“…• • Format and design, such as color, fonts, graphics, or the one-page rule (e.g., Arnulf et al, 2010;Blackburn-Brockman & Belanger, 2001;Diaz, 2013;Guffey & Loewy, 2013, 2019Hart-Davidson, 1996;Johnson-Sheehan, 2011;Popham et al, 2017) • • Tone and phrasing, including keywords and spelling (e.g., Bennett, 2014;Boettger & Emory Moore, 2018;Charney et al, 1992;Diaz, 2013;Larsen, 2005;Martin-Lacroux & Lacroux, 2017;Ross & Young, 2005; Yate, 2016) • • Sections and their organization, such as skills and objective statements (e.g., Brown & Campion, 1994;Cole et al, 2007;Hutchinson & Brefka, 1997;Knouse, 1994;McKinney et al, 2003;Tsai et al, 2011) • • Items and activities that go into sections, such as internships, extracurricular activities, GPA, or employment gaps (e.g., Darolia et al, 2015;Nemanick & Clark, 2002;Nunley et al, 2016;Quadlin, 2018;Stout & Olson-Buchanan, 2018;Waung et al, 2017;Weisshaar, 2018) Even scholarship that explores larger concepts, such as Popken's (1992Popken's ( , 1993 work on the rhetoric of résumés, focuses on formal features: Popken (1992) pointed to the sections and items of a résumé as potentially exclusionary. Studies on formal features are one component for guiding applicants to create effective, audience-centered résumés.…”