Abstract

This article explores what sources students use for advice while writing their résumés, their reasons for choosing those sources, and their perceptions about the sources’ quality. Results from surveys, interviews, and focus groups with 86 undergraduates and 20 career counselors and instructors suggest issues with educators’ credibility and students’ access. To address these issues, the author suggests that educators approach the résumé as a research project, which empowers students and legitimizes educators’ expertise.

Journal
Technical Communication Quarterly
Published
2016-10-01
DOI
10.1080/10572252.2016.1221142
CompPile
Open Access
Closed
Topics
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Citation context

Cited by in this index (8)

  1. Business and Professional Communication Quarterly
  2. Journal of Technical Writing and Communication
  3. Business and Professional Communication Quarterly
  4. Technical Communication Quarterly
  5. Business and Professional Communication Quarterly
Show all 8 →
  1. IEEE Transactions on Professional Communication
  2. Business and Professional Communication Quarterly
  3. IEEE Transactions on Professional Communication

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