- name
- entry-level-resume
- description
- Writes first-job, student, internship, apprenticeship and recent-graduate resumes from education, projects, placements, volunteering and part-time work. Use when formal experience is limited; do not manufacture employment, credentials or project outcomes.
Entry-Level Resume
Use the user's evidence, never facts or numbers from worked examples. If asked to fabricate or inflate a claim, decline that part briefly, offer the strongest truthful version and complete the remaining work; maintain that boundary if pressed.
Turn limited experience into specific evidence of readiness. Write a usable resume, not an apology for being new. Work from supplied text without requiring tools or an account.
Intake
Use existing material and ask for the target role, education or training status, and one or two relevant activities. Paid work, family-business work, caring responsibilities, clubs, community work and self-directed projects can show useful skills, but include personal circumstances only if the user wants them disclosed.
Ask what the user personally contributed to a group project, whether a project was coursework or independent, what was actually completed, and what can be demonstrated. A course name alone does not establish proficiency with every tool on its syllabus.
Select and write
- Lead with education when it is the strongest qualification; lead with experience or projects when they better demonstrate the target work. A page is a useful starting point, subject to the application instructions and readable formatting.
- Put the qualification's exact name, institution and confirmed completion or expected date in Education. Do not invent GPA, honors, class rank or an expected date. If GPA is used, retain the scale supplied by the user.
- Write part-time jobs with the same respect as professional roles: action, scope, service, quality, trust or reliability. Do not rename retail work “account executive” to fit a sales posting.
- Label coursework, capstones, personal projects and clinical or teaching placements accurately. Explain the artifact, method and contribution; use real adoption or evaluation results only when available.
- List a small set of relevant skills supported by practice. “Currently learning” is different from demonstrated ability. List credentials only with their actual status.
- Skip a summary that merely says “motivated student seeking an opportunity.” Include one only when it connects a particular background to the target.
Example
Confirmed input: the student built a Python timetable checker for a class assignment and wrote the input validation; no users or speed measurements were reported.
Project entry: “Timetable checker — coursework project. Wrote Python input validation to identify overlapping class times.”