The Resume

Workbook
For High School Students

A Fill-in-the-Blanks Guide
by Yana Parker
Featuring Ten Easy Steps for Writing a G-R-R-REAT Resume
© 2001 Yana Parker
 The Resume Workbook for High School Students

© 2001, Yana Parker

Damn Good Resume Service This version of The Resume Workbook
Email: [email protected] is a good choice for students
in grades 9 through 12, and for young
Special thanks to Dale Erickson of Redwood Valley High School, adults with minimal work experience.
Redwood Falls MN, for his help with the content of this Workbook.

Please check our web site

www.damngood.com for workbook
prices and reproduction agreements.

A NOTE TO EDUCATORS and JOB SEARCH COUNSELORS

This workbook is designed to be consistent with the resume

writing strategies presented in Yana Parker’s other publications:

• Damn Good Resume Guide

• The Resume Catalog
• Ready-To-Go Resumes — Software/Templates
• Blue Collar and Beyond: Resumes for Skilled Trades and Services
These four books are available from Ten Speed Press.
Address: P.O. Box 7123, Berkeley, CA 94707.
Phone: 510-559-1600 or 800-841-BOOK within the continental USA.
Web site: www.tenspeed.com

Pairing the above resources with this Resume Workbook will provide an
abundant source of good examples and will help job seekers deal successfully
with most resume writing problems including:
... inability to identify transferable skills
... confusion about job objectives
... lack of paid work experience
... limited business writing skills
and many other barriers to producing great resumes.

Visit our WEB SITE: www.damngood.com

Version 2.2
 Ten Steps to a Great Resume
Table of Contents

Step 1: Uncover Your Skills, Abilities, Special Talents Page 2 - 6

Step 2: Choose a Job Objective Page 7

Step 3: Learn the Requirements of That Job Page 8

–Informational Interviewing Guide Page 9

Step 4: List Your Relevant Skills and Abilities Page 10

Step 5: Write One-Liners to Demonstrate Your Skills Page 11

–List of Action Words to Start One-Liners Page 12
–Tips and Examples for Writing Good One-Liners Page 13
–Write Your Skill One-Liners Here Page 14

Step 6: List Your Work History Page 15 - 16

Step 7: List Your Education and Training Page 17 - 18

Step 8: Summarize Your Key Points Page 19

Step 9: Assemble Your Resume Page 20

–Worksheets to Assemble Your Resume Page 21 - 22

Step 10: Produce a Final One-Page Resume Page 23

Five Examples of Good Student Resumes Page 24 - 28

Dianne Z. Cuizon
Your Name
09185019911 / 266-5255
Phone Number
Saac II, Mactan, Lapu-Lapu City
Address

[email protected]
Email Address

The Resume Workbook for High School Students / A Fill-in-the-Blanks Guide — Yana Parker, © 2001
 STEP 1: Uncover Your Skills,
Abilities, and Special Talents
A Self-Help Quiz for High School Students

This quiz is designed to get you thinking about the skills, abilities, and special talents that you already have. Once you
know your strong points, you’ll be better able to choose some job goals, write a resume, and get started toward your
future career.

You can work on the quiz by yourself, OR you can get together with a few other students and ask each other these
questions as a group exercise. Write down your answers in the space provided on the next four pages. Then look at
your answers for CLUES, IDEAS, and EXAMPLES of what to write on your resume. Ask your teachers, counselors,
and other adults how THEY think your talents could apply to ―the world of work.‖

1. Good friends count on each other for lots of 10. Name about SIX QUALITIES or
things. What do YOUR friends count on YOU for? characteristics of OTHER people that you most
respect or admire.
2. What do you do for your parents or guardians to help
them out when you have time? 11. Which of those qualities you named above are
also true about YOU?
3. What DIFFICULTIES or barriers have you over- For each of those qualities, tell what you DO that
come to get where you are now? gives people the impression that you have that
quality.
4. What COURAGEOUS things have you done that
you feel good about? 12. Think of a PROBLEM that came up that had
other people stumped, but that YOU were able to do
5. What GOOD QUALITIES did you inherit from something about, to improve the situation.
your family? What did YOU do?
What does that say about your abilities?
6. IF one of your friends at school were to BRAG
about you, what would they say? 13. Which subjects are you best at in school? Why
do you like those courses?
7. IF YOU felt totally comfortable bragging about
yourself, what would YOU brag about? What are you
14. What do you KNOW so well—or DO so well—
most PROUD of?
that you could teach it to others?
What’s the main TIP you’d tell people about how to
8. What PRAISE or acknowledgment have you
do that fabulously?
gotten from your teachers?

9. If you suddenly had to move far away (like, if your 15. What CREATIVE things have you done that
folks got a job in a different part of the country) what you feel good about?
would your friends or teachers or neighbors MISS
most about you? How would their lives be more 16. Describe something you DESIGNED,
difficult, less fun, or less interesting if you weren’t CREATED, built, made, or fixed up, that gave you
there? a strong sense of satisfaction. Tell why you felt so
good about it.

Tip for Career Counselors: You can transform this list of self-help questions into a group exercise for five or six students. Each
student would have a chance to be ―interviewed‖ by the others in the group and be encouraged to identify their own skills, abilities,
and special talents.

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 STEP 1: Uncover Your
Skills, Abilities, and
Special Talents (continued)

1. Good friends count on each other

for lots of things. What do YOUR
friends count on YOU for?
My friends count on me for lots of things and one of them is if they have problems in life they lean
on me. We talk about their problems and I myself try to understand their situation. I also give some pieces
of advice for them to feel better.
2. What do you do for your parents or guardians to help them out when you have time?
I always have time for my family especially Saturday and Sunday. Every day, we always eat
together and have some conversations about what happened for that certain day. On Saturday, if I don't
have a hectic schedule with my studies, I am the one who will wash the dishes. I also help them with
washing our clothes to lessen the chores done by my mother.
3. What DIFFICULTIES or barriers have you overcome to get where you are now?
There are lots of difficulties that I've overcome to where I am now. One of them is that I don't have
enough confidence in expressing myself in front of many people. But because of our activity in Grade 9,
we were expected to have extemporaneous speech. In that activity, I learned a lot because by the time of
my turn I was not able to speak up. Fortunately, I was allowed to speak again the next day. Happily, I was
able to express my thoughts in front of my classmates. From that activity, I was able to build my
confidence level in talking in front of many people.
4. What COURAGEOUS things have you done that you feel good about?

5. What GOOD QUALITIES did you inherit from your family?

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The Resume Workbook for High School Students / A Fill-in-the-Blanks Guide — Yana Parker, © 2001
 STEP 1: Uncover Your Skills,
Abilities, and Special Talents (continued)

6. If one of your friends at school were to BRAG about you, what would they say?

7. IF YOU felt totally comfortable bragging about yourself, what would YOU brag about?
What are you most PROUD of?

8. What PRAISE or acknowledgment have you gotten from your teachers?

9. If you suddenly had to move far away (like, if your folks got a job in a different part of the country)
what would your friends or teachers or neighbors MISS most about you? How would their lives be
more difficult, less fun, or less interesting if you weren’t there?

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The Resume Workbook for High School Students / A Fill-in-the-Blanks Guide — Yana Parker, © 2001
 STEP 1: Uncover Your Skills,
Abilities, and Special Talents (continued)

10. Name about SIX QUALITIES or characteristics of OTHER people that you most respect or admire.

11. Which of the qualities you named above are also true about YOU? For each of those qualities, tell what you
DO that gives people the impression that you have that quality.

12. Think of a PROBLEM that came up that had other people stumped, but that YOU were able to do something
about, to improve the situation. What did YOU do? What does that say about your abilities?

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The Resume Workbook for High School Students / A Fill-in-the-Blanks Guide — Yana Parker, © 2001
 STEP 1: Uncover Your Skills,
Abilities, and Special Talents (continued)

13. Which subjects are you best at in school? Why do you like those courses?

14. What do you KNOW so well—or DO so well—that you could teach it to others?
What’s the main TIP you’d tell people about how to do that fabulously?

15. What CREATIVE things have you done that you feel good about?

16. Describe something you DESIGNED, CREATED, built, made, or fixed up, that gave you a strong
sense of satisfaction. Tell why you feel good about it.

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The Resume Workbook for High School Students / A Fill-in-the-Blanks Guide — Yana Parker, © 2001
 STEP 2: Choose a Job Objective

A. Make a list of all the JOBS or positions that you THINK you’d like to apply for.

Include jobs that call for the skills, abilities, and special talents that you
discovered about yourself while doing the quiz on pages 2 through 6.
Include jobs we call ―bridge jobs‖ that would give you a chance to gain experience or
learn more skills for even better jobs.

B. Choose ONE job from your list above, as your current Job Objective,
and write it again at the bottom of this page:

Here are some examples of clearly written Job Objectives:

Job objective: Position as an Office Assistant
Job objective: Part-time Sales Job with Macy’s
Job objective: Trainee Position in Marketing
Job objective: Weekend/After School Job as Stockroom Helper
Job objective: Summer internship in the Computer Science Department
Objective: Work-Study position exploring careers in the field of . . .

My Job Objective for this resume is:

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The Resume Workbook for High School Students / A Fill-in-the-Blanks Guide — Yana Parker, © 2001
 STEP 3: Learn the Requirements of That Job

Find out what education, skills, and experience are needed to do the job you chose as your Job Objective—
then write that in the spaces below.

Information about what it takes to do the job can be found in several ways:
1. Look on the WEB (Internet). Ask your counselor for help on how to do this.
2. Talk with several people already working at a job like that: This kind of job
research is called Informational Interviewing. How do you do it? Find someone
who already does that kind of work. Visit them on the job or at home and ask them
to tell you all about “what it takes.” For more detailed instructions, see page 9.
3. Take a ―Job Shadowing‖ or ―Career Exploration‖ class offered at your school.
4. Read a classified ad for a job similar to your job objective.

• Education or Certification Needed:

• Skills Needed: (including special knowledge needed)

• Experience Needed:

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The Resume Workbook for High School Students / A Fill-in-the-Blanks Guide — Yana Parker, © 2001
 Guide for Informational Interviewing
“INFORMATIONAL INTERVIEWING” is a rather fancy phrase for a very straightforward, logical, and
extremely helpful idea that works to gather crucial information when you are choosing a career field or clarifying
your job objective.

Here’s what you do:

A. Think back on your most enjoyable days of work or play, and jot down some ideas about what you think
you’re best at and enjoy doing—not actual job titles, but SKILLS and ABILITIES and TALENTS and
INTERESTS—all the things you bring into your various activities and hobbies.
B. Ask around among all your friends, relatives, friends of relatives, neighbors, teachers, counselors, ANYBODY,
and get from them the names of people who are already AT WORK USING these same SKILLS and
abilities that YOU most enjoy using—somebody you could talk with for information
( NOT for a job, just for INFORMATION about that line of work).
C. Ask each friend, relative, etc., for permission to mention
THEIR name when you call the person they recommend.
D. Call each of the people they recommend and:
• Mention the friend or relative’s name;
• Ask for 15 or 20 minutes of their time to visit with them
and learn a bit more about THEIR line of work;
• Explain that you think you might be interested in that field
because it uses skills and abilities you have, BUT you’re not sure yet,
you’re still checking things out and deciding your career direction;
• Tell them you’re not looking for a job right now, just getting more info to help you get clear about
your job goals.
E. Make an appointment to visit them at their workplace for about 20 minutes.

F. Make up a good list of questions that you’d like to ask—for example: How did you get this kind of job? What
are the requirements for this work? What are the best and the worst aspects of this work? What kind of pay range
can be expected in this line of work? What chances are there for moving ahead in this field? What education,
skills, and experience does it require? Anything that would help you decide whether this is a good direction
for you.
G. Show up right on time for the meeting, ask all your questions, and take some brief notes so you won’t forget.

H. Wrap up the meeting on time, thank the person, and as you leave ask them for the names of two OTHER
people who use those same skills that you want to use in your future career.
I. When you get home, sit down and write a short thank-you note to the person you just met, and mail it that
same day.
J. Next day, call the two NEW people mentioned, make appointments with THEM, and follow the same plan
as above.
K. Continue this process until you find yourself EXCITED and ENTHUSIASTIC about a particular line of
work and know that this is the direction you want. THEN you’ll find it easier to choose a Job Objective you can
happily pursue with all your energy.
L. Always keep in mind that THIS PROCESS WORKS, and admittedly it SEEMS a bit scary, but the fact is that
people ARE willing to share their information when you show respect for their time, interest in their line of
work, and appreciation for their help.

© from ―Damn Good Resume Guide‖ by Yana Parker

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The Resume Workbook for High School Students / A Fill-in-the-Blanks Guide — Yana Parker, © 2001
 STEP 4: List Your Related Skills and Abilities
Review all of your skills and abilities that your listed on pages 3-6. Select the ones that are most related
to your job objective, and write them in the space at the bottom of this page.

TIP: Some of the skills that aren’t needed for your current Job Objective could be left off, and perhaps used on a future
resume when you are looking for a different kind of job.

Here are some EXAMPLES of Job Objectives and the related Skills and Abilities.
Notice that you can combine a couple of your skills which—by themselves—might not seem
all that impressive.

If your Job Objective is Position as Receptionist for a Pediatrician . . .

Some related skills might be:
• General Office & Telephone Skills
• Experience with Children
• Record Keeping
If your Job Objective is Position as a Delivery Driver . . .
Some related skills might be:
• Knowledge of the Bay Area
• Driving Experience / Safety Awareness
• Auto Maintenance

If your Job Objective is Position as a Marketing Intern . . .

Some related skills might be:
• Customer Service
• Marketing/Sales/Display
• Computer Knowledge

My Job Objective is:

(Just a reminder—same as the Job Objective you listed in Step 2)

My strongest skills and abilities that are also RELATED to my Job Objective are:

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The Resume Workbook for High School Students / A Fill-in-the-Blanks Guide — Yana Parker, © 2001
STEP 5: Write One-Liners To Demonstrate
Your Related Skills and Abilities
Demonstrating—or documenting—your related skills, is really the
HEART of your resume. Since this is such an important step, let’s STOP
and take a d-e-e-p breath, and get our bearings!

The work you do in the next few pages takes some careful thought—and
there are some guidelines here to help you do a good job of it.

First: WHAT IS A ―ONE-LINER‖?

You’ll see the term “one-liner” used here.

A “one-liner” is simply a one-line sentence describing how you have
already used the skills and abilities you plan to use in your next job—the
one you chose as your Job Objective.
Sometimes a ―one-liner‖ actually takes up two lines, or
even three—but it’s still called a ―one-liner.‖

“One-liners” are usually ACTION statements, meaning—well, they show you

in ACTION! And they usually start off with ACTION words.
A ―one-liner‖ in some cases might not be an action statement, but instead
might be a detailed listing of all the equipment or tools you know how to
use, that relate to your job objective—for example, all the computer
programs, systems, hardware and software you’re familiar with. In that
case, list ALL those that apply to your job objective. For example:

• Computer knowledge: Ms.Word, Excel, PageMaker for the Mac

On page 12 there is a whole page of Action Words that

are good to use at the beginning of your ―one liners‖.

On page 13 you’ll find some Tips & Examples for Writing

Good One-Liners.

On page 14 you’ll find space to write YOUR “one-liners”

about the skills you’ll use for your Job Objective.

And you can always check out the Sample Resumes at

the back of the Workbook on pages 24 - 28 for more
good ideas about writing one-liners.

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The Resume Workbook for High School Students / A Fill-in-the-Blanks Guide — Yana Parker, © 2001
 Help for Step 5: List of ACTION WORDS to Start One-Liners
MANAGING TECHNICAL CLERICAL COMMUNICATING
accomplished assembled approved addressed
analyzed built arranged arranged
attained calculated catalogued convinced
conducted computed classified corresponded
consolidated configured collected developed
contacted designed compared directed
coordinated determined compiled drafted
developed devised completed edited
directed eliminated distributed enlisted
established enhanced enlarged influenced
evaluated fabricated implemented interpreted
exceeded installed inspected negotiated
headed maintained monitored participated
improved operated operated persuaded
increased overhauled organized presented
initiated programmed prepared promoted
organized reduced processed proposed
oversaw refined recorded related
planned remodeled retrieved secured
prioritized repaired screened sold
produced retrieved specified spoke
scheduled solved sorted translated
strengthened trained tabulated wrote
trimmed upgraded validated

RESEARCHING TEACHING HELPING CREATING

collected advised assisted acted
consulted clarified clarified conceived
evaluated coached coached created
examined communicated counseled customized
experimented coordinated demonstrated designed
identified corrected educated developed
inspected developed guided established
interpreted enabled motivated fashioned
interviewed encouraged referred illustrated
investigated evaluated supported improved
obtained explained initiated
organized guided introduced
reviewed informed invented
searched initiated originated
summarized instructed performed
surveyed persuaded planned
set goals redesigned
trained reshaped
revitalized
shaped
Circle the words you think may apply to your experience
and use some of them to begin your achievement one-liners.
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The Resume Workbook for High School Students / A Fill-in-the-Blanks Guide — Yana Parker, © 2001
 Help for Step 5: Tips and Examples for Writing Good One-Liners
1. Rather than just claiming you have a skill, you can demonstrate that skill by describing
specific experiences and achievements where you used or acquired the skill.
2. Describe each experience or achievement in a simple action statement—what we refer
to here as a ―one-liner.‖
3. Put action words at or near the beginning of the line. (There’s a list of them on page 12.)
4. Be sure to mention—whenever possible—specific, provable, successful results that
would interest your future employer.

“Start with an ACTION, end with a RESULT.”

Examples
EXAMPLES OF GOOD “ONE-LINERS”
(taken from several different resumes)

Job Objective: Position in Office Services

Skill: Computer Experience
• Wrote several long reports using Microsoft Word on a Compaq computer.
• Tutored other students in basic word processing.

Job Objective: Position as Marketing Intern

Skill: Marketing/Sales
• Sold advertising space to local businesses for school yearbook, raising $2,500
for junior class trip.
• Helped my father with a door-to-door campaign to get our Councilman re-elected.

Job Objective: Part-time Position as a Delivery Driver

Skill: Safety Awareness
• Completed Safe Driving course at DMV with a near-perfect score on the test.
Skill: Knowledge of Bay Area
• Taught myself a number of driving short-cuts through Bay Area streets,
successfully avoiding grid-locked routes.

Job Objective: Position in Office Support

Skill: General Office Skills
• Photocopied and collated monthly newsletter.
• Earned Volunteer of the Year award for coming up with good solutions
for the organization’s shortage of office work space.
Skill: Typing/Word Processing
• Currently improving my typing speed and accuracy, using neighbor’s
home computer.
• Created an accurate agency mailing list from hand-written file cards.

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The Resume Workbook for High School Students / A Fill-in-the-Blanks Guide — Yana Parker, © 2001
 Step 5: Write Your Skill One-Liners Here
(You may want to photocopy this page, or continue writing on page 29, if you need more space.)

A related skill (from page 10)

One-liners about my experience and achievements using this skill:

A related skill (from page 10)

One-liners about my experience and achievements using this skill:

A related skill (from page 10)

One-liners about my experience and achievements using this skill:

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The Resume Workbook for High School Students / A Fill-in-the-Blanks Guide — Yana Parker, © 2001
 STEP 6: List Your Work History
Make a list of any work you’ve done or jobs you’ve held—including any jobs you’ve
created for yourself.
List your most recent work first, then your earlier work.
Include the dates of the work or employment, your job titles, and your employers.

The examples below are from several different resumes:

1997-1998 Counter Sales Starbucks Coffee, Berkeley CA

(after school)

1996-1998 Child Care Johnson & Ryers families

(after school)

1997-1998 Odd Jobs Self-Employed

(after school) (yard work, repairs)
1996 & 1997 Camp Counselor Camp Otsego, Cooperstown NY
(summers)

1995-present Office Assistant Parents’ home business

(after school)

Summer 1998 Animal Care Children’s Fairyland, Oakland CA

Summer 1997 Volunteer Tutor ―Whiz Kids‖ Summer Program
Summer 1996 Receptionist Investors Group, Oakland CA

• Include all work experience, even if it was short term or unpaid work.

• Include all jobs even though they’re not related to your current job objective, because they help create a
picture of reliability and willingness to work.

• Include all jobs even if your parents or relatives were the ―employer‖ and even if you
didn’t get paid to do it.

• Include any work and odd-jobs you did on your own as an ―entrepreneur,‖ and list YOURSELF
as the employer (―Self-Employed‖).

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The Resume Workbook for High School Students / A Fill-in-the-Blanks Guide — Yana Parker, © 2001
 STEP 6: List Your Work History
(Continued)

My Work History

Months & Years

(most recent first) Position or Job Title Company Name City

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The Resume Workbook for High School Students / A Fill-in-the-Blanks Guide — Yana Parker, © 2001
 STEP 7: List Your Education and Training
List the name of your High School, the city, and which class-year you’re in.
Add a list of any courses you are taking that relate to your current job objective.
Add any special training you completed, and certificates earned (Life Saving, CPR, etc.)
if they seem related to your job objective.

(Sometimes it’s okay to include things even though they DON’T seem directly related to your job
objective—just because they help make you look like a person who is well-rounded and ambitious, or
like someone who is making a contribution to their school or community.
Check with your counselor or your parents on what would be good to include.

Under the heading of Education and Training you can include:

- Classes that relate to your job objective; for example ...
Math and Computers, if you’re looking for a Cashier job;
Driver Ed, if you’re looking for a Delivery job;
Word Processing, if you’re looking for an office job;
Psychology, if you’re looking for a sales job;
Any subject, if you’re looking for a tutoring job in that subject.
- Apprenticeships
- Workshops or seminars
- Certificates (Life Saving, CPR, etc.)
- Correspondence Courses
- Night-School Classes
- Hobbies where you are developing job-related skills, such as ...
Photography, Surfing the Internet, etc.

Mention your GPA if it is 3.0 or higher. (B average or higher.)

OR, mention your GPA in job-related courses, if it is 3.0 or higher.

Mention any positions of leadership and responsibility—for example, treasurer of a club, work on a school
newspaper, work on a special fund drive.

Mention any special school or extra-curricular projects that show initiative, ability to do research, ability to
think and to write, ability to organize a project, ability to follow through and get things done. All of these
abilities are job-related—such projects might fit EITHER in your ―Education & Training‖ section OR in the
section on page 12 where you describe specific skills related to your Job Objective.

Example:

EDUCATION & TRAINING

Brookside High School, Alameda CA Sophomore Will graduate in June 2000

Relevant studies: Accounting, Principles of Business, Psychology
GPA 3.2; Secretary, Future Business Leaders Club; Member, Macintosh Users Group

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The Resume Workbook for High School Students / A Fill-in-the-Blanks Guide — Yana Parker, © 2001
 STEP 7: List Your Education and Training
(Continued)

MY EDUCATION AND TRAINING

High School or
Trade School Grade level Graduation date

Related coursework

Related school projects, activities, organizations, leadership

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The Resume Workbook for High School Students / A Fill-in-the-Blanks Guide — Yana Parker, © 2001
 STEP 8: Summarize Your Key Points
Summarize your key points near the top of your resume, under your Job Objective.
1. Make a brief list (4 to 6 lines) of key points that a new employer would want to know about you.
These Key Points need to show that ...
—you are QUALIFIED for the job;
—you are a DESIRABLE CANDIDATE for the job.

A GOOD SUMMARY SHOULD INCLUDE THESE KEY POINTS:

• How much experience you have—paid or unpaid—using skills that are
RELATED to your chosen field of work. (how many months or years)
• Your education, including any training in that chosen field.
• Your best accomplishment that relates to, or supports, your job objective.
• Your key skills, talents, or special knowledge related to your job objective.
• Something about your attitude toward working, or the way you get along
with people, that would be appealing your future employer.

2. Make sure that every statement in your Summary is related to your job objective
and is supported by what you say in your Skills section and Work History section.
3. Limit each Summary statement to just one line.
4. Make a heading for this Summary. You could call it simply ―Summary― or
―Summary of Qualifications‖—whatever fits your style and seems comfortable to you.
5. Enter your Summary statements at the bottom of this page.

SOME EXAMPLES OF SUMMARY STATEMENTS:

Summary (Job Objective was Customer Service position)

• Six months part-time experience in customer-service related work.
• Enrolled in Business Track high school program with emphasis on Marketing.
• Earned high rating as an excellent worker during part-time seasonal jobs.
• Familiar with the company’s products and would be proud to promote them.
• Willing to support the company policy that ―the customer is always right.‖

Summary (Job Objective was Entry position in office services)

• One year of part-time experience assisting owner in a home-based business.

• Business major at Lincoln High School; high grades in Database Design.
• Completed independent study project exploring technology for small businesses.
• Strong interest and talent for learning computer software; enjoy the challenge.
• Can offer good references as reliable, honest, and hard-working.

MY SUMMARY STATEMENTS:

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The Resume Workbook for High School Students / A Fill-in-the-Blanks Guide — Yana Parker, © 2001
 STEP 9: Assemble Your Resume

If you’re working with a job counselor, you may want to check your
progress with your counselor now—before proceeding with this Step.

Use the worksheets on pages 21 & 22 to assemble all the parts of your resume.

1. On page 21, fill in your name, address, and phone.

Add an email address if you have one.

2. Put your Job Objective below your name/address/phone—the same Job Objective you
chose and wrote down way back on page 7.

3. Copy your Summary from page 19 to the worksheet on page 21.

4. Keep your skill one-liners in the same skill groups as they appear on page 14, and
copy them over to page 22.

Now look at those ―one-liners‖ and make sure you have made it clear where each
activity occurred—in which situation or class or job—whenever possible. This is
very important, because it makes your ―Skills‖ style resume both believable and clear
to the employer.

Here are some examples: (Italics are used here just to make the idea clear to you.)
• Filled in as teacher’s aide volunteer at Oakland Technical High School.
• Helped train other seasonal gardening workers at U.C. Botanical Garden.
• Won award for the most sales, as Advertising Manager for Skyline High Yearbook.

5. Move your Work History from page 16 to page 22.

6. Move your Education and Training notes from page 18 to page 21.

That’s IT!
You’re Almost Done!

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The Resume Workbook for High School Students / A Fill-in-the-Blanks Guide — Yana Parker, © 2001
 Worksheets To Assemble Your Resume (first page)

Name:

Address:

Telephone:

Job Objective:

SUMMARY
(or Summary of Qualifications, from page 19)

•
How much experience related to this line of work

•
Training or education related to this line of work

•
A special achievement or recognition

•
Some key skills, talents, special knowledge

•
Something about your positive attitude or work ethics

EDUCATION / TRAINING
(from page 18)

School Grade Level Graduation date

Any other relevant information

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The Resume Workbook for High School Students / A Fill-in-the-Blanks Guide — Yana Parker, © 2001
 Worksheets To Assemble Your Resume (second page)
RELEVANT SKILLS

Skill, as on page 14

One-liner, as on page 14

One-liner, as on page 14

One-liner, as on page 14

One-liner, as on page 14

Skill

One-liner, as on page 14

One-liner, as on page 14

One-liner, as on page 14

One-liner, as on page 14

Skill

One-liner, as on page 14

One-liner, as on page 14

One-liner, as on page 14

One-liner, as on page 14

WORK HISTORY

Months or years Job Title Company and City

Months or years Job Title Company and City

Months or years Job Title Company and City

Months or years Job Title Company and City

22
The Resume Workbook for High School Students / A Fill-in-the-Blanks Guide — Yana Parker, © 2001
 STEP 10: Produce a Final One-Page Resume
When you have filled out pages 21-22—the Worksheets to Assemble Your
Resume—you are ready to take them to your computer and word-process
them yourself—or get help from someone else if you need to.
You will then end up with a beautiful one page resume.

Just remember this important point:

There is really NO ONE RIGHT WAY to write or design a resume.
There’s LOTS of room for you to ―be yourself.‖
Everyone is unique, and your resume does NOT have to fit a rigid pattern,
or look just like some ―perfect model‖ of a resume.
In fact, it’s lots BETTER if your resume DOES NOT look exactly like everybody else’s!

Notice that NONE of the sample resumes in the back of this workbook fit the suggested
guidelines exactly. And that’s okay! YOUR resume doesn’t have to fit any exact pattern
either. The guidelines here are just to get you started finding your own style to create an
effective resume.

There’s just a few final things to think about before

you’re ready to USE your great new resume—and
these are important:

• Proofread your resume VERY carefully, for

grammar, punctuation, and spelling.
Even little mistakes on a resume can ruin the
impression you make. And, if you are not an
excellent speller, get help from someone who is!

• Get Feedback from someone in-the-know.

Find someone who knows about the kind
of work you’re aiming for, and ask them to look
over your resume for content, clarity, appearance,
and their opinion of how effective it is.

I suspect they’ll be pretty impressed with what

a good job you’ve done! After all, this was hard
work, right? But they still may have good
ideas for making it even better.

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The Resume Workbook for High School Students / A Fill-in-the-Blanks Guide — Yana Parker, © 2001
 CHARLIE KRAUS
123 Avenida Primera • Tucson, Arizona 85704 • (602) 987-6543

Job wanted: Part-time after school and weekend job

…Stockroom helper …Grocery bagger …Golf Caddie …Dishwasher
…Theater maintenance helper …Arcade guide

Summary
• Reliable. Willing and able to show up on time.
• Honest and trustworthy.
• Good attitude around others. Willing to help,
patient with people, do my share, willing to learn.

Work Experience
1993–94 Handyman
• Worked on Tucson rental property owned by my relatives.
… Replaced broken wood fence.
… Painted inside and outside walls. Charlie felt more confident
… Cleared out trash left by tenants. about his job hunt once he got his
skills down on paper.
Fall 1994 Babysitter
• Do on-call child care for parents during football games.

1992–93 Bagger after school, weekends, vacations

• Bagged groceries at US Army Commissary, Wurzburg, Germany.

1991 Woodworker and Salesman part-time during school year

• Produced wood handicrafts; sold them to teachers and other students.
… Increased sales by giving customers a chance to try out the
merchandise and show it to others.
… Increased income by raising prices on popular items.
… Used woodworking tools to make handicrafts.

1992 Golf Caddie

• Caddied every day during summer vacation.

Work Related School Projects

Animal Care Project, Nov. 1996 to Apr. 1997
• Successfully raised a pig to sell at the County Fair.
… Won three blue ribbons. Earned over $200.
… Fed and walked the pig every day, cleaned the pen, gave the
animal shots when it was sick, checked its weight weekly.
Free Enterprise Class, 1994 (Junior High)
• Sold school supplies such as pencils, pens, paper, notebooks.
• Designed, built, and sold wooden plaques which were popular
with teachers.

Education: will graduate from high school in June 1999

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The Resume Workbook for High School Students / A Fill-in-the-Blanks Guide — Yana Parker, © 2001
Marissa Valenti
5500 Mar Del Vista Drive Even though her actual work
Whittier, California, 90602 history is limited, Marissa found plenty
562-123-9876 to say about her skills.
Email: [email protected]

JOB OBJECTIVE
Seeking a position as a part-time CASHIER in a retail environment.

SUMMARY
• Responsible and reliable; will show up for work as promised.
• Able to deal in a mature manner with problem solving.
• Considerate of people of all ages and personality types.
• Excellent communication and listening skills.
• Quick and eager to learn; able to understand and follow through with directions.
• Proven leadership skills.
• Strong organizational abilities.
• Capable of representing an employer professionally and intelligently.

WORK EXPERIENCE

Summers of 1996-98: MEDIA CENTER ASSISTANT

East Whittier Middle School, Whittier, CA
Assisted librarian in operation of library and media center:
Shelved books. Checked books in/out.
Helped students locate books and materials, and operate computers.
Kept the media center organized.

1996-97 Tutor for Elementary students: community service, International Baccalaureate

Program, assisting students with computers, printers, televisions, VCR’s.

1995-96 Manager, Food Drive: in charge of all 6th grade classes (approx. 100 students).
Appointed because of proven responsibility, organizational skills, and ability
to resolve problems.

RELEVANT ACCOMPLISHMENTS

1996-98 ―A‖ Honor Roll Student: East Whittier Middle School, Whittier, CA
1998 Recipient of: Challenge U Scholarship (General Mills) $2,000
Dain Raushcer Scholarship $10,000
1996-98 Participant: national competition ―MATH COUNTS‖, one of four team members.

Computer experience in: Word Perfect, Internet

—Resume written by Jolene Elliot and the Student—

25
The Resume Workbook for High School Students / A Fill-in-the-Blanks Guide — Yana Parker, © 2001
VALERIE BLAUER Valerie effectively combines
3056 Hillegass Avenue the specific evidence of her skills with
Oakland, CA 94611 an appealing image of a valuable
(510) 339-3022 team member.

Job Objective: Entry position in office services.

SUMMARY OF QUALIFICATIONS
• Enthusiastic, hardworking, and reliable.
• Willing to learn and accept constructive criticism.
• Highly motivated for career advancement.
• Enjoy contributing to a team effort.
• Help create a pleasant, clean working environment.
• Two years part-time experience in office work.

OFFICE EXPERIENCE
GENERAL OFFICE SKILLS
• As office assistant:
– Answered phones – Filed documents – Proofread
– Made appointments – Typed correspondence – Ran errands

BUSINESS SKILLS
• Entered orders into FileMaker database.
• Made and tracked invoices, ensuring satisfaction and payment.
• Calculated and handled payments by check and cash.
• Filled customer orders for books and software.

COMPUTER KNOWLEDGE
• Basic knowledge of Macintosh software (FileMaker, Word).
• Familiar with IBM software (Word).

EMPLOYMENT HISTORY
1998–present Office Assistant Damn Good Resume Service, Oakland, CA
1998–present Baby-sitter Witherall House, Oakland, CA
Summer 1998* Animal Care Children’s Fairy Land, Oakland, CA
(*volunteer job)

EDUCATION
Skyline High School, Oakland, CA, will graduate June 1998

– Resume written by the student –

26
The Resume Workbook for High School Students / A Fill-in-the-Blanks Guide — Yana Parker, © 2001
 KATHY Q. WAN
3334 Hillegass Avenue
Kathy chose a traditional
Oakville, CA 94605 chronological layout, but freely
(510) 987-6543 combined both paid and unpaid
work experience.

OBJECTIVE
Peer Counselor with focus on developing a bridge for students of different cultures.

SUMMARY
• Top-notch student experienced in dealing with a wide range of cultures.
• Unique combination of expertise in working with the community and
with professional groups.
• Dynamic leader and team-builder, consistently motivating others to succeed.

EXPERIENCE AND ACCOMPLISHMENTS

1998–present Assistant Counselor – CENTER FOR NEW AMERICANS, Oakville:
– Plan and coordinate peer counseling workshops for junior high
school students;
– Cross-cultural translation and interpretation for County Mental Health,
and Department of Social Services;
– Counsel cross-cultural girls between the ages of 12–19 from the New
American Girls Program;
– Recruit girls from different schools for the American Friends Program;
– Run two peer support groups for teens in the New American Girls Program.

1998–present President – FUTURE BUSINESS LEADERS OF AMERICA,

Oakville High School Chapter.

1997–1998 Secretary – FUTURE BUSINESS LEADERS OF AMERICA,

Oakville High School Chapter.

1997 Teacher’s Assistant – OAKVILLE CHILD CARE CENTER, Oakville:

– Cared for children between the ages of 5 months to 4 years old;
– Coordinated different types of art sessions.

EDUCATION
Oakville High School, Oakville, CA; currently a Junior, GPA 4.0.

—Resume written by the student—

27
The Resume Workbook for High School Students / A Fill-in-the-Blanks Guide — Yana Parker, © 2001
 ANGELA Q. REDWOOD Angela uses much of the space
R.R. Box 5600 on her resume to present images of her doing
Morton, MN 56270 work relevant to her job goal and less on images related
to student activity. This is a crucial feature of
(123) 456-7890
an effective student resume.

Objective: Trainee/intern position with a veterinarian, learning the roles

and responsibilities of a veterinary technologist.

SUMMARY
• Ranked in top 15 percent in my graduating class, maintaining a 3.5 grade
point average throughout high school.
• Mature, responsible, hard-working team member; willing to learn new things
• Worked with animals for many years, and continue to do so.
• Can operate computer programs: Power Point, Microsoft Excel, and Microsoft Word.

RECENT WORK HISTORY

July ’95 to Farm Worker, Morton, MN

present • Acquired experience in raising and caring for animals.
• Learned how to take care of and raise cattle, hogs, white-tailed deer,
elk, rabbits, ducks, geese, pheasants, cats, and dogs in a farm setting.
• Helped with dehorning and castration on hogs and cattle.
• Administered vaccinations.

1994 to Seasonal Worker, ASGROW SEED COMPANY, Redwood Falls, MN

present • Worked fall through spring at various tasks indoors, such as sorting,
counting, and organizing seed, and harvesting corn and soybeans.
• Summer full-time work at thinning, weeding, inoculation, pollinating,
and miscellaneous clean-up; promoted to position of supervisor.

Spring ’98 Veterinary Technician, REDWOOD VET CLINIC, Redwood Falls, MN

( 3 weeks) • Observed spay and neuter surgery, along with other surgeries on cats
and dogs.
• Learned many new things about veterinary medicine dealing with
anesthetic, prescription drugs, and heartworm testing.

Spring ’98 Veterinary Technician, FAIRFAX VETERINARY CLINIC, Fairfax, MN

(4 weeks)1 • Observed neuter and spay surgeries, along with declawing and tooth
cleaning procedures, heartworm testing, and pregnancy tests on cattle.
• Observed methods of anesthetic and vaccination administration.

EDUCATION
Redwood Valley High School, 1998
Primary • Physical Science • Biology • Chemistry I • Environmental Science
coursework: • Personal & Business Computers • Health • Speech, TV, and Radio
• Accounting I • Algebra I and II • Geometry

Achievements: • Honor Roll, seven semesters.

• Became supervisor after a year at my seasonal job.
• Published in school newspaper, Minnesota High School Writer.
Activities • Raising animals • School newspaper and yearbook staff • Bloodmobile

28
The Resume Workbook for High School Students / A Fill-in-the-Blanks Guide — Yana Parker, © 2001
 Use this page if you need a bit more room to write.

29
The Resume Workbook for High School Students / A Fill-in-the-Blanks Guide — Yana Parker, © 2001
The Resume Workbook
A Fill-in-the-Blanks Guide in Four Versions:
©

Adults Entering the Work force (W2W)

Adults in Career Transition
High School Students
College Students

These 29- to 36-page workbooks are just right for classroom or workshop
use. They walk the job seeker through the same Ten Easy Steps presented in
Yana Parker's DAMN GOOD RESUME GUIDE: A Crash Course in
Resume Writing. The workbooks have plenty of space for the job seeker to
enter all the components of their g-r-r-reat chronological or functional resume.
The workbook results can then be input into Yana Parker’s Ready•To•Go
Resume templates (available through Ten Speed Press) to create a finished
resume.

The Damn Good Resume Guide and the Resume Workbooks can be used
independently OR side by side, as both offer many creative solutions to tough
resume problems.

Please check our web site www.damngood.com for workbook prices and
reproduction agreements.