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Resume Samples for Senior document sample
Document Sample
Senior Portfolio
Table of Contents
Senior Portfolio Expectations
Senior Personal Statement Prompt
Personal Statement Guide
Personal Statement Examples
Resume Samples
Senior Portfolio Expectations
Portfolio Due: November 5, 2010
NOTE:
1.) IT IS UP TO EACH SENIOR LEVEL ENGLISH TEACHER TO SET ROUGH DRAFT DUE DATES
FOR ALL WORK REQUIRED FOR THE PORTFOLIO, PLEASE SEE YOUR SENIOR ENGLISH
TEACHER FOR INDIVIDUAL EXPECTATIONS.
2.) PLEASE SEE MRS. PHILLIPS FOR ACCESSING ONLINE PORTFOLIO INFORMATION;
INFORMATION PERTAINING TO PROCEDURE AFTER FINAL SUBMISSION OF PORTFOLIO;
DATES FOR MOCK INTERVIEWS, & ACCESSING PORTFOLIO COVERS AFTER FINAL
SUBMISSION OF PORTFOLIO.
3.) PORTFOLIOS WILL BE RETURNED AT THE BEGINNING OF 4TH QUARTER
1. Title Page: Senior Scholarship Portfolio, Professional Headshot, Full Name,
English Teacher’s Name and Class Period
2. Scholarship Application (optional)
3. Resume (see handout of the four resume samples)
4. Senior Personal Statement (see handout of essay prompt & student samples)
5. Awards &/or Commendations (you may insert copies of awards into the
portfolio)
6. Activities (you may insert certificates, hours of completion, etc. into the
portfolio)
7. Letters of Recommendation (3 letters needed for Scholarship, 1 letter for
Portfolio)
* Fill out the Senior Brag Sheet Form for each individual you ask
8. Transcript (Current)
9. Signature Page (Parent/Guardian & Student Signatures Required)
PROMPT FOR SENIOR PERSONAL STATEMENT
The final product will be a MAXIMUM of 2 pages typed, traditional font (Times, Arial etc.) {Min of 1 ½ pages}
Choose one of the following prompts:
1. Describe the world you come from – for example, your family, community or school – and tell us how
your world has shaped your dreams and aspirations.
2. Tell us about a personal quality, talent, accomplishment, contribution or experience that is important to
you. What about this quality or accomplishment makes you proud and how does it relate to the person
you are?
You may include any of the following that apply to your personal circumstances:
Be Personal- Your essay should reveal things about your character or value
Your academic record, accomplishments, and activities.
Any unusual circumstances or hardships you have faced and the ways in which you have overcome or
responded to them.
Your initiative, motivation, leadership, service to others, special potential, substantial experience with
other cultures. All achievement in light of the opportunities available to you.
How have you taken advantage of the educational opportunities you have had to prepare for college or
the workforce?
Respond by using examples that show (not tell)
Discuss how an experience was transformative in an academic way (e.g. it encouraged depth in a
particular interest, it sparked some intellectual curiosity).
Avoid irrelevant background information.
Here are some common errors to avoid:
Avoid clichés
Giving your life story. You can’t cram your memoirs into one or two pages. When you’re dealing with
limited space, a few well-chosen details will make a much stronger impression than a bunch of biographical
generalities.
Trying too hard to guess what a selection board for a school or company wants to hear. Of course, you
should tailor your personal statement for the program or school to which you are applying. But if the
person who comes across in your personal statement doesn’t really sound like you, something is wrong.
People who read applications read thousands of them, and they can pick out statements that sound fake or
stilted. Be honest, and be yourself.
Telling instead of showing. You can say ―I’m a great communicator‖ all you want, but unless you back it up
with a story or personal detail, the reader has no reason to believe it. You want to be specific- Give
specific examples in your essay to show the reader who you are
Being boring. You are, potentially, among thousands of qualified applicants. Having a memorable essay is
important. Think about the details of your life that will make the strongest, most positive impression in the
shortest time, and express them in fresh language. Be Engaging- Create an interesting story for the reader.
A typical two-page personal statement will consist of the following:
An introductory paragraph that provides your essay's controlling theme
2-4 body paragraphs that develop your theme through examples and detailed experiences and build upon
each other. The final body paragraph will contain your most poignant information
A conclusion that widens the lens and wraps up your essay without summarizing or repeating what has
already been written
S e n i o r P e r s o n a l S t a t e m e n t B r i a n s t o r m : These questions should provoke thought. You will write in either first
person or third person, and inform me about everything you consider significant in your life since you entered the 9th grade,
you may also include your past prior to 9th. I want your thoughts about extracurricular activities, academics, hobbies, travel,
family, dreams, disappointments, work, and friends---all in your best narrative writing. Write out the answers for your own
use--then you will be getting a more formal prompt for a one and a half to two page (double spaced) autobiographical essay.
1. What do I know about myself? Example: I know I am a very complicated individual, who likes to live independently. I enjoy….
2. What motivates me?
3. Which courses in high school have interested me most?
4. What kinds of activities do I enjoy most?
5. What vocation(s) have I considered, even half seriously?
6. What kinds of responsibility have I assumed thus far in my life?
7. What gives me the greatest degree of satisfaction with myself?
8. What makes me special? What contributions can I make to my college community/society?
9. Have I made any grades at the high school level which I would like to explain?(This could include superior or inferior grades.)
10. Describe my family.
11. What are my three strongest attributes (either academic or personal)? What three areas would I like to improve?
12. What three experiences have had the greatest impact on making me who I am ? (These can be positive or negative.)
13. What factors are of primary importance in my selection of a college and/or any school? Examples: academic challenges;
meeting a wide variety of types of people; finding people who are more or less similar to me in background, lifestyle, etc.;
location; living accommodations, etc.
ESSAY SCORING RUBRIC
Score Outstanding Excellent Good Fair Poor
Numeric Score 5 4 3 2 1
SCOPE: Addresses the Addresses the Addresses the Addresses the Addresses the prompt
prompt in an prompt in a prompt in a prompt in a in a limited manner.
outstanding manner, competent satisfactory basic manner.
responding to all manner, manner; may
aspects of the task. responding to focus on a minor
several aspects aspect of the
of the task. task.
ORGANIZATION: Is organized clearly Is organized Is organized Is organized in a Is organized in a
and consistently competently methodically limited way, minimal way or may
around a strong around a clear around a occasionally not be organized at all.
central purpose. central purpose. restatement of losing sight of a
the prompt. central purpose.
DEVELOPMENT: Provides generous Provides Provides Provides Provides superficial or
evidence to support appropriate and predictable evidence that is irrelevant evidence.
major positions. specific evidence evidence to general or not
to support support clearly linked to
positions. positions. a position.
LANGUAGE: Demonstrates Demonstrates Demonstrates Demonstrates Demonstrates
exceptional control strong control of reasonable some lack of inadequate control of
of sentence structure sentence control of control of sentence structure and
and precise word structure and sentence sentence inappropriate word
choice. appropriate structure and structure and choice.
word choice. adequate word limitations in
choice. word choice.
MECHANICS: Is almost entirely Is generally free Contains some Contains Contains serious errors
free from errors in from errors in minor errors in numerous errors in grammar, usage,
grammar, usage, grammar, usage, grammar, usage, in grammar, and conventions.
and conventions. and conventions. and conventions. usage, and
conventions.
PERSONAL STATEMENT GUIDE
Based on UC Berkeley Website
PART 1
Writing your personal statement can be one of the most satisfying--or frustrating--writing experiences you'll ever have.
The personal statement is an important part of your application package. Depending on the topic you choose, the essay you write
provides additional evidence of your intellectual and creative achievement. The essay is also the only opportunity for the readers of your
application to get a feel for you as a person as well as for you as a student. The essay is also the place where you can put your academic
record into the context of your opportunities and obstacles.
There is no one correct way to write a personal statement, but in general those who will read your essay are looking for two important
things:
• HOW the essay provides evidence of your achievements that isn't reflected in other parts of your application
• HOW and WHY the events that you describe have shaped your attitude, focus, and, most of all, your intellectual vitality.
This information will help you think about and craft a personal statement by taking you step by step through a process of brainstorming,
drafting and revising. At the end, we hope that you will produce a personal statement that you are proud of and that will provide
admissions officers with an accurate portrait of who you are and why a college education is important to you.
Gathering Information and Developing a Theme
After you've completing your brainstorming, you'll want to filter the fruits of your brainstorming and identify ONE area you wish to pursue in
more detail. Look for areas that might seem interesting or different to a reader. A good way to do this is to group similar ideas together to
highlight patterns; these patterns can then uncover a potential theme for your essay. (Your essay's theme is its controlling idea.)
For example, if after brainstorming and grouping your ideas, you find that your talent for writing shows up in your hobby as a budding
novelist, your community service as a teacher of creative writing to youngsters, your extracurricular work as a writer for the school
newspaper, and your award for outstanding history essay, then you should consider focusing your essay around this talent and how this
interest in writing shapes your place in the world and your goals.
Remember--it is the quality of your experience as you describe it that matters, not the number of experiences.
PART 2
STEP ONE
Begin to focus your thoughts by examining your actual experiences. Use the information you've uncovered through
brainstorming to address the following topics.
• An achievement that made me feel terrific...
• Something I have struggled to overcome or change about myself or my life...
• An event or experience that taught me something special...
• A "real drag" of an experience that I had to get past...
• Someone's act of strength or courage that affected me...
• A family experience that influenced me in some powerful way...
• A lesson, class project, activity or job that had an impact on my academic or career goals...
• A time I blew it, failed, made bad choices, and how I got past it...
• Some memorable event or advice involving an older person...
• An event that helps to define me, in terms of my background...
STEP TWO
Choose one or two of your favorite respones from the list above (or combine a couple that evoked similar responses). Check to
make sure your written description addresses the following three questions. If it doesn't, add details so that the experience you
describe will be vivid to a reader who doesn't know you.
1. What were the key moments and details of the event?
2. What did I learn from this event?
3. What aspect of this event stays with me most?
STEP THREE
Decide on a theme for your essay. Taking the experience you wrote about in Step Two, answer the following questions:
•What does this event reveal about me?
•What makes it special or significant?
•How does this event make me special or make me stand out?
• What truth about me is revealed through this event?
Your answers will reveal your theme.
PART 3
Structuring Your Personal Statement
A typical two-page personal statement will consist of the following:
An introductory paragraph that provides your essay's controlling theme
2-4 body paragraphs that develop your theme through examples and detailed experiences and build upon each other. The final body
paragraph will contain your most poignant information
A conclusion that widens the lens and wraps up your essay without summarizing or repeating what has already been written
Personal Statement Examples
1. Give Goth a Chance
When I sat down to write this essay, I tried, as my high school English teacher
always instructed, to imagine the audience for my writing. The more I thought about it, the
more I pitied the college admissions screeners who would be reading a thousand essays on
diversity. Along with the expected takes on race and ethnicity, how many of those essays
would present their authors as outcasts, loners, kids who didn’t fit in at his or her
school? How could I present myself as someone unique and interesting—strange, even—without
falling prey to the cliché of the self-pitying social misfit?
Let me be direct: in some ways, I am the antithesis of what one might picture as a
student who contributes to campus diversity. I am white, middle-class, and heterosexual; I
have no physical handicaps or mental challenges apart from a tendency towards sarcasm. But
when I receive college brochures picturing smiling, clean-cut teens dressed in the latest
from Abercrombie & Fitch and lounging on a blanket in the sun, I think, those people are
not like me.
Simply put, I am a Goth. I wear black, lots of it. I have piercings and ear gauges
and tattoos. My hair, naturally the same sandy blonde that the rest of my family shares, is
dyed jet, sometimes highlighted in streaks of purple or scarlet. I rarely smile, and I
don’t do sun. If I were inserted into those brochure photographs of typical college
students, I would look like a vampire stalking her wholesome prey.
Again, I am imagining my reading audience, and I can almost see my readers’ eyes
roll. So you’re a little weird, kid. How does that contribute to campus diversity? Well, I
think I contribute plenty. Diversity goes beyond the physical; race or ethnicity might be
the first things one thinks of, but really, it is a question of what makes someone the
person that he or she is. Diversity might be considered in terms of economic or
geographical background, life experiences, religion, sexual orientation, and even personal
interests and general outlook. In this respect, my Goth identity contributes a perspective
that is far different from the mainstream. Being Goth isn’t just about physical appearance;
it’s a way of life that, like any other, includes not only individual tastes in music,
literature, and popular culture, but also particular beliefs about philosophy,
spirituality, and a range of other human issues.
To give just one specific example, I am planning to major in Environmental Studies,
and while it might seem odd to picture a ghoulishly-dressed girl who adores the natural
world, it was my Goth outlook that led me to this academic interest. I read voraciously,
and am drawn to subject matter that is somewhat dark; the more I read about humanity’s
impact on the planet and the near-apocalyptic dangers posed by global climate change,
pollution, overpopulation, the manipulation of the food supply and other environmental
threats, the more interested I became, and the more determined that I should become
involved. I, along with other members of my school’s Environmental Club, started a campus
recycling program, and lobbied our superintendent to install in all classrooms power strips
that are used to easily shut down equipment such as printers and computers at the end of
the day, thereby conserving energy and generating significant savings for our school. I was
drawn to this dark subject matter of environmental crisis, not to wallow in it or savor the
Schadenfreude, but to change it and make the world a better place.
I know Goths look a little funny, as we wear our ebony trenchcoats in seventy-degree
weather. I know we seem a little odd as we gather in shady nooks to discuss the latest
episode of True Blood. I know professors may sigh as we swell the enrollments of poetry and
art classes. Yes, we’re different. And we—I—have a lot to contribute.
2. Harmony through Chaos
With convention comes conformity; with conformity comes the fall of the individual. Individual beliefs and ideals,
however, are vital to the very basis of the society we as humans thrive in. Simply conforming leads to a backwards society
in which a few hold power and the rest are subjugated, but people hate being subjugated: they just want to be free. This is
the reason that people search for meaning in their lives; it is the reason that people are diverse in both intrinsic and extrinsic
characteristics. It is this very diversity that not only defines us but also allows us to find a place in the world. Where am I in
all of this? I am an individual who is defined by my experiences in both the eastern and western worlds.
The east is a mysterious world that has opened my eyes to a plethora of knowledge regarding the society, culture,
life and so much more. I have been training in Shotokan karate, a form of Japanese martial arts, since 1999. In this
discipline, I have been taught that the sensei, the teacher, was the master of all knowledge. With each day of training, every
drop of sweat, with every kick, every punch, a sense knowledge was passed on from sensei to student. It was this initial
spark that led me to the Japanese culture. I was fascinated by the blind obedience, intrigued by bushidō, the way of the
warrior: the sense of purpose in each individual who lived by it to protect and live with honor until death.
Countercurrent to this experience, are my experiences in the western world. It was in the western world where the
crusades began, where Martin Luther blatantly defied an authority, where Galileo Galilei was excommunicated for refuting
the theocracy, where new nations formed that would eventually influence the course of humanity. It is in this western world
that I have been educated and have been led to think on an individual basis rather than a utilitarian one that is common in
eastern cultures. During my rigors in AP European History, I interpreted the works of philosophers. From Plato to Aquinas,
from Ockham to Descartes, from Kant to Nietzsche, I absorbed and integrated these philosophies to my own being, and
also developed a bad habit of reading philosophy.
It was in my pursuit of knowledge and experience that I began to learn about the virtues and follies of humanity, the
reason behind wars, and the impetus to live. I have realized that only by mixing the cultures of the eastern and western
worlds can true harmony of diversity be achieved. Trying to attain this harmony is parallel to what Dr. William G. Ouchi,
author and professor, attempted to do in the field of business management in mixing eastern and western management
practices into a hybrid business management system. Assimilating the cultures and lessons of both, the eastern and
western worlds, allows me to be more in balance with myself and the external world.
In connecting to the overall theme of cross-cultures, I am an adolescent of Bengali descent, but beyond that I am an
individual shaped by the constant clash of different cultures and influences. It is in a chaotic system I was born into, and in
this chaotic system I thrive.
3. The Bitter and the Sweet
The candy’s smooth wrapper crinkles as I trace its edges with my fingertips, imagining its contents. The wrapper
tears like a fine fabric, revealing a corner of dark chocolate. I break off a piece and take pleasure in its creamy essence. I
have always had a sweet tooth, but it is not just sugary snacks that I crave. Being raised by a single parent has been a
bittersweet experience, but one that has given me resilience and ambition.
When I was young, my mother would tell me that the racks of candy in the store’s checkout line belonged to the
cashier. She said this not to confuse me, avoid spoiling me, or even to teach me a lesson about earning rewards, though
she inevitably did. She said it because she didn’t want me to worry because she could not afford a 50-cent chocolate bar.
Nevertheless, I saw through her tactic and made a promise to myself that I would grow up to be prosperous enough to buy
my family all the Hersheys on the stand.
Instead of focusing on our economic instability, my mother selflessly pushed me to strive for success so that I could
lead a more comfortable life than hers. She worked long hours every night and struggled to pay the minimum due on her
bills. Still, she would find time to read and snuggle with my sister, Emily, and me. Mom taught me the value of
perseverance, education, and moral fiber. Although I did not have two parents, I was loved and nurtured just as much.
Not all of life’s milestones were easy; some left an insurmountably bitter taste in my mouth. Domestic abuse,
divorce, and homelessness, for example. I dealt with these when my mother married a man in Maryland and moved us
several states away from our roots in Georgia. The first few months were great: baseball games, family trips to the mall,
dinners together, and movies. It felt like we were the perfect All-American family. Then things changed. Baseball games
were too expensive, and trips to the mall were replaced with days Emily and I spent isolated in our rooms on his orders.
Screaming matches between my stepfather and my mother interrupted dinners, and he swapped movie tickets for vodka.
We spent five years living in a family setting that had turned into a war zone. I remember the verbal spats became
so routine that I would no longer rush to my little sister’s room to cradle her in my arms and wipe away the tears spilling
down her cheeks. Emily and I grew so used to this lifestyle that we just turned on the televisions in our rooms to drown out
the screams. We became immersed in the world of sugar-coated sitcoms, pretending the spiteful cursing matches
downstairs were normal.
Then one evening, an argument erupted. My sister and I had begun to predict the start of these altercations. We
called our system ETF, Estimated Time of Fight, named for its accuracy. Emily joked about patenting it some day. But on
this night my mother swung open my bedroom door and told me to pack – we were leaving and not coming back. I could
hear Emily sobbing in her room.
We loaded our things into Mom’s Ford, my stepfather barking hatefully all the while. We drove for a long time before
Mom pulled into the parking lot of a large store. I gazed out the window, watching people carry bags to their cars and head
off to their warm homes. They were oblivious to our bittersweet tears. They had no idea how relieved and traumatized we
felt, all at the same time. I was 14, my sister 11, school was still in session, and we were homeless.
―We’re not the first people to go through this, and we won’t be the last,‖ Mom assured us.
A friend of my mother’s let us stay with her. Each day, Mom would wake us before dawn so we could commute from
Virginia to Maryland for our last three months of school. I remember looking out at the gleaming Washington Monument
from the Potomac bridge, wondering how many others in the nation had suffered in silence. How many had packed up and
moved on?
We eventually relocated to Texas, where Mom is still working to re-stabilize her life. And now, as I compose this
essay with some dark chocolate – my favorite candy – close at hand, I realize my family and I are at the best point in our
lives. I have triumphed here, both academically and personally. I satiate my hunger for knowledge by remaining dedicated
to my intellectual pursuits – for example, the Distinguished Graduation Plan with its rigorous course of study and community
service, and the learning opportunities it offers.
I savor the fact that I am not a bitter product of my environment; I am not a person who lets trying times interrupt her
focus, for I know that they are learning experiences also. Success, like candy, can be the sweetest treat of all.
4. An Identity
In my life, I have been fortunate enough to not have any life changing tragedies, but I’ve had one certain life long
situation that has shaped the person I am today.
Ever since I can remember I have felt like the oddball of my family. I have been the kid with no art skills, poor
academics, and a struggle with weight. I was, and still am, different than my family. My dad is an accomplished poet and
creative writer, my mom is multi-lingual in four languages and a linguistic expert for our local university, my sister is a
national award winning ceramicist, and my brother is an accomplished carpenter and illustrator. I, on the other hand, am
completely the opposite. Other than fine penmanship, I can’t write a poem, speak another language properly, create a
decorative pot, or draw a decent picture.
My physical image has always been compared to that of my brother and sister; twins, who are lean, skinny, and fit.
I had gone through a ―fat‖ stage when having gained a total of 20-25 pounds when I was fifteen. My sister is petite and 5’2,
while I am 5’7 and distinctly the contrary to petite. At family functions, I could hear my aunts talking about me at the next
table. I could hear them snickering, saying that I should be the big sister rather than the little sister. They would also make
judgments about my pale white skin, suggesting I should be darker or tanned like them. The constancy of hearing them put
me down would literally tear me up mentally. I would leave family gatherings with those voices of criticism, relentlessly
regretting the way I looked, wishing to have my sister’s perfect physique.
As an aspiring academic, I have had to consistently work hard on keeping my G.P.A decent, ―average‖; despondent
of my inability to be like the twins, full-time honor students with GPA’s of 3.8 and 4.2. I have let this one situation, a
comparison of ―they‖ as a success story and ―me‖ as a classic failure,‖ to control my life. I have wasted so much time and
effort feeling sorry for myself for not being like my family. I know this year opened my eyes to the person I truly am.
I have learned of the passion I hold for the study of Human Behavior and Science; and, of the outstanding AVID
tutor I have become. To be the first in my family to pursue the field of Human Science, and to tutor AVID students, is a
valuable part of my identity, something that I don’t have to share nor compare to my family. I have not lived as long as my
mom, dad, or the twins, so maybe I haven’t found what exactly I’m good at or what I can proudly accomplish. I think
whatever ―it‖ is will come to me when it does, and when that time comes, I won’t focus on the negative aspects. But, rather,
on the strength of experience and the power to move forward. Most importantly, I won’t compare myself to my family,
because it is the distinction and peculiarity of each individual that allows progress to be made and character to take on new
meaning. The necessity, then, needs to be in shifting and transforming while encapsulating a timeless tradition of gaining
self-identity.
Roberta Jordan
12345 Hemingway Ln.
Austin, TX 78722
(512) 456-7891 — R.Jordan@email.co
Objective
Reliable and mature high school senior seeking a part-time retail sales position with a youth-oriented clothing environment
to gain experience and insight into the fashion industry for a future career in fashion and design.
Work Experience
Country Club
Summer 2003 and 2004
Lifeguard
Monitored swimming areas for rule violations and drowning victims.
Assisted in maintaining pool facilities and recreation areas surrounding pool areas.
Supervised entertainment activities sponsored by country club.
Worked assigned shifts at check-in and concession stand.
Attended training courses and maintained CPR certification.
Taught summer swimming classes.
Volunteer Work
Big Brothers/Big Sisters 2003 - 2004
Assisted with and participated in group activities and field trips.
Monitored youth during activities.
Tutored ages 8-13 and assisted with homework assignments.
Texas School for the Blind 2000
Book Reader
Read literary masterpieces into a tape recorder for use by the community.
Assisted with volunteer office duties.
School Organizations
National Honor Society
2003, 2004
Pep Squad
2002 and 2003
Decorations Committee Chair — 2003
Latin Club
2002 - 2004
Secretary — 2002
Vice President — 2004
Senior Student Council Representative
2004
Secretary — 2004
Education
City High School
2002 - 2005
May 2005 Graduation
George Washington Middle School
1997 – 2000
Emily Brown
1640 Riverside Drive, Hilldale, CA 93505
760-555-1210 (tel), 760-555-1955 (fax)
ebrown@hilldaleinternet.net
EXPERIENCE AND ACCOMPLISHMENTS
Assistant Clerk
Three months experience as Assistant Systems Clerk at the Tannen Blood Center, contributing to a money-saving records
reorganization praised by the healthcare industry. Frequently recognized for excellent organizational and problem-solving
skills.
Troubleshooting and problem-solving skills
Investigated and resolved visitors' computer problems at the Hilldale Public Library.
Winner of the DMC Programming Contest, 2004.
Excellent organizational skills
Awarded "Volunteer of the Year" by the Hilldale Public Library in 2004 for noted organizational skills.
Helped reorganized records system, saving the Tannen Blood Center $15,000 per year.
Organized various events for the Hilldale High School Math Club.
Strong computer skills
Earned "A" or "A+" in all computer classes.
Built personal computer from scratch.
VOLUNTEER HISTORY
Hilldale Public Library — Summer 2004, Summer 2005
Hilldale, CA
Computer assistant
American Red Cross — Spring 2004
Florida
Relief volunteer
Tannen Blood Center — Summer 2003
Hilldale, CA
Assistant Systems Clerk
SCHOOL ORGANIZATIONS
Hilldale High School Math Club — 2003 - 2005
Vice-president — 2005
National Honor Society — 2003 - 2005
Clayton Middle School Library — 2000 - 2002
Student Librarian
EDUCATION
Hilldale High School
2003 - 2005
Graduation Date: 2007
Clayton Middle School
1999 - 2002
PERRY JAMESON
1515 Stanley Drive #62
Hometown, KS 66202
perry.jameson@dbplanet.com
(913) 555-1938
OBJECTIVE
To obtain knowledge of the day-to-day workings of a communications, public relations, or publishing firm through a part-time
job or summer internship.
EDUCATION
Completed three years at Hometown High School.
Graduation date: May 2005.
G.P.A. 3.85. Top 5% of class.
EXPERIENCE
Newspaper Staff Member, Hometown High School
Aug 2004 - present. Features editor of campus newspaper.
Aug 2001 - Aug 2004. Researched information for news articles using library and Web sources. Composed and
edited informational articles, columns, editorials, and advertising copy.
Yearbook Committee Member, Hometown High School
Aug 2004 - present. Editor-in-chief of yearbook staff. Leader of design and publication teams from initial layout
through finished product.
Aug 2003 - Aug 2004. Yearbook staff member. Experience taking photographs, designing layout, and writing
captions and sidebars.
RELEVANT HIGH SCHOOL STUDIES
Technical writing; advanced composition; debate; video production; computer classes providing knowledge of word
processing, desktop publishing, and Web software.
HONORS, AWARDS, AND MEMBERSHIPS
U.S. Media Association Scholarship recipient
Scholarship based on academic achievement, community service, and campus participation and leadership in
high school communications projects and studies.
2004 Best High School Newspaper Design winner
Central State Regional Communications Contest, sponsored by the Communications Department, State
University.
President of high school chapter of
Future Communicators of America (FCA), 2004 - present
Member, 2003 - present.
Treasurer of National Honor Society, 2004 - present
FirstName LastName
6 Pine Street, Arlington, VA 12333
home: 555.555.5555
cell: 566.486.2222
email: phjones@vacapp.com
Education
Arlington High School, Arlington, Virginia
2002 – 2006
Experience
Pet Sitter
2004 – Present
• Provide pet sitting services including dog walking, feeding and yard care.
Child Care
2002 - Present
• Provide child care for several families after school, weekends and during school
vacations.
Achievements
• National Honor Society: 2004, 2005, 2006
• Academic Honor Roll: 2002 - 2006
Volunteer Experience
• Big Brother / Big Sisters
• Arlington Literacy Program
• Run for Life
Interests / Activities
• Member of Arlington High School Tennis Team
• Girl Scouts
• Piano
Computer Skills
• Proficient with Microsoft Word, Excel, and PowerPoint, and Internet
