What is a blog?
The term ‘blog’ is an abbreviation from ‘Web + log’. It is a website or a web page typically operated by an individual or small group and allows users to publish short items on a regular basis. Blog items are displayed in reverse chronological order (that is, the most recent post is displayed at the top of the page).
A blog involves putting your thoughts and ideas in writing on the Web and then making it possible for others to read your posts and make comments. This makes the task interactive, dynamic and shared. You can write around a theme—in this case, Economics—and add graphics, photos, videos and hyperlinks, and engage with those who read it.
What can I blog about?
You can blog about anything that is related to economics, for example:
- an economics cartoon, picture or photo they saw online or in a newspaper
- an item viewed on a news or current affairs TV program;
- an economics article read online;
- an issue that seems to be very topical in Australia or abroad; for example, ‘Should the federal government lower the GST threshold for goods bought overseas?’
- a personal, family or local economic issue that is not currently being written about but that you regard as relevant
- a review of a movie or documentary you have seen that is relevant to economics
- a song you have heard that links to economics
- economics-related graphs and/or statistics used in an article
- a YouTube video you have watched that links to economics
- a VCE Economics excursion that you attended
- an economic issue related to a place they visited on the weekend, in the holidays or in the past year; or
- an economic issue you are interested in.
How do I write a blog article?
Articles should include: a title, introductory paragraph, body paragraphs and a conclusion. Possible activities to scaffold this your blog articles may include:
Record your observations by:
- making outlines
- writing summaries
- rewriting in a different format; for example, summarising the ‘big ideas’ in the article by using a concept or mind map
- identifying new developments—use these sentence stems to ‘trigger’ their thinking: I noticed that … or I found it interesting that …
- identifying the main players or groups involved, or the significance of the time and place
- making links using these sorts of prompts: How does the title link with what I am reading? How does what I am reading link with my topic?
Record your impressions by:
- making speculations about the authors’ attitude/bias/motives/values, about the headlines or title of the source, about possible endings to the report, etc.
Devise questions by:
- thinking about the sorts of issues the source generates, listing examples of lower order and higher order questions which could be posed to the whole class or could form the basis of further research
- posing questions that may be answered later
- listing questions for the author, players or the teacher.
Record your reactions and responses by:
- making connections to the topic they are studying—this reminds me about
- noting their personal reactions—this reminds me of …, I like this idea about …, I don’t like the solution to this that is recommended because …
- offering advice; for example, using this prompt: I think the author should (this often allows students to reveal their own values and attitudes) …
- Students note relevant key headings and quotes from key figures.
- Students make predictions; for example, what is the source about, given the heading or title? accompanying graph? accompanying cartoon?
- Students predict what happens next.
- What point is the author trying to make?
- What relevance has this material to me and my
- What have I learned from this material?
- note your level of interest on a scale of one to 10
- assess accessibility and readability
- record what you have learned from the material
- note how the material could be used to illustrate an economic theory or idea you are studying.