Your resume is a summary of your qualications for a specic
type of work. It is the most important written tool in your job search
because it creates the reader’s rst impression of you.
Here are important uses for your resume:
Generate interviews with employers
Enclose with applications, cover letters, and inquiries to employers
Give to professional and personal contacts, friends, relatives, classmates,
alumni, and former employers who might be able to assist you
Provide as a courtesy and an aid to those persons who will act as your references
For more information contact Counseling, Career and Transfer Services
844.8211, Ext. 4261 | Room 216 | tompkinscortland.edu
Resume
WRITING
Your resume is a summary of your qualications for a specic
type of work. It is the most important written tool in your job search
because it creates the reader’s rst impression of you.
Here are important uses for your resume:
Generate interviews with employers
Enclose with applications, cover letters, and inquiries to employers
Give to professional and personal contacts, friends, relatives, classmates,
alumni, and former employers who might be able to assist you
Provide as a courtesy and an aid to people who will act as your references
For more information contact Counseling, Career, and Transfer Services
844.8222, Ext. 4261 | Room 216 | tompkinscortland.edu
DO:
• Stress your assets, highlight your qualications, and
make sure the employer gets to know what you have
to offer.
• Keep your resume relevant and up to date.
• Make sure your resume is well-written. Have several
different people proof read it.
• Be consistent in format, i.e. indentation,
capitalization, font, and spacing.
• Use Boldface to highlight important points.
• Leave at least one inch margin space and avoid
abbreviations.
• Try to t your resume on one page, unless doing
so would mean leaving off information about
yourself that relates directly to the job.
• Be accurate in the facts you give.
• Begin phrases with action verbs in the past tense,
except current positions, which should be described
in the present tense.
• Use high-quality 8
1/2
x 11 white bond paper.
• Ensure that resume looks appropriate for print
and online presentations.
DON’T:
• Mention your liabilities.
• Include personal information such as age,
marital status, health, or race.
• Date the resume, attach an advertisement,
or list salary requirements.
• Write “resume” on top of the page.
• Indicate “see resume” on job applications,
instead complete the application and attach
a resume.
• Round up your GPA.
• Begin a phrase with “I” or use complete sentences.
Support for the development/production of this material was provided by a grant under the Carl D. Perkins
Career and Technical Education Act of 2006 administered by the New York State Education Department.
A proud partner of the American Job Center network.
For more information contact Counseling, Career and Transfer Services
844.8222, Ext. 4261 | Room 216 | tompkinscortland.edu
Resume Writing Do’s and Don’ts
Organizing Your Resume
It is important to organize your resume in a manner that highlights your
greatest strengths. Choose sections that showcase your qualications.
Order your sections with the most important or impressive information
rst. Pick a format that enables employers to visually scan the page and
quickly gather the most critical information. Below is a list of categories
that can be included on your resume depending on your objective,
qualications, and your experience.
Contact Information
Include your name, address, phone number, and your email address.
Be sure to list an email address that you check on a regular basis.
Objective
An objective on your resume is optional, but it can be helpful if it concisely
describes your immediate employment goal. Include the kind of job desired
with a brief, specic description. Do not use full sentences. If you have two
or more kinds of jobs that you are considering, or if your academic back-
ground is not closely related to your immediate goal, use the same resume
with a different objective for each.
Examples:
q An entry-level management position in
the hospitality industry
q A public relations position that utilizes
my communication and sales skills
Qualications Summary
The summary statement alerts the reader to your marketable skills and
strengths. Use key words, industry-specic terms, and skills that convey,
in a brief yet powerful statement, what you have to offer to an employer.
You may include either an objective or a summary qualication section
on your resume -- not both.
Example: Highly motivated individual with excellent communication
and organizational skills. Resourceful and exible team member with
ten years of experience in human services eld.
Education
Identify your degree, area of study, name of educational institution, and
graduation date or anticipated graduation date. You may include GPA
(if 3.0 or better). Do not list high school you attended since your college
information is most relevant.
Honors and Awards/Certications/
Special Skills
Be sure to list any honors or awards you have received, certications you
have earned (lifeguard, CPR, First Aid), or special skills you have learned,
such as languages or computer programs.
Relevant Courses
List any courses that are pertinent to your objective and the employer’s
needs, particularly if your major or eld doesn’t relate directly to your
immediate goal.
Experience
Consider all of your experiences:
• Full-time and part-time work during the summer,
academic year, and school breaks
• Internships
• Volunteer work
List positions separately. Include your job title, name of the organization,
locations (city and state), and dates you worked. Make sure the font is
distinguishable. Next provide concise phrases that describe your most
important and impressive responsibilities or accomplishments. Include any
results-oriented statements.
Focus on skills. Start each phrase with an action verb (see list) instead of a
subject --- the subject is implied. This section does not need to include every
position you have had. Typically, convey no more than the last 10 years of
experience and your most relevant jobs.
Professional Skills
As you compete with other candidates, make a stronger impression by
being able to present your relevant strengths. Choose a few qualities or
strengths that are particular to you and include them.
Some Examples: Verbal communication, writing skills, teamwork,
strong work ethic, exible, adaptable, computer skills, interpersonal
skills, motivation, initiative, analytical skills, honesty, integrity,
detail-oriented.
Activities and Interests
Although not required, list in order of importance any activities or
interests that might be helpful for an employer to know you better.
Note any leadership roles you held.
• Student organizations, professional associations, community
involvement, and committees
• Interests such as music, sports, or arts
References
References are people who have known you professionally, academically,
or personally and can highly recommend you for a job. Supervisors,
professors, and people from your community are common examples of
good references. Avoid using family members --- they tend to be biased!
Ask permission before listing anyone as a reference. When you give
a list of references to a potential employer, contact each reference to
let them know who you gave their name to and why. Be sure to give
your recommender enough lead time to write a good letter or prepare
for a call.
Do not include references on the resume. Create a separate page
that includes the name, title, business address, phone number and email
address of each of your 3-5 references. You can also collect letters of
recommendation and provide them if the employer requests them.
Action Verb List for Resumes & Cover Letters
gecd.mit.edu 25
Management Skills
Administered
Analyzed
Assigned
Chaired
Consolidated
Contracted
Coordinated
Delegated
Developed
Directed
Evaluated
Executed
Organized
Oversaw
Planned
Prioritized
Produced
Recommended
Reorganized
Reviewed
Scheduled
Supervised
Communication Skills
Addressed
Arbitrated
Arranged
Authored
Co-authored
Collaborated
Corresponded
Developed
Directed
Drafted
Enlisted
Formulated
Influenced
Interpreted
Lectured
Mediated
Moderated
Negotiated
Persuaded
Promoted
Proposed
Publicized
Reconciled
Recruited
Spoke
Translated
Wrote
Research Skills
Clarified
Collected
Critiqued
Diagnosed
Evaluated
Examined
Extracted
Identified
Inspected
Inspired
Interpreted
Interviewed
Investigated
Organized
Reviewed
Summarized
Surveyed
Systemized
Technical Skills
Assembled
Built
Calculated
Computed
Designed
Devised
Engineered
Fabricated
Maintained
Operated
Pinpointed
Programmed
Remodeled
Repaired
Solved
Teaching Skills
Adapted
Advised
Clarified
Coached
Communicated
Conducted
Coordinated
Developed
Enabled
Encouraged
Evaluated
Explained
Facilitated
Guided
Informed
Instructed
Lectured
Persuaded
Set goals
Stimulated
Taught
Trained
Financial Skills
Administered
Allocated
Analyzed
Appraised
Audited
Balanced
Budgeted
Calculated
Computed
Developed
Managed
Planned
Projected
Researched
Creative Skills
Acted
Conceptualized
Created
Customized
Designed
Developed
Directed
Established
Fashioned
Illustrated
Instituted
Integrated
Performed
Planned
Proved
Revised
Revitalized
Set up
Shaped
Streamlined
Structured
Tabulated
Validated
Helping Skills
Assessed
Assisted
Clarified
Coached
Counseled
Demonstrated
Diagnosed
Educated
Facilitated
Familiarized
Guided
Inspired
Motivated
Participated
Provided
Referred
Rehabilitated
Reinforced
Represented
Supported
Taught
Trained
Verified
Clerical or Detail
Skills
Approved
Arranged
Catalogued
Classified
Collected
Compiled
Dispatched
Executed
Filed
Generated
Implemented
Inspected
Monitored
Operated
Ordered
Organized
Prepared
Processed
Purchased
Recorded
Retrieved
Screened
Specified
Systematized
Stronger Verbs for
Accomplishments
Accelerated
Achieved
Attained
Completed
Conceived
Convinced
Discovered
Doubled
Effected
Eliminated
Expanded
Expedited
Founded
Improved
Increased
Initiated
Innovated
Introduced
Invented
Launched
Mastered
Originated
Overcame
Overhauled
Pioneered
Reduced
Resolved
Revitalized
Spearheaded
Strengthened
Transformed
Upgraded
From To Boldly Go: Practical Career Advice for Scientists, by Peter S. Fiske
Action Verbs
