Word Processing

Bridge Over Troubled Waters

WHAT | Participants learn to create a professional résumé using various word processing programs (Google Docs, Microsoft Word Online, Microsoft Word on desktop, or Apple Pages) with staff guidance at each step. Learners first explore an authentic job posting from online job boards, then use that posting to inform the content of their résumé. Throughout the process, participants practice core word processing skills including formatting text, using templates, saving files with appropriate names, and sharing documents electronically.

WHY | Young adults experiencing homelessness face interconnected barriers when job searching—unfamiliarity with desktop/laptop word processing software, uncertainty about résumé content and format, limited attention to detail due to life stressors, and lack of experience navigating online job boards. This routine addresses all these barriers simultaneously through short, guided work chunks with clear models and checklists. In addition, this routine grounds word processing instruction in the authentic task of résumé writing for a real job posting, increasing motivation and retention; builds critical skills transferable to workplace tasks; and explicitly teaches similarities and differences across word processing platforms, enabling learners to develop adaptable digital literacy skills rather than single-program dependence.

HOW | Google Docs, Microsoft Word Online, Desktop Microsoft Word, or Apple Pages

1. Materials Needed

   1. Sample job postings (printed or bookmarked) from sites like Indeed, LinkedIn, or local job boards

   2. Résumé template available in Google Docs, Word Online/desktop Word, and Apple Pages

   3. Sample completed résumé to use as a model

   4. Checklist for Résumé Content and Formatting

   5. Helpful Résumé Tips

   6. Résumé Routine Worksheet

2. Find and Analyze a Job Posting

   1. Learner opens a real job posting.

   2. Learner identifies and notes:

      1. Job title and employer

      2. Three required skills or qualifications

      3. Two key responsibilities

      4. Any keywords that appear more than once.

   3. Questions to move learners forward:

      1. Does this look like a job you could realistically apply for in the next month? If not, which posting is a better fit?

      2. Which three skills from this posting do you definitely have and want to show on your résumé?

      3. Which two responsibilities from this posting match something you’ve done before (paid, unpaid, school, or at home)?

3. Choose and Open a Word Processing Tool

   1. Learner chooses one platform based on access: Google Docs, Microsoft Word / Word Online, or Apple Pages.

   2. Learner opens a new document or  résumé template in that tool.

   3. Questions to move learners forward:

      1. Which of these tools (Docs, Word, Pages) are you most likely to use again outside of class—here, at the library, or at work?

      2. Can you find the button or menu that creates a new document or template? What do you click next?

      3. What’s one thing you remember about how we opened a document last time, and can you try that now?

4. Select and Name a Résumé Template

   1. Learner selects a simple, clean  résumé template in their chosen tool.

   2. Learner renames the file using a clear convention, for example: FirstName_LastName_ résumé (e.g., Jordan_Lee_ resume).

   3. Questions to move learners forward:

      1. Looking at the templates, which one is easiest to read at a glance? What makes it easier to read?

      2. Is there anything on this template (colors, boxes, graphics) that might distract an employer? If yes, which simpler template could you switch to?

      3. What name will you give this file so an employer (or you) can find it quickly later?

5. Fill Core Résumé Sections in Short Passes

   1. Pass 1: Contact information and a 1–2 sentence objective connected to the job posting.

   2. Pass 2: Experience section (paid, unpaid, volunteer, school) with 2–3 bullet points per role.

   3. Pass 3: Skills section that includes at least three skills from the job posting.

   4. Questions to move learners forward:

      1. Pass 1: Is your phone number and email written exactly the way you want an employer to see it? What do you want to fix before moving on? If the employer only read your objective, what is the main message you want them to get about you?

      2. Pass 2: Which job, program, or responsibility from your life best shows you can do this posting’s responsibilities? Can you turn this sentence into a bullet that starts with an action verb (helped, organized, trained, cleaned, handled, answered)?

      3. Pass 3: Looking back at the posting, which three skills are you sure the employer cares about most—and where are they showing up on your résumé? Is there a skill you have that you haven’t added yet, but would make you stronger for this job?

6. Apply Basic Formatting

   1. Learner uses bold for name and section headings, uses bullet points for responsibilities, keeps a consistent font and size, and aligns text for a clean layout and adjusts spacing for readability. 

   2. Questions to move learners forward:

      1. Which part of your  résumé looks the clearest right now? Can you match the rest of the document to that style?

      2. Where can you add or remove space so the page doesn’t look crowded or too empty?

      3. Can you quickly scan your  résumé from top to bottom—what is the very first thing your eye goes to? Is that what you want employers to see first?

7. Detail Check, Save, and Share

   1. Learner uses a short checklist to check for details:

      1. Name and contact info correct.

      2. No obvious spelling/typo errors.

      3. Sections labeled and ordered clearly.

      4. File named clearly and professionally.

   2. Learner saves or exports as PDF and shares (link or attachment) with staff or a reviewer. 

   3. Questions to move learners forward:

      1. If an employer called or emailed you using the information on this résumé, would it reach you today? If not, what do you need to change?

      2. Can you find at least one spelling or spacing mistake and fix it right now?

      3. What format are you going to save this in so it keeps the layout the same (for example, PDF)? How will you get this file to someone who can give you feedback?

8. Quick Reflection and Next Action

   1. Learner briefly reflects and chooses one concrete next step for their résumé.

   2. Questions to move learners forward:

      1. What is one part of your  résumé you feel confident about now?

      2. What is one specific change you want to make before you actually send this to an employer?

      3. When do you plan to open this résumé again and update it—this week, this month? What will you add or change?

DIGITAL SKILLS | Implementing this routine connects to the following digital skill(s):

• WO.1 Find a Job Online | Learners practice locating real postings, using filters, and pulling key skills and responsibilities to guide what they write. (See prompts in Step #1 above.)

• WO.7 Create Documents | See prompts in Steps #2-6.

• IS.1 Use and Apply Information | Learners extract skills and keywords from postings and intentionally integrate them into the objective, experience, and skills sections of their résumés. (See prompts in Steps #1, 4, and 5.)

EMPLOYABILITY SKILLS | Implementing this routine connects to the following employability skill(s):

• Information Use: Analyzes information | Participants decide which posting details matter most and reflect them directly in their résumé.

• Personal Qualities: Takes responsibility for professional growth | Participants build a habit of revisiting and improving their résumé as opportunities arise.

• Communication Skills: Conveys information in writing | Participants practice clear, concise, professional written self-presentation. 

Community Work Services

WHAT | Learners will use Microsoft Word to revise and format a professional resume. They will update their personal information, experience, education, skills and certifications to reflect their most recent experience and training, and use the formatting tools in Word to produce a resume appropriate for applying to jobs.

WHY | This routine provides a structure and process for regularly revising a professional resume, ensuring it remains updated not only for applying to jobs, but also as a means to reflect on career growth. It also supports self-advocacy and builds confidence with digital tools commonly used in the workplace. Maintaining a resume over time reinforces persistence, reflection, and adaptability–all key factors in successful employment transitions.

HOW | Microsoft Word

Learners will regularly revise a resume using this schedule:  

1. Schedule a Regular Review

• Participants will set a recurring reminder (monthly or quarterly) to review their resume. They will also update it immediately after:

• Starting or ending a job

• Completing a training or certification

• Gaining a new skill

• Finishing a major project

• Volunteering or participating in leadership activities

• This reinforces proactive career management rather than waiting until a job application deadline.

2. Open and Review the Existing Resume

• Participants will locate and open their resume file in Microsoft Word.

• Review each section for accuracy (contact information, work experience, education, skills).

• Check formatting consistency (font, spacing, alignment, bullet points).

• Identify outdated or irrelevant information.

3. Add New Experiences and Skills

   • Participants will:

• Add new job roles, responsibilities, or accomplishments

• Include measurable results where possible

• Update certifications, licenses, or trainings

• Revise skills to reflect current strengths

4. Peer Review for Quality and Professionalism

• Proofread for spelling and grammar errors.

• Ensure consistent formatting throughout the document.

• Adjust bullet points to highlight accomplishments rather than tasks.

• Confirm that the resume remains one to two pages in length.

5. Save and Organize the Updated Resume

   • Participants will:

   • Use a professional file naming format (e.g., FirstName_LastName_Resume_2026).

   • Save the document in a clearly labeled folder.

   • Export a PDF version for sharing.

   • Replace outdated versions to avoid confusion.

Frequency

• Minimum: Quarterly (every three months)

• Recommended: After any significant professional development

DIGITAL SKILLS | Implementing this routine connects to the following digital skill(s):

• WO.7 Create Documents | The routine directly builds the digital skill of using a word processor to edit and organize a professional document: students learn essential functions such as typing and formatting text, organizing information into sections (e.g., education, work experience, and skills), saving documents, and making revisions. Developing this skill is important because word processing tools are widely used in education, employment, and everyday communication. By creating a resume, participants practice producing a real-world document that requires clear formatting, editing, and digital organization. They also learn how to update and reuse a document over time—an important aspect of digital resilience, as it enables them to adapt their resume for different opportunities.

EMPLOYABILITY SKILLS | Implementing this routine connects to the following employability skill(s):

• Personal Qualities: Demonstrates responsibility and self-discipline | When participants routinely update their resumes (rather than waiting until they need a job), they are practicing the following: tracking accomplishments and measurable outcomes; reflecting on new skills gained through work, education, or training; aligning experiences with evolving career goals; maintaining readiness for new opportunities; and taking ownership of their professional growth. Ask: What new skills or accomplishments have you gained since your last update? How are you measuring your impact in your current role? If an opportunity arose tomorrow, would your resume be ready? What does keeping your resume updated say about your professionalism? Does your updated resume reflect the direction you want your career to move? What skills are you developing intentionally to strengthen future opportunities? What gaps do you notice that could guide your next learning goal? How does revising your resume help you better understand your professional strengths? How can this habit of updating translate into other areas of career growth?