Excel,
and PowerPoint. Fluent in Italian; proficient in Spanish.
20Sophomore Resume
Salma Abdur Rahman
salmarahman@wellesley.edu ~ (339) 555-1234
21 Wellesley College Road, Unit 1000, Wellesley, MA 02481
Jalan Rasuna Said 3-5, Jakarta 10110, Indonesia
EDUCATION
Wellesley College, Wellesley, MA
Candidate for BA, May 2014. GPA: 3.xx/4.00. Coursework includes music theory, music appreciation,
calculus, astronomy, quantitative reasoning, and art history.
Jakarta American School, Jakarta, Indonesia
Graduated 2010. Served as yearbook editor-in-chief and school play costume manager. Participated in Global
Awareness in Action, Class Cabinet, Tri-M Music Honors Society, and volleyball.
Use postal code abbreviations
EXPERIENCE when listing U.S. states.
WELLESLEY COLLEGE Wellesley, MA
2011-Present Astronomy Department, Night Assistant
Set up telescope, assist students with observation assignments, answer student questions on
basic astronomy, provide on-site constellation quizzes.
2010-Present Music Department, Recording Assistant
Operate equipment to record concerts, monitor microphone levels, label and prepare digital
clips for reproduction.
GENERAL ELECTRIC Jakarta, Indonesia
Summers General Electric Power Department, Administrative Intern
2010, 2011 Assisted in setting up meetings for three department managers. Wrote and compiled
information for website. Performed general office duties including filing, typing, and
answering phones. Took minutes in meetings.
Use past tense to describe work experiences that have ended; use simple
ACTIVITIES AND LEADERSHIP present tense to describe work experiences that are still ongoing.
WELLESLEY COLLEGE Wellesley, MA
2011-Present Pomeroy Hall House Council, Treasurer
Monitor $5,000 residence hall budget and all financial transactions. Report on account status
at House Council meeting. Work closely with student bursar in managing checkbook for
residence hall. Arrange fundraising event. Serve on Residence Hall Steering Committee.
2010-Present Wellesley Mediation Program, Planner
Plan programs for group members and the Wellesley community. Oversee event logistics,
including catering and invitations. Assisted in drafting new college legislation to govern
mediation program.
Winter 2011 Office of Admissions, Student Admissions Representative
Visited high schools to promote Wellesley College and recruit candidates.
SKILLS AND BACKGROUND
Basic knowledge of HTML and JavaScript programming. Proficient in Microsoft Office Word and Excel.
Fluent in English and Indonesian. Basic knowledge of French.
International: United States (five years), Indonesia (fifteen years). If you state that you’re
fluent in a language, make
21 sure that you are capable of
carrying on a conversation
with an interviewer in that
language.Junior Resume
Andrea Matthews
amatthews@wellesley.edu
21 Wellesley College Rd., Unit 1000 2112 Mohawk Road
Wellesley, MA 02481 Jamison, PA 18929
(781) 555-1212 Consider using seasons as a simple (215) 555-4567
way to indicate approximate dates.
EDUCATION
Fall 2009-Present Wellesley College, Wellesley, MA
Candidate for BA in American Studies and Classical Civilization, anticipated in May
2013. GPA: 3.xx/4.00.
Fall 2011 Williams-Mystic Maritime Studies Program, Mystic, CT
Interdisciplinary study of the sea. Credit from Williams College. GPA 3.xx/4.00.
WORK EXPERIENCE
Fall 2011 G.W. Blunt White Research Library of the Mystic Seaport Museum, Mystic, CT
Collections Assistant. Independently organized and prepared newly received shipyard
collection for cataloguing and use by researchers. Wrote first academic paper based on
the collection, For Patriotism and Profit: Edwin Cramp and the Pursuit of Merchant
Marine Subsidy Legislation, 1904-1908, now included in the library’s holdings.
Summer 2011 Jacob’s Pillow Dance Festival, Lee, MA
Development Intern. Participated in all aspects of individual and institutional fundraising.
Independently planned and coordinated donor events and assisted special events planner
for annual benefit gala. Worked on board relations, VIP arrangements, and membership
recruiting in conjunction with annual, scholarship, and endowment campaigns.
Completed grant research, writing, and reporting. Performed database maintenance.
2009-2011 Wellesley College Board of Admissions, Wellesley, MA
Student Admissions Representative. Entrusted to work with confidential applications and
materials as the records assistant for international applicants. Led guided admissions
tours of college campus. Maintained admissions database.
2009-2010 Dr. Robert Campbell, Boston University, Boston, MA
Collection Assistant. Designed computer database system to catalogue and preserve
private rare books and maps collection. Assisted with the preservation of books and maps.
Summers 2009, 2010 Fonthill Museum, Doylestown, PA
Historic Interpreter. Presented guided lecture tours of national historic landmark.
Conducted research to develop an interactive tour and presented it to visitors. Led tours
tailored to visitors of varied ages, nationalities, and educational backgrounds.
2009-2010 Clapp Library, Wellesley College, Wellesley, MA
Circulation Assistant. Assisted patrons in locating resource materials. Prepared materials
for inter-library loan. Conducted research on new acquisitions for library.
LEADERSHIP
2011-Present Awaken the Dawn, Wellesley College, Wellesley, MA
Treasurer. Coordinate and manage a cappella group’s finances. Prepared budget of over
$2,000.
22Senior Resume Seniors should consider
creating a LinkedIn
profile and adding the
URL to their resumes.
PATRICIA LEE You can also customize
(617) 123-1234 | plee2@wellesley.edu | www.linkedin.com/pub/patricia-lee your URL to make it
21 Wellesley College Road, Unit 1256, Wellesley, MA 02481 easier for people to
101 Tremont Street, Apartment F267, Boston, MA 02116 remember.
EDUCATION
Wellesley College, Wellesley, MA
Candidate for BA degree, June 2012. Major: Urban Studies & Planning. Minor: Economics. Cross-registered at MIT’s
Department of Urban Studies & Planning, Spring 2010. Awarded 2010 Summer Opportunity Stipend. Teaching assistant
for the Asian-American Experience course, Spring 2011. First Year Academic Distinction. Overall GPA: 3.XX/4.0.
If you attended a
Boston Latin High School, Boston, MA prestigious high school,
Graduated in June 2008. National Honor Society. Coursework included calculus and statistics. you may want to leave
your high school
WORK EXPERIENCE experience on your
resume even as a senior.
Fidelity Management and Research Corp., Fidelity Investments, Boston, MA
INROADS Intern of the Legal ERISA Department, June 2011-Present
• Recommend, compile and review all improvements and edits to the Legal ERISA intranet site, including content and
technicality of the web pages.
• Design, create and update PowerPoint presentations regarding the Economic Growth and Tax Relief Reconciliation Act of
2011 for various business units, including senior executives of the retirement business sector.
• Research, write and edit articles for the ERISA Bulletin, a monthly company-wide online newsletter highlighting
significant changes and updates related to tax legislations and the retirement business.
• Coordinate the collection of prototype plan documents from various business units to create an internal online resource
allowing employees of the legal department to access custodial agreements and disclosure statements of the company.
Begin each bullet or short phrase with a strong
Phillips Brooks House Association, Harvard University, Boston, MA action verb.
Director of Chinatown Adventure Summer Camp, 2008-2009
• Supervised general administration of camp operations and oversaw the safety of seventy-five campers and seventeen staff.
• Raised and managed a budget of $58,000 in-kind support and $37,000 revenue through grant proposals and solicitations.
• Recruited, trained and supervised a staff of 12 high school-age junior counselors and 10 college-age senior counselors.
• Developed an enriching academic and recreational curriculum based on the needs of the campers.
• Established and maintained close relationships with Chinatown community leaders and social service agencies.
• Wrote, edited and designed the final report of camp for distribution to foundations, donors and community collaborators.
Senior Counselor of Chinatown Adventure Summer Camp, Summer 2008
• Developed and implemented an original seven-week academic and recreational curriculum.
• Collaborated with fellow staff members in designing and facilitating new projects for the camp.
• Responsible for the safety of nine middle school campers and a junior counselor in and outside of the classroom setting.
• Built and maintained an intimate and trusting relationship with parents of the campers.
SKILLS
• Strong knowledge of Microsoft Excel, PowerPoint, and Word, as well as NJStar Chinese Word-processing.
• Oral proficiency in the Cantonese and Toisanese dialects of Chinese, and working knowledge of Mandarin and Latin.
ACTIVITIES
• INROADS/Central New England, Inc. Student Association: co-founder and treasurer of the Chinatown College Workshop.
• HIP-HOP (Highways into the Past-History, Organizing, and Power): board and alumnae coordinator.
• Wellesley College Asian Students Union: campus representative (2010-2011).
23Senior Resume
Selena (Hyun-Hye) Choi
shyunchoi@wellesley.edu | www.linkedin.com/pub/selena-choi
21 Wellesley College Road, Unit 5000, Wellesley, MA 02481 (781) 283-1256
6 Mountain Road, Great Neck, NY 11020 (516) 123-1234
List academic honors and awards with your educational
Education information, or create a separate category for it if you have a large
number of distinctions to include.
WELLESLEY COLLEGE, Wellesley, MA
Candidate for BA degree, May 2012. Double major in International Relations and History. Courses include: Japan,
the Great Powers, and East Asia; International Finance; Macroeconomic Policy. GPA: 3.xx/4.0. Honors and
Awards: Phi Beta Kappa; First-Year Academic Distinction; New York City Government Scholars Program (2011).
Work Experience
MAYOR’S OFFICE OF EMERGENCY MANAGEMENT, New York, NY Summer 2011
Assistant Health Emergency Management Planner. Researched materials for Mayor Giuliani’s planning initiatives
in Bioterrorism, Public Access Defibrillation, and West Nile Virus. Provided analysis for weekly task force
meetings and synthesized materials for further review and discussion. Oversaw project and managed personnel for
citywide inquiry hotline during four-day heat emergency.
MASSACHUSETTS OFFICE OF THE ATTORNEY GENERAL, Boston, MA Spring 2011
Consumer Complaint Mediator. Investigated consumer complaints. Conducted informal mediation between
consumers and businesses. Identified and monitored trends of unfair or deceptive business practices.
CUNNINGHAM COMMUNICATIONS, Cambridge, MA Summer 2010
Public Relations Intern. Collaborated with team of junior account executives, project manager, and managing
director for Internet-based biotechnology firm. Researched media contacts for press placements in high-profile
industry publications.
Quantify your experiences whenever
possible to make them more specific.
Leadership Experience
LEARNING AND TEACHING CENTER, Wellesley College, Wellesley, MA Fall 2011-Present
LTC Student Coordinator. Manage administrative issues for 15 academic peer tutors and 250 subject tutors.
Organize fall and winter training sessions for all tutor programs. Interview students for Academic Peer Tutor (APT)
positions in the spring. Promoted from APT position (2010-2011).
WELLESLEY COLLEGE CREW, Wellesley College, Wellesley, MA Fall 2008-Present
Varsity Rower/Co-Captain. Elected co-captain for the 2011-2012 year. Rowed in the spring 2010 first varsity 8 and
represented Wellesley College in the 2010 NCAA Division III Regional Student Athlete Leadership Conference.
Selected as 2009 NEWMAC All Conference Novice Team member.
OFFICE OF RESIDENTIAL LIFE, Wellesley College, Wellesley, MA 2010-2011
House President. Executive student officer in 150-member residence hall. Presided over weekly House Council
meetings. Provided campus-wide leadership through weekly active participation in House Presidents’ Council.
Skills
Computer: Proficient in Microsoft Word, Excel, and PowerPoint, and Internet research; strong knowledge of
Macintosh OS. Familiar with Macromedia Fireworks, Macromedia Dreamweaver, and Adobe Photoshop.
Language: Proficient in Spanish; working knowledge of Korean.
Public Speaking: Presented at Wellesley College’s annual Tanner Conference, a college-wide venue to present
about off-campus learning, fall 2011.
24You can also read
