If you haven’t had many (or any) previous jobs, think about how your experiences (internships, leadership roles in college activities) can transfer to the position you’d like to have. For any college graduate, you should think about the kinds of soft skills at which you excel -- communication, both written and oral, leadership, organization, teamwork, etc. It will be important to highlight these on your resume. These are also skills that can help in getting a job. Check out some templates for specific suggestions on how to format your resume.  Highlight the skills you have from volunteer opportunities, internships, and any part-time jobs you have had. Mention any specific field-related knowledge you have – certificates, relevant computer programs, formats or styles of work, or languages. Ask former supervisors or employers for letters of recommendation – they will be able to tell possible employers about your work ethic, teamwork, and interest in the field. After you’ve written it, ask someone at the career center to look it over for you. They will probably have good suggestions about how you can improve it. Keep in mind that it will get easier the more resumes you write -- it’s a specific format that you just have to learn. It’s good to start with a general letter that you can then change depending upon the position to which you’re applying. Try looking at some templates to get an idea of the style and wording of typical letters. Your cover letter is a way for you to present yourself and your experiences in a different way than your resume -- don’t just reiterate the information you have included on your resume. Explain why your studies have prepared you for the job in this particular field. Again, ask at the career center for help in formulating a good letter and feedback after you’ve written it.  Work on explaining your lack of experience – let employers know about the steps you’ve taken while still in school to get a feel for the field through volunteering or internships. Let potential employers know about relevant coursework you might have taken, from learning how to code to becoming certified in medical translation.
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One-sentence summary -- Create a resume. Get feedback on your resume. Write a cover letter.

Q: Though it’s possible to burn playlists onto CD-RW discs, many devices cannot read them. It’s best to use a CD-R disc. If your computer doesn’t have a CD drive, you can buy one online. Wait for the message to pop up saying your CD burn was successful.
A: Insert a CD into your computer’s disc drive. Make sure the burning completes without error.

Article: and let the students see it. A rubric is used to assign numerical values to various criteria used to make up the letter grade, usually based on a scale of 100. To get a letter grade, you assign numerical values to each section and tally the score. Making the students aware of the rubric used will keep the process transparent and eliminate the idea that you pull arbitrary grades out of nowhere. A rubric, for example, might look like this:  Thesis and argument: _/40 Organization and paragraphs: _/30 Introduction and conclusion: _/10 Grammar, usage, and spelling: _/10 Sources and Citations: _/10 Let the students see a description of what an A means, what a B means, etc. Write your own according to your own specific criteria and emphasis for the class. Share it with the students so they can interpret the grade they receive. These are fairly standard designations, often worded like this:  A (100-90): Work completes all of the requirements of the assignment in an original and creative manner. Work at this level goes beyond the basic guidelines of the assignment, showing the student took extra initiative in originally and creatively forming content, organization, and style. B (89-80): Work completes all of the requirements of the assignment. Work at this level is successful in terms of content, but might need some improvement in organization and style, perhaps requiring a little revision. A B reveals less of the author’s original thought and creativity than A-level work. C (79-70): Work completes most of the requirements of the assignment. Though the content, organization, and style are logical and coherent, they may require some revision and may not reflect a high level of originality and creativity on the part of the author. D (69-60): Work either does not complete the requirements of the assignment, or meets them quite inadequately. Work at this level requires a good deal of revision, and is largely unsuccessful in content, organization, and style. F (Below 60): Work does not complete the requirements of the assignment. In general, students who put forth genuine effort will not receive an F. If you receive an F on any assignment (particularly if you feel you have given adequate effort), you should speak with me personally. Put the grade at the very end of the paper, after they've seen the rubric and your comments. Slapping a big letter grade at the top near the title will ensure that the student probably won't go through and read all the smart and helpful comments you've included. Some teachers like to hand out papers at the end of the day because they fear discouraging or distracting students during class time. Consider giving the students time to go through the papers in class and be available to talk about their grades afterwards. This will ensure that they read and understand your comments.
Question: What is a summary of what this article is about?
Use a rubric Know or assign a description of each letter grade. Make the grade the last thing the student sees.