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resume-and-cover-letter-examples.
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RESUMES/COVER LETTERSRESUMES
A resume is a brief summary of your qualifications, education, and experiences relevant to your job search objective.
The purpose of a resume is to obtain an interview. Employers will spend less than 30 seconds reviewing your resume;
therefore, the information must be conveyed in a clear, well-organized style. The sections of a resume are listed below.
Your Name
Email address
Phone number
Current Address Permanent Address (optional)
Web page and/or LinkedIn address (if pertinent)
Objective
This section is optional. The objective can include the specific position
you are seeking, skills you wish to use on the job, field or organization Sample Objectives
type by which you wish to be employed, or a combination of all of the • A position as an editorial
above.
assistant.
Education • Electrical engineering
This section should include: internship.
• Name of the degree-granting institutions; List most recent first. • To obtain a position in finance.
• Degree received and major
• A program coordinator position
• Graduation date or projected graduation date, or dates of attendance if a
in a community organization
degree was not completed
• Overseas academic experience working with youth.
• Seeking a position in museum
Optional: administration requiring strong
• Any minors, specialization or focus areas writing skills and a background
• Courses relevant to the position for which you are applying in art history.
• Honors and GPA (if they are a strong selling point). Indicate GPA based
RESUMES/COVER LETTERS
• To apply decision and systems
on a 4.0 scale.
• Senior research/honors thesis title and brief description analysis to strategic planning
• Freshmen and sophomores can include high school in the telecommunications
industry.
Experience
List most recent experience first. You should include:
• Title of the position
• Name of the organization and location (city and state)
• Dates, including month and year
• Descriptions of responsibilities beginning with action verbs (avoid phrases such as “duties included”)
• Believable, verifiable accomplishments
• Paid jobs, internships, volunteer community service, academic/extracurricular projects involving teamwork or
leadership, special academic research or honors projects
• You may choose to divide your experience into two or more sections. Possible section headers might include Research
Experience, Teaching Experience, Leadership Experience or Volunteer Experience
Additional Information
This section could include computer skills, languages, volunteer work, sports, and interests. If one of these areas is
relevant to the job, however, you may choose to put it in the “Experience” section. You may also choose to use more
specific section headers such as:
• Skills
• Activities
• Interests
• Honors and Awards
studentaffairs.stanford.edu/cdc 2 7
, TIPS FOR CREATING A SUCCESSFUL the experience section. This format is simple, straightforward,
RESUME and especially useful for anyone with a history of directly relevant
Do’s experience.
• Do design your descriptions to focus on your accomplishments,
using action verbs to clearly indicate the skills you’ve used. See Functional/Skills Format
Sample Action Verb list on the next page. This format focuses on areas of skill and can be effective in
• Do try quantifying results in your descriptions, such as conveying your strengths to an employer, although many employers
“Created marketing campaign that increased club membership are not as familiar with this format as with the chronological
by 25%.” or combination format. This style of resume draws attention to
• Do keep your resume brief enough to fit on one page (or two accomplishments and highlights your skills by function rather than
pages if your experience is extensive). your work experience and is more commonly used by people with
• Do print your resume on good quality bond paper, either white very little formal work experience or are returning to the workplace
or conservative tones. If printed on plain computer paper, copy after being away or otherwise involved.
onto good quality bond paper.
• Do accompany your resume with a cover letter in most cases. Combination Format
• Do have others look over your resume for content and This format is appropriate when you have relevant work
grammar. Career Counselors are available at the career center experience for each of several skill areas and combines both the
to critique your resume. chronological and functional formats. This style allows you to group
your experiences or key selling points together by functional areas
Don’ts (such as Research Experience and Teaching Experience), and then
• Don’t make your margins and font size too small: margins no list those experiences in reverse chronological order within each
smaller than one inch and font size no smaller than 10 point. section. It is also a familiar format to employers.
• Don’t include personal pronouns (e.g. I, me, we).
• Don’t include personal information, physical characteristics, or SUBMITTING RESUMES VIA EMAIL
photographs on your resume. However, individuals from other Send your resume as an attached file and paste the text into the
countries may include these on their resumes. body of the email. Having your resume in the body of the email as
• Don’t include the last line: “References available upon well as an attachment gives the employer the opportunity to see
request” (see Sample Reference List on page 45). your resume in the event they cannot open your attachment or do
not take the time. Use a simple format for the resume you put in the
Other Tips body of the email: left justified, no bold, no italics, no underlines,
• It is more appropriate for freshmen and sophomores to include no tabs. See Sample Electronic Resume on page 44. Don’t forget to
high school experiences. However, important high school include a cover letter in the body of the email too. If you have your
experiences that have some relevance to your job objective resume in a PDF file, you can also attach that with your email. The
may be appropriate for upper classmen. PDF version will allow the employer the opportunity to see your
RESUMES/COVER LETTERS
• For International Students it is sometimes a disadvantage to resume in an attractive format, utilizing bold and underlines.
include your non-immigrant visa status or permanent address When emailing resume files, name them so the employer can
(if outside the U.S.) on your resume. Usually your visa status easily identify them as your resume. Last name, followed by first
should be discussed later during the interview. If you have name and the word “resume” is most helpful.
obtained permanent residency or U.S. citizenship, it might be
to your advantage to list the information on your resume. RESOURCES
Titles available in the Career Resource Center:
RESUME FORMATS • From College to Career: Entry-level Resumes for Any Major,
There is no single way to format your resume. The format you Asher
choose should present your strengths clearly. See sample formats • The Google resume: how to prepare for a career and land
and layouts on pages 30 - 43. a job at Apple, Microsoft, Google, or any top tech company,
McDowell - electronic resource: searchworks.stanford.edu/
Chronological Format view/9240697
This format is most familiar to employers and most commonly • Knock’em Dead Resumes: Smart advice to make your online
used by Stanford students. This style of resume presents your and paper resumes more productive, Yate
experience and education in reverse chronological sequence, • Vault Guide to Resumes, Cover Letters, and Interviewing cdc.
starting with the most recent. Date, job title, organization’s name, stanford.edu, click on “Career Resource Center/Vault” and
location and a description of your activities are listed as part of select “Vault Careerinsider”
2 8 Stanford Career Center
, SAMPLE ACTION VERBS LISTED BY FUNCTIONAL SKILL AREA
COMMUNICATION Performed MANUAL SKILLS ORGANIZING Discovered
Aided Planned Arranged Achieved Evaluated
Advised Problem solved Assembled Assigned Examined
Arbitrated Shaped Bound Consulted Experimented
Clarified Synthesized Contracted Extrapolated
Built
Co-authored Controlled Gathered
Visualized Checked
Collaborated Coordinated Identified
Wrote Classified
Consulted Decided Inspected
Constructed Delegated Investigated
Coordinated
DETAIL ORIENTED Controlled Developed
Counseled Monitored
Analyzed Cut Established
Defined Proved
Approved Designed Evaluated Reviewed
Enlisted
Arranged Developed Negotiated Surveyed
Formulated
Classified Organized Tested
Influenced Drove
Collated Planned
Informed Handled
Compared Prepared TECHNICAL
Inspired Installed
Compiled Prioritized Assembled
Interpreted Invented Produced
Documented Built
Interviewed Maintained Recommended
Enforced Calculated
Mediated Monitored Reported
Followed through Computed
Merged Prepared
Met deadlines Designed
Negotiated Operated LEADERSHIP
Engineered
Promoted Prepared Administered
Repaired Fabricated
Publicized Processed Chaired
Tested Maintained
Recommended Recorded Convinced
Operated
Represented Retrieved Directed
PROVIDING SERVICE Programmed
Resolved Set priorities Examined
RESUMES/COVER LETTERS
Advised Remodeled
Suggested Systemized Executed
Attended Repaired
Tabulated Expanded
Solved
CREATIVE Cared Facilitated
Acted Coached Improved
FINANCIAL TEACHING SKILLS
Abstracted Coordinated Initiated
Administered Managed Adapted
Adapted Counseled Advised
Allocated Oversaw
Composed Delivered Clarified
Analyzed Produced
Conceptualized Demonstrated Coached
Appraised Recommended
Created Explained Developed
Audited Reviewed
Designed Furnished Encouraged
Budgeted Supervised
Developed Evaluated
Calculated Generated
Directed Informed
Computed Inspected RESEARCH/
Drew INVESTIGATION Inspired
Developed Installed
Fashioned Calculated Motivated
Evaluated Issued
Generated Cataloged Participated
Illustrated Figured Mentored
Collected Provided
Imagined Maintained Provided
Computed Represented
Improvised Managed Purchased Conducted Supported
Integrated Performed Referred Correlated Taught
Innovated Planned Repaired Critiqued Trained
Painted Projected Submitted Diagnosed Verified
studentaffairs.stanford.edu/cdc 2 9
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