researching companies and yourself

8/9/2019 Researching Companies and Yourself

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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
http://leo.stcloudstate.edu/resumes/resumeappear.htmlhttp://leo.stcloudstate.edu/resumes/resumeappear.html


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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.


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.


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.


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.

http://leo.stcloudstate.edu/resumes/functional.htmlhttp://leo.stcloudstate.edu/resumes/functional.htmlhttp://leo.stcloudstate.edu/resumes/skills.htmlhttp://leo.stcloudstate.edu/resumes/functional.htmlhttp://leo.stcloudstate.edu/resumes/skills.html


10/39

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


11/39

-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=


13/39

"+%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


14/39

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


22/39

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


23/39

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>@


24/39

wombatpLhutch.edu

@


25/39

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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-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==


29/39

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.

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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
http://leo.stcloudstate.edu/style/genderbias.htmlhttp://leo.stcloudstate.edu/style/genderbias.htmlhttp://leo.stcloudstate.edu/style/genderbias.htmlhttp://leo.stcloudstate.edu/catalogue.htmlhttp://leo.stcloudstate.edu/style/genderbias.htmlhttp://leo.stcloudstate.edu/style/genderbias.htmlhttp://leo.stcloudstate.edu/catalogue.html

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