# CTE Resource Center - Verso - Family and Human Services II Task 1602506369

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Prepare a job application.


Preparation should include both paper and electronic formats, and
  • a résumé containing
    • educational background
    • work history
    • honors and awards
    • membership in clubs and/or community activities
    • leadership positions held
    • community service
  • cover letter containing a(n)
    • statement of interest in the job
    • explanation of the relationship between résumé items and job requirements
    • statement of knowledge about the company/organization
    • statement explaining why the applicant is looking for a job
    • statement clarifying whether the job search is confidential
    • request for an interview
  • complete employment application form reflecting attention to completeness, accuracy, legibility, and neatness
  • a list of references who have granted permission for their names and contact information to be used.

Process/Skill Questions

  • What factors influence self-representation on a résumé?
  • What criteria should be used to evaluate a résumé?
  • What are some of the legal and ethical issues surrounding the job application process?
  • Why must references grant permission for their names and contact information to be used?
  • What are the most important points for a résumé or application letter to communicate to a prospective employer?
  • How are web-based résumés different from printed résumés?
  • How are they alike?
  • How can a job seeker ensure that his or her résumé is effective?
  • How can a résumé be improved?
  • What are strategies for dealing with negative factors that must be included in an application?
  • What models are available to job seekers wishing to develop an effective résumé?
  • How can a job seeker adjust his/her résumé to pursue a specific job opportunity?

Related Standards of Learning



The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
  1. Use critical thinking to generate and respond logically to literal, inferential, and evaluative questions about the text(s).
  2. Identify and synthesize resources to make decisions, complete tasks, and solve specific problems.
  3. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  4. Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text.
  5. Analyze false premises claims, counterclaims, and other evidence in persuasive writing.


The student will write in a variety of forms to include persuasive/argumentative reflective, interpretive, and analytic with an emphasis on persuasion/argumentation.
  1. Apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing to address a specific audience and purpose.
  2. Produce arguments in writing that develop a thesis to demonstrate knowledgeable judgments, address counterclaims, and provide effective conclusions.
  3. Use a variety of rhetorical strategies to clarify and defend a position organizing claims, counterclaims, and evidence in a sustained and logical sequence.
  4. Blend multiple forms of writing including embedding a narrative to produce effective essays.
  5. Adapt evidence, vocabulary, voice, and tone to audience, purpose, and situation.
  6. Use words, phrases, clauses, and varied syntax to connect all parts of the argument creating cohesion from the information presented.
  7. Revise writing for clarity of content, depth of information, and technique of presentation.
  8. Write and revise to a standard acceptable both in the workplace and in postsecondary education.
  9. Write to clearly describe personal qualifications for potential occupational or educational opportunities.


The student will self- and peer-edit writing for Standard English.
  1. Use complex sentence structure to infuse sentence variety in writing.
  2. Edit, proofread, and prepare writing for intended audience and purpose.
  3. Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA), to apply rules for punctuation and formatting of direct quotations.

Other Related Standards

FCCLA National Programs

Power of One: A Better You


Power of One: Family Ties


Power of One: Working on Working


FCCLA: STAR Events (2019)

Career Investigation




Event Management


Interpersonal Communications


Job Interview




National Programs in Action


Professional Presentation