Resumés and Cover Letter Toolkit - University of Toronto
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Resumés and Cover Letter Toolkit
This booklet provides detailed information about creating resumés and cover letters and provides samples to
get you started.
What is a resumé and a cover letter
• Resumés and cover letters can assist you in landing an interview with a potential employer and may be
required if you apply for an award. As well, the documents give focus to your job search, and assist you
in identifying the skills you have to offer an employer. They are not static and will change to reflect your
development. As well, the documents must be targeted to the needs of the employer.
• Your resumé and cover letter should be the best fit between your skills and experience and the
employer’s needs. Remember: there will never be one final, or right way to present yourself on paper. In
fact, there are several effective ways for you to demonstrate how your skills would benefit an
organization.
• A resumé is a summary of your educational background, paid and unpaid work experience,
achievements, and co-curricular experiences. It is a strong statement of your skills, abilities, experiences,
and accomplishments presented in a way that will motivate employers to meet you to discuss
employment opportunities.
• A cover letter is a link between your resumé and what you can contribute to potential employers. Your
cover letter will demonstrate your understanding of the needs of the employer, and how your skills and
experience would make you the best fit for the organization.
How to write a resumé and cover letter
The first step is to identify the requirements of prospective positions and the respective employers. Targeted
resumés and cover letters appeal to potential employers because the documents highlight your skills and
abilities and the way they fit the employer’s needs. Potential employers are looking at the documents you send
with their needs in mind. The most effective resumés and cover letters make the link between your skills and
experience and how they could contribute directly to the employer’s needs - it is key to highlight the skills that
connect to the employer needs and use industry-specific language and terms.
STEP 1: Identify the position and employer requirements
Do your research. Start with the duties listed in the employment advertisement, if you have one. If you are
applying for unadvertised positions, you will want to learn everything you can about the industry and the
organizations in which you are interested. For a well-targeted and effective resumé and cover letter, you will
need to do the following:
• Occupational research: What does someone in that career or occupation normally do? If you are replying
to an advertised position, start with what is outlined in the advertisement itself. Further occupational
1research will reveal the skills and knowledge needed by someone in that position, and the required
education or training.
• Organizational research: What is the nature of the company’s or organization’s business? What have
they done (what is their history)? Where are they headed (what are their objectives and strategies)?
Who are their competitors? Who are their clients? What are the organization’s values (look for their
mission statement)? Have there been or will there be any organizational changes?
• Industry research: What factors affect the industry? What impact do such issues as global or national
trends, political decisions, or economic realities have on the industry?
STEP 2: Identify your skills
The second step in creating a resumé or cover letter is to consider the skills you possess. Through examining
your experiences—education, paid or volunteer work, co-curricular activities, accomplishments, awards, sport,
and personal experiences—you will create a catalogue of your skills. This is the raw material you need to create
an effective and powerful resumé and cover letter.
A skill is used to get things done, to complete tasks, or to accomplish goals. It can be a trait, an approach, a
style, an ability, or an aptitude. Employers assess your skills to evaluate and predict your potential to
successfully complete the tasks and duties of the position.
There are three types of skills that potential employers will want you to bring to their organization: personal,
transferable, and technical skills.
• Personal skills: They include leadership, sensitivity, self-confidence, warmth, and flexibility.
• Transferable skills: They are learned, used, and valued in many different types of work or careers. For
example, organizational skills are transferable - you can organize an event, a filing system, financial
data, or lab equipment.
• Technical skills: These are more specialized and tend to be specific to career or work. Examples of
technical skills might include analyzing mass spectrometry, administering and interpreting
psychological tests, performing archival storage techniques for museum pieces, investigating
international risk analysis, diagnosing and treating tennis elbow, interpreting imagery in early
twentieth-century Canadian poetry, or writing C++ programs, just to name a few.
2STEP 3: Connect what the employer requires and your skills and experience
After you have considered the skills employers are seeking and the skills you have, you can begin to link them
clearly. The chart below shows how the potential employer’s needs are linked with your skills and related
experience.
Employer’s needs Your skills Your related experience
Requirements of the field or job in Your skills or skill sets Show how and when you developed or used
which you are interested from your identified from your this skill.
research and possibly the job ad. catalogue.
• Training • Trained new cashiers at bookstore,
• Train volunteers
trained other employees in opening
and closing procedures
• Analyzing • Analyze market trends to accurately
• Analyze market conditions
forecast in April the price of gold
and possible trading trends in
(student project)
the Pacific Rim
Additional resource: What top skills do employers want?
Visit the Conference Board of Canada, Employability Skills 2000+, for the top skills employers want, as well as a
description of their meaning. Go to the Conference Board of Canada site.
Transferable skills and competencies
Employers require skills and competencies for positions they have to fill. While some of these skills and
competencies are technical (eg. ability to program with C++, ability to translate from French to English), there is
also a set of skills and competencies that are essential to many different positions.
Here are just a few of the common skills and competencies that are often found in employment postings:
• Leadership • Creativity and innovation
• Effective communication • Critical thinking
• Teamwork • Decision making
• Ability to research, analyze information • Project management, organizational skills
When creating your resumé and cover letter (and later preparing for interviews) it is essential to fully
understand what each one of these broad skill/competency areas comprises. In that way, you will successfully
describe how your experience addresses the breadth of skills the employer is seeking.
For example, analytical skills can include: identifying needs, gathering information, investigating; observing,
3analyzing information/data; evaluating; solving problems.
When beginning or reviewing your resumé, consider your own experience (volunteer, extracurricular, and paid
experience and educational experience), and identify the experiences in which you have used certain skills.
Experience Skills acquired
A course project where I had to interview five people in social Communication skills in interviewing social
work to ask about the social determinants of mental health. workers; gathering data through
Once we interviewed the social workers, we had to analyze interviews; analyzing data; evaluating
the information we obtained and compare it to two articles information for relevance; solving
about the social determinants of mental health selected by problems with data analysis; writing skills
the professor. We had to further analyze the information for report;
gathered and then write a thousand-word summary of
findings.
Outreach coordinator with the University of Toronto Communication skills to present ideas to
Aerospace Students’ Association. Role involved increasing the new members; ability to influence others
club membership, which involved going to large events to join club; research skills for ideas for
related to engineering and meeting new students who might blog; writing skills; technical skills (html)
be interested in the club. I also began a blog about the fun for improving website;
and cool things that involved aerospace. I improved the
website look and content and updated content regularly.
Here are a couple of examples.
On the next three pages is a listing of skills and what they refer to. The following is adapted from Employability
Skills 2000+. Go to the Conference Board of Canada site.
Fundamental skills
Communication
• Read and understand information presented in a variety of forms (e.g., words, graphs, charts, diagrams)
• Write and speak so others pay attention and understand (in a small group or in public)
• Listen and ask questions to understand and appreciate the points of view of others
• Share information using a range of information and communications technologies (e.g., voice, e-mail,
computers)
• Use relevant scientific, technological, and mathematical knowledge and skills to explain or clarify ideas
• Explain concepts or strategies
• Facilitate groups with discussions
4• Influence individuals or groups
• Consult with individuals or groups to obtain or present information
• Editing and writing in appropriate ways to ensure that the information is appropriate for the audience
• Liaise among individuals or groups
• Translate or interpret from one language to another
Manage information
• Locate, gather, and organize information using appropriate sources
• Access, analyze, and apply knowledge and skills from various disciplines (e.g., the arts, languages,
science, technology, mathematics, social sciences, and the humanities)
Use numbers and manage data
• Decide what needs to be measured or calculated
• Compile data or information, synthesize it and classify it
• Observe, monitor, and record data using appropriate methods, tools, and technology
• Make estimates and verify calculations
• Categorize and manage records or information
• Predict or forecast data or information based on calculations
• Create, monitor and manage budgets
Think and solve problems
• Assess situations and identify problems and their root cause, as well as needs related to the solution
• Seek different points of view and evaluate them on the basis of facts
• Recognize the human, interpersonal, technical, scientific, and mathematical dimensions of a problem
• Be creative and innovative in exploring possible solutions
• Readily use science, technology, and mathematics as ways to think, gain, and share knowledge, solve
problems, and make decisions
• Analyze and evaluate solutions to make recommendations or decisions
• Implement solutions and check to see if a solution works, and act on opportunities for improvement
Teamwork Skills and Interpersonal Skills
Work with others/interpersonal skills
• Understand and work within the dynamics of a group
• Ensure that a team’s purpose and objectives are clear
• Be flexible: respect, be open to, and support the opinions and contributions of others in a group
5• Recognize and respect people’s diversity, individual differences, and perspectives
• Accept and provide feedback constructively
• Contribute to a team by sharing information and expertise
• Lead or support when appropriate, motivating a group for high performance
• Understand the role of conflict in a group to reach solutions, and manage and resolve conflict
• Teach, train, or instruct others
• Listen, advise, inform, or counsel others
• Advocate for or mediate among people
• Provide care or treat or nurse others
• Promote or sell
Participate in projects and tasks
• Plan, design, or carry out a project or task from start to finish with well-defined objectives and outcomes
• Coordinate projects or tasks
• Develop a plan, seek feedback, test, revise, and implement
• Schedule events
• Prioritize tasks
• Work to quality standards and specifications
• Select and use appropriate tools and technology for a task or project
• Adapt to changing requirements and information
• Continuously monitor the success of a project or task and identify ways to improve
Manage or lead
• Make decisions about work concerns or policies
• Influence or persuade others about areas for improvement
• Supervise, delegate to, and motivate others within the scope of projects and daily work
• Initiate or lead the generation or ideas or identification of areas for improvement
Work safely
• Be aware of personal and group health and safety practices and procedures, and act accordingly
Personal Management Skills
Demonstrate positive attitudes and behaviors
• Feel good about yourself and be confident
6• Deal with people, problems, and situations with honesty, integrity, and personal ethics
• Recognize your own and other people’s good efforts
• Take care of your personal health
• Show interest, initiative, and effort
Be responsible
• Set goals and priorities balancing work and personal life
• Plan and manage time, money, and other resources to achieve goals
• Assess, weigh, and manage risk
• Be accountable for your actions and the actions of your group
• Be socially responsible and contribute to your community
Be adaptable
• Work independently or as a part of a team
• Carry out multiple tasks or projects
• Be innovative and resourceful: identify and suggest ways to achieve goals and complete tasks
• Be open and respond constructively to change
• Learn from your mistakes and accept feedback
• Cope with uncertainty
Learn continuously
• Be willing to continuously learn and grow
• Assess personal strengths and areas for development
• Set your own learning goals
• Identify and access learning sources and opportunities
• Plan for and achieve your learning goals
The Resumé
Preparing a resumé
A resumé is an outline of your skills, experiences, and accomplishments. It is targeted, dynamic, and evolving,
easy to read, and well presented. In a limited number of pages, utilizing your written communication skills,
within defined parameters of content and presentation, you give a winning account of yourself.
Potential employers are seeking people who can meet their needs and produce results—people with potential.
Your resumé communicates this ability. Do you feel you have something unique to offer a prospective
employer? Can you make a difference in profits or cost-cutting efforts, or can you contribute innovative
7solutions to on-going problems, or serve clients well, or help with organization management? If you can write a
resumé to address an employer’s needs, then the employer will be very interested in interviewing you.
The components: What goes where?
What follows are the components or sections that conventionally appear on a resumé. Personal information
and career objective generally appear first, but after that the order of these sections depends upon how you
wish to market your experience to the field(s) you are targeting. You will decide the best order in which to
arrange your resumé based on the potential employer’s requirements and what you think is unique about you.
The tips included below apply to most situations, but remember that there may be circumstances where you
might do something differently, depending on the type of position you are applying to.
Personal information
• Name, home address, email, LinkedIn and additional website addresses, and telephone number(s) are
usually part of the application. Make sure that an employer can leave a message for you during business
hours.
• Other information, such as height, health, marital status, citizenship and personal photos are not
included, as by Canadian law, this information cannot be asked for by an employer.
Profile
• It’s optional, but strongly recommended.
• Sums up what you have to offer the employer, and includes the following parts:
o Part 1: Your experience / education / job-specific skills.
o Part 2: 2-3 relevant skills.
o Part 3: Part 3: Your desire to contribute to that specific employer.
• Alternatively, you can discuss this information in your cover letter. In that case, consider include a
‘Highlights of Qualifications’ section to provide the employer in 3-5 bullet points an overview of the
skills and experience you have that are relevant to the employer/position.
Education
• Place the date beside your degree/diploma. If your degree is in progress, state “the date you began” to
“present” or “anticipated graduation date”.
• Start with the most recent degree or diploma attained area of study, and educational institution.
• Mention CGPA, if outstanding. Be sure to include the scale used here at the University (e.g., 3.7 on a
scale of 4.0).
• List key courses, thesis topic if pertinent.
• Include any scholarships, bursaries, and awards.
Work experience and accomplishments (commonly used in chronological formats)
• List dates, position title, organization name, and location. Supervisor’s name, mailing address, and
telephone number are not necessary.
8• Describe responsibilities and accomplishments using action words (see a list of accomplishment-based
verbs on page 11).
• Use the active rather than the passive voice to describe experience and avoid using personal pronouns.
• Be direct, assertive, and honest, but not modest.
• Include course projects if relevant to the position.
• Include paid experience, volunteer experience, and extracurricular experience.
• Keep the information straightforward and simple.
• Use past tense to describe past experiences, present tense for current experiences.
Skills and accomplishments (commonly used in skills-based formats)
• Group the skill sets, such as communication or teaching skills which are required for the position.
• Under each skill set, list and describe responsibilities and accomplishments, using action words (see a
list of accomplishment-based verbs on page 11).
• Dates and names of organizations are not necessary under skills sets, but it is important to include a
brief work chronology after this section.
• Use the active rather than the passive voice to describe experience, and avoid using personal pronouns.
• Be direct, assertive, and honest, but not modest.
• Include information from course projects and volunteer experience.
• Keep the information straightforward and simple.
• Use past tense to describe past experiences, and present tense for current experiences.
Volunteer and Co-curricular Activities
• Skills such as leadership, organizational abilities, communication, and time management can often be
demonstrated in this section.
• Clubs, professional associations, community or campus activities, volunteer work, hobbies, and sports
may be included in this section.
• You may also choose to include cultural, religious, or political activities, depending on their relevance
and fit with the position and organization.
• Indicate whether positions were elected or appointed.
• Articulate level of responsibility, duties, and special accomplishments.
References
• Unless specifically requested, do not include or refer to references in your resumé. By applying to a
position, you are implying you have references to support the information you are providing.
Other components or section heading possibilities
9• Summary of qualifications, under which you can include an overview of the most relevant skills and
experience you offer; these may include computer and language skills
• Awards and scholarships
• Related and relevant experience
• Volunteer and/or co-curricular experience
• Additional training, certifications, and/or professional development
• Memberships and professional affiliations
• Presentations and publications (more commonly found in applications to academic/research positions)
Resumé formats
What format will you use to showcase your skills and experience most effectively? And what format would the
employer be most receptive to receiving? Make your choice based on what most powerfully highlights
everything you have to offer to an employer.
Chronological format arranges work experience, volunteer experience, and extracurricular experience in reverse
chronological order (start with most recent experience and work backwards). It is the most widely used format
because it is easy to follow. This format highlights the names of your past and present employers. The
chronological format is best used when your career direction is clear and directly in line with your work
experience. Many employers prefer to receive resumés in this format.
Modified chronological format allows the grouping or highlighting of career-related experience while
maintaining reverse chronological order. It is particularly useful when work experience is scattered or not
current. Relevant experiences or categories of experience are emphasized by listing them first.
Functional format lists skills and competencies first, followed by a work chronology section. It allows you to
emphasize skills and abilities as opposed to job titles and work chronology. This format works best when you
have an impressive list of skills but no formal work experience, such as cases of career change, or re-entry into
the job market. This format provides employers with a section that shows work experience listed in reverse
chronological order.
Creative format is a free-form approach, not used very frequently. It is most often used by people trying to
obtain work in the arts and wishing to present a resumé that, by its very structure, highlights their creativity.
Curriculum vitæ (c.v.) provides a complete profile of your academic achievements, publications, and scholarly
interests, as well as skills developed through academic degrees and related teaching or research experience. It
is appropriate for candidates who have completed a master or doctoral program and who are applying for an
academic teaching position or a research position.
The c.v. can also be required in applications to a graduate or professional program. In this case, the c.v. is really
a more “academic version” of the resumé, as often the applicant does not have publications or teaching
experience.
Accomplishment-based verbs
Have you been marketing yourself as effectively as possible? Here’s a sample list of action words designed to
10make your accomplishments stand out on your resumé. Use action words in the present tense if they refer to a
position you currently hold.
Acclaimed Doubled Initiated Proved Restructured
Accomplished Enhanced Inspired Quadrupled Revamped
Achieved Entrusted Introduced Qualified Revitalized
Advanced Established Invited Ranked Secured
Appointed Exceeded Launched Rated Selected
Attained Excelled Minimized Recognized Spearheaded
Awarded Expanded Motivated Redesigned Streamlined
Celebrated Founded Overhauled Reduced Succeeded
Certified Granted Piloted Re-engineered Surpassed
Commanded Grew Positioned Refined Transformed
Conceived Honoured Presented Refreshed Tripled
Consolidated Impressed Produced Reorganized Vitalized
Contributed Improved Progressed Resolved Valued
Customized Influenced Promoted Restored Voted
Tips for your resumé
• Research the organization in order to have a solid understanding of it before you apply, and highlight
what contributions you can make to it.
• Most resumés are initially skimmed for about twenty seconds. In order to make the most of this short
time, you must create a well-written product that is easy to read and visually appealing.
• Organize your resumé so that you list your most relevant experience of interest to the employer on the
first page.
• Begin with responsibilities and duties that are of most interest to the employer when describing an
experience.
• Use point form in your descriptions, starting with action words.
• Don’t start your bulleted statements with words such as responsibilities or duties to describe your
experiences.
• Use headings on your resumé that allow you to present yourself favorably (e.g., Summary of
achievements, Relevant experience).
• Consider the number of pages - resumé conventions vary from country to country. In Canada, typically,
most employers expect to see a resumé that is no more than two pages long. For specific types of
positions, such as management consulting positions, one page.
• Use only one font - ensure the font is clear, easy to read, and professional looking.
11Final step: assess your own resumé
EXPERIENCE SECTIONS
• Did you look at the job posting to identify relevant knowledge, skills, and experience to reflect in your
document?
• Did you name the sections outlining your experience with the most appropriate titles: work experience,
volunteer experience, extracurricular experience—or relevant experience, additional experience? Do
the descriptions of each experience begin with action verbs whenever possible?
• Did you use keywords and phrases in the descriptions of your experience that reflect the position
requirements? Has extra material been eliminated so that an employer will not wonder why you have
included certain points?
• Did you list position-related accomplishments? Were you able to quantify any of the accomplishments
(e.g., “Supervised forty-five phone operators,” or “Increased sales by $25,000 during 2010 fiscal year”.)
• Did you list the experience information beginning first with the most recent within each heading?
ACADEMIC PROJECTS SECTION
• Did you consider if your academic work is relevant to the position, and if so, did you add information
about your academic work?
EDUCATION SECTION
• Did you provide information about the type of degree, school, and dates?
• Did you include majors and specializations, and academic courses, if relevant to the position?
• Did you list your educational information beginning with most recent first within each heading?
• Did you include other training, licences, and certifications that further enhance your qualifications and
are relevant to the position?
ADDITIONAL SECTIONS
• Are these sections relevant to the job or show skills that are necessary or useful, and if not, can they be
excluded? Awards, Honours, and Certificates; Skills or Technical Skills; Languages; Professional
Memberships; Interests (optional); Profile /Summary of Skills (optional at the beginning of resumé)
OVERALL AND VISUAL IMPACT
• Order of sections: did you order the sections of your resumé according to their importance for the
position?
• Did you double-check the grammar, punctuation, and spelling? Did you have consistency in headings,
tenses, punctuation?
• Did you order the information within each section in a reverse chronologically with most recent
information listed first?
• Did you check if your resumé should be one page or two pages? Is the layout clean and uncluttered?
• Does this format market your skills, experiences, and accomplishments in the best possible light -
12chronological, modified chronological, or skills-based?
• Is the font selection appropriate (easy to read but also stand-out, such as Arial, Calibri, Trebuchet)?
The cover letter
How to write a cover letter
The cover letter should make a good first impression with the potential employer. As it accompanies a resumé,
it showcases and highlights your skills and relevant experience, and it is the link between your resumé and the
employer’s needs. It communicates a specific and personalized message answering the questions “Why are you
sending this resumé?” and “Why should I hire you?” It takes time and practice to create an original, interesting,
yet brief letter that includes all that it should.
When writing a letter, focus on what are you offering and the key areas of interest to the employer. It includes:
• Your skills that relate to the employer’s needs. Keep in mind that some skills are in demand by most
employers - see pages 5 to 7 for a more complete list.
• Your specific knowledge that relates to the position requirements, e.g., Pacific Rim trading practices.
• Your technical skills that would be used on the job, e.g., archival storage techniques for museum
acquisitions.
• Your understanding of the organization and the industry in which it operates.
• Your education or training completed that would be useful in meeting the demands of the position.
• The contributions you could make to benefit the organization - focus on contributions rather than on
how you would benefit if you were to work for the organization.
Some tips
• Be specific. Too many cover letters contain statements that are either too general or are unlinked to the
employer’s needs; for example, “I am organized.” If you know organizational skills will be required, offer
your reader proof in the form of an example such as an experience or activity that allowed you to use or
develop those skills.
• Support your statements: link skills with related experience. For example, “In my capacity as president
of the Fine Arts Students Club, I organize special events and lectures, monthly movie nights, and sing-
alongs, as well as a yearly bus tour to New York.”
• Ensure there are no spelling and grammatical errors (employers may screen out applicants purely on
errors).
• Use the active voice - using the active rather than the passive voice, you make a much stronger
statement in your cover letter with clarity and confidence. Compare passive: “In my position at Telus
Mobility, a training manual for new staff was developed and written.” active: “In my position at Telus
Mobility, I developed and wrote a training manual for new staff.”
• When the name of the person to whom you are sending the letter is not provided, simply write “Re” and
add the position title” Avoid writing, “To whom it may concern.” However, include the hiring manager’s
13name whenever possible. This may be found by looking at the organization’s website.
• When you are sending a letter for an unadvertised position, try to find out the name of the person to
whom address the letter, such as the manager or department head who is responsible for hiring. This
makes the letter more personal, and more likely to be read. Sending your resumé and cover letter
solely to the human resources department may limit the number of contacts you could reach within the
organization.
An outline of a cover letter
Date
Employer’s name
Employer’s address
Dear (contact person’s name):
The introductory paragraph should state why you are writing. Specify the advertised position or outline the
type of work you are seeking, and explain why the employer would have an interest in you. You may also
mention how you heard of the opening (such as advertised position, trade magazine, family friend, or
professor).
The middle paragraph(s), at most two or three, should explain why you are interested in this position and this
organization, highlighting your strengths and abilities. Most important, try to provide examples of your skills
and experience, and demonstrate how they relate to the position you are seeking. For example, you can feature
related work or volunteer experience, extracurricular activities, interests, education, training, or any other
qualifications you may have for this type of work. Moreover, focus on what contributions you can make to the
organization rather than how you would benefit from the experience if you are hired. When appropriate, you
can elaborate on your courses, thesis topic, or fieldwork. Make sure your statements indicate that you have
researched the organization and understand the nature of the work it does.
The final paragraph should thank the employer for his or her consideration of your application (resumé and
cover letter), and pave the way for an interview. If you are applying to a company without having seen an
advertised position, suggest that you will follow up with a phone call.
Sincerely,
(your signature)
Your name
Your contact information
On the following pages, we have included several sample resumés and cover letters.
14Matthew Stewart
Matthew Stewart is a Bachelor of Commerce student preparing to graduate in June. At a recent University of
Toronto job fair, he met a recruiter working for a prestigious consulting firm. While Matthew chose to include a
Summary of Qualification, he also included a headline at the end of his resumé to summarize how he can
contribute to the consulting firm.
Matthew Stuart
123 Eglinton Ave. Mississauga, ON A1B 2C3 416 123-4567 matthew.stuart@mail.utoronto.ca
[MM-DD-YY]
Boston Consulting Group
Brookfield Place, 181 Bay Street
Toronto, Ontario
M5J 2T3
Dear Neeta Sharma:
While attending a job fair at the University of Toronto on [Month Day, Year], I had the opportunity to
meet with Ms. Murphy who was representing your organization. While speaking with her, she recommended
that I apply to Boston Consulting Group’s new graduate program. I would bring to your organization a solid
understanding of accounting consulting, as well as experience in client advising. I am excited about this
position because of your organization’s mission to create a positive social impact in partnership with clients.
This past summer, I had the opportunity to work as a Financial Planner intern at BMO Financial Group.
This opportunity enabled me to further develop my client advising skills, as well as my ability to deliver
information via presentations. Over the summer, I worked with 10 corporate clients (mainly small businesses),
working in partnership with a full-time financial planner, while taking on increasing responsibility during the
client meetings. One of my main responsibilities in the role was to build a workshop aimed at convincing new
small business clients to invest at BMO. I delivered this workshop several times at the branch I was working at,
to approximately 10 attendees per workshop. This workshop was successful in convincing several new clients
to invest, and the success of the program was brought to the attention of BMO Head Office. After attending the
workshop, representatives from the Head Office decided that a version of the workshop should be rolled out to
other branches that work with small businesses, or are aiming to attract small business clients. At the end of
summer internship dinner, I received an award for my work on this project.
Thank you for taking the time to review my application. I hope to speak with you soon. I can be reached at 416
123-4567.
Sincerely,
Matthew Stuart
15Matthew Stuart
123 Eglinton Ave. ● Mississauga, ON ● A1B 2C3
416 123-4567 ● matthew.stuart@mail.utoronto.ca
Highlights of Qualification
• •Excellent consulting and team-work skills
• •Analytical and able to develop creative, tailored solutions that deliver social impact
• •Expert knowledge of MS Office (Excel, Outlook, Access, Word, PowerPoint)
• •Highly motivated to learn through experience
Education
University of Toronto
Bachelor of Commerce, Specialist in Finance and Economics
Anticipated Completion: June 2015
GPA: 3.64/4.0
Relevant coursework:
• Intermediate Accounting I and II
• Managerial Accounting
• Management Consulting
• Investing for Impact
• Creative Destruction Lab
Social Impact Scholarship:
• Awarded with a scholarship for writing an essay proposing a creative business idea with social impact
RELATED EXPERIENCE
BMO Financial Group Summer 2014
Financial Planner Intern
Mississauga, ON
• Co-consulted with 10 potential corporate clients to develop financial plans based on each clients’
specific needs and situations, and successfully convinced all 10 clients to invest
• Planned, marketed and facilitated a workshop for approximately 50 potential small business clients;
after positive feedback from attendees, the workshop was reviewed by the corporate training office and
a version of the workshop is being prepared for branch roll-out
• Performed at least 15 daily stock/mutual funds transactions, and worked as back-up teller to assist
clients in conducting transactions
16Matthew Stewart 2
ADDITIONAL EXPERIENCE
University of Toronto 2013-Current
Academic Peer Advisor
Toronto, ON
• Assisted approximately 100 undergraduate Commerce students select and enroll in courses for
upcoming semester, helping ensure students enroll in courses required for graduation while building a
well-rounded knowledge base
• Created and co-facilitated a 1-hour workshop to approximately 200 incoming students about the
University of Toronto’s academic policies and the course registration process ensuring student
awareness of academic responsibilities
• Converted the policy and enrollment workshop into an online module for posting on the program
website; five additional academic programs have requested the slides for posting on program websites
Landscape Pro Summer 2013
Construction Assistant
Mississauga, ON
• On a weekly basis, performed client follow-up maintenance for completed projects, adhering to a pre-
determined schedule and ensuring client’s on-going satisfaction with the organization
• Daily prepared the job site completing tasks, such as digging, framing, and demolition as required by
the construction team to enable new builds
• In August, assisted in the back office, learning tasks including project budgeting and scheduling
supporting my on-going learning about the financial operations of organizations
VOLUNTEER EXPERIENCE & HONOURS
Commerce Consulting Association 2013-2015
Director of Events (2014-2015)
University of Toronto
• Led a team of 10 students in planning the annual launch conference focused on bringing together
students and professionals passionate about creating social impact, including by:
o Assuming responsibility for securing seven seasoned professionals to serve panellists
o Recruiting six teams of students to pitch innovated ideas focused on creating social impact
o Advertising the campaign to Commerce students, resulting in a turn-out of more than 100
students
Leveraging Knowledge and Consultative Skills to Deliver Client-Focused, Solution-Oriented Results
[Jayani is a first-year student studying Visual Arts. Although she has no paid work experience, she has
17volunteered in a number of positions that are relevant to the role she is applying to – a summer positions as a counsellor and administrator of an arts-based youth camp. To fill two pages in her resumé she has included testimonials from supervisors or colleagues describing her performance in other positions she’s held. ] Jayani Lal 95 Queen's Park Crescent, Toronto, ON M5S 2C7 416-123-4567 ~ jayani.lal@mail.utoronto.ca [MM-DD-YY] Harbourfront Centre Camps 235 Queens Quay West Toronto, ON M5J 2G8 Re: Camps Admin Assistant (Job Ref. # 15SM018-AA-ET) While reviewing the recent postings for summer positions on the Harbourfront Centre’s website, I was excited to find your job posting for a Camps Admin Assistant (Job Ref. # 15SM018-AA-ET). As a first-year student majoring in Visual Studies at the University of Toronto, I am passionate about contemporary art. I am excited by this position because I hope to work for a non-profit organization that specializes in arts-based education. I believe that my experience in office administration and camp counselling aligns closely with the candidate you are seeking for this position. For the past two years, I have volunteered approximately 15 hours per week at the AFCY (Arts for Children and Youth). In my role, I divide my time between completing office administration work, and providing arts-based education to children in schools. I regularly provide information to educators via phone and email with regard to the types of programming AFCY offers, and felt that social media could be an effective method of informing educators (both current users and other community members) of AFCY’s programming. I proposed that AFCY open a Facebook page, and that I would curate the content on the page, and launched the page in January 2015. In February, five educators signed-up for AFCY’s programming, all of whom informed AFCY that they had heard about the organization via Facebook. I would like to thank you for taking the time to review my application. I hope to speak with you soon. I can be reached at 416-123-4567. Sincerely, Jayani Lal 18
Jayani Lal
95 Queen's Park Crescent, Toronto, ON M5S 2C7
416-123-4567 ~ jayani.lal@mail.utoronto.ca
PROFILE
A passionate Visual Studies student with experience working in arts-based camps. Skilled in both the teaching
children, and performing camp administrative duties. Now seeking the opportunity to apply my skills in an
innovative arts-based cultural centre.
EDUCATION
University of Toronto
Anticipated Graduation: June 2019
Honours Bachelor of Arts in Visual Studies
GPA: 3.8/4.0
Relevant Courses:
• Visual Concepts
• Visual Strategies
RELEVANT EXPERIENCE
AFCY (Arts for Children and Youth) 2012-Current
Volunteer
Toronto, ON
• Volunteer in AFCY’s office eight-hours per week answering inquiries from educators by phone and
email with regard to AFCY’s programming, and scheduling programming in schools using scheduling
software.
• Write copy for and e-mail out a weekly newsletter informing educators of upcoming events, with the
goal of increasing enrollment in AFCY’s programs.
• Volunteer as a School Arts Assistant to deliver arts programming to children, and to develop interactive
activities for use in the program, successfully engaging children in art while providing a safe after-
school activity.
“Jayani has shown herself to be a dedicated and quick-learning. She has a knack for detail in office
work, and has – on several occasions – developed engaging and informational activities for our
after-school program.” ~ Daniel Davids, Manager
19Jayani Lal 2
University of Toronto 2014-2015
Hart House Art Committee Member, Acquisitions Subcommittee
Toronto, ON
• Volunteered as a docent at the Justina M. Barnicke Gallery in the University of Toronto, providing at
least two tours per week to approximately 5 students per tour, and successfully teaching students
about contemporary Canadian art as demonstrated through participant feedback forms that rated
tours as ‘excellent’.
• Reviewed more than 40 Canadian contemporary art works and acquired 3 over the course of school
year, contributing to the building of the University of Toronto’s art collection.
• Participated in 4 gallery and studio visits, gaining knowledge of Canadian contemporary art and tasks
involved in working as an art curator.
“Using the knowledge gained in her classes, Jayani has assisted in the procurement of several art
pieces for the campus collection. She has also shown herself to be engaging docent, adding her
own knowledge and personality into the tours she delivers. ~ Deborah Hanning, Chair of
Acquisitions Subcommittee
Art Gallery of Ontario (AGO) 2012-2014
March Break Art Camp Senior Volunteer
Toronto, ON
• Facilitated and assisted in creating the curriculum for two art-based, interactive workshops over March
Break at the AGO to a group of 20 children, 4 and successfully recruited 4 students into AGO’s summer
camp program.
• As a senior volunteer, assisted in training 5 new volunteers to volunteer with the AGO’s March Break Art
Camp, including by delivering mock versions of the camp workshops successfully ensuring that the
camp had enough volunteers to accept 60 children.
• In 2013, provided administrative assistance to the AGO’s March Break Art Camp during February by
responding to approximately 100 requests from parents via phone and email interested in enrolling
children.
“For the past two years, Jayani has been an integral member of the AGO March Break Art Camp.
Thank you, Jaynai, for using your knowledge of art and passion for working with children to
develop the camp’s curriculum and volunteer base.”
~ Sophie Jordan, AGO Volunteer Coordinator
ADDITIONAL SKILLS
• Proficient in the use of MS Office Suite and database scheduling software
• Certified to deliver First Aid & CPR to children
20[Jonathan is graduating is a Bachelor of Commerce student preparing to graduate in June. Jonathan is an
international student, and has also had the opportunity to study abroad during his degree. He chose to use the
modified reverse chronological format.]
Jonathan Chang
321 Eglinton Ave. ● Mississauga, ON ● B1A 3C2
416 765-4321 ● jonathan.chang@mail.utoronto.ca
[MM-DD-YY]
Boston Consulting Group
Brookfield Place, 181 Bay Street
Toronto, Ontario
M5J 2T3
Dear Neeta Sharma:
While attending a job fair at the University of Toronto on [Month Day, Year], I had the opportunity to meet with
Ms. Murphy who was representing your organization. While speaking with her, she recommended that I apply
to Boston Consulting Group as a consultant. I would bring to your organization a solid understanding of
accounting consulting, as well as both local and international experience in client advising. I am excited by the
opportunity to work for a multinational organization, and hope to apply my understanding of the Asian
marketplace in my role.
This past summer, I had the opportunity to work as a Financial Planner intern at HSBC. This opportunity
enabled me to further develop my client advising skills, as well as my ability to deliver information via
presentations. Over the summer, I worked with 10 corporate clients (mainly small businesses), working in
partnership with a full-time financial planner, while taking on increasing responsibility during the client
meetings. One of my main responsibilities in the role was to build a workshop aimed at convincing new small
business clients to invest at HSBC. I delivered this workshop several times at the branch I was working at, to
approximately 10 attendees per workshop. This workshop was successful in convincing several new clients to
invest, and the success of the program was brought to the attention of HSBC Head Office. After attending the
workshop, representatives from the Head Office decided that a version of the workshop should be rolled out to
other branches that work with small businesses, or are aiming to attract small business clients. At the end of
summer internship dinner, I received an award for my work on this project.
Thank you for taking the time to review my application. I hope to speak with you soon. I can be reached at 416
765-4321.
Sincerely,
Jonathan Chang
21Jonathan Chang
321 Eglinton Ave. ● Mississauga, ON ● B1A 3C2 ● 416 765-4321 ● jonathan.chang@mail.utoronto.ca
HIGHLIGHTS OF QUALIFICATIONS
• Excellent consulting and team-work skills, with ability to communicate (verbally and in writing) in
English, Cantonese and Mandarin
• Analytical and able to develop creative, tailored solutions that deliver social impact
• Highly motivated to learn through experience
EDUCATION
University of Toronto
Bachelor of Commerce, Specialist in Finance and Economics
Anticipated Completion: June 2015 GPA: 3.64/4.0
Relevant Coursework:
• Managerial Accounting • Investing for Impact
• Management Consulting • Creative Destruction Lab
Study Abroad:
Doing Business in China (Peking University, Beijing China)
Attended a two-week course focussed on Chinese business practices taught via cases and experiential learning;
topics included MNC operations in China and the financial marketplace
Social Impact Scholarship:
Awarded with a scholarship for writing an essay proposing a creative business idea aimed at creating social
impact
CONSULTING EXPERIENCE
HSBC Summer 2014
Financial Planner Intern
Hong Kong, China
• Co-consulted with 10 potential corporate clients to develop financial plans based on each clients’
specific needs and situations, and successfully convinced all 10 clients to invest
• Planned, marketed and facilitated a workshop for approximately 50 potential small business clients;
after positive feedback from attendees, the workshop was reviewed by the corporate training office and
a version of the workshop is being prepared for branch roll-out
• Performed at least 15 daily stock/mutual funds transactions, and worked as back-up teller to assist
clients in conducting transactions
22Jonathan Chang 2
Commerce Consulting Association 2013-2015
Director of Events University of Toronto
• Led a team of 10 students in planning the annual launch conference focussed on bringing together
students and professionals passionate about creating social impact, including by:
o Assuming responsibility for securing seven seasoned professionals to serve panellists
o Recruiting six teams of students to pitch innovated ideas focussed on creating social impact
o Advertising the campaign to Commerce students, resulting in a turn-out of over 100 students
Endeavour Consulting 2013-2015
Associate Consultant Toronto, ON
• As part of a team of volunteers, have provided pro-bono consulting services to 4 non-profit
organizations that would not otherwise have had access to consulting services, including by:
o Meeting with the consulting team and client to gather requirements and propose solutions
o Brainstorming and researching possible solutions, and working with the consulting team to
review feasibility
o Attended on-going training as part of the role, gaining both theoretical and hands-on
knowledge of consulting services for non-profit organizations
CLIENT SERVICE EXPERIENCE
University of Toronto 2013-Current
Academic Peer Advisor Toronto, ON
• Assisted approximately 100 undergraduate Commerce students select and enrol in courses for
upcoming semester, helping ensure students enrolled in courses required for graduation while building
a well-rounded knowledge base
• Created and co-facilitated a 1-hour workshop to approximately 200 incoming students about the
University of Toronto’s academic policies and the course registration process ensuring student
awareness of academic responsibilities
• Converted the policy and enrollment workshop into an online module for posting on the program
website. 5 additional programs have requested the slides for posting on program website
ADDITIONAL SKILLS & QUALIFICATIONS
• MS Office (Excel, Outlook, Access, Word, PowerPoint)
• Current Canadian work permit, with intention to apply for Canadian citizenship
23Maxwell Smith
Matthew is an engineering student, preparing to graduate in June. Commonly in engineering, resumés are 1-
page and focus on completed project work since students in engineering are more likely to develop
engineering-related experience through class and co-curricular projects, as opposed to on-the-job.
Maxwell Smith
1234 College St. ● Toronto, ON ● 416 987-6543 ● michael.smith@mail.utoronto.ca
[DD-MM-YY]
Dear Hiring Committee:
I am writing in regard to your posting of ‘Professional Year Experience Intern, Engineering’ posted on the
University of Toronto’s Engineering Career Centre website. I have had the opportunity to hone skills on hands-
on biomedical engineering, and I am seeking an opportunity to apply these skills to solving real-world issues. I
am eager to participate in Procter and Gamble’s internship program, through which I would gain an
opportunity to work towards solving business issues on a multifunctional team.
This past summer, I had the opportunity to work as an engineering intern with Apotex Inc. In this
experience, I gained hands-on experience designing medical device parts using SolidWorks, and had the
opportunity to present my designs for review to upper management. I tested the devices I helped to build
using Instron and force gauges, completing tests of compression, impact, and high-cycle fatigue. Working in a
cleanroom in the testing of the medical devices, I learned to use a particle counter to assess the status of the
room. The results of my work were used in creating the final design of five medical devices, which are currently
in the process of market testing with anticipated launch in the Canadian market in spring 2016.
In 2013, I had the opportunity to participate in a school project for which I worked on a team of three
students to develop a modified asthma inhaler that uses a spacer device. With my team, I presented the
inhaler’s design at a student conference at the University of Toronto, receiving feedback from both students
and engineering professionals. In the future, we hope to test this device to further improve the design.
Thank you for taking the time to review my application. I hope to speak with you soon. I can be reached at 416
987-6543.
Sincerely,
Maxwell Smith
24Maxwell Smith
1234 College St. ● Toronto, ON ● 416 987-6543 ● michael.smith@mail.utoronto.ca
HIGHLIGHTS OF QUALIFICATIONS
• Two years research and work experience in the field of biomedical engineering, including experience
working in a clean room
• Applied understanding of software and test procedures in biomedical engineering
• Computer Skills: SolidWorks, AutoCAD, Matlab, C++, Minitab, Microsoft Office
EDUCATION
University of Toronto
Bachelor of Applied Science
Major: Engineering Science & Minor: Biomedical Engineering
Anticipated Completion: June 2017 GPA: 3.8/4.0
BIOMEDICAL ENGINGEERING RELATED EXPERIENCE
Apotex Inc., Summer 2014
Research and Development Intern Toronto, ON
• Used SolidWorks to design bone screws and ergonomic handles for five implant devices that were used
in the final design of the devices
• Performed tests of implant device parts using Instron and force gauges, the results of which were used
in determining the final designs
• Gained hands-on knowledge of machine parts (including mill, CNC, and lathe), inspection (using
calipers, micrometers, and CMM), and clean room procedures (including use of a particle counter)
• Attended four animal implant procedures and observed how to use fluoroscope and medical devices
Medical Device Development Project – University of Toronto Winter 2013
• Working on a three student team, designed a modified asthma inhaler with potential for patent and
presented the project at Engineering Science Praxis Showcase
• In development of the project, created a project plan and learned relevant patent law, as well as used
basic design and solid modeling techniques.
Bioengineering Student Association – University of Toronto 2013-Current
• Assisted in the planning and implementation of various organizational events, including by:
o Engaging 3 speakers for a professor panel discussion in February 2015
o Marketing a welcome event to new bioengineering students
25Converting a resumé to a c.v. to apply to graduate school
Employers in industry may often use the terms resumé and c.v. interchangeably; however, it is usually the
resumé that is being requested. While there are some similarities between a resumé and a c.v., such as the fact
that they are both summaries of qualifications, education, experience, and skills, here are some distinguishing
features:
Resumé
• Concise summary of relevant experience, skills, education, tailored to the position
• Typically, a maximum of one to two pages
• Used to apply for industry positions, such as in business organizations, non-profit, consulting,
management, or government
C.V.
• Emphasis on academic qualifications, related research and teaching experience, publications, scholarly
achievements
• Length (number of pages) is often dependent on length of academic career and associated scholarly
work
• Used to apply for academic positions (e.g., positions in teaching and/or research at academic
institutions) as well as graduate and professional schools.
The conversion process: resumé to c.v. for applying to graduate school
The process
If you are applying to a graduate or professional program after completing an undergraduate degree, you will
need to revise your resumé to tailor it for a more scholarly pursuit, as opposed to a work position. Here is how
to begin the process:
Identify the most important skills, experiences, and educational information valued by the graduate or
professional program and ensure that you will highlight them in your document
Prioritize the information you have gathered and decide how to organize the sections on your c.v., listing the
most relevant information first
Ensure you expand on your academic experiences that are relevant to the program (e.g., academic projects,
and technical skills such as SPSS)
Example of how a resumé is converted to a c.v. to apply to graduate school
In the next pages, you will see Mary’s resumé and how she has converted it into a c.v. to apply for a thesis-based
master of science.
Note: For more information about how to create a c.v. to apply to academic positions (e.g., tenure track
professor), please visit our website at www.careeers.utoronto.ca
26You can also read
