Module 6 2.4 Writing a personal blog


Te Subject Guidelines do not elaborate on what is expected in a student blog. We have tried to identify some features of what we have called personal blogs and have made both blogs three paragraphs. Level 2 students are not given much opportunity to develop paragraph writing which is required in some core subjects. We have taken this opportunity to introduce a three-paragraph blog.


We give two blogs. • A situational blog, where students need to place themselves in a given context and use information given to write a blog post.


• More ‘free writing’, where students choose a topic, brainstorm and use their personal knowledge and experience for the blog. Tis activity extends students beyond the requirements of level 2, but we feel it is what authentic personal blogging is all about – writing about your personal experience and things that matter to you!


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Long functional text ACTIVITY 9


Preparation 1. Make a transparency of the model answer of Zahara’s blog.


Note: Tis is one of the few opportunities the students have to do a longer piece of writing. Use it to reinforce the idea of the five-stage writing process.


• All they need to do in this blog is change note-style points into sentences and link them into a coherent text. But it improves the flow if they add a few additional words from elsewhere, or their own words – see italicised words in the model answer.


• NB: Point out to students that phrases in spider graphs are mostly written in note-form and oſten require an article, ‘the’, inserted when placed into a sentence. Tey must also make use of additional points from elsewhere in the question.


• Read and explain information on the features of a blog on p.110.


1. Draw students’ attention to the Note box on p.110. 2. Each step in the writing process diagram is numbered and this relates to the sequence of steps in the activity. Briefly touch on what students must do at each step.


3. Read through the Grammar box p.111 with students and relate to the spider graph and the Note on Plan.


4. Edit: Allow for peer editing. Tey must check that the draſt they are editing has used the spider graph information in the correct paragraphs. Tey must check for punctuation, grammar and spelling mistakes too.


5. Assessment: See Section Two: Assessment rubric/checklist. You can duplicate it for students to give them more detailed feedback.


Note


Te Zahara blog is marked largely for content. Note: Top students should date their blog, and use information, such as where the concert is held, to contextualise their blog.


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FutureManagers


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