This essay is intended to assist teachers in helping students develop the art of resume writing. The curriculum outlined is based on prewriting, writing, and rewriting and on using sample entry-level resumes to illustrate basic resume do's and don'ts. The first section outlines the importance of good resumes and the pitfalls of having vocational students use either standardized, fill-in-the-blank type resumes or the customized resumes that are often produced by writing services or through resume workshops. The resume-writing process proposed entails (1) a prewriting stage, in which students must develop vocabulary to describe their abilities and attitudes; (2) a proof stage, in which students identify indicators proving their claims of possessing a certain skill; (3) a writing stage, in which students draft a resume describing the skills they have identified by using clusters of pertinent verbs, names of tools and specific skills, names of pieces of special equipment, and words describing various special skills; (4) a reading stage, in which students read sample resumes to identify more vocabulary, alternative ways of highlighting different types of skills, and weaknesses and strengths of different types of resumes; and (5) a writing and editing stage, in which students are told to write at least three drafts of their resume. Two alternatives to full-blown resumes, the work strengths summary and job wanted cards, are also discussed as alternatives for use with special education students or in vocational programs that do not lend themselves to having students develop complete resumes. (MN)