This study investigated the effectiveness of providing instruction to EFL students by analyzing important components of writing a professional resumé. Through this qualitative research, a comparison between two different undergraduate groups at different universities was carried out. The first group, considered the instructed group, received instruction on how to write resumé through pursuing a professional writing course. The second group, called a non-instructed group, was not exposed to professional writing, nor to any instruction on how to write a professional resumé. In this study, sampled data was used as the research method to investigate the research question. Findings revealed the importance of providing instruction to learners because the first group outperformed the other group based on the specific components of writing a resumé taught to them. It was also evident that a formal learning of professional writing helps learners to shape their experiences and integrate them with their language background, to create a professional resumé that can attract readers’ attention.