INTERNATIONAL JOURNAL OF COMMUNICATION
VOL. 21, NO. 1, JAN-JUN 2011
“Passed Sr. Secondary School Leaving Exam”:
Distinctive Features of Indian CVs/Resumes
ANITA PANDEY
Morgan State University, USA
“You work for an Am(e)rican company
and you don’t even know how Am(e)ricans speak?”
(Outsourced, NBC, USA, Episode 3, 2010)
ABSTRACT
This paper opens by identifying two major research gaps in the field,
namely, the paucity of research on professional South Asian writing –
and more specifically on professional Indian writing – and the need
for a comprehensive, and globally applicable framework of discourse
analysis. Distinctive features of Indian CVs/resumes, the primary
document employed in professional exchanges, are then identified. A
corpus of 200 Indian resumes is analyzed using the STEPS framework
(Pandey 2009, 2010). The findings point at noteworthy differences
between Indian CVs and U.S. resumes, and consistent use of Indian
English in the data corpus. The implications of the findings are
discussed, and recommendations offered. The paper concludes by
recommending continued research on professional writing in the
Indian and other “emerging power” contexts.
Keywords: Indian CVs/Resumes, Professional Indian Writing, Indian
(Business) English, Hybrid English, STEPS, Corpus Linguistics.
INTRODUCTION: THE RESEARCH GAP
With tech-induced geographic proximity, we can expect to
communicate more in writing, particularly given the fact that e-mail,
text messaging, and other forms of e-communication are generally
more accessible, as well as more time- and cost-effective than faceto-face communication, phone contact, and even traditional snail
mail. In short, given that technology is both a globalizer and a vital
medium for increased cross-cultural and cross-regional contact
(Aggarwal 2007), maximal use of technology necessitates two skills,
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namely: i) global or versatile writing skills, and ii) sociolinguistic and
cross-cultural know-how,1 including functional awareness of other
languages, and a sound knowledge of different Englishes (Kachru
1986, 2005) or dialects of English, including their appropriate use.
Just because we use the same language, namely, English, does
not mean that we use the same organizational styles, or that we share
the same interpretations of words, sentences, discourse, expectations
of spoken and written communication, and of the context(s) within
which messages are framed (Kirkpatrick 2010; Bolton 2008; Bowe &
Martin 2007). Moreover, these communicative differences are more
often the result of different dialects being used, and do not
necessarily indicate that the speaker or writer “has not mastered the
many nuances of words and body language that a native speaker
interprets” (Olofsson 2011: 92). Arguably, given that written
communication is the primary and, in many cases, the preferred
medium of exchange today, the potential for miscommunication is
much higher than before. Moreover, miscommunication across
varieties of English is potentially higher today than
misunderstandings arising from use of different languages. This is
because English usage is contextually flavored and although on the
surface, writing might appear to be more formal and systematic than
speech, critical differences in communication styles – in both speech
and writing – are easily overlooked. Olofsson (2011), for instance,
hastily attributes differences in English usage to variable (i.e., native
vs. non-native) competencies. Hence the present study.
Given the importance of professional writing today – both in
expanding organizations’ global reach and in affirming ties – a focus
on professional writing styles employed in different settings is very
much in order. This includes a focus on key business documents
employed, such as the resume. This paper will outline the distinctive
features of Indian resumes/CVs2 with a view to familiarizing readers
with these relatively unknown document types, so that they can
properly evaluate the competence of prospective Indian employees
and employers. Despite India’s key role in the global marketplace,
few textbooks and courses in business studies focus on Indian
professional communication practices.
Familiarizing ourselves with differences in writing practices
across major writing genres, including acquainting ourselves with the
distinctive features of resumes and other business documents is a sure
way to ensure our greater success. Doing so would: i) help to ensure
that we do not hastily dismiss as unqualified candidates who present
themselves in writing in a manner that differs from that
DISTINCTIVE FEATURES OF INDIAN CVS/RESUMES
conventionally employed in the US; ii) minimize miscommunication,
and iii) make us more marketable.
“Why familiarize ourselves with distinctive features of Indian
resumes?” you might ask. Given that English is an official language
in India, the likelihood of one receiving a resume from an Indian
professional – in response to e-ads, in particular – is high. Indeed,
more and more Indians apply for positions in technology and other
fields worldwide. Most are fluent in English, and highly skilled,
given the competitive training and the status English enjoys as
official language and the language of prestige in India. Secondly, as
an emerging economic power, India’s highly skilled workforce is
unlikely to serve forever as employee/outsourcee, as the next section
illustrates. For these and other reasons, we would do well to
familiarize ourselves with the Indian way of doing business and, in
particular, with the Indian resume/CV.
U.S. INTERNATIONAL MARKETS: PROFITS AND CHALLENGES
Kentucky Fried Chicken’s (KFC’s) profits from markets outside the
U.S. have been so high as to prompt fifty-to- seventy million-dollar
expansion plans in predominantly vegetarian India alone.3 Even
McDonald’s enjoys a lucrative presence in India. The following
McDonald’s ad, in Hindi and English, India’s official languages,
speaks for itself. Indian readers are invited to go ahead and eat
McDonald’s (i.e., to first take care of their stomachs). “Karlo paet
pooja” is a Hindi idiom which literally translates to “worship your
stomach,” persuading individuals to indulge in McDonald’s for a
change (see Fig. 1):
Fig. 1. Location, Pune, southwestern India
(Photo courtesy of Will Wicker)
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The language dance (i.e., code-mixing) in this customized ad serves
to seduce the stomachs of India’s noveau riche.
Some might be surprised to how much American fast food costs
in India. A medium pizza at Dominos in Villa Parle, a southern
suburb of Mumbai, India’s economic capital costs an average of 380
rupees, which is enough to buy multiple meals for an extended
family. To the average Indian, even McDonald’s is relatively
unaffordable. In short, American products usually cost over three
times as much as Indian products, and yet are so highly coveted, by
youngsters and corporate employees, in particular, that they are
extremely profitable. American junk food (doughnuts, pizza,
Pringles, and burgers), for instance, is not the only hot sell in India
and elsewhere. The list of U.S. companies with highly profitable
sales in India is long and growing. Indeed, India is a very attractive
market for U.S. businesses. Disney, for instance, reported major
increases in earnings after it partnered with India’s UTV.4 In April
2008, the Redskins’ cheerleading squad trained an Indian team for
the new Indian Premier League, further attesting to the growing
demand for American goods and services in India and elsewhere. Yet,
the benefits of outsourcing to America are rarely discussed when, in
fact, America’s economic and technical success has been fueled, in
large part, through its strategic global expansion and alliances.
Increased outsourcing and franchising of U.S.-owned business are
prime examples. When one considers the profitability of U.S. fastfood and popular culture (e.g., music and fashion), industries gaining
momentum with India’s rising middle class, the benefits of
outsourcing to the U.S. economy become starkly visible.
Nevertheless, India and other emerging markets are viable
competitors (Friedman 2005). The sudden and massive growth in
India’s industry sector, its growing middle class, and the fact that it,
too, is outsourcing projects such as the “people’s car”5 is a testament
to its rapid growth. As more Indian companies acquire American and
European businesses, it will become increasingly important for
Americans and Europeans, in particular, to understand what in this
paper is termed Indian business English (IBE), essentially Indian
English (see Kachru 1983) or Hinglish (Gentleman 2007, Kachru
1988), a culture-specific style of speaking and writing that is
employed by most Indians. Some might argue that the
communication style of the employer generally sets the tone. In short,
the employee adopts or accommodates to the employer’s
communication style. While this is generally the case, and U.S.
corporations do still wield the lion’s share of corporate power
DISTINCTIVE FEATURES OF INDIAN CVS/RESUMES
internationally, this could change, so one must be cross-linguistically
aware and adaptable. Researching and improving professional writing
across geographic and cultural contexts should, therefore, be a top
priority. Since writing is culturally situated (see Shin & Cho 2003; Li
1995), perceptions of good writing do vary (Pandey 2009), as this
paper will demonstrate.
WHY INDIA, AND INDIAN BUSINESS DOCUMENTS?
President Obama’s Nov. 2010 endorsement of India and her readiness
for global ascendancy – through his announcement that India be
granted permanent membership on the UN Security Council – is
recognition of the economic and political power India wields today.
Indeed, India, “the world’s largest democracy” (All Things
Considered, Nov. 12, NPR) is a force to be reckoned with. Not only
is India a top choice for outsourcing, Indian-run-and-operated
businesses are on the rise and many are buying out shares of U.S. and
other non-Indian corporations. According to Communicaid, a
communication consulting firm, “India is also recognized for its
fiercely competitive education system and is one of the largest
providers of experienced scientists, engineers and technicians,
making it an attractive market for foreign business”
(www.communicaid.com/cross-cultural-training). In short, India is a
contender for business ventures worldwide. Even the hallmark of
corporate America, Hollywood apparently agrees, as evidenced by
the recent pact signed by Hollywood and Bollywood, aimed at
increasing Bollywood’s investment in the U.S. and at expanding
Hollywood’s reach in India (Martinez & Narayan 2010).
Additionally, in the U.S., the recent airing of new TV shows like
Outsourced that are set in India, and feature varied Indian accents6
are a testament to recognition of the changing times, and more
importantly, to our increased contact with Indians, and culture
blending.7
While some are displeased with the stereotypic portrayal of
Indians and Indian culture in Outsourced, and other screened U.S.
depictions of “east” Indians, some of which draw attention to glaring
misconceptions many (Americans) harbor about India and Indian
culture (see Sawhney 2010), sustained exposure to different accents,
language varieties, and (sub)cultures is also likely to prompt critical
changes in the communication practices of Americans and others who
interact more frequently with Indians. While global understanding or
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two-way sociolinguistic accommodation is desirable, it is most likely
when the parties involved are made aware of the nuances of each
other’s communication practices, as advocated here. This includes
familiarity with pragmatic dimensions of language or culturally
appropriate language use in both the oral and written realms.
Given the paucity of research on Indian business communication
(IBC), it would help to understand how and why many Indians
communicate the way that they do (see Pandey 2009, 2010).
Researching the distinctive features of Indian professional
communication, as is the focus here, is, therefore, necessary. It could
also help avert avoidable miscommunication, the source of monetary
and interpersonal dissonance. U.S. President Obama’s emphasis on
workforce preparation and the development of more specialized skills
(All Things Considered) is a response to this need and is very much in
order.
GAPS IN U.S. PROFESSIONAL COMMUNICATION
LITERATURE REVIEW
TEXTBOOKS:
In today’s diverse workplace, it is not enough to learn about
communication styles associated with the Japanese and with the
broad descriptor “Arab countries” (Locker 2006: 305), the primary
cross-cultural focus of many well-known business communication
texts by American authors. Also, given that written communication is
increasingly frequent and decisive in this technological age,
geographic differences in writing deserve greater attention. Yet, the
linear American writing style is usually the only one mentioned and,
unlike what is advised (see Appendix D of Locker 2006), is unlikely
to guarantee success in every instance (see Boiarsky 1995).
While characteristic features of monochronic and polychronic
cultures are identified in most U.S. resources on business
communication (see Locker 2006), these distinctions are too broad
and, therefore, minimally instructive. While the term “monochronic”
is used to describe relationship-focused cultures, and “polychronic”
clock-time-driven ones, these terms are rarely applicable in their pure
form. To hastily characterize an entire culture as either monochronic
or high-context (i.e., where much of what is communicated must be
inferred) or polychronic and low-context (i.e., one does not have to
bring extra contextual information to the table, as things are spelled
out) is problematic. To characterize the United States as a “lowcontext” culture, as do many business communication texts (see
DISTINCTIVE FEATURES OF INDIAN CVS/RESUMES
Locker 2005; Thill & Courtland 2007), for instance, is a questionable
assertion, given our multicultural and multi-ethnic mix.
It, therefore, makes more sense to view cultures as
predominantly high- or low-context, and to conceive of a cline of
monochronicity and polychronicity or low-to-high-context cultures
where one’s communication preferences and practices could vary at
any given point in time and could be identified on the cline, allowing
for cultural vacillation and language accommodation or
communication style switches, as is increasingly the case. This cline
of (changing) communication is depicted in Fig. 2 where SABC
refers to South Asian business communication practices (including
Japanese, Taiwanese, and Chinese), IBC to Indian business
communication, and ABC to American business communication. The
term “bichronic” is proposed, as it resembles both low and high
context cultures—at variable points.
High
Mid
Low
--------------------------------------------------------------------------------------------------SABC
IBC
ABC
Indirect
[Has features of both: vague at pts.]
Direct
Emphasizes relationships
Prioritizes trust
Tasks & due dates
Non-linear
Semi-linear
Linear
Polychronic
Bichronic
Monochronic
Fig. 2. Cline of Cross-Cultural Contextuality & Communicability
METHODOLOGY: DATA AND FRAMEWORK OF ANALYSIS
The present study surveys 200 randomly selected CVs8 (the preferred
term for a resume in India) received in response to a Project
Management position for The Unforgotten (www.unforgotten.org), a
non-profit organization.9 The Appendix provides a randomly selected
example from the corpus under focus. The ad for the opening was
placed on devnet.org, the largest portal for openings in the not-forprofit sector. For comparative purposes, 200 U.S. resumes were
randomly selected from final versions submitted by students in two
courses taught by the researcher at Morgan State University from
August 2009 through November 2010, namely: an undergraduate
course in Business Writing and a Graduate Writing Project (seminar).
These documents were also assumed to contain accurate information.
The STEPS framework (Pandey 2009, 2010) was employed for
the analysis reported here. The STEPS framework is premised on the
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idea that most writing is two-way, turn-taking-based and as such, a
process in multiple senses (drafting, self-editing, and feedback-driven
editing, for instance). Timely, comprehensive, and robust, it merges
both content or text analysis (Fairclough 2001), and pertinent
contextual/ideological information (Connor & Moreno 2005). In
addition, multilingual reader-writer expectations and interpretations
are considered. Given that writing is a collaborative act and preempted (by something specific) and/or outcomes-driven, a proper
analysis of any act or piece of writing must consider multiple
dimensions, as follows:
Structure: format, length, layout and mechanics (contextspecific)
Theme(s): content: phonological, lexical, syntactic, and
discourse-based (e.g., ideological)
Etiquette:
pragmatics:
politeness
conventions/goodwill
renditions – not always linguistically explicit/direct but often
mirrored in the sounds, vocabulary, syntax, & discourse.
Purpose: both the writer’s and, to the extent possible, the
reader’s, as well.
Style: contextually meaningful sounds, vocabulary, syntax, &
discourse.
These segments interact to yield distinctive writing acts.
FINDINGS AND DISCUSSION
Differences were noted in resume length, format(ting), layout,
content, and pragmatics or language in use in its proper (i.e., home)
context. These are summarized in Table 1 and discussed in greater
detail below.
Table 1. Indian CVs vs. U.S. Resumes
Structure
Indian CVs
Length
Longer than US resumes,
average three pages
Format/Layout &
Mechanics
Often provide photo (on top),
employ some unique headings,
rarely list career objective,
include personal information,
and end with
US Resumes
Short and
impersonal, generally
1-2 pages
Most contain career
objective, and
emphasize dates.
Appearance is
important; typos and
DISTINCTIVE FEATURES OF INDIAN CVS/RESUMES
declaration/statement.
Themes/Content
Family-centric – provide info. on
family and other personal
details; include
geographic/culture-specific
content (e.g., relational
addresses), differentiate between
academic and professional
qualifications, emphasize
experience over dates, and end
with an affidavit of sorts.
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grammatical errors
are kept to a
minimum.
Customize content,
and emphasize dates
and visual
appearance. Provide
professional content
alone (i.e., no
personal information
included).
Directly persuasive-individual
accomplishments
More abstract/philosophical and emphasized (i.e.,
descriptive (i.e., subtly
agent-first language
common), use Plain
persuasive – appealing to the
(Standard) American
reader’s sense of community).
Passive voice more common
English (AE); and
rarely mention
Etiquette/Language, than active. Employ formal
competency in other
Indian English (more formal
Purpose & Style
than AE) and British spellings; language varieties.
Personal
and emphasize bilingualism.
accomplishments are
Personal accomplishments are
highlighted;
downplayed; applicants are
applicants
portrayed as recipients.
consistently portray
themselves as goaloriented winners.
Structure
Length: In general, Indian CVs were found to be longer than the U.S.
resumes analyzed, as they contained more information, including
personal details. As such, they averaged three pages (vs. the standard
1-2 page U.S. resume). The Indian preference for the term CV, which
stands for curriculum vitae, the Latin term for career history, as
opposed to resume which denotes a summary or précis might
account, in part, for this difference.
Format, Layout, and Mechanics: Some of the Indian CVs contained
pictures – and not all were passport photos. Some were (poses) of the
kind one might include in one’s biodata (Pandey 2004) or
matrimonial profile.
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All used headings and emphasis was signaled by way of underlining,
bolding, and capitalization (in that order).
Career objectives were rarely listed on Indian CVs. When
provided, they tend to be relatively lengthy, abstract, cryptic, and/or
philosophical. Examples include:
1.
To be a part of a reputed and growing institution wherein I could utilise
my vast theoretical and practical exposure, experience in accounting and
its kindred aspects for the benefit and welfare of my prospective
employer, and thus accelerate the furtherance of my career to earn
appreciation's (sic) and accolades.
2.
To Stay close to knowledge hub and actively Participate in the process
of transformation by Continuously enhancing the skills insuring their
positive reflections on the life style.
A few Indian CVs started with an implied summary of qualifications.
For example: “MBA with specialization in Health Management;” “
MASTERR(sic) OF SOCIAL WORK(MSW)_ EXPERIENCE FIVE
YEAR PLUS.” Some (10%) used templates, usually tables (9%); and
some used up to two font colors, in addition to black. Red and green
– culturally favorable colors – were the most frequently employed
colors after black.
Most employed 12-size font. Some used a smaller font size and
the font style varied. While the majority used the Times Roman,
some used Bradley, Gramond, and other script styles, including the
Comic Sans, and often up to three font variations within the
document.
Five contained an “About me” section, as follows:
Like every person I have some strong as well as some weak points. I
like to do social work especially for slum children and youngsters.
We have our own organization called “Love in Action”. I am
hardworking, innovative, ambitious and a thoughtful person. “Every
light has to search its way through the dark.” So it is a promise that
with a little motivation and direction I will work with my best efforts.
All ended with an affidavit-like declaration/statement (stated or
implied by way of the applicant’s signature), termed “Certification”
in one, as illustrated in the following two unedited excerpts (with font
and other features retained):
DISTINCTIVE FEATURES OF INDIAN CVS/RESUMES
1.
Declaration
I hereby declare that all the particulars stated in this Resume are
true to the best of my knowledge and belief.
Date:
(Name)
2.
Certification:
I, the undersigned, certify to the best of my knowledge and belief that
this CV correctly describes my qualifications and experience;
I understand that any willful misstatement herein may lead to my
disqualification or dismissal if engaged.
[Dr. _______]
[Name of Expert / Authorised signatory]
Place: Bhopal
All contained a “Personal Details” or “Personal Information” section.
This generally appeared right before the closing declaration (in 99%
of the data) or at the start (1%).
Some (30%) contained typos, including misspellings (e.g.,
“parmanet addres”), ungrammatical yet meaningful sentences (“The
above mentioned all document are true in my based knowledge”) and
unconventional or missing punctuation. In general, these resumes did
not place a premium on visual appeal; that is, consistency in
formatting and other desktop publishing techniques was relatively
absent, suggesting that Indian employers appear to emphasize work
experience or content over physical appearance (of the resume, in this
case). In short, in the case of Indian resumes, looks do not appear to
be as important as content or substance.
Content/Theme(s): The opening contact information provided was
context-specific or geographically variable. Most specified the “post”
(akin to one’s locality) and “district” (similar to a Canadian Province
or U.S. State), as follows:
Vill. & Post
District
Contact no.
Narharpur
Ambedkar Nagar(U.P.)-224231
E-mail ID
UP (uttar Pradesh or northern Province), MP, and other State
acronyms were employed, as in the case of U.S. resumes (e.g., MD
for Maryland). Some (67%) listed Pin nos. which function much like
U.S. zip codes. One had a code-mixed address; a mixture of Hindi
and English, as follows: “Bichhiya (Murari lal ka bag), Post – P.A.C.
Camp,” followed by the town and geographic region. Here, “Murari
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lal ka bag” translates to “the bag of Murari lal.” It is worth mention
that use of the Hindi term for “bag” (i.e., “jhola”) would not convey
the same meaning (i.e., refer to a postal bag). All applicants
referenced a country code or set of numbers after the country (e.g.,
India - 272192). Many applicants used C/(O) or “care of” in the
address section, and a few (2%) listed their father’s name and
residence in the permanent address section; for instance: “S/Mr. ___)
where the “S” stands for “Shri,” the Hindi term for Sir.10 Most
addresses provided were relational/prepositional in orientation, and
landmark-based; for example: “Near Shri Masjeed” (i.e., Near Shri
mosque); “Behind Raj colony,” “near Z.P school, Nideban, Udgir,
Dist Latur. Pin-413517, Maharashtra, India” [emphasis added]
American readers, who are accustomed to specifics and who
generally provide and expect accurate and specific information are
likely to ask “Where exactly IS this place?” They are likely to
interpret the Indian English term “behind” here to mean “directly
behind” whereas most Indians would interpret it as being in the
general vicinity of a specified landmark, X (e.g., “near the tower” in
Valsad, Gujarat) and south of it. As such, they might ask: “Is it
directly behind Raj colony or diagonally across from it?” In short,
what exactly does the word “behind” mean in this context? “How
close is the “near” referred to here?” or “How close or far is ___
address?”
96% of the Indian applicants differentiated between academic
and professional qualifications. Academic qualifications are
employed to refer to degrees earned, while professional qualifications
were used to refer to licenses, such as “Diploma in Computer
Application (DCA),” and other add-on workshops and trainings
attended. An example of the former follows:
Year
2006-08
2002-05
2001
1999
Examination/Degree
Percentage
M.A in Social Work
Institution
Tata Institute of Social Sciences,
Mumbai
Shivaji College/Shri R. T.
B.Sc ( Physics, Chemistry,
Marathwada Univ.,Nanded,
Mathematics)
Maharastra
Twelfth standard11 (Sci.)
Sainik School, Satara
Tenth standard (CBSE)
Sainik School, Satara
60%
56.4%
64%
68%
Information on one’s work experience(s) rarely included dates.
Dates, when provided (in 25% of the corpus) were generally listed in
parenthesis and/or in summative terms (e.g., “five years experience in
project management”). In general, dates were downplayed (e.g.,
DISTINCTIVE FEATURES OF INDIAN CVS/RESUMES
“Pursuing M.A Public Administration”) and dates of attendance
and/or the location of the training were unspecified). In sum,
summative or cumulative experience was consistently emphasized
over and above exact dates, as follows:
1.
2.
Two week project work at block Gondlamau in district Sitapur (U.P) on
the topic Mid Day Meal Programme by Govt. of India of Rural Sector
School Students.
One week field work in village Jieupur at block Masoundha in the
district of Faizabad (U.P) on the topic-Mode of Employment in Rural
Areas.
A few presented their experience in reverse chronological order –
highlighting where they worked and/or what they did over and above
the dates and duration of individual experiences, as the following
excerpt clarifies:
1)
2)
3)
4)
PRESENTLY WORKING IN UTTAR DINAJ PUR ZILLA PARISHAD IN DISTRICT
PUBLIC CELL AS A PROGRAMME COORDINATOR OF COMMUNITY HEALTH
CARE MANAGEMENT INITIATIVE (C.H.C.M.I) UNDER NATIONAL RURAL
HEALTH MISSION.
Having Working experience in -‘HOPE KOLKATA FOUNDATION’
as a Project Coordinator
I worked in “GANDHI PEACE FOUNDATION SOUTH
CALCUTTA” as a
Programme Coordinator of ‘Targeted
Intervention Programme Among Community About STD/HIV/AIDS’ at
its field office Lalpur, Daldali,Hura Purulia. The Targeted population –
the community of HURA and PUNCHA Block.
Before that, I worked in Gandhi Mission Trust (Daspur,Paschim
Medinipur) as a
Coordinator of ‘Immunisation Programme’ and
‘Hospital Coordinator’ of L . C. Dani Eye Hospital. The organization
working in the field of Health such as Eye Care and Eye Treatment with
C.B.R. concept since 1978 and organization also involving HIV/AIDS,
Sanitation, and Community Health.
97% included information regarding high school(s) attended and
“marks” earned. Marks were listed instead of the preferred U.S. term
GPA; and these were sometimes implied; for instance: “MBA from
“Institute of Management Sciences” University of Lucknow (20062008) (67.47%).”
All contained personal details, including age, gender, marital
status “”married with two children”), number and names of children
(1%), names and gender of immediate family members (2%), “salary
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drawn” (in rupees, per month), and even bank accounts (1%). Most
(98%) provided this information by way of the heading “Personal
Details” or “Personal Profile,” and this was usually the penultimate
section of the resume (i.e., right before the declaration). An example
follows:
Father’s Name:
Mother’s Name:
Gender:
Date of Birth:
Languages Known:
Marital status:
Conveyance:
Mr. Aditi ____
Mrs. Monika___
Male.
22nd November, 1983.
English, Hindi and Bengali.
Bachelor
Yes (two wheeler)
Religion was listed on six, caste on one (“OBC”), and “Blood Group”
on one (“A +ve”). One even listed the applicant’s zodiac sign. Other
noteworthy features of the corpus examined are summarized below:
•
•
•
•
•
•
•
•
The father’s name was mentioned on most of the CVs (94%) for
identification and security purposes, as few applicants (1%) had
middle names.
Three listed their mother’s name, as well.
A few (5%) provided their “passport no.,” evidencing their
international mobility or passport/ability to work outside India.
Some (36%) listed applicant’s nationality, further evidencing
their mobility or willingness to work abroad
All emphasized job titles and range of experience over # of
years/timeline; exact dates and time spans were generally
unspecified.
All but one mentioned “languages” (i.e., bilingual competency),
suggesting that bilingualism is a valued skill in India. Those that
mentioned their bilingual skills listed up to three languages.
Hindi and English were the most frequently mentioned, followed
by Marathi, and Bengali.
All (100%) listed computer skills.
Those that listed references generally listed four. Some wrote:
“Can be produced on request.”
Primary linguistic tools employed to convey the writer’s message or
intent (i.e., content and purpose) are analyzed below, in ascending
order:
DISTINCTIVE FEATURES OF INDIAN CVS/RESUMES
Words: The term “standard” vs. “grade”; “X” and “XII” for “10th”
and “12th” standard, respectively, “secondary school” vs. “high
school”; “intermediate (i.e., A’Level training, generally two years);
PG for postgraduate work (i.e., graduate school), “post” (position),
“flat no.” (apt.), “Hobbies,” “Interest(s)” or “Past times” vs.
“Extracurricular activities,” “mark(s)” vs. “score” or “grade” (e.g.
“Master of Social Work (M.S.W) from Dr. R.M.L. Avadh University
in 2008 with 65% mark”); “Mobile” or “M(ob)” vs. “cell,”
“unmarried” for “available,” “salary drawn” (i.e., earned);
“conveyance” (i.e., transport); “correspondence address” vs. “current
address”; “Passed” vs. “completed” (e.g. “Passed Sr. Secondary
School . . . Exam”), “leaving exam” vs. “exit exam,” “particulars”
(details, as in the declaration “[A]ll the particulars furnished are true
to best of my knowledge”), “marksheets” (scores and/or gradesheets),
and “Co-Curricular Activities” (which listed noteworthy engagments,
alongside one’s training and/or other qualifications). Several used
acronyms for exams, such as “SSC Board exam” (Second School
Certificate,12 interestingly also termed the “STD X”), FYBA (First
Year BA exam), and TYBA (Third Year B.A. exam), pointing at a
shared (cultural) schema.
Examples of hobbies listed included: “Listening music, making
cartoons, reading Russian writers, and traveling.”
Sentences: The definite article was often omitted as in the following
Career Objective: “To pursue career with an organization which
provides stimulating and challenging work environment.” The (more)
frequent use of the present tense for ongoing and past
performance(s), in addition to reflecting the use of Indian English,
created a sense of immediacy; for instance: “Securing 58.21 % Marks
(U.P. Board).” “Having Working experience in - ‘HOPE KOLKATA
FOUNDATION’ as a Project Coordinator” is another example of the
use of a stative verb (have) in the continuous tense. Achievements,
when listed were worded in a deferential tone, generally by way of
the past tense or the passive voice with dates inclusive rarely
specified. These features (e.g., tense and aspect) serve to downplay
the agent or do-er, unlike in the U.S. where the agent is consistently
emphasized, and mirror an individualistic, goal-oriented culture:
•
•
Participated in State Level Annual NCC Camp.
Participated in Legal Awareness program conducted by Orissa State
Legal Authority, Cuttack, Orissa.
91
92
•
•
•
•
•
ANITA PANDEY
Received best debater award twice in Vision Paradise (All Orissa
Youth Festival) at Balasore, Orissa.
Got best student award in Inter College NSS camp.
Got best debater award twice in College Annual Function.
Got first prize in debate competition in dist. Level competition.
Got runner up prize in college level Badminton competition.
In contrast, most U.S. resumes listed Honors and Awards, and these
were generally worded more compactly and directly, as follows:
•
•
Dean’s List, Spring 2010-2011
Who’s Who in America’s Top Colleges?: fall, 2008
Discourse Features: Indian Etiquette and Style: One resume
mentioned the applicant’s membership in WWF India, which
assumed that the reader was familiar with this non-profit dedicated to
environmental conservation. Bombastic language or what some might
describe as unPlain English was frequently observed in these
documents. One (Chemistry professor), for instance, listed “Titration
Skills” he possessed, and used the section heading “Career
Contours.”
The
diction
employed
was
consistently
abstract/philosophical. The relative absence of the Career Objective
arguably reflect the workings of Indian politeness where one neither
commands the shots, nor overtly state one’s preferences. This might
explain why few were directly or overtly persuasive, as evidenced by
the absence of a “Summary of Qualifications.” Assurance-providing
non-egalitarian language was frequently employed; the desire to serve
(as in a military command or hierarchic organization) is exemplifed
by the following Career Objective:
OBJECT:
Serve you at my best level
I shall do my best to give you every satisfaction
Unlike in the U.S., legalese was frequently employed in the Indian
CVs/resumes, through affivadit-like endings where applicants voched
for the accuracy of the information provided. As such, terms like
“herein” and “wherein” were frequently employed in the “Objective”
and “Declaration sections. In providing numbers, the British acronym
for “number” was consistenly employed, namely, “no.” E-mail ID
was observed to be the preferred term for “E-mail (address).”
Moreover, British spellings were consistently employed in all of the
DISTINCTIVE FEATURES OF INDIAN CVS/RESUMES
Indian CVs reviewed (e.g., “Programme” vs. Program” and
“Honours”).
The use of Indian English in the Indian resumes analyzed is
noteworthy.
This resume (type) was observed to function more like an
employee profile or HR document, as evidenced by the personal
details provided. Not merely occupationally relevant information, but
also personal details were listed. As such, these CVs are not only
designed to inform a potential employer of the professional aspect(s)
of an applicant, but also give them a glimpse of the person as a
whole, whether married, religious, and so on. In contrast, the
American resume focused specifically on the individual as an
employee alone.
As regards US professional writing, including journals, the
distancing of business from family is evident in the linguistic and
pragmatic content and in the organization (tied to the former).13 This
is designed to give the semblance of objectivity, and by extension,
greater credibility.
Noteworthy differences in literacy practices – including writing
instruction – in the geographic contexts under focus deserve mention.
First, differences regarding the importance and role of writing must
be recognized. In the U.S., for instance, much more time is invested
in writing by way of formal instruction and informal, everyday
exposure to written text ranging from billboard and TV
advertisements to junk mail and e-mail. Arguably, the last-mentioned
example falls roughly at the nexus of traditional speech and writing
(Pandey 2002). A host of U.S.-based organizations, including the
Conference on College Composition and Communication (CCCC),
National Council of Teachers of English (NCTE), Modern Language
Association (MLA), Association for Business Communication
(ABC), and Society for Technical Communication (STC), have
helped both promote and structure U.S. academic, technical, and
professional writing. The number of journals devoted to writing
instruction in the U.S. is evidence.
In short, reading and writing or literacy is a vital cultural
behavior or practice that most Americans imbibe as early as in second
grade. To most Americans, writing is generally faster or more
convenient and time-efficient than face-to-face or phone exchanges,
and often more cost-effective (in the case of off-shore outsourcing).
Writing is also a vital project management tool – by way of periodic
reminders and status checks – and it fulfills a critical record-keeping
93
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ANITA PANDEY
function in legally backed (i.e., sue-happy) societies. This, however,
is not the case in India and many other locations.
For instance, while many Americans view the bulk of
(intercultural) corporate exchanges as negotiations, others might view
them as merely rapport-building and relationship affirming.
DIRECTIONS FOR FUTURE RESEARCH
Few would deny that India’s multilingualism has enabled her active
participation in the international arena, as evidenced here. Yet, further
research is needed on reader and writer expectations; and
multilingual, multimodal, and multicontextual writing practices,
including (e-)exchanges involving variable and hybrid English, and
mixed media. A focus on writing acts and reading acts – on analogy
with speech act (Harrah 1994) is most advisable. We must carefully
research reader expectations and interpretations of specific
language(s), including numbers,14 words, sentences, and
organizational styles, and provide our students with more specific and
tangible information in this important area, so that both the writer and
the reader are familiar with each other’s expectations regarding the
purpose and content of the exchanges in which they engage, as well
as with the interpretations they each assign to the writing in question.
Another research need this study has drawn attention to is the
need for more (globally) representative and comparable professional
writing corpora (see Moreno 2008). While corpus linguistics has
provided us access to larger and more representative data samples,
including the International Corpus of English (ICE) and ICELite (see
Biber, Conrad & Reppen 1998), its applicability to professional
writing is still relatively restricted. We should research how to mine
more contextual data or more culturally imbued written corpora. In
short, corpus analyses should be more expansive in breadth and
depth. Not only should their focus be expanded to cross-geographic
settings, and beyond academic writing (Sii 2004), more
contextualized and linguistically distinctive automated analyses are in
order. In short, key words alone are insufficient in capturing
significant cross linguistic and (sub)cultural nuances. We must
carefully research how variable language units are used in culturally
appropriate ways in different settings. It would, for instance, be
helpful to have access to a comprehensive list of phonemes, terms,
expressions, sentences, and discourse units frequently employed in
DISTINCTIVE FEATURES OF INDIAN CVS/RESUMES
business exchanges in different parts of the world and the most
common interpretations assigned to them.
Ultimately, we must accommodate to (sociolinguistic)
differences in writing, as well – that is, in addition to spoken and nonverbal linguistic accommodation. To this end, critical modifications
in writing instruction are advisable. A working knowledge of
linguistics and culturally appropriate writing rubrics and/or
assessments is, therefore, proposed. The STEPS framework of
writing utilized in this paper, for instance, is international in scope
(i.e., globally applicable) and grounded in linguistics, the science of
language. We must endorse new tools, such as this one, to offset
culture-specific and potentially biased and questionable
preconceptions regarding professional writing in the international
arena.
Given that hybrid or culturally diverse writing are increasingly
common (as in India) than purely or distinctly monocultural writing
in this day and age – which is particularly conducive to cultural
meshing – the term “intercultural” may be inapplicable in a growing
number of contexts. Given the diversity of today’s exchanges, we,
therefore need to reconceptualize audience needs – beyond vague
terms like “reader expectations” and “attitudes.” We need to
investigate and provide more specific information in this critical area,
and to remember that both the writer and the reader must be familiar
with each other’s expectations regarding specific features of the
written exchanges in which they engage, as well as with the
interpretations each party applies to the writing in question.
Few would deny that successful communication – corporatese,
essentially – is the cornerstone of corporate success. Not surprisingly,
business communication is rapidly becoming a core course at
universities across the world. Courses in business communication
and/or administrative communication are currently offered through
various departments, including management, leadership, linguistics,
communication, and English, yet instructional approaches tend to be
largely prescriptive and lacking in cross-disciplinary theory.
IMPLICATIONS AND CONCLUDING REMARKS
As this paper has attempted to demonstrate, for success in today’s
highly diverse and fluid workplace, a focus on Indian and other major
players’ communication practices is essential. While English has
become an international language, we can expect our English
95
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ANITA PANDEY
(dialect) needs to vary from time to time, and even within a specified
time frame, so a certain degree of flexibility or writing
accommodation is advisable. Familiarity with more than one type of
English, including the nuances of Indian English is, therefore, critical
to our success, and highly advantageous. In as much as non-Western
outsourcees might feel obligated to conform to U.S. communication
styles, the onus of understanding and working with India, China,
Korean, Taiwan, and other non-Western partners, including Latin
America and eastern Europe, rests squarely on each and every one of
us, including U.S. and other employers and employees.
Based on the findings reported here, (e)writing fluidity or
accommodation in the written realm is a valuable skill today. In short,
we should be able to (re)format our resumes to meet the needs of the
Indian context relatively easily – and at all linguistic levels, not
merely lexical. This is the sort of audience-specific customization we
should aim for, so that we can adequately prepare our students for
today’s workplace diversity. Similarly, professionals in India, China,
Brazil, Russia, Kenya, and elsewhere would do well to familiarize
themselves with professional writing practices in those contexts with
which they are likely to engage.
This paper has provided insights on culture-specific or contextspecific professional writing, specifically Indian CVs--primary
documents provided to potential employers. As is demonstrated, there
are multiple benefits to understanding Indian business English (IBE)
and the peculiarities of resumes/CVs and other business/professional
documents authored by Indians. First, it is so much easier to train one’s
staff to speak and write in accordance with one’s (sub)cultural)
expectations when we have a clear understanding of differences in
communication styles, including distinctive features of World Englishes
in use in different parts of the world. Second, one never knows when
the tables might turn. After all, Indian corporations are rapidly
expanding and, as more Indians born and/or raised in India occupy top
management positions, they could call the shots. As such, we have an
obligation to help create instructional resources that are timely and that
present pragmatic content reflective of our dynamic and global world.
Whether current corporate and communication trends will positively
influence perceptions of indigenized and hybrid Englishes such as those
employed in Indian CVs remains to be seen. In the interim, one cannot
help but ask: “Is it time for a fourth Circle of English – a hybrid one
perhaps?”
DISTINCTIVE FEATURES OF INDIAN CVS/RESUMES
NOTES
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Arguably the term cross-cultural is relatively narrow and insufficient,
since, from a linguistic standpoint, (sub)culturally salient information is
linguistically encoded. Hence, language is the mirror we view.
The resume is generally referred to as the CV in India and many exBritish colonies.
KFC
targets
India’s
wealthy
Available
online:
.
Available online: .
Available online: .
For instance, northern vs. southern accents discernable in Outsourced, as
opposed to the so-called generic one on The Simpsons.
These would include Kumar in Harold and Kumar Go to White Castle,
and other TV shows with Indian characters.
Roughly five percent were accompanied by cover letters.
We wish to thank the Director, Amit Kapadia for access to the data
presented here.
The equivalent term for a woman is “Shrimati” (i.e., “Mrs.”).
Patterned like the British system; in this 10+2 delineation, 10th standard
signals completion of the O’Level; and twelvth Standard of the “A” or
“Advanced Level.”
Many States test for language competency in up to 24 languages,
including English, Hindi, Urdu, Arabic, Persian, Russian, French, and
German. Most students are tested in three languages: Indian’s official
languages and a regional or State language.
This includes minimal to zero information provided about the owners of
publishing presses (i.e., they are to be seen as organizations, not as
individuals). Hence, the way Indian publishing houses like Bahri might
embrace and acknowledge or pay homage to family members could be
misconstrued.
In tonal languages, vital messages could be conveyed through numbers
(see Boiarsky 1995).
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Boiarsky, C. 1995. The relationship between cultural and rhetorical
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——. 1986. The Alchemy of English: The Spread, Functions and Models of
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APPENDIX
An Indian Resume
AJAY ____
H-__/__, Garhi ____, Shahganj
Agra-2____, Uttar Pradesh
Phone: M-_____/ ________
Email ID: _________________
(Passport photo)
Professional Profile
Master of social work (MSW) with specialization in Community
development & Industrial relations
More than 3 years of experience in Social/ development sector bearing
various responsibilities of Mass mobilization, journalism, teaching,
health & rural development.
A keen communicator with the ability to relate to people across all
hierarchical levels in the organisation. Possess ability to motivate people
to achieve organisational objectives.
Organizational Experience
Since May 08 to Aug 08 with Nestle India Ltd. as trainee
Corporate social responsibilities
Project Planning & Implementation
Community development
Vendor management
100
ANITA PANDEY
Recruitment, Selection and Induction
Welfare/ Rewards and Recognitions
HR Audits/ Legal compliances
Managing contract workers
Planning & Execution of all major plant visits, events, Get together
Since Aug 06 to till date with Amar Ujala, Agra as Sub editor/ Reporter
As a desk in charge responsibility of full proof edition
Responsible for editing articles, creating and designing pages, and
writing articles in order to bring out the edition of the paper on a daily
basis
The work will involve copy-fitting, correcting grammar errors & giving
attractive headlines, subheads, captions and so on.
Reporting on Higher education, medical, politics, business, sports &
feature related stories like food, environment and lifestyle
Content development, website management and designing
Community work
Worked with Indian Dream Foundation in slum areas as community
mobilizer
Worked with Population foundation of India for project on
Reproductive child health in Rural area of Agra district as master
volunteer
Educate 10 children in National literacy mission of U.P. Government
Participated in Pulse Polio immunization campaign
Areas of Expertise
Brand Management, Vendor Negotiation, Policy Intervention, Strategy
Design, Corporate social Responsibility, public relations, writing, database
management, writing case studies, presentations, Rural development,
livelihood promotion, participatory planning, monitoring and evaluation,
enterprise development, Relief and Rehabilitation, Good Interpersonal
Relationship, strategy planning, Corporate Communications, Media Planning
& Management, Team Management, External Affairs, Liaison, Strategic
Planning, Donor Relations, communication with diplomacy and output
driven, Mass mobilization, Coordination with various Govt. authorities, Press
laws
IT Credentials
•
•
•
•
Diploma Course from Academy of computer management, Agra.
MS word, excel, power point, SAP, Quark express, News pro
Hindi & English typing on computer
Knowledge of Internet related techniques
DISTINCTIVE FEATURES OF INDIAN CVS/RESUMES
101
Co curricular activities
•
•
•
•
•
•
Actively participation in National service scheme (N.S.S.)
N.C.C. (Army Wing) ‘C’ Certificate with Grading ‘B’
Freelance writing in Various Newspapers/ magazine & blogs
Participated in N.C.C. Republic Day Parade camp
Represented Dr. B.R.A University, Agra in All India Inter-university
Boxing Championship
Winner of University level Lecture & debate competitions
Education
•
•
•
•
•
Master of social work (M.S.W.) from Institute of Social Sciences
Master of Journalism & Mass communication From Dr. B.R. Ambedkar
University, Agra
Bachelor of physical education (physiology & anatomy) from University
campus
Bachelor of Arts & humanities from R.B.S. College, Agra
Currently pursuing M.B.A.
Personal Details
Date of Birth
Sex
Marital Status
Nationality
Languages Known
Father’s Name
::::::-
24th December, 1982
Male
Bachelor
Indian
Hindi, English, Regional
Shri R. _____
ANITA PANDEY
MORGAN STATE UNIVERSITY,
BALTIMORE, MD, USA.
E-MAIL:
+ Language
From Negative to
Increasingly
Sounds
Shush (-)
Shh
(nonv. sign)
Na Uhhhhh(?) Ahhhhh!
Words & Phrases
Whatever nothing
silence
Impossible difficult/hard challenging
Shut up! Be quiet Quiet pls. Attn. gs & bs
Conditionals
If you don’t . . .tomo., . . .
Active
Sentences
Directives Statements (Requests)
(Pls.) bring your hmw (Remember, hmwk is due . . .
Active
Passive
You failed to complete . . You did not complete
Your hmwk was not received
Discourse (e.g., teaching manners: apologizing, thanking rituals, etc.)
Direct approach to neg. behavior (thesis 1st)
- Bad News
- Reasons/explanation
- Positive Close
Indirect approach (delayed thesis)
- Buffer (+ or neutral statement)
- Quick transition to neg. news positively worded
- Positive Close
Fig. 12.2
EMPLOYMENT COMMUNICATIONS CHAPTER SIXTEEN
523
GURE 16.15
Unsolicited Referral Cover Letter
no-ad letter/prospecting
(
To:
Lucy Sharapova
Subject:
Expansion Plans for the Eastern Credit Union Network
The message is
concise. The body
has just 276 words.
Further, the short
paragraphs and
bulleted items allow
the recruiter to get
the gist within 15 to
30 seconds.
Zogby Haniz Resume.docx (48.00
BIU F
TT
T
Purchase answer to see full
attachment