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One 1 name will be selected randomly among participating customers. See more like this. Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals. Handouts must be printed separately. Developing Content for Your Resume. Teacher Resources by Grade. Your students can save their work with Student Interactives.
Student Objectives Lesson 1: What is a Resume? Developing Content for Your Resume Lesson 3: Defining Audience and Purpose Lesson 4: Using Resume Builder Lesson 5: Peer Review Lesson 6: What is a Cover Letter?
Developing Your Cover Letter Lesson 8: Introduce students to resumes as a genre of writing: Discuss how this is different from academic genres in that it serves a different purpose and is intended for a different audience. In short, it is a type of writing by an author who is trying to get something. As a result, it is an extremely persuasive style of writing.
Prepare students to understand the purpose of a resume, including its F unction, F orm, and e F fectiveness the 3 Fs. Take an informal poll of the class, asking who has heard of a resume before this class, who has seen one, and who has one of their own.
Based on the results, you may ask students to share their experiences to add to the conversation. Distribute the printout The 3 Fs of Resume Writing.
Discuss each part, and have students take notes. The function of a resume is to inform the audience about you in order to accomplish something.
This might include getting a job, getting into college, winning a scholarship, or being selected for an internship. There are many reasons to show people your resume. Resumes need to look a certain way. This is considered their form. People who read resumes expect them to include specific information, such as your name, address, contact information, education, past jobs, volunteer experience, and special skills. If a resume does not look like a traditional resume, the reader may be confused and think the writer is not educated about writing proper resumes.
For a resume to be effective, it must demonstrate your knowledge of both function and form. An effective resume - Has a clear purpose that shows why you are writing it - Is visually appropriate and appealing, or easy to read - Includes all the necessary information about the writer - Is grammatically correct with no errors in punctuation or spelling Share copies of the resume printout.
You might begin discussing these by putting students into small groups first to review. Tell them to identify what they see as the 3 Fs: Function, Form, and e Ffectiveness.
Return together as a class, and discuss each F and how students determined what it was. Discuss the two types of resume: Ask students which style they think is best for them.
Show the sample resumes from the previous lesson. Ask students to identify which one is chronological and which one is functional. If you are not in a computer lab or a room with Internet access, tell students to view these sites later on their own.
Getting Started as a guide. Begin completing the parts of the printout. Move around the room answering questions as students work. Ask students to complete the printout on their own before the next lesson. Put them into small groups to share their work with others. Bring the class back together and ask students questions about their process. What was easy about filling this out? What sections contained the most and least information?
Ask for volunteers to share what they included in each section with the class. Begin a discussion about the importance of audience and purpose when creating a resume, as these are fundamental items to consider when putting all of their information together. Points to note include the following:
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