Practicum in language lane 462.- a brief summary , dr. shadia y. banjar.docx

Practicum in Language-Lane 462 2010

Practicum in Language
Lane 462
A Brief Summary
I. Critical Thinking
II. Jobs' Skills
A. Teaching Skills
B. Translation Skills
III. Steps for Job Application

Critical Thinking
• Critical thinking is reasonable, reflective thinking that is focused on deciding what to believe or
do. Robert Ennis (Critical Thinking: An Introduction by Alec Fisher)
• UNIVERSAL STRUCTURES OF THOUGHT:
a) Whenever we think,
o we think for a purpose,
o within a point of view,
o based on assumptions,
o leading to implications and consequences.
b) We use data, facts, and experiences,
o to make inferences and judgments,
o based on concepts and theories,
o in attempting to answer a question or solve a problem.

Dr. Shadia Yousef Banjar Page 1 of 35


Jobs' Skills

A.Teaching Skills

GOOD TEACHING

ELEMENTS OF GOOD TEACHING:

• Good teaching is based on three elements:
scholarship,
personal integrity, and
the ability to communicate with the young.
1. SCHOLARSHIP
•Scholarship is both the grasp of knowledge and a habit of mind.
•An effective teacher brings about both from his students, but a habit of mind lasts in a person over a
lifetime.
•Scholarship is not only an affair of the classroom, but a way of life which is marked by respect for
evidence and logic, by questioning and finding new meaning in familiar data, and by the ability to see
things in context, to relate specificities to generalities, facts to theories, and theories to facts.
2. INTEGRITY
•Integrity has two separate meanings:
a. probity: characteristics of honesty, principle and decent frankness.
b. completeness or unity of character, the sense of self-confidence and personal identity
• most of our students' most painful trials are in finding their own selves, in gaining proper self-
confidence, and
• they look to the teacher as who has learned to control the ambiguities, pressures and restrictions of
life.
3. THE ABILITY TO COMMUNICATE WITH THE YOUNG
•The ability to communicate with the young is means, obviously, liking young people, enjoying their
noisy enthusiasm and intense questioning. A good teacher must be, obviously, a compulsive listener.
•It means the ability to empathize, to see a situation as the student sees it.
•It means the skill of provoking more out of a student than he believed possible, of knowing the tests
to which to put a young scholar in order that he be convinced of his own learning and to tempt him into
further learning.
•It means a belief in the dignity of young people and in the stage of life at which they now find
themselves. Great teachers neither mock nor underestimate the young.



How to be a GOOD TEACHER?
• There are acts which may appear trivial but, create a standard and a style from which
young people can learn. These actions signal the importance a teacher feels for an
individual, for his dignity and for his growth.
Examples:
Knowing the student’s name, and calling them by name,
greeting students and colleagues pleasantly,
remembering something that had earlier worried a student, and asking about it (“Is your mother
recovering from her operation”),
resisting the hurtful sarcastic to a foolish comment made by the student,
scrupulously following the dictum which all our parents taught us: “If you can’t say anything
about someone, don’t say anything at all.”,
telling a student the unvarnished truth, privately (i.e. George, you’re not working hard enough”.

• The teacher should help students to develop rational habits of mind and a sense of the
joy of inquiry. Here are some minutiae:
always insisting on the reasons in class and out,
knowing the difference between asking students to listen to you and to hear you and acting upon
it.
“hearing” students, and questioning them thoroughly enough to know just how they see or are
confused by an issue,
showing that you can change your mind, when evidence and logic suggest it,
being on the edge of your subject and interest; exhibiting the same questing in your field that you
would like your students feel.

• Yet other minutiae that show the deep seriousness the teachers have for intellectual
values and for learning:
never being late to class or cutting it for some personal convenience,
returning papers to students within twenty-four hours,
insisting on neat written work, delivered on schedule,
insisting on formality of conduct in a classroom,
insisting on clear thinking and fair mindedness in the dormitory,
perceiving the results of a class by focusing on what my students learn and not what I, as a
teacher, have covered.

• Some minutiae that help the students to grow:
always expect a bit more of a student than he expects of himself.
accentuate the positive; be careful always to praise good work. No one learns anything faster
than when he feels he is successful.



Be friends with students, but not buddies; the obligations of the latter relationship limit one’s
freedom to teach well
Never give up on a student, or categorize or ‘brand’ him permanently.

CODE OF ETHICS FOR TEACHERS AS EDUCATORS:

Give six of Code of Ethics for TEACHERS as EDUCATORS?
Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic
potential of each student.
○ ‘Educators help students to value their own identity, learn more about their cultural
heritage, and practice social and civic responsibilities’
○ ‘They help students to reflect on their own learning and to connect it to their life
experience’
○ ‘They engage students in activities that encourage diverse approaches and
solutions to issues’ in a way that demonstrate their abilities and learning.
Principle 2: Educators create, support, and maintain challenging learning
environments for all.
○ Educators promote student learning.
○ They utilize a range of strategies to address differences.
○ They advocate for necessary resources o teach higher levels of learning.
○ They develop and apply knowledge by displaying a curiosity and enthusiasm for
learning.
Principle 3: Educators commit to their own learning in order to develop their
practice.
○ Educators improve their own practice by respecting the reciprocal nature of learning
between educators and students.



○ They engage in a variety of individual and collaborative learning experiences
essential to develop and promote student learning.
Principle 4: Educators collaborate with colleagues and other professionals in the
interest of student learning.
○ ‘Educators encourage and support their colleagues to build and maintain high
standards’.
○ ‘They participate in decisions regarding curriculum, instruction and assessment
designs, and they share responsibility for the governance of schools’
Principle 5: Educators collaborate with parents and community, building trust and
respecting confidentiality.
○ ‘Educators partner with parents and other members of the community to enhance
school programs and to promote student learning’
○ ‘They respect the private nature of the special knowledge they have about
students and their families and use that knowledge only in the students’ best
interests’
Principle 6: Educators advance the intellectual and ethical foundation of the
learning community.
○ ‘Educators share the responsibility for understanding what is known, pursing
further knowledge, and translating knowledge into comprehensible forms’.

COURSE DESIGN:

A “good course” design meets the following five criteria:
1. Challenges students to HIGHER LEVEL OF LEARNING

by including problem solving, decision making, critical thinking, and creative
thinking.
2. Uses ACTIVE FORMS OF LEARNING


means not “passive” (i.e. reading and listening)
“active” learning means solving problems and thinking critically

3. Gives FREQUANT and IMMIDIATE FEEDBACK to students on the quality of
their learning

“frequent” means weekly or daily
“immediate” means during the same class if possible, or at the next class
4. uses a STRUCTURED SEQUENCE OF DIFFERENT LEARNING ACTIVITIES

Different learning activities such as lectures, discussions, small groups,
writing, etc are to be structured in sequence in which earlier classes lay the
foundation for complex and higher level learning tasks in later classes.
5. has a FAIR SYSTEM FOR ASSESSING AND GRADING STUDENTS

Students should have a fair grading system: objective, reliable, based on
learning, flexible, and communicated in writing.

What are the COMMON TEACHING METHODS?
Common methods for teaching are of 14 types:
1. Lecture 8. Case studies
2. Lecture with discussion 9. Role playing
3. Panel of experts 10. Report-back session
4. Brainstorming 11. Worksheets/surveys
5. Video tapes 12. Index card exercise
6. Class discussion 13. Guest speaker
7. Small group discussion 14. Values clarification exercise



Each of which has its good points (i.e. STRENGTHS), LIMITATIONS and
PREPARATION.

EVALUATING YOUR TEACHING

Definition of Evaluation :

Doing good evaluation is like doing good research. In both cases you are trying to
answer some important questions about an important topic. The key for both is:
a. identifying the right question to ask, and
b. figuring out how to answer them.

WHAT ARE THE KEY QUESTIONS IN THE EVALUATION OF
TEACHING?

Basically they are:
1. "How well am I teaching?
2. Which aspects of my teaching are good and which need to be improved?”
The first question attempts to provide a global assessment, while the second is analytical
and diagnostic in character.

Why Evaluate?

Teachers should evaluate their teaching for two reasons:

• to document the quality of one’s teaching to others in a portfolio.

• to perform a better job and to have a more enjoyable experience.



How to Evaluate?

What are the TECHNIQUES for EVALUATING your own TEACHING?
There are five basic sources of information that teachers can use to evaluate their
teaching:
1. self-monitoring,
2. audio-tape/video-tape,
3. information from students,
4. students’ test results, and
5. outside observers.
All evaluation efforts use one or more of these basic sources. Each of The five sources
of information has its unique value, recommended frequency, limitation, and
appropriate response to that limitation.

1. SELF-MONITORING is what people do semi-automatically and semi-
consciously whenever they teach. Most of their mental activity is concerned
with making the presentation or leading the discussion. But one portion of
their mental attention is concerned with:
a. "How is it going?“
b. "Are they with me?"
c. "Am I losing them?“
d. "Are they interested or bored?"



A. Unique Value:
• The first value is immediate and constant attention concerned with “How
is it going?”, “Are they with me”, “Are they interested or bored”, etc.
• A second value is created by the teacher by looking at the situation and
say “This is what is happening”
B. Frequency:

• This does and should happen all the time. We may only take a mental pause every
few minutes to size up the situation. But by comparison with the other sources of
information this takes place continuously.
C. Limitation:
• Personal judgment may lack complete objectivity
D. Appropriate Response:
• To turn to an objective source of information without subjective bias.
2. AUDIO-TAPE/VIDEO-TAPE
A. Special Value:
• Putting a video or audio recorder gives the teacher totally objective
information: what she said, how much time she spent in a topic, and how often she
moved around.
B. Frequency:
• an audio recording is preferably twice in each semester course. This gives a chance
to see if any speech problems are there, the second recording is to check if they are
under control. Video recordings are probably useful once every year or two.
C. Limitation
• Despite that the audio/video tape shows the actual behavior, it does not show the
effect of that behavior on students
D. Appropriate Response:
• To get a source of information that shows the effect of behavior (i.e. the students
themselves)



3. INFORMATION FROM STUDENTS
A. Special Value:
• The student is the best person to judge whether the teaching is exciting or dull.
• The teacher can get the student opinion through two ways: questionnaires &
interviews
• a. Questionnaires include students characteristics (e.g. major, GPA, reasons for
taking the course), students characteristics of the teaching (e.g. clear, organized,
interesting), amount learned, overall assessment of the course and/or the teacher.
• Special value is in obtaining responses of the whole class
• The limitation is that they can only ask a question once.
• b. Interviews either by the teacher or an outside person
• Special value is in identifying unanticipated strengths & weaknesses, probing
and following-up on topics that need clarification.
• The limitation is that they can be used only with a sub-set of the class, not the
whole class.
B. General Limitations
• is that students may have negative feelings about women, for example, or people
who are ethically different from themselves.
• Also, the students can address what is taught but not what might be taught
C. Appropriate Response
• To seek for the information from someone with a professional understanding of the
possibilities of good teaching.

4. STUDENTS’ TEST RESULTS
A. Special Value
• Tests results assess the quality of student learning and, accordingly, assess the
quality of teaching.
B. Frequency
• Weekly or even daily feedback is much more effective to know whether students are
learning what they need to learn as the course goes along considering that not all
tests need to be graded and recorded


C. Limitation
• The students may have low grade, but not because the teacher was bad.
• Also, the students may have good grade, but not because the teacher was good
D. Appropriate Response
• We still need the students themselves to answer the question of whether the teacher
was helpful.

5. OUTSIDE OBSERVERS

A. Special Value
• The outsider has no personal issue, so s/he is free to reach positive and negative
conclusions.
• Also, being professional, s/he can bring the expertise that supplements both the
teacher and the students.
B. Limitation
• The outside observer can only visit one or two class sessions, and not the rest of the
course.
C. Appropriate Response
• To use a different source either a different kind of outside observer or one of the
other sources.
ISN’T IT USEFUL TO REFER TO ALL THE FIVE SOURSES?
Each source of information offers a special kind of information that none of the
others do. Thus, it is recommended to refer to all of the five sources.

B.TRANSLATION SKILLS

Translating: the process (to translate; the activity rather than the tangible
object);



A Translation: the product of the process of translating (i.e. the translated
text);

Translation: the abstract concept which encompasses both the process of
translation and the product of that process.

TEACHING TRANSLATION

In teaching translation in the English department a balance between theory and
practice should be kept although it can lean a little bit on practice, because it is
practice that actually produces a good translator (Samudra, 1993).
The translation course is designed as a real world task from analyzing the text in the
source language (SL) until restructuring and evaluating the translation in the target
language (TL).
What is important to be transferred is the content of the text, not the form.
What is emphasized is that translation is for communication.

From this diagram it can be seen clearly that it is the content that is transferred, not
the form.

DEFINING TRANSLATORS

• To define translators, we need to differentiate between translators & interpreters; identify
the role of translators, identify the qualities of a good translation, list the characteristics of
a good translation; determine to what extent the translator can work in both languages;


determine the cost; determine the time needed for translation; determine the degree of
freedom the translator has to change the text; determine whether or not the translation
should be checked; define the procedure of selecting a freelance translator; decide
whether or not to work with a translation company; define translators qualifications and
ethics; and decide whether machine translation a viable alternative or not.

What is the difference between translating and
interpreting?

• ‘Translation’ is used as a generic term covering both written & spoken messages.
• However, ‘Translation’ means transferring written messages from language to another
• ‘Interpreting’ means transferring spoken messages.

What can a professional translator do for you?

• gives you access to documents written in a language you don’t understand.
• enables you to communicate your views in another language.
• enhances the image of your company or organization by producing a professional
document that is accurate and uses a style and terminology that are consistent and
appropriate for your target audience.
• helps sell your products and services and ensure that bad a bad translation does not
compromise your reputation or the quality of your products or service.
• saves your money by reducing the number of errors in your documents and eliminating
delays and the need for expensive patch-up jobs later.
• saves you the worry and problems that arise from working with amateurs.
• saves you from possible embarrassment by pointing out any problems in cross-cultural
communication.

What are the qualities of a good translation?

• a sophisticated understanding of a foreign language.
• an understanding of the topic being translated.
• an ability to transfer ideas expressed in one language into an equally meaningful form in
the other language.
• an above-average capacity to write well in the target language.


• broad general knowledge.
• a sound knowledge of the two cultures involved.
• mental agility.
• sensitivity and attention to detail.
• an understanding of specialized terminology in the field of the translation.
• training or experience.

What are the characteristics of a good translation?

A Good Translation:

• is characterized by accuracy, logic, clarity, and formality.
• On-time delivery.
• must fulfill the function required by the text in (SL).
• considers what and who the translation is for.

Can translators work in both language directions equally
well?

• It is very rare for a translator to be able to translate written texts equally well in both
directions.
• A translator working into his or her native language is less likely to make grammatical
errors, and more likely to be able to produce text in the desired style of the target
language. (e.g. English → Arabic for Arabs).
• Conversely, a translator working from his or her native language is less likely to make
mistakes in comprehension of the source text, but more likely to make grammatical
errors (e.g. Arabic → English for Arabs).
• However, good translation is not impossible.
• But, sometimes it requires familiarity with the field of the topic being translated.

Is it acceptable for the translator to make changes to the
text?



• Word-for-word translation often results in a different meaning or nuance, or
might be simply awkward.
• The translator may render the text quite freely so as to better convey the
intended meaning.
• Language reflect the cultures in which they are used therefore the translator
may make or suggest certain changes so the that the translation works
better, omitting or adding material or rewriting the text so it is more suitable
for the target audience.
• The translator is often able to offer sound advice based on knowledge of
both culture in order to avoid communication breakdown caused by
linguistic or cultural differences.

Should the translation be checked?

It is advisable to have the translation checked by a native speaker, particularly if it
is for publication.
This will eliminate any incorrect, verbose or awkward expressions and enables
parts where the meaning is not conveyed clearly to be rewritten.
Even when the translator is working into his/her native language, it is a good idea
to have another eye to look at it for the sake of accuracy, style and terminological
appropriateness.
Make sure that the checker is an experienced translator or editor.
For legal purposes, the translator can provide a notarized statement that the
translation is true and accurate to the best of his or her knowledge.

TRANSLATOR ETHICS

Translators operate under general ethical principles that require them:
not to disclose information acquired in the course of their work.
Not to undertake work that is demonstrably beyond their ability
To take all reasonable to be accurate.
To be responsible for the quality of their work.
To continue developing their professional knowledge and skills.


To respect and support their fellow professionals.

Is machine translation a viable alternative?

• Machine translation packages may provide a very rough idea of the gist of the
document.
• They work best on texts with very restricted and repetitive subject matter or texts
written in controlled language.
• Machine translation shows its shortcomings when faced with authentic or complex or
complex texts and literature.
• Extensive pre-editing and post-editing by human experts is usually needed for
machine- translated texts.
• Fully accurate, high-quality machine translation with no human input is unlikely to
ever be a reality.

STEPS FOR JOB APPLICATION

CV/ RESUME WRITING
THE BASICS OF FORMATTING OF A CV/RESUME
WRITING A CV/RESUME FOR GRADUATES
JOB INTERVIEWS
JOB LETTERS

CV/ RESUME WRITING

WHAT IS A CV (CURRICULUM VITAE)?
The Curriculum Vitae or CV can be translated as "the course of one's life/career”
and provides a comprehensive overview of your academic background and
professional accomplishments.
A CV is often needed to apply to graduate programs, employment in academia
or international organizations, and in certain professional fields.

Resume vs. CV

Many of the rules of writing a resume can also be applied to writing a CV.



A CV is a longer and more detailed synopsis of your background and skills.
a) Experience and Education dictate the length of your CV.
b) A two to three page CV is common for most seniors and graduate students.
The CV includes a greater range of information. The focus is more on academic
achievements such as educational background and training, research interests,
published works, teaching experience, field experience, academic honors/awards,
and other related professional experience.
Like a resume, a CV should include your name, contact information, education, skills
and experience.
In addition, a CV includes research and teaching experience, publications, grants
and fellowships, professional associations and licenses, awards and other
information relevant to the position or program to which you are applying.
Start by making a list of all your background information, and then organize it into
categories.
Make sure you include dates.
I. CV/ RESUME WRITING
• A CV is an essential tool in job search.
THE IMPORTANT COMPONENTS OF A CV:
The four elements in CV are:
1- your life history
2- your job history
3- your achievements8
4- your skills
Documents and materials needed to write a CV:
•Job descriptions for all positions held.
•Performance reviews.
•Educational descriptions and records of seminars/conferences attended
since high school.
•References.
CV Heading

CV heading include general information:
•Name
•Surname
•Local address
•E-mail address


•Phone number

Name Format

• Bold or capitalize your name.
• Use letters two to six points larger than the rest of the text.
• Place your name on the first line of your page.
• Place your name at the center of the page.

The general format is as follows: Objectives, Work experience, Education, and
Skills.

CV Objective

CV objective is ‘a brief and focused statement of what you can do and what you are
looking for’.

Examples:

Seeking new challenges in (occupation) which effectively utilizes (professional
experiences).
Looking to join a progressive organization that has the need for (a type of occupation)
and offers opportunities for advancement.
To gain first hand (type of experience), using my analytical skills and commitment to
perform quality work.
To secure an internship with a (type of organization) specializing in (area of expertise).
Tips:

• Describe the job you are seeking. You can include your experience and skill level.
• Be focused – vague objectives are less likely to attract an employer.
• Emphasize what you can bring to your prospective employer.
• The Objective should be one sentence – two sentences if needed, but not longer.
• It should be clear and concise.
• Focus on the employers needs rather than yours (what you can do for the employer
rather than vice versa).
Professional or Work Experience Description on Your CV:



• ‘Work experience should include internships and any other jobs that – including the
kind of job (full time/part time, etc) – you had during or after college’.
• Each job detail should include this basic information:
a. Title of position
b. Length you held the past
c. Responsibilities
Examples:
Managed a team of (number) that established (name or project goal or result).
Successfully launched and marketed (name of project).
Participated in the creation of a (name of product or production) that resulted in (a
position outcome).
Extensive involvement managing client relationship at all levels.
Wrote feature stories and conducted interviews for (type of press); edited copy of other
writers.
(Number of years) of (system) integration experience and implementing solutions to
help clients succeed.
(Number of years) of management experience on industrial projects.

Tips:

• For each position describe your responsibilities, duties, the challenges faced and
accomplishments achieved. Use specific examples e.g. Increased car sales turnover by
200% or saved department $ 100,000 by redesigning performance measurement system
• Define the achievement by describing what was used to reach the objective, and what
objective was reached, e.g. Used new sales channels to increase market share beyond
the state borders. The result was a 25% increase in turnover for the company.
• If you had multiple positions with the same company, remember to list dates of positions
to show the prospective employer of your rapid progress and quick learning abilities.
• If you have not had much work experience, try including temporary holiday or voluntary
jobs.


• Remember to keep it short, positive and use action verbs.

Action verbs to use in describing your accomplishment

Administrated Determined Negotiated
Advised Developed Obtained
Analyzed Directed Organized
Assisted Evaluated Performed
Audited Expanded Planned
Communicated Implemented Prepared
Completed Improved Provided
Coordinated Increased Researched
Counseled Interviewed Reviewed
Created Maintained Selected
Designed Managed Supervised
Verified
Education and Skills

‘The education and skills sections should be brief. Education should include college,
degree and graduation year excluding the high school. If you studied abroad or completed
an intensive summer course’

Tips:

• Include your Grade Point Average or General Ranking if it is impressive (Excellent, Very
Good).
• Mention any Honors, Awards, Scholarships, Internships, and Dissertations received.
• Include any information that might be appropriate to your job search. Fresh graduates
should include relevant courses, extra cullicular activities, scholarships, honors, and GPA
(if it is good!)
• Allow your educational credentials to emphasize your strengths and qualifications.



Skills

Skills section includes main skills – computer skills, language skills, typing speed- written
as keywords without going into lengthy description.

Examples:

German-Intermediate.
Microsoft Office software & the Internet-Expert.
MS Word, Excel, Access Point, MS Project Workbench and Lotus Notes-Expert.
C, Cobol, Fortran and SQL – Expert.
Quantitative Analysis- Expert.
Creative Skills-Expert.

Tips:

• Focus on skills that match your target job and target company.
• Use this section to include industry keywords that match an employer’s keyword search.
For example: Knowledge of encryption theory.
• Describe your interpersonal skills, (an experienced presenter/ public speaker/ sales
person, organizer or teacher).
• Use action verbs.

Memberships (optional)

List any professional affiliations, associations or memberships of interest to employers.

Examples:

Active member (name of association).
Speaker/Treasurer (name of association).
Appointed to serve as (position).


Past Chairman/President.
Elected to serve as (position).

Tips:

• Being part of any association shows a potential employer your interest and involvement
in a related professional field.
• Adding this information is completely optional
• This is particularly relevant and important for fresh graduates or candidates seeking to
make a career switch
• Use action verbs.
References (optional)

If required, ‘references upon request’ can be added at the bottom of your resume. You can
bring a list of references and letters of recommendation with you to an interview.

DOs and DON’Ts

DOs

Use standard 10 to 14 point fonts like Times, Palatino, Courier, and Helvetica
Left justify all text
Send your resume on 8.5'' x 11'', white paper only
Fax on “high resolution” setting
Use jargon specific to your industry
Use nouns and noun phrases rather than verbs when possible to describe job duties
(e.g., use “Art Director” rather than “directed and oversaw the graphic layout of company
brochure”).
DON’Ts
Avoid fancy text styles like italics, underlining, or shadows



Do not use a newspaper-style two column format
Avoid tabs (use the space bar instead)
Avoid parentheses, brackets, and compressed lines of print

General weaknesses in CVs

No leadership skills or managerial experience
Missing skills, knowledge and/or experience
Patchy career history
Employment gaps
Many employers
Having worked for only one employer
CV FORMATTING, CV WRITING FOR GRADUATES, JOB INTERVIEWS

• CV (or Curriculum Vitae) should include objectives, work experience, education, and
skills.
• Resumes show two formats.
• Resume for graduates may follow some basic rules
• After CV being preliminary approved, there are several tips of how the candidate may
behave in an interview, what they may wear, and how to write a “Thank You Letter”.

CV FORMATTING

• Resumes show two formats: chronological and functional
CHRONOLOGICAL RESUME

• The majority of resumes are written in chronological format.
• This format describes your work history in order from the beginning to the most recent
(the latter gets the greatest emphasis).
• This style highlights companies, dates, titles, duties, and work accomplishments
• This style is effective in outlining:


your professional experience in a particular field relevant to the employer
your measurable accomplishments from your work experience
your work experience that illustrates your work record

Chronological Resume Format

John Clarke
21 Maple Avenue
Smithfield TN 19236
Telephone: 555/683-2560
E-mail:jclarke@home.org

OBJECTIVE: A management position with a health services delivery program

QUALIFICATIONS: Over ten years experience managing health services delivery programs. Demonstrated skills in the
following areas:

• Program development and evaluation
• Service delivery goal development and evaluation
• Operating budget development and monitoring
• Vendor contracts development and negotiation
• Staff development and management

WORK EXPERIENCE:

1999-present Jones Health Services Group, Salem OR
Operation Manager

Responsible for coordination of client services. Evaluated various programs, implemented program services
changes. Monitored a $ 2.5 million operating budget, Managed, developed a staff of 50 employees.

1995-1999 Jones Health Services Group, Salem OR
Program Technician

Coordinated the Elder Care Program. Assisted with implementation of program revisions. Performed lead
work responsibilities over clerical staff. Developed, implemented contracts for vendor services.

1991-1995 Edwards Assisted Living Center
Health Services Coordinator

Assisted with the coordination of client health care services. Reviewed client applications for program rule,
policy compliance. Monitored, evaluated customer satisfaction. Prepared various correspondence, reports

EDUCATION: 1990. Bachelor of Science, Social Services, Oregon State University
References available upon request.



FUNCTIONAL RESUME

• This style is effective in assisting the reader to see your work experiences by grouping
them into vocational skills and highlighting achievements.
• This style is important when you want the reader to know that you have transferable skills
that will be of value to the readers organization.
• Your work history portion is NOT the emphasis.

John M. Smith
th
200 SE 15 Avenue
Portland, Orgegon 97000
(503) 947-5071, work
(503) 341-0001, home
E-mail: JMSmith@world.net

Education

Bachelor of Science, Secondary Education, University of Oregon, 1971 Leadership
Oregon, 1998

Program Design and Policy Development
Planning, Policy and Staff Development for Oregon Department of Human
Services (DHS) 1996-present: create and sustain partnerships with workforce
system partners; CO-manage two major systems change grants; responsible
for comprehensive system of staff development, administrative policy and
State Plan development and legislative advocacy; serve as member of
Divisions Executive Staff. CO-manage (1992-1997) with state Department of
Education for federally funded schools transition through partnerships with
Department of Education, local school districts and the University of Oregon;
currently designing a high school tech program and a youth leadership forum.
Former Students Services Coordinator with Community College in Omaha,
Nebrashka. Former program manager for two statewide programs with state
of Nebrashka program-specific association.

WRITING A CV FOR GRADUATES
For young graduates who are on the job market for the first time, they need to follow some
rules and tips to write their first resume and to write a cover letter.
The Basic Rules of CV / resumes for graduates
1. Writing your resume should be a step by step process


2. Make a list of all related experience
3. If you are applying for a specific job:
○ Read the job advertisement carefully
○ Make sure you address each requirement in the graduate resume
○ Follow the instructions
○ Include your soft skills
o Be professional, be concise, and do not include your life story
○ Be sure your graduate resume does not have any spelling and grammatical errors
○ Do not act ‘cute’
○ Avoid easily corrected mistakes
○ Have another person review your resume and give an honest opinion
4. Your resume should be a summary of your experience, education and qualifications
5. Customize you resume to demonstrate how your skills and abilities meet the duties
of specific position to which you are applying and save additional information for the
interview.
CV / RESUMES WRITING TIPS
To write resumes, graduates must follow basic tips, omit needless items, and follow some
final tips
BASIC TIPS

• Use non-decorative typeface. Use a font size of 12 or 14 points
• Use light-colored (white is the best), standard size, 8- ½ x 11'' paper, printed on one side
• Avoid using italicized text, script, and underlined passages
• Avoid graphics and shading
• Your name address, phone number(s), and e-mail address should be the first readable
item on the first page. Make sure your mane is not listed on each page.



• Be concise. Resumes reflecting ten years or less experience should fit in one page. Two
pages, including professional references, should be an absolute. Avoid lengthy
descriptions of projects of which you were only a part. Minimize the usage of articles (the,
a, an) and do not use “I” or other pronouns to identify yourself
• Use action verbs to describe yourself as someone who is active, contributes and get
things accomplished.

OTHER TIPS
Graduates may omit needless item off his/her resume

• Social security number
• Marital status
• Health
• Citizenship
• Age
• Irrelevant awards
• Travel history
• Salary information
• Reasons for leaving a position

FINAL TIPS
For you as a graduate, there are some final tips to be considered:

• Have another person review and proofread your resume.
• Ask someone who is attentive to details can effectively critique your writing, and will give
an honest and objective opinion.
• Look for spelling errors, grammatical weakness, and inconsistent capitalization.
• Reread your resume numerous times over several days to catch any hidden mistakes.
• Keep your resume frequently to make sure it reflects accurate, current information.
• Tailor your resume for each job to which you are applying.



COVER LETTER

For you as a graduate, a cover letter should be attached with your CV. The following
points are to be considered whilst writing the cover letter:

• A cover letter is sent with your CV. It can make the difference between being successful
in your job search or not.
• Cover letters are generally not read during the first candidate selection, but usually they
will be read when the candidates have been short listed.
• Always include a cover letter even if the job ad does not specify that one is needed.
Occasionally, job ads also specify a hand written cover letter.
• Your covering letter should not be a copy of your CV. Specify some of your cover letter
achievements.
• A cover letter is a way of showing your writing and reporting skills
• Your cover letter should be customized per employer.
• Do not mention salary in your cover letter.

JOB INTERVIEWS

• Job interviews are of various kinds:
◦ One to One Job Interview
◦ Panel Job Interview
◦ Group Job Interview
◦ Phone Job Interview
◦ Lunch Job Interview

• Whatever the kind is, candidates have general tips of what to do and what to wear in
their interviews
• After the interview, the candidate may write an “interview thank you letter” to the
interviewer.

GENERAL JOB INTERVIEW TIPS

• Do not smoke, chew gum, or eat garlic beforehand.


• Wear suitable interview cloths
• Take copies of your CV with you
• Arrive on time for your job interview
• Any applications handed before the interview begins, are to be filled in as accurately as
possible, make sure they match the information in your CV and the Cover Letter.
• Always greet the interviewers by his/her last name and try to pronounce it correctly.
• Have a good firm handshake.
• Look alert and interested. Scan the room once then keep your eye on the interviewers.
• Wait until you are offered a chair before you sit down.
• Stress your achievements
• Always conduct yourself professionally and if something beyond your control occurs,
show a sense of humor
• Be enthusiastic and show it in your replies and body language.
• Answer the interview question by more than a simple yes or no but try to go over 60
second limit.
• Avoid at all cost complaining about your current or former employer
• Do not answer questions about politics or religion if the job is completely unrelated.
• Do not raise salary discussions on your first interview – this is usually done on the
second.
What to Wear for a Job Interview

General tips on what to wear for a job interview for both men and women:

• Be conservative
• Well-groomed hair style
• Clean, trimmed finger nails
• Minimal cologne or perfume
• No visible piercing
• No gum, candy or cigarettes
• Wear one ring and limited jewelry

What women should wear for a job interview:

• Avoid dresses
• Shoes should have conservative heels



• Use a briefcase rather than a purse
• Conservative nail polish
• Minimal use of make up
• Limit jewelry to one wedding ring and one set of earrings.

After the interview has completed, the candidate may also write an “INTERVIEW THANK
YOU LETTER” to the interviewer.

Job Letters
http://jobera.com/job-letters/

Types Of Letters:

• Never underestimate the power of correspondence in your job search
process.
• Because there is no single formula or model of job application applicable for
all occasions, we describe and provide examples and templates of letters you
may use in your international job search:

1. Job Cover letters (Letter of inquiry),
2. Thank you letters,
3. Job Acceptance letters,
4. Job Reference letters,
5. Job Reference lists,
6. Job Rejection letters.

BASIC PRINCIPLES:

Experienced job letter's writers follow these basic principles:

1. Job letters should be brief, demonstrating that you understand the value of the
reader's time.
2. Avoid lengthy job letters exceeding 1 page.
3. Ensure that you include your contact address, e-mail and phone/fax numbers.
4. Place the most important items first, supported by facts.
5. In your job letters be positive in tone, content and expectations.



6. Do not add to your letters details about yourself or your past experience that may
call attention to your weaknesses.
7. Use active voice and powerful action verbs in your writing to hold the reader's
interest and convey a sense of energy.
8. Group similar items together in a paragraph.
9. Organize paragraphs so that they relate to each other logically.
10. Always back up general statements with facts or examples
11. Documentation creates credibility, reduces uncertainty and abstraction for the
reader.
12. Avoid jargon and clichés.
13. Check the spelling and grammar in all correspondence. If you are not confident of
your ability to detect grammatical, punctuation or English usage errors or if you need
help in organizing your letters, bring your correspondence to a professional for
assistance

Formatting Notes:

• Never send any photocopied matter or handwritten materials.
• Be precise in addressing your letters to a specific person using ’Dear Sir/Madam’
when the name is not known and never ‘To whom it may concern’ which will likely
ensure that you never get the job.
• It is acceptable to send your resume to more than one person in the same
organization, but you must inform both officers by adding a ‘cc’ at the end of the
letter; for example, ‘cc. Mr. Steve Brown, Manager, International Marketing.’
• Be observant and use titles such as Dr., when the recruiting officer is a PhD or
President, when addressing the head of the organization.
• Avoid using abbreviated terms such as P. O., St., Ave., etc in international
addresses.
• Always make a notation of the items enclosed, using the abbreviation ‘Encl’; for
example; ‘Encl.: Resume, application form, two reference letters.’

COVER LETTER (LETTER OF INQUIRY)

• A letter of inquiry can help you uncover the hidden job market.
• Sometimes these cover letters are called marketing letters.


• A letter of inquiry should be followed up with a phone call as this will increase
your chance of getting your “foot in the door”. Such a phone call may lead to a
meeting or interview.

Cover Letter

For you as a graduate, a cover letter should be attached with your CV. The following
points are to be considered whilst writing the cover letter:

• A cover letter is sent with your CV. It can make the difference between being successful
in your job search or not.
• Cover letters are generally not read during the first candidate selection, but usually they
will be read when the candidates have been short listed.
• Always include a cover letter even if the job ad does not specify that one is needed.
Occasionally, job ads also specify a hand written cover letter.
• Your covering letter should not be a copy of your CV. Specify some of your cover letter
achievements.
• A cover letter is a way of showing your writing and reporting skills
• Your cover letter should be customized per employer.
• Do not mention salary in your cover letter.

INTERVIEW “THANK YOU LETTER”

• Do not over look the thank you letter.
• It can be very helpful to make you stand out from other candidates.
• In your job search you have to make use of all the tools, and the INTERVIEW
THANK YOU LETTER is one of them.
• When the interview is completed, the candidate may write an “INTERVIEW THANK
YOU LETTER” to the interviewer.

General guidelines for interview “Thank You Letter”

• The letter has to be sent before the decision to hire a particular candidate has been
made.



• It is your last opportunity to mention any information you missed to mention in your CV,
Cover Letter or Interview.
• Clean up any misunderstandings.
• You can use some things you learnt during your interview to your advantage.
• This shows you are professional.
• Your last opportunity to leave a good impression.
• Send it within one day of the interview.

When to use a “Thank You Letter”

• After an employment interview
• To a person or contract who referred to a particular job

“Thank You Letter” Structure

• Short and Simple is the key
• Mention Specific points discussed
• Follow the how to write a cover letter guide lines
• 1st Part Thank Interviewer, for time and interest
• 2nd Part Emphasis skills, enthusiasm and why you are fit for the job. Mention also any
new things you have learnt about the organization
• 3rd Part Provide your contact details, and any follow up action.



Sample “Thank You Letter”

[Date]

[Address]

[Phone Number]

[Employer’s Name and Title]

[Employer’s Address]

Dear [Name of HR manager],

I would like to thank you for the opportunity you have given me for an interview for the
[Position title and reverence number]. I have learned a lot of new thinks about
[Organization Name]

This vacancy is right for me as I am qualified and experienced to fulfill the duties
required by the position. The [info you learnt during your interview] is also very
interesting because I [have experience qualification in info you learnt]

If you need any more information on my career history please do not hesitate to contact
me.

Thank you for your time and look forward to hear from you.

Sincerely, [Sign your name]

[Type your name]



ACCEPTANCE LETTER

Before sending the acceptance letter, you need to decide if you are going to accept or
reject the job offer.

MAKE SURE YOU:

• Know the length of the notice period from your current job.
• Understand in which job category you will start.
• Have an idea of the organizational structure.
• Are aware or have agreed on benefits, performance reviews, moving expenses.
• Acknowledge the employment offer.
• Express your gratitude.

ADD
IF YOU ARE SURE:
• Inform your employer that you have accepted their offer.
• Inform your employer of the notice period of your current job.
• Let the employer know when you are able to start work.
IF YOU ARE SURE AND YOU NEED MORE TIME:
• Notify the employer when you will be able to take the decision.

GOOD LUCK!


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