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Researching Companies and Yourself
Writing an effective cover letter and preparing for interviews require that you know yourselfpretty well and have a good sense of what the companies need. As preparation for writing your
cover letter, then, you should spend some time thinking about what you want and researchingprospective employers.
Finding Out What You Want
Before you can write an effective cover letter, you really need to think carefully about what you
can contribute to a company and what you're personally looking for in a company. In general, youshould analye your background and skills, your values and needs, and the kind of setting you'd
like to work in. !he following guidelines will give you a start.
Consider your background and marketable skills.
!hink about your education, work, and activities. Why did you choose the specific
classes and pro"ects you selected, the "obs you worked at, and the campus and
community activities in which you were the most involved# What did you en"oy
most and why#
$ook at the following list of skills. What words describe best the things you like to
do best# Which describe your real strengths, those skills and abilities that set you
off from other applicants#
adaptedadministered
advertisedadvised
aided
analyedanswered
applied
arrangedassessed
assigned
auditedcollaboratedcompleted
communicated
compiledconducted
coordinated
determineddeveloped
directededited
employed
establishedevaluated
e%panded
guidedheaded
hired
identifiedimplementedimproved
increased
initiatedintroduced
led
originatedoversaw
plannedprepared
produced
programmedraised
rated
recruitedregulated
researched
revisedscheduledserved
settled
soldsolved
started
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corrected
counseled
createddelegated
designed
managed
negotiated
operatedordered
organied
supervised
systematied
taughttrained
wrote
Which skills do you prefer not to use#
Think about what you value and need to have in a company you work for.
What values do you consider essential in any company you'd chose to work for#
What personal needs must be fulfilled for you to be happy working for a particular
organiation#
What sorts of working environments would enable you to do your best work#
&o you prefer a formal or an informal environment#
&o you thrive on change# r do you prefer a more constant environment#
&o you prefer working in an atmosphere with a lot of interruptions or
working without interruption# &o you like a quiet or noisy atmosphere#
&o you prefer a fast pace with tight deadlines or a more leisurely pace#
&o you do your best work under pressure or not#
&o you prefer working independently or under supervision#
&o you prefer working alone or in a group#
&o you like positions requiring decision(making or not#
&o you en"oy detail(oriented tasks or more global tasks#
&o you have any geographical preferences or requirements#
Are there any other factors or conditions that would determine whether or
not you would want to work for a particular company# If so, what are
they#
Finding Out What Companies Want
!here are lots of avenues for researching specific companies. )rint resources can give you a start*people can fill in a lot of useful details. !he discussion below provides specific places you can
check for information that will enable you to target your letters to specific organiations.
rint Resourcesinclude the following+
early publications which provide recent information on companies+
College Placement Annual
Funk & Scott -- Index
Moody's Manuals
Everybody's Busnessby -ilton -oscowit
Peterson's !udes
Standard & Poor's "egster o# Cor$oratons% rectors% and Executves
Articles on companies or fields in such publications asFortuneor (e )all Street
*ournal
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Inde%es listing articles on companies
A$$led Scence and ec(nology
Busness Perodcals
(e +e, ork mes Index
(e "eader's !ude to Perodcal .terature
)opular press books, like ichard Bolles' )(at Color s our Parac(ute. )erhapsthe best book on searching for a "ob, Bolles' book is updated yearly and includesbibliographies of employment sources for specific fields and locations.
eople Resourcesare probably the best sources of information on particular companies.
!alk to every professional in your field that you can think of (( professors in your
department, people who hold positions like the one you want to get, people whowork for competing firms (( as well as family and friends to find out what they
know about the company and position. !his networking is perhaps the best way to
find out about companies and positions available.
/se information interviews, interviews with company representatives at their
place of business, to locate particular information about specific positions and the
company itself. But go into the interviews prepared (( prepared with generalbackground about the company and a specific list of questions you wish to ask.
In general, your goal in information interviews is to find out whether you'reinterested in pursuing a position with the company* this strategy shows that you're
carefully considering where you want to work, that you don't plan to go with the
first company that gives you a "ob offer, and that you're confident about your ownabilities. 0or more detailed guidelines on information interviews, visit 1areer
)lanning and )lacement.
!eneral Resume Tips
2mployers often receive more than 344 resumes each day* they skim each of these in 5 to 36
seconds. In order to catch a prospective employer's attention and fuel his or her interest in you as
a potential employee, refer to the following tips. emember, most resumes end up buried in a filecabinet or wind up in the 7circular file.7 8o invest your time in developing an eye(appealing and
informative resume that sells your skills and gets your foot in the door for an interview.
"ye #ppealing
Because resumes are read quickly, appearanceis very important. esumes should be designed sothat layout is inviting and information very easy to locate. !o accomplish this, you should
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invest some time in developing an effective format
use a readable typeface
select appropriate paper for the sorts of businesses you'll be contacting
$nformative
Information in resumes is carefully selected to convince prospective employers that you have the
necessary qualification for the position you're seeking. !he following categories of information
are normally presented in the order given. 9owever, as "ob applicants gain more e%perience, the
e%perience section is normally moved before the education section.
:otice that nopersonal information section is included. )rospective employers cannot ask about
your age, marital status, or health* therefore, they're nervous if you provide this sort of
information. In other words, nopersonal information should be included on your resume.
Identification
1areer or )rofessional b"ective 2ducation
2%perience
Activities and 9onors
eferences
;eneral 1over $etter !ipsare also available.
!eneral Resume #ppearance
Because resumes are read quickly, appearance is very important. esumes should be designed sothat layout is inviting and information very easy to locate. !o accomplish this, you should invest
some time in developing an effective format, use a readable typeface, and select appropriate
paper for the sorts of businesses you'll be contacting.
Formatting
Incorporate horiontal and vertical white space effectively to make your resume open andeasy to read. 1onsistent indentation and effective use of lists help readers processinformation quickly.
/se bulleted lists rather than sentences presented in paragraph form to enable readers to
comprehend quickly what you've accomplished. :otice how difficult it is to find
information in the e%ample below because of its uses of full sentences and paragraphform.
http://leo.stcloudstate.edu/resumes/resumeid.htmlhttp://leo.stcloudstate.edu/resumes/resumeobject.htmlhttp://leo.stcloudstate.edu/resumes/resumeedu.htmlhttp://leo.stcloudstate.edu/resumes/resumeexp.htmlhttp://leo.stcloudstate.edu/resumes/resumereference.htmlhttp://leo.stcloudstate.edu/resumes/resumereference.htmlhttp://leo.stcloudstate.edu/resumes/coverlet/index.htmlhttp://leo.stcloudstate.edu/resumes/resumeid.htmlhttp://leo.stcloudstate.edu/resumes/resumeobject.htmlhttp://leo.stcloudstate.edu/resumes/resumeedu.htmlhttp://leo.stcloudstate.edu/resumes/resumeexp.htmlhttp://leo.stcloudstate.edu/resumes/resumereference.htmlhttp://leo.stcloudstate.edu/resumes/coverlet/index.html -
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%nited Way &oluntary #ction Center' (t. Cloud' )*
I e%plored printing options, and e%pense estimates for a fund raising
pro"ect by making phone calls and personal visits to area print shops
and lumber companies. I also wrote a weekly newspaper column forthe local newspaper as well as news releases and promotional
materials. I organied, promoted, and participated in a fundraising
event during the annual community summer festival. I created andpresented a two(hour workshop, 7)ersuasive Writing 8trategies for
)romotional -aterials,7 to 3< volunteer coordinators.
!he ne%t e%ample is much easier to read (( even though the information is the same ((
because of its use of strong verb phrases and list form.
%nited Way &oluntary #ction Center' (t. Cloud' )*
o 2%plored printing options, and e%pense estimates for
a fundraising pro"ect by making phone calls and personalvisits to area print shops and lumber companies.
o Wrote a weekly newspaper column for the local
newspaper.
o )repared news releases and promotional materials
for the local newspaper.
o rganied, promoted, and participated in fundraising
event during the annual community festival.
o 1reated and presented a two(hour workshop,
7)ersuasive Writing 8trategies for )romotional -aterials,7to 3< volunteer coordinators.
/se boldface and underlining "udiciously to help readers find information they need. !oo
much of either can lessen readability, as the sample below shows.
"+%C#T$O*
Bachelor of Science, :ovember 3==6
(t. Cloud (tate %niversity, 8t. 1loud, -:
-a"ors in 0inance and 2conomics, >.? ;)A @on a ? point scale
*orth +akota (tate %niversity, 0argo, :&, 3==4(3==
!ook courses in business, economics, and general education.
ROF"(($O*#, "-"R$"*C"
Assistant Manager. A C W &rive(In, Brainerd, -:, 3==?(present.pened and closed restaurant. 8upervised up to seven employees.
9andled customer complaints. Balanced tills and cash accounts.
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High School Soccer Coach. Wyoming 9igh 8chool, 1incinnati,9, 3==.
1oached boy's "unior varsity and assisted varsity teams. 8upervised
team members. Arranged transportation, equipment and referees.
/se side headings rather than centered headings+ centered headings interrupt the normal
reading line and slow readers down.
Typeface
8elect an easily readable typeface @such as !imes or )alatino no smaller than 34 pts, and
avoid script fonts and italics. )rospective employers read a lot of print information* don'tmake them squint.
/se the same typeface throughout+ multiple fonts will draw the reader's attention to the
fonts you've used and away from what you're saying.
aper
/se good quality paper (( ideally linen, lade, or parchment and a minimum of 4 lb.
weight.
8elect a paper color appropriate for your readers+ a bright color may be e%actly what you
want if you're applying for an advertising position with a progressive firm, but it would
offend prospective employers looking for a 1)A. Ivory, off(white, beige, and pale gray
are safe choices.
1urrently, most companies are divided between preferring one(page and two(page
resumes. 1arefully select and present your information, keeping your resume as
informative and brief as possible.
$dentification at the Top of Your Resume
An identification section is always the first part of a resume. Identification should include yourname, address@es, and phone number@s. our name should always be highlighted in some way ((through boldface, underlining, andDor spacing.
If you're living at home and going to school, your name, address, and phone number will be set
up as one block of information, as the following samples show+
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Ean F. Anderson>6 -itchell &rive
8auk apids, -: 6>4666(6 -itchell &rive
8auk apids, -: 6>4666(6 -itchell &rive, Apt. >4666(
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/an &. #nderson'page
/an &. #nderson
page
/an &. #nderson
page
/an &. #nderson page
rofessional or Career Ob0ectives
in Resumes
#dvantages of $ncluding a Career Ob0ective
&eveloping a functional career or professional ob"ective for your resume provides several
advantages+
3. &eveloping a functional career or professional ob"ective forces you to think about what
you want (( the particular type of position or positions you'll seek, the specific skills orfunctions you wish to perform, the sie or locations of companies you'll apply to.
. A natural part of refining a career ob"ective is thinking about your strengths (( skills and
abilities you have, functions you've performed in "obs or activities (( and where and how
you'd like to put these strengths to work.>. nce you've developed your ob"ective, that ob"ective will help you focus the rest of the
information you present in your resume.
?. eaders use this ob"ective to match their needs with yours.
*ote18ome fields, especially very competitive ones, do not encourage professionalob"ectives in resumes. -ass communications and "ournalism are two e%amples. If you're
unsure whether or not you should include an ob"ective, ask a professional in your
department or in the workplace.
(trategies for +eveloping a Career Ob0ective
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1areer ob"ectives should be stated as verb phrases rather than sentences. 1arefully
selected verbs will make you sound forceful and confident* a sentence, which would
inevitably start with 7I,7 would simply sound 7I(centered.7
1reate a clear, concise career ob"ective that is focused on prospective employer's needs.
mit 7I(centered7 or obvious statements, such as 7where I can learn7 or 7which will
enable me to advance.7 )rospective employers e%pect you to want to learn and advance.Boldly saying so simply starts your resume off with a 7gimme7 perspective and
emphasies not what you can offer but what you e%pect to gain. :otice the difference
between the following two ob"ectives, the first which is 7I(centered7 and the secondwhich focuses on prospective employer's needs.
rofessional Ob0ective
A summer internship in the public relations field that could developinto a full(time position as a public relations specialist beginning
this fall.
rofessional Ob0ective
A position as an interior designer, using design concepts while
completing pro"ects that will further the firm's goals.
our ob"ective should be as concrete as you can make it. 8pecify the position you'd like
and perhaps the general atmosphere or geographical location you'd prefer.
rofessional Ob0ective
A position as 2conomic &evelopment 8pecialist with the 8t. 1loud
Area 2conomic &evelopment )artnership.
If you're using a functional formatto present your e%perience, you'll probably want to
emphasie in your ob"ective functions you'd like to perform.
rofessional Ob0ective
A position in )roduction 8upervision or in the support areas of
-anufacturing with emphasis on material or quality control.
If you're using a skills formatto present your e%perience, you'll probably want to
emphasie skills you can bring to the position you're seeking.
rofessional Ob0ective
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A position with a construction company which requires skills infield engineering, cost controlling, planning, scheduling, and
estimating.
If you're looking for a part(time, summer, or internship position, your ob"ective should letreaders know this.
/ob Ob0ective
A summer "ob in buying for a nationally e%panding retailer ofhousehold goods.
/ob Ob0ective
A summer internship in financial accounting with a large, public
accounting firm.
resenting Your "ducation
in Resumes
0or "ob applicants "ust finishing degrees, the education section of the resume is crucial. Atminimum, you should include the degrees you received, months and years of graduation, and the
schools you attended as well as their locations.
If you hold more than one degree, you should list them all in reverse chronological order, as the
samples below show.
"+%C#T$O*
(t. Cloud (tate %niversity, 8t. 1loud, -:, Bachelor of 8cience,-ay 3==6
-a"or+ -arketing
-inor+ 2conomics;)A+ >.
)arketing Coursework
-arketing 1hannels, 1onsumer Behavior, -arketing
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-anagement,
-arketing esearch, International -arketing, and
!ransportation -anagement
2rainerd Community College, Brainerd, -:, Associates &egree,-ay 3==>
"+%C#T$O*
8t. 1loud 8tate /niversity, 8t. 1loud, -:
)aster of (cience in "ducational #dministration, -ay 3==6
-asters !hesis+ 7&esigning -ulticultural 1urricula for
8econdary 1lassrooms7
;)A+ >.561olorado 8tate /niversity, 0ort 1ollins, 1
2achelor of (cience in (ocial Work, Eune 3=
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2achelor of #rts in "nglish, hetoric and 1omposition
2mphasis, :ovember 3==6
!#1>. @?.4 scale
"+%C#T$O*8t. 1loud 8tate /niversity, 8t. 1loud, -:
2achelor of (cience in (upervision, -ay 3==6;)A verall+ >.D?.4 scale * ;)A in -a"or+ >.G.=5
"+%C#T$O*
8t. 1loud 8tate /niversity, 8t. 1loud, -:B.8. in -arketing, -ay 3==6
-anagement -inor
/niversity of -innesota 2%tension, -inneapolis, -:1ertificate of 0orestry -anagement, Euly 3==4
-inneapolis !echnical Institute. -inneapolis, -:&iploma in Word )rocessing, Eune 3=
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"+%C#T$O*
8t. 1loud 8tate /niversity, 8t. 1loud, -: (( AA18B Accredited
&egree+ Bachelor of 8cience in -arketing, -ay 3==6
-inor+ 2conomics
)arketing Courses1
-arketing 1hannels, 1onsumer Behavior, -arketing
-anagement, -arketing esearch, International -arketing,and !ransportation -anagement
"conomics Courses1
-icroeconomics, -acroeconomics, Business 1ycles and0orecasting, -oney and Banking, and 9istory of 2conomic
!hought
If you've taken seminars or workshops, or completed special pro"ects that closely correspond to
your career ob"ective, include them. emember that 7hands(on7 e%perience, whether in the
classroom or in the workplace, demonstrates that you understand class concepts well enough to
apply them.
T"#C6"R R"#R#T$O*
artners in #lternative Teacher "ducation 3#T"51a pilot
program in &istrict 5?, emphasiing e%periential learning andinvolving area teachers, university faculty, and education ma"ors
)hase I+ nine weeks classroom observation and seminars
)hase II+ ten weeks student teaching
)hase III+ debriefing
re(tudent Teaching "7perience1one week at Himball 9igh
8chool, Himball, -:, prior to 3==6(3==G school year+ Included
workshops on 2ffective 2lements of Instruction and -adeline9unter $esson &esign
$ndependent (tudy1!utoring )racticum, Writing 1enter -aterials
and esearch
)a0or and )inor Courses1esearch Writing, 1reative Writing,
Advanced 2%pository Writing, Business Writing, eference and
Bibliography, 8election and 2valuation of -edia, -icrocomputers,)hotography
"+%C#T$O*
urdue %niversity, West $afayette, I:
-a"or+ Building 1onstruction and 1ontractingBachelor of 8cience, -ay 3==?
(ignificant Courses)lans C 8pecifications, Bidding, 0ield perations, 8urveying,
ccupational 8afety and 9ealth, 8cheduling, 8tructural 8ystems,
!emporary 8tructures, -echanical and 2lectrical 8ystems, 8oils
and 0oundations, 1onstruction 8upervision
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Relevant ro0ects
Analyed field operations of earthwork at construction site
of 1aterpillar -anufacturing )lant in $afayette, I:
)erformed field ratings on the construction site of the
)urdue Athletic 0acility in West $afayette, I:
;iven the highly technical and global nature of today's workplace, consider includingcomputer skills and any foreign languages you speak fluently @as well as long(term overseas
e%perience, such as study abroad programs.
(Y(T")( 8 6#R+W#R"
6ardware;ateway 664 Workstation @running Windows :!
)owerbook
)ower -acintosh ;>
Ink Eet )rinter$aser printer
$A: @$ocal Area :etwork
&igital camera
(oftware
-icrosoft ffice=. ou've held a variety of "obs or assignments not directly related to yourintended career but have performed functions directly related to your
career ob"ective.
# functional resume is inappropriate if . . .
o you've had little paid or volunteer e%perience since this approach depends on
actual "ob titles for its effectiveness.
(ample Functional Resumes
Although the following sample resumes are for specific "obs and reflect specific e%perience,consider looking at them all for a wider range of ideas and strategies.
management information systems position sought* recent college graduate position in mass communications sought*no ob"ective, which is appropriate for this
discipline
entry(level position in production supervision sought*unusually good work e%perience
and lots of honors
position in finance department in industry sought* showing multiple schools for education
with lots of unrelated but good e%perience
position in building construction and contracting sought* showing pro"ects completed and
relevant work e%perience
academic position sought* resume includes publications, presentations, and a category
listing significant academic pro"ects
$maginative Resumes
When designing your resume, you'll want to spend some time deciding on the format that
presents your background most favorably. Imaginative resumes may include the same type of
information thatchronological,functional, andskillsresumes do. 9owever, the presentation of
imaginative resumes leaves more room for creativity. In fact, imaginative resumes market
qualifications and artistic ability simultaneously, which is important if a creative or artistic personis begin sought.
0or e%ample, one section of an imaginative resume might look like the following+
Writing . . ."
8peaking . . .
http://leo.stcloudstate.edu/resumes/functionaleg1.htmlhttp://leo.stcloudstate.edu/resumes/functionaleg2.htmlhttp://leo.stcloudstate.edu/resumes/functionaleg2.htmlhttp://leo.stcloudstate.edu/resumes/functresum1.htmlhttp://leo.stcloudstate.edu/resumes/functresum1.htmlhttp://leo.stcloudstate.edu/resumes/functresum2.htmlhttp://leo.stcloudstate.edu/resumes/functresum3.htmlhttp://leo.stcloudstate.edu/resumes/functresum5.htmlhttp://leo.stcloudstate.edu/resumes/chronological.htmlhttp://leo.stcloudstate.edu/resumes/chronological.htmlhttp://leo.stcloudstate.edu/resumes/functional.htmlhttp://leo.stcloudstate.edu/resumes/functional.htmlhttp://leo.stcloudstate.edu/resumes/skills.htmlhttp://leo.stcloudstate.edu/resumes/skills.htmlhttp://leo.stcloudstate.edu/resumes/functionaleg1.htmlhttp://leo.stcloudstate.edu/resumes/functionaleg2.htmlhttp://leo.stcloudstate.edu/resumes/functresum1.htmlhttp://leo.stcloudstate.edu/resumes/functresum2.htmlhttp://leo.stcloudstate.edu/resumes/functresum3.htmlhttp://leo.stcloudstate.edu/resumes/functresum5.htmlhttp://leo.stcloudstate.edu/resumes/chronological.htmlhttp://leo.stcloudstate.edu/resumes/functional.htmlhttp://leo.stcloudstate.edu/resumes/skills.html -
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write five original news
stories daily for
WE:DWEE newscasts
create and produce
scripts for the 78t. 1loud
Area 1hamber eport7
business program
write and edit special
feature series reports on
local business and
education issues
file stories with the
Associated )ress and
-innesota :ews
:etwork
rewrite and edit copy
from wire services and
news reports
-
"
R
$
"
*
C
"
+
anchor up to si%
WE:DWEE newscasts
daily
contact officials and
others daily for
interviews and news
stories
anchor live coverage of
various local events
report live from the scene
of breaking news stories
narrate commercials and
scripts for Westel
1ommunication
address college and high
school classes onWE:DWEE and
broadcast newswriting
If you're thinking about using an imaginative resume, consider the following+
#n imaginative resume is appropriate if . . .
o your artistic skills, used to enhance the visual design of your resume, market your
creativity in an appropriate way given your prospective employer and the position
you're seeking.
o your qualification are highlighted in an effective yet unusual way to catch an
employer's attention.
#n imaginative resume is challenging because . . .
o designing a professional looking resume can be e%tremely difficult* creativity
cannot be overdone, or employers will be 7turned off7 rather than impressed.
o you must analye your audience carefully to be sure that a creative resume is
appropriate. Imaginative resumes and conservative or moderately conservative
prospective employers do not mi%K
References in Resumes
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At some point during the selection process, most prospective employers will want to check
applicants' references, people who have agreed to recommend the applicants to prospectiveemployers. /sually, the last section of the resume will handle references in some way.
-ost "ob applicants indicate their willingness to provide references in the last line of their
resume+ References available upon re4uest. -any 818/ "ob applicants list the address and phone number of 1areer )lanning and
)lacement and their placement file number under references. !hen, prospectiveemployees wanting letters of reference can simply contact 1areer )lanning and
)lacement.
8ome prospective employees want references listed right on the resume.
o If you list references on your resume, include a balance of academic and
nonacademic references.
o Include references' professional titles and their work addresses and phone
numbers.o -ake sure that you've asked permissions before you include people as references+
don't assume that they're willing to write you a letter of support, that they'll writeyou a favorable reference, or that they have time to write you a reference. 8uchassumptions will inevitably backfire. And if you list people without their
permissions, even if they are willing to serve as a reference, they probably won't
be prepared to talk about you if people call asking for references.
If you're unsure whether or not you should list references on your resume, check the "ob
listing or a professional in your field for advice.
If you don't list references on your resume, prepare a separate reference sheet that you can
take to interviews* then, when prospective employers ask for a list, you'll be prepared.!ake a look at asample reference sheetto see a standard format.
(ample References
References for /ames "sterman
?>> 1olby 9all9utchinson /niversity
9utchinson, I$ G4>6>@
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wombatpLhutch.edu
@
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1over $etter 8amples
A 8ample of a 1over $etter for !eaching
A 8ample of a 1over $etter for a )art(time Eob
A 8ample of a 1over $etter for a 8ummer Eob
A 8ample of a 1over $etter from an -BA
-ore general information (( ;eneral esume!ips(( offers an overview of resume writing,
includinge%planations of the ma"or areas on a resume, writing tips, and sampleresumes.
urposes and $nformation
In general, the purpose of cover letters is to interest prospective employers enough so they call to
schedule an interview. !o fulfill this purpose, you'll need to target each cover letter to a specificcompany and position, showing how your background and abilities fulfill particular companyneeds.
;eneric letters written to prospective employers are not enough. !hose hiring will see such
general letters for what they are+ they'll realie that you haven't invested much time or effort in
researching their company and writing an individual letter. And they probably won't invest theirtime by interviewing you.
ou'll find that time spent to research the company, to determine how you're going to pique your
readers' interest, and to write a letter convincing a prospective employer that your background
matches company needs is well worth the effort.
articular urposes and $nformation
1over letters are sales letter. 2ssentially, you're targeting your credentials to a particular market ((
one company (( and persuading that company to make the buy. !o fulfill this overall purpose,you'll need to achieve several goals in your letter+
3. our letter should provide readers with some insight into you as an individual. &raft your
letter in a way that shows how you as an individual will fit into the organiation.
. /se key terms from the ad or "ob description that are clearly relevant to your background.>. 8tructure your letter so that each part achieves these particular goals+
In the opening paragraph of your letter, clarify your purpose in writing and build
reader interest.
!he body of your letter will need to persuade the reader that you have skills and
abilities useful for the company.
!he closing of your letter should request an interview as well as a strong reminder
of the benefit to the prospective employer of scheduling an interview.
http://leo.stcloudstate.edu/resumes/coverlet/edlet.htmlhttp://leo.stcloudstate.edu/resumes/coverlet/partlet.htmlhttp://leo.stcloudstate.edu/resumes/coverlet/sumlet.htmlhttp://leo.stcloudstate.edu/resumes/coverlet/mbalet.htmlhttp://leo.stcloudstate.edu/resumes/coverlet/mbalet.htmlhttp://leo.stcloudstate.edu/resumes/index.htmlhttp://leo.stcloudstate.edu/resumes/index.htmlhttp://leo.stcloudstate.edu/resumes/coverlet/edlet.htmlhttp://leo.stcloudstate.edu/resumes/coverlet/partlet.htmlhttp://leo.stcloudstate.edu/resumes/coverlet/sumlet.htmlhttp://leo.stcloudstate.edu/resumes/coverlet/mbalet.htmlhttp://leo.stcloudstate.edu/resumes/index.html -
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;eneral 1over $etter !ipsare also available.
-ore general information (( ;eneral esume!ips(( offers an overview of resume writing,
includinge%planations of the ma"or areas on a resume, writing tips, and sampleresumes.
resenting Yourself ersuasively
!eneral urposes of Cover ,etters
In general, the purpose of cover letters is to interest prospective employers enough so they call to
schedule an interview. !o fulfill this purpose, you'll need to target each cover letter to a specific
company and position, showing how your background and abilities fulfill particular company
needs.
;eneric letters written to prospective employers are not enough. !hose hiring will see such
general letters for what they are+ they'll realie that you haven't invested much time or effort in
researching their company and writing an individual letter. And they probably won't invest theirtime by interviewing you.
ou'll find that time spent to research the company, to determine how you're going to peak your
readers' interest, and to write a letter convincing a prospective employer that your background
matches company needs is well worth the effort.
articular urposes and $nformation
1over letters are sales letter. 2ssentially, you're targeting your credentials to a particular market ((
one company (( and persuading that company to make the buy. !o fulfill this overall purpose,
you'll need to achieve several goals in your letter+3. our letter should provide readers with some insight into you as an individual. &raft your
letter in a way that shows how you as an individual will fit into the organiation.
. /se key terms from the ad or "ob description that are clearly relevant to your background.>. 8tructure your letter so that each part achieves these particular goals+
In the opening paragraph of your letter, clarify your purpose in writing and build
reader interest.
!he body of your letter will need to persuade the reader that you have skills andabilities useful for the company.
!he closing of your letter should request an interview as well as a strong reminder
of the benefit to the prospective employer of scheduling an interview.
!hree sample cover letters are available+
A 8ample of a 1over $etter for !eaching
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A 8ample of a 1over $etter for a )art(!ime Eob
A 8ample of a 1over $etter from an -BA
;eneral cover letter tipsare also available.
-ore general resume information ((;eneral esume !ips(( offers an overview of resumewriting, including e%planations of the ma"or areas on a resume, writing tips, and sample
resumes.
# (ample of a Cover ,etter for Teaching
Babs -alone3>>6 /niversity Ave., Apt. ??6
ockville, -& 4
-osquito, -: 6G>34
&ear -s. Wannabe+
I am writing to apply for a "ob teaching language arts at the secondary level in your e%cellent
school district. I am particularly interested in a position that allows me to use my work on the
student newspaper here at ockville 8tate /niversity and on student newsletters for variousorganiations. I am also qualified to advise student organiations and e%tracurricular activities
such as Hnowledge Bowl, 9onor 8ociety, yearbook, creative publications, and student
government. 2ven though I am getting my degree in -aryland, in fact I was born in -innesotaand desire to go back there to live.
As my resume shows, I have been very active on university publications. As pinions editor at
the /niversity newspaper, the C(roncle%I used uarkJpress to design layout of two pages of
every edition, formulated editorial policy, wrote weekly editorials and essays, hired andsupervised columnists and cartoonists, and scheduled and led weekly editorial board meetings.
-y resume also shows my work on literary magaines and in "ournalism contests as well as
desktop publishing seminars for other students.
ther campus activities have been important to my life here, and I would like to support theirimportance in the school where I teach. In particular, the Hnowledge Bowl has been important to
me, both as a coach and "udge. ther of my campus activities might be important to you as well+
http://leo.stcloudstate.edu/resumes/coverlet/partlet.htmlhttp://leo.stcloudstate.edu/resumes/coverlet/mbalet.htmlhttp://leo.stcloudstate.edu/resumes/coverlet/mbalet.htmlhttp://leo.stcloudstate.edu/resumes/coverlet/index.htmlhttp://leo.stcloudstate.edu/resumes/index.htmlhttp://leo.stcloudstate.edu/resumes/index.htmlhttp://leo.stcloudstate.edu/resumes/coverlet/partlet.htmlhttp://leo.stcloudstate.edu/resumes/coverlet/mbalet.htmlhttp://leo.stcloudstate.edu/resumes/coverlet/index.htmlhttp://leo.stcloudstate.edu/resumes/index.html -
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Foice of !eacher 2ducation 8tudents @F!28, the /niversity 9onors )rogram @)resident, 3==G(
3==5* ecruitment 8ecretary, 3==5(3==
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Another e%perience which could be readily adapted to the esource
1enter is my work as counselor during the past two summers for
boys and girls ages 33 to 3? at a /nited -ethodist "unior high camp.!his rewarding e%perience involved skills such as creativity,
leadership, listening, and one(to(one and group communication.
Although children in this age level are quite different from those inthe nursery school group, I found once again that treating thecampers with respect and care fostered cooperation and growth.
!his strategy is challenging (( particularly if you're trying to vary your sentence structure
so it's not repetitive. But letters in which most sentences start with 7I7 or 7-y7 sound very
self(centered, not e%actly the image of self most "ob applicants want to portray.
/se concrete, specific language so that readers get a good sense of what you've done and
who you are. !his means using strong, active verbs to describe what you've accomplished.
8ome active verbs commonly used in resumes and cover letters appear in this list+
adaptedadministeredadvertised
advised
aidedanalyed
answered
applied
arrangedassessed
assigned
auditedcollaborated
completed
communicatedcompiled
conducted
coordinatedcorrected
counseled
created
delegated
designed
determineddevelopeddirected
edited
employedestablished
evaluated
e%panded
guidedheaded
hired
identifiedimplemented
improved
increasedinitiated
introduced
ledmanaged
negotiated
operated
ordered
organied
originatedoversawplanned
prepared
producedprogrammed
raised
rated
recruitedregulated
researched
revisedscheduled
served
settledsold
solved
startedsupervised
systematied
taught
trained
wrote
When you have finished writing, reread your letter to check for tone. -ake sure that you
sound confident rather than cocky or unsure of yourself. Also, as you read, try to imagine
what sort of personality readers will see in your letter, and revise until your language
matches the image you want to pro"ect.
;eneral 1over $etter !ipsare also available.
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# (ample of a Cover ,etter for a (ummer /ob
> Windsor &riveIowa 1ity, IA 6?4
-arch 3?, 3===
&ear -s. 9oyer+
$ouis )asteur was quoted as saying, 7When I approach a child, he inspires in me two sentiments+tenderness for what he is and respect for what he may become.7 I, too, believe that tenderness and
respect are essential to a child's total development. !hrough working with children and teenagers
and through child development and psychology studies at :orthwestern 8tate 1ollege, I havedeveloped skills to apply these two essentials. )lease consider me for your summer child care
worker opening at the 1ommunity and 0amily esource 1enter.
1urrently I am working on a rotation schedule of observation and participation two hours weekly
at the :imit &rive :ursery 8chool at :orthwestern 8tate as part of a course, &evelopment and;rowth of oung 1hildren. In observation, I watch the children at play and activities, making
notes of their behaviors, drawing inferences, and applying theories, principles, and views of
development to those behaviors. &uring participation segments, I converse with children ages
three to five on a one(to(one or small group level, listen to them, and participate in play andactivities. I have found this nursery school atmosphere especially appropriate for cultivating
tenderness and respect in these children.
Another e%perience which could be readily adapted to the esource 1enter is my work as acounselor during the past two summers for boys and girls ages 33 to 3? at a "unior high camp.
!his rewarding e%perience involved skills, such as creativity, leadership, listening, and one(to(
one and small group communication. Although children in this age level are quite different from
those in the nursery school group, I found once again that treating the campers with respect andcare fostered cooperation and growth.
I am currently in my si%th semester at :orthwestern 8tate 1ollege with a ma"or in 1hild
&evelopment and 0amily 8tudies. !he enclosed resume outlines my strong educational
background. I would like to use what I have learned through my work and educationale%periences to help you at your esource 1enter. )lease write or phone me at 666(>43 so we
may discuss the ways in which my qualifications can best serve the 1enter's segment of Iowa
1ity youth.
8incerely,
uane 0orstman
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&uane 9orstman
2nclosure+ esume
A more general overview ofcover letter tipsis available.
-ore general resume information ((;eneral esume!ips(( offers an overview of resumewriting, including e%planations of the ma"or areas on a resume, writing tips, and sample resumes.
+ouble *egatives
A double negative is the nonstandard usage of two negatives used in the same sentence so that
they cancel each other and create a positive. In 8hakespeare's day, double negatives were
considered emphatic, but today, they are considered grammar mistakes.
emembering that two negatives form a positive will help you to avoid the 7double negative7grammar problem+
:egative N :egative O )ositive:egative N )ositive O :egative
*egative Words
!he following list contains words that are regarded as negative. If you use them in your sentences
once, your statements will be negative.
nonot
none
nothingnowhere
neither
nobodyno one
hardly
scarcelybarely
/sing the rule e%plained above in the bo% and the list of negative words given, study the
following e%amples+
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(entence )eaning
ositive Construction
negative N negative
I hardly have none. I have some.
I don't want nothing. I want something.
*egative Constructionnegative N positive
I hardly have any. I have few.I don't want anything. I want nothing.
*ote+ the usage of double negatives is not considered proper or standard in 2nglish. n some
occasions, mostly when speaking, the use of double negatives is accepted* however, you must
remember that the meaning of these e%pressions will always be positive.
"7ercise
n a sheet of paper, rewrite these sentences so that none of them contains double negatives.
3. I think the new financial initiative will not last barely a month.
. !he researcher decided not to run the test again because the results from previous testswere hardly reliable.
>. 8ince his last speech gained little acceptance, the writer has not had no request to visit the
forum again.
?. !he e%plorers finally discovered that the place where they landed did not have none of theminerals they wanted.
6. !he pilot could not find nowhere to land.
G. After being replaced, the pipes did not run no water as e%pected.5. Ariona had scarcely no rain last summer.
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When you look over your papers to make sure that you've presented your ideas in ways that are
clear to your readers, you send a message that you think your ideas are good enough to deserve acareful presentation.
Writers make changes to their papers at different levels. Hnowing about these levels can help you
divide up the "ob of getting a paper ready to hand in.
ead your paper aloud, or have someone read it aloud to you. We often 7hear7 more of
our errors than we see.
$eave as much timeas you can between finishing writing a paper and editing and
proofreading it. !his lets you 7re(see7 the paper with rested eyes and a more distanced
perspective.
ead the paper backward(( from the end to the beginning (( one sentence @for editing or
one word @for proofreading at a time. !his helps you concentrate on sentences and words
rather than on the paper's meaning as a whole. /se two pieces of blank white paper to coverall but one sentence at a time. !his helps
reduce visual noise and keeps you from being distracted by other sentences.
&eliberately set aside timefor proofreading, "ust as you set aside time for research and
writing.
Build editing and proofreading into your writing process at the best place for you. -any
writers like to leave it for lastso that they can concentrate on their ideas first.
;ood writers don't necessarily know all the grammar and punctuation 7rules,7 but they do
know where to look them up. 0ind and use resources.
o dictionaries
o thesauruses
o software writing programso handbooks
o handouts from your teacher or the Write )lace
o other writers
Heep resources handywhen you write so that you aren't tempted to guess about how to
correct your errors.
Ask other writersto listen to you read your paper, to read your paper as you listen, and to
help you figure out and apply grammar rules. ;ood writers don't go it alone.
Hnow and keep a list of errors you makeoften so that you know what to look for in your
papers.
ead your paper a few times for oneof those errors at a time rather than reading your
paper once only and trying to catch all of your errors in one pass.
"diting 8 roofreading (trategies for (pecific (entence,evel
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"rrors
Writers who are effective editors and proofreaders use specific strategies for searching forparticular types of errors. With this in mind, the most important thing to remember is that you
can't check for everything in one reading. -ake a list of errors typical of your writing (( startingwith most serious or most frequent and moving to the less serious or less frequent. !hen make
several passes through your paper, looking for one type of error during each pass.
!his handout reviews errors writers frequently make and provides 7tricks of the trade7 for
catching each type of error. *ote12ach error below is followed by the editor's mark teachersfrequently use when pointing out the error.
1--A 28
o omitted commas after introductory phrases or clauseso omitted commas in compound sentences
o comma splices
82:!2:12 8!/1!/2
o sentence fragments
o problems with parallel structure
8)2$$I:; C !)8
o spelling errors
o confusion between sound(alike words
o typographical errors
o omitted words
;A--A
o problems with sub"ectDverb agreement
o problems with pronoun agreement or reference
CO))# "RROR(
To search for omitted commas after introductory words' phrases' or clauses
1ommas should appear after emphatic opening words and introductory phrases and clauseswhich come before the main sentence. !o catch errors omitted after introductions, try these
strategies+
1heck the first two words of each sentence to figure out if the sentence has an
introductory element.o *ote1Introductory elements @whether words, phrases, or clauses always establish
one of two things+ they establish time or condition.
http://leo.stcloudstate.edu/acadwrite/#COMMAhttp://leo.stcloudstate.edu/acadwrite/#INTROCOMMAhttp://leo.stcloudstate.edu/acadwrite/#COMPOUNDCOMMAShttp://leo.stcloudstate.edu/acadwrite/#COMMASPLICEShttp://leo.stcloudstate.edu/acadwrite/#SENTFRAGhttp://leo.stcloudstate.edu/acadwrite/#SENTFRAGhttp://leo.stcloudstate.edu/acadwrite/#PARALLELhttp://leo.stcloudstate.edu/acadwrite/#SPELLhttp://leo.stcloudstate.edu/acadwrite/#HOMONYMShttp://leo.stcloudstate.edu/acadwrite/#OMITWORDhttp://leo.stcloudstate.edu/acadwrite/#SUBJVERBhttp://leo.stcloudstate.edu/acadwrite/#PROAGREEhttp://leo.stcloudstate.edu/acadwrite/#COMMAhttp://leo.stcloudstate.edu/acadwrite/#INTROCOMMAhttp://leo.stcloudstate.edu/acadwrite/#COMPOUNDCOMMAShttp://leo.stcloudstate.edu/acadwrite/#COMMASPLICEShttp://leo.stcloudstate.edu/acadwrite/#SENTFRAGhttp://leo.stcloudstate.edu/acadwrite/#PARALLELhttp://leo.stcloudstate.edu/acadwrite/#SPELLhttp://leo.stcloudstate.edu/acadwrite/#HOMONYMShttp://leo.stcloudstate.edu/acadwrite/#OMITWORDhttp://leo.stcloudstate.edu/acadwrite/#SUBJVERBhttp://leo.stcloudstate.edu/acadwrite/#PROAGREE -
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o As a result, the first words of a sentence will provide you with a tip about whether
or not you'll need an introductory comma.
If the first words indicate that you're being teased and the primary information is being
withheld until time andDor condition is established, a 7break point7 will occur where you
should insert a comma to let readers know that the main sentence is coming up. !he
comma should appear at this break point. /ntil you get a feel for the types of words that establish time or condition, refer to the
following list of words which commonly begin introductory phrases or clauses.
To search for omitted commas in compound sentences
If you have two complete sentences @or independent clauses, they must be connected with botha
comma and a connecting word @or coordinating con"unction. If the comma is missing, the error
is called a run(on. !o check for run(on sentences, use the following two(step process+
8kim the paper, looking only for the seven coordinating con"unctions+ and% but% or% #or%
nor% so% yet/
When you find one of the seven coordinating con"unctions, cover it with your finger or a
piece of paper* determine if the word groups on either side can stand alone. If there arecomplete sentences on each side of the coordinating con"unction, then you should show
the coordination or balance by placing a comma in front of the con"unction.
To search for comma splices
If you have two complete sentences, and they are connected by onlya comma, the error is called
a comma splice. !o find comma splices, follow these steps+
8kim the paper, stopping at every comma to check and see if there is a complete sentence
on each side of it.
o If there is, you'll need to decide
if you'd like to separate the ideas more and give each of them more
emphasis or
if you'd like them to remain in the same sentence because you want to
stress their relationship.
o If you'd like to separate and emphasie the ideas more, use a more emphaticpunctuation mark (( the period (( which will signal to your reader that you are
moving from one completed thought to another.o If you'd like the ideas to remain in the same sentence because their relationship is
important, fi% the comma splice by linking the sentences with a comma and a
coordinating con"unction or with a semicolon.
Information on strategies forfi%ing run(ons and comma splicesis available.
http://leo.stcloudstate.edu/punct/avcsfsro.htmlhttp://leo.stcloudstate.edu/punct/avcsfsro.htmlhttp://leo.stcloudstate.edu/punct/avcsfsro.html -
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To search for sentence fragments
A sentence fragment is a group of words that's punctuated as if it's a sentence* however, it's
missing a sub"ect or a verb (( or has a sub"ect and verb but includes a word that makes itdependent on another sentence. !o find sentence fragments in your writing, try the followingstrategies+
1heck every sentence to ensure that it has a main sub"ect and verb.
)ay special attention to any sentence beginning with a word that signals clarification.
o 8ince most fragments are actually pieces of sentences, pay special attention to
sentences which begin with 7and,7 7because,7 7such as,7 7for e%ample,7 7for
instance7 (( or any other word or group of words indicating that it's going to
e%plain something. ou should check the group of words carefully to make sure
that it has a main sub"ect and verb following such introductory elements.
o Also check for groups of words beginning with words showing dependence @i.e.after, although, because, before.
2ven though these words may be followed by a sub"ect and verb, this
group of words can't stand alone unless another sub"ect and verb follow.
0or e%ample, 7Because I followed the presidential debates carefully7 is a
fragment* although it has a sub"ect and verb @7I followed7, the word
7Because7 makes the whole group of words dependent (( probably on thesentence before or the one after.
*OT"1ou can save yourself a lot of time in looking for fragments if you figure out the
type or types of fragments you usually make. 0or help in isolating fragment patterns
typical of your writing, see 1ommon 1auses of 0ragments.
To search for problems with parallel structure
Items in lists must appear in the same grammatical form* that is, if one word has an (ing ending,
all must.
8entence that aren't parallel will feel awkward, won't flow. !o check for problems with
parallelism+
ead your paper, pausing for sentences that trip you up, that feel awkward. 1heck themfor parallelism.
$ook in particular for words or word groups in a series, and check words or word groups
"oined by 7and7 and 7or.7
-ake sure that these items match in grammatical form, that is, in word forms @parts of
speech and order.
If those elements don't match in form, you must either make them match or restructure
your idea to avoid the need for parallelism.
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-ore information onparallelismis available.
(",,$*! 8 TYO!R#6$C#, "RROR(
To search for spelling and typographical errors
-ost strategies for catching spelling and typographical errors involve either increasing your
awareness of the types of errors you tend to make or slowing down so that you see what's actuallyon the page. As you read the following suggestions, consider which would be most useful for
you. ne or more of these strategies are usually appropriate.
Although spelling problems often seem insurmountable, most writers find one or more
patterns are typical of their spelling errors* therefore, the first step to proofreading forspelling is to keep a chart of the words you often misspell. !his list can provide a
reference sheet that you can keep ne%t to you as you write. It can also serve as adiagnostic sheet you or a tutor can use to identify error patterns that you can search for in
your papers. An e%ample of such a chart, )ersonal 8pelling $ist, is available.
8low yourself down and read for spelling and typos rather than for content.
o Isolate each line with a straightedge (( a piece of blank paper, a notecard, the edge
of a book (( and point to each word with a pencil or pen.o ead from the end rather than the beginning of a line so that you can't get caught
up in what you're saying.
/sing this strategy, you'll be able to separate the individual words from the
meaning* you'll be able to proof quickly but systematically* and, of course,
you'll be much more likely to catch e%tra letters, omitted letters, transposed
letters, and so on.
Caution1reading backwards won't allow you to identify errors with sound(
alike words @such as 7to7D7too7D7two,7 7there7D7their,7 or 7its7D7it's7*therefore, you should skim your paper, looking specifically for them.
o 0ind a good spell checker, and learn how to use it. Caution1this method does not
catch sound(alike words either, so skimming should supplement the spell checker.
To search for omitted words
8earching for omitted words is a bit different than searching for spelling or typographical errors,but some of the same strategies are useful+
ead your paper backwards+ that is, read the last sentence* then go to the second to the
last, etc.
http://leo.stcloudstate.edu/grammar/parallelism.htmlhttp://leo.stcloudstate.edu/grammar/parallelism.htmlhttp://leo.stcloudstate.edu/grammar/spellinglist.htmlhttp://leo.stcloudstate.edu/grammar/parallelism.htmlhttp://leo.stcloudstate.edu/grammar/spellinglist.html -
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If you prefer to read straight through your te%t, you should use some strategy to slow
yourself down. eading aloud often helps. In fact, any strategy that will cause you to be a
careful reader rather than a speed reader will be useful.
)lace your pencil or pen on each word as you read it.
Isolate each line with a straightedge* even a piece of paper will work.
!R#))#R
To search for problems with sub0ect:verb agreement
8ub"ectDverb agreement errors frequently happen when a phrase intervenes between the sub"ect
and verb, as in the following e%amples.
If you looked specifically for the sub"ect and verb, the error would probably be obvious and the
correction easy.
8o, to find and fi% sub"ectDverb agreement errors, you need to systematically look for sub"ects and
verbs+
Isolate the main verb in each sentence.
!hen match that verb to its sub"ect and make sure that they agree in number.
Ferbs are words that show action or state of being* however, it's sometimes easier if you
think of them as words that can be used to change time.
!he trick is to make the numbers agree, and the simplest way to do that is to count it out
@i.e., one thing isDtwo things are.
-ore information onsub"ectDverb agreementis available.
To search for problems with pronoun agreement or reference
8earching for errors in pronoun reference or agreement requires that you look for pronouns andthe nouns they point to+
8kim the paper and find each pronoun.
nce you find the pronoun, skim backwards until you find the noun it's replacing.
-ake sure that each pronoun agrees in number with its corresponding noun. nce again,
the simplest way to check agreement is to count. If you can't find the noun to which the pronoun refers, you should either insert a noun to
serve as a referent or change the pronoun to a noun. Caution1Be careful when there is an
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article @7a,7 7an,7 7the7 in front of a noun. !he article makes the noun singular. @7)arents
have a tough "ob. A parent should recognie how tough his or her "ob is.7
Be particularly careful in checking for agreement with the singular pronouns 7each,7
7everybody,7 and 7everyone.7
o Although people frequently say 72veryone . . . their7 to avoid gender bias, writing
requires that such singular pronouns be matched with singular pronouns+7everyone . . . hisDher,7 7each . . . he or she.7
o If you feel uncomfortable using either of these constructions, either make all
pronouns plural @All doctors have their reports. or omit the second pronounaltogether @2ach doctor has a report.. Information on solving the pronoun pule
and avoiding gender biasis available.
eturn to the Write )lace 1atalogue
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