Teaching English with Art: Winslow Homer


Teaching English with Art: Winslow Homer.  This eighth volume of our successful series of eBooks combining ENGLISH TEACHING AND ART is a wonderful supplement to any coursebook or extra materials your students may already be using in the English class. It contains 30 vocabulary,  speaking and writing activities for classroom use, based on some of the most striking works by the best American artist of the XIX century.

The objective of the eBook is to expose the students to art while teaching English, fulfilling therefore one of the tenets of effective language acquisition: providing a realistic context for the language to be learned and practiced as a means to an end. Your students will love to exercise their English discussing the works of Winslow Homer. This is a proven way to make language acquisition fun and effective by creating in the classroom an atmosphere of interest, motivation and emotion. Each activity is clearly correlated to the COMMON EUROPEAN FRAMEWORK OF REFERENCE (CEFR), and the level is stated next to it.

IMPORTANT NOTE. CUSTOMIZATION: if you wish to change the cover of any of the ebooks, add your school logo, negotiate a special price for a determined number of students, or make other suggestions of customization, do not hesitate to talk to us. We are VERY FLEXIBLE. Make your ebook UNIQUE!

Click on the image below to download the ebook:

Click on the image above to get your copy from the Kindle Store.

Click on the image above to get your copy from the Kindle Store.

Check out the video clip on the ebook TEACHING ENGLISH WITH ART: WINSLOW HOMER: https://vimeo.com/142028606

For other books of our series, click here: http://wp.me/p4gEKJ-1lS

Teaching English with Art

Teaching English with Art

Au revoir

Jorge Sette

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Vincent van Gogh’s Fun Quiz


Find our how much you know about one of the most famous artists of Western Culture.

A Pair of Shoes. 1886, by Vincent van Gogh

A Pair of Shoes. 1886, by Vincent van Gogh

  1. Where was he born? a. France, b. Austria, c. The Netherlands
  1. What was he like? a. Eccentric and antisocial, b. Fashion conscious, c. Joyful and carefree
  1. What kind of painting style is he famous for? a. Impressionism b. Post-Impressionism, c. Cubism
  1. What were the most characteristic traits of his famous paintings? a. Bright colors, movement and expression of feelings; b. Use of Greek myths, c. Emulation of the classical models
  1. How many paintings did he sell while he was alive? a. Just one, b. A couple of hundreds, c. Ten
  1. Was he a famous painter while he was alive? a. From a very early age, b. Became famous right before he met Gauguin, c. Not at all
  1. Was he ever married? a. Never, b. Twice, c. Once
  1. How did he die? a. Of old age, b. Cancer, c. He shot himself allegedly
  1. What’s the historical context he lived in? a. The Counter-Reformation, b. The second half of the XIX century, c. The First World War
  1. Which one is not a van Gogh painting: a. Starry Night b. The raft of the Medusa c. The Potato Eaters
Vincent van Gogh

Vincent van Gogh

Caravaggio's quiz

 

Check out the video clip on the ebook TEACHING ENGLISH WITH ART: VINCENT VAN GOGH

If you are interested in TEACHING ENGLISH WITH ART, you might want to check out our successful series of eBooks available from the KINDLE STORE. Just click on the picture below for further info:

Teaching English with art. Click on the picture above for further info on the eBooks.

Teaching English with Art. Click on the picture above for further info on the eBooks.

Au revoir

Jorge Sette.

Icarus: one of Matisse’s Most Famous Cut-Outs


In the early 1940s, Matisse underwent a serious and invasive surgery as part of treatment for intestinal cancer. After the operation, he was a very different person, lacking the energy and strength to be on his feet for long stretches of time at the easel painting on a canvas.

However, he was about to start a revolutionary new phase in his artistic life. Despite his physical weakness, his mind seemed to be ablaze with creativity and many say he was given a second life. This resurrection manifested itself mainly through a new art form he began to develop at the time: his famous cut-outs. Instead of painting, Matisse would now spend his days in bed or in a wheelchair, cutting out, with huge tailor scissors, abstract forms directly from gouache-painted sheets of paper, and then, with the help of assistants, pin them against a white background in striking and original compositions.

He would constantly move the pieces around until he was fully satisfied with the final result of these “collage-like” designs. The colors were vibrant and pure, lending the composition a life-affirming quality. Icarus  is one of the most famous works from this period.

Icarus. 1947. Illustration for the book Jazz.

Icarus. 1947. Illustration for the book Jazz.

The Legend of Icarus

 In Greek mythology, Icarus and his father Daedalus, a master craftsman from ancient Athens, were made prisoners on the island of Crete after helping Ariadne and Theseus escape from the Minotaur’s labyrinth, which Daedalus himself had designed for King Minus.

The Minotaur was a creature with the head of a bull and the body of a man who lived in the center of the labyrinth

Daedalus plotted to escape from his prison by making wings of feather and wax for himself and his son. However, he warned Icarus against flying too close to the sun because his wings would melt. Icarus, in the typical fashion of bold young men, disobeyed his father’s instructions and soared to the heights, coming dangerously close to the sun. His wings melted and he plunged to the sea, drowning. The story of Icarus is usually used as a cautionary tale against excessive ambition.

Many critics and viewers suspect that there is an alternative source of inspiration to the Icarus cut-out. What do you think it might be? What may this work represent if not necessarily the legend of Icarus?

Imagine that this work is about the horrors of war instead. After all, Matisse put it together soon after the end of the Second World War. In this case, what do you think each element of the cut-out stands for? Think about this interpretation and try to see the elements of the work in the light of this new context. It will add a lot to it.

If you wish to read more about Matisse’s cut-outs, please refer to our previous blog post: http://wp.me/p4gEKJ-1kq

For those of you who are English Teachers and love Matisse and art in general, we offer a wonderful collection of didactic eBooks for the students to practice vocabulary, speaking and writing, based on the works of famous painters: TEACHING ENGLISH WITH ART. The series is comprised of 7 books so far, and features works by Matisse, Picasso, Caravaggio, Monet, Norman Rockwell and Vincent van Gogh. For further information on how to download the materials, please click here: http://wp.me/p4gEKJ-1lS

Click on the image above to learn more about the advantages of TEACHING ENGLISH WITH ART.

Click on the image above to learn more about the advantages of TEACHING ENGLISH WITH ART.

Au revoir

Jorge Sette.

 

 

Rockwell…well…rocks!


Norman Rockwell was born in New York City in 1894. Growing up in a middle-class family in the Upper West side of Manhattan, Rockwell was never comfortable being a city boy. Although he spent the first years of his life in this urban environment, he thrived whenever he and his brother were allowed to spend some time in the countryside.

From a very early age, Norman knew he wanted to be an illustrator. He was hired as art director of Boy’s Life, the scouts’ official magazine, when he was still in his teens. However, he became nationally known after he started his 47-seven-year collaboration with The Saturday Evening Post, having painted more than 300 illustrations mostly for the cover of that popular magazine.

Triple Self-Portrait, 1960.

Triple Self-Portrait, 1960.

Rockwell can be considered a family man in the sense that he was married 3 times and had 3 kids from his second wife, but most of his time he was dedicated to his work: 7 days a week, 12 hours a day. There was never much time for his wives and kids. Many say he was a detached and distant husband and father. He also travelled a lot, within the US and all over the world, always carrying on painting during these trips.

Rockwell never considered himself an artist, but an illustrator, specializing in genre scenes, depicting life in small-town America. His illustrations always have an element of humor, but you never fail to sense the pathos injected in the narrative as well. He was one of few popular realists in the world of modernist art of the XX century, where abstract painting ruled.

Before painting his models, he tended to have them photographed by a professional in the specific positions he wanted them to pose. His studio was full of props and costumes available to the models in the sessions. He was very particular about the way he wanted people to pose for him. In New York he used professional models, but when he moved to Stockbridge, Massachusetts (from Arlington, Virginia) he started to choose models from the members of his own community: his relatives, friends and neighbors. He always had a photographer with him. He would paint afterwards based on these photos.

The paintings of Rockwell are usually regarded as the best representation of simple, pure and strong American values. As a matter of fact, he helped create these values and the American identity itself, in a land packed with immigrants from the most different cultural backgrounds and without much cohesion among themselves in the early 1900s. His illustrations – although not always depicting scenes of an accompanying written narrative – are one-frame stories in themselves. His art is all about visual storytelling. You can infer a whole narrative just by looking at one of his illustrations. No wonder, George Lucas and Steven Spielberg – two of the most popular storytellers of the last decades of XX century American cinema – are among his greatest admirers and owners of important collections of his works.

Rockwell was the opposite of the common stereotype of a bohemian Greenwich Village artist. His friends say he was polite, funny and meticulous. Some claim he was a neat freak, who would spend hours cleaning his studio and washing his brushes many times a day. He was a bit of a loner as well.

Together with Walt Disney, Rockwell is the most beloved American artist of the twentieth century. Of course, their work had a lot in common: they were both visual storytellers, capable of charming and mesmerizing their viewers with wonderful drawings, colors and movement. The animation in Rockwell’s work was obviously only suggested, as he dealt in illustrations, but they are never static. His brush lent them an inner life and dynamism that completely won over his audience. The triple self-portrait illustration (1960) we see above is an example of the charismatic paintings he could produce.

After working for almost 50 years as the main illustrator for the conservative Saturday Evening Post, Rockwell transitioned to the more liberal Life Magazine, where he could explore themes more relevant to the tumultuous times he was living in: the sixties. There, he could produce illustrations that talked to the main issues of the era: racial segregation, women’s liberation and the spacial program. In this post, we show one his most important works of this period: The Problem We All Live With, from 1964, where he depicts the first Afro-American child – a girl – to go to a desegregated school in New Orleans in 1961, facing all kinds of bullying, mainly from white mothers and teenagers on her way to class. She needed to be escorted by US marshals to be able to get into the school. Her name was Ruby Bridges and Rockwell’s illustration became an icon of the Civil Rights Movement.

The Problem with All Live with, 1964.

The Problem with All Live with, 1964.

On November 8th, 1978, at the age of 84, Norman Rockwell died peacefully in his sleep, due to emphysema. He had already begun to show symptoms of dementia in his final years.

The Norman Rockwell Museum in Stockbridge, Massachusetts, was founded in 1969 and houses the world’s largest collection of his works.

Norman Rockwell is the 5th volume of our successful series of eBooks TEACHING ENGLISH WITH ART. If you wish to know more about the series, please click here: http://wp.me/p4gEKJ-1lS

Take a moment to watch the video clip of TEACHING ENGLISH WITH ART: NORMAN ROCKWELL

Au revoir

Jorge Sette

 

 

 

 

 

 

 

 


 

Teaching English with Art: Norman Rockwell


Teaching English with Art! This ebook is a wonderful supplement to any coursebook or extra materials your students may already be using in the English class. It contains 30 speaking and writing activities for classroom use, based on some of the most striking works by one of the most loved American artists of the XX century, NORMAN ROCKWELL, famous for his illustrations. The objective of the ebook is to expose the students to art while teaching English, fulfilling therefore one of the tenets of effective language acquisition: providing a realistic context for the language to be learned and practiced as a means to an end. Your students will love to exercise their English discussing the works of Rockwell This is a proven way to make language acquisition fun and effective by creating in the classroom an atmosphere of interest and motivation. Each activity is clearly correlated to the COMMON EUROPEAN FRAMEWORK OF REFERENCE (CEFR), and the level is stated next to it.

Click on the image below to download the ebook:

Teaching English with Art: Norman Rockwell

Click to the image above to download the eBook.

Take a moment to watch the video clip of TEACHING ENGLISH WITH ART: NORMAN ROCKWELL

Au revoir

Jorge Sette

A Brief History of Caravaggio


Michelangelo Merise was born in Milan in 1571 and grew up in a town nearby called Caravaggio, hence his artistic name.

He grew up in times of severe religiosity, brought about by the Counter-Reformation, whose objective was to stop the advance of Protestantism, having Catholics return to a more austere and simpler form of Christianity, based on the cult of Jesus, Mary, the saints and martyrs of earlier times. They tried to accomplish these objectives through repression (the Inquisition) and propaganda (buildings and works of art). The austere values of the Counter-Reformation deeply impregnated and influenced Caravaggio’s paintings.

Caravaggio

Caravaggio

 

After a couple of years as an apprentice in Milan, Caravaggio moved to Rome in his early 20s, where, alone, hungry and penniless, he had to compete with a great number of other artists who flocked to what was considered the center of the world to make it as a famous painter. His career really took off when he fell under the protection of a very well-connected patron, Cardinal del Monte, who changed his life.

It didn’t take long for Caravaggio to acquire fame. Boosted by his patron’s connections, his network grew steadily. Endowed with a very original and unique artistic style, he was soon considered the best painter in Italy. He became famous mainly for his dramatic use of light and shadows, in a style known as tenebrism (chiaroscuro), in which he painted biblical, mythological and everyday scenes in a very naturalistic way. The mission of a painter, according to Caravaggio, was to represent real life with all its flaws, ugliness, and occasional beauty.

Conversion of Saint Paul on the Road to Damascus, 1601.

Conversion of Saint Paul on the Road to Damascus, 1601.

 

Caravaggio, however, had a very difficult personality. Short-tempered and with a violent streak, he was wild. Roaming the mean streets of Rome after nightfall, he would very often get into fights and brawls. He frequented taverns and brothels, always carrying his sword, which was illegal, and he did not hesitate to use it whenever provoked. Those were hard times and he was the object of much jealousy and envy.

Extremely volatile and abrasive, Caravaggio was eventually involved in murder. He got into a fight over a tennis match and ended up killing his opponent. This probably makes him the only great artist ever to commit murder. Banished from Rome, he fled to Naples, where he started a new life and was soon given commissions by important people to paint again.

From there, he moved to Malta, hoping to become one of the famous Knights of Malta, a combination of military and religious order which was formed to defend Christianity against its enemies. Difficult as it was for most people to enter the order, his powerful connections were at work again here and he managed to be accepted. This was meant to be the first step to get him a papal pardon, which would allow him to return to Rome.

Judith beheading Holofernes, 1598/99

Judith beheading Holofernes, 1598/99

However, the circumstances and his harsh personality again hindered his plans. He got in trouble in Malta, and from then on, lived in the run for over 2 years, moving constantly to places such as Syracuse and Palermo in Sicily, and again back to Naples, where more trouble awaited. Finally he seems to have been stricken by a fever and died alone on a beach in Porto Ercole, supposedly on his way back to Rome. His body was never found.

If you are interested in Caravaggio, please check out our eBook series TEACHING ENGLISH WITH ART: http://wp.me/p4gEKJ-1lS

Check out the video on Caravaggio’s eBook below:

Au revoir

Jorge Sette

 

 

 

 

 

Teaching English with Art: Monet


Teaching English with Art! This eBook is a wonderful supplement to any coursebook or extra materials your students may already be using in the English class. It contains 30 speaking and writing activities for classroom use, based on some of the most striking works by French artist CLAUDE MONET, the founder of Impressionismo. The objective of the eBook is to expose the students to high art while teaching English, fulfilling therefore one of the tenets of effective language acquisition: providing a realistic context for the language to be learned and practiced as a means to an end. Your students will love to exercise their English discussing the works of Monet. This is a proven way to make language acquisition fun and effective by creating in the classroom an atmosphere of interest and motivation. Each activity is clearly correlated to the COMMON EUROPEAN FRAMEWORK OF REFERENCE (CEFR), and the level is stated next to it.

CLICK ON THE IMAGE BELOW TO DOWNLOAD THE EBOOK.

 

Teaching English with Art: Monet.

Click on the image to download the eBook.

Take a moment to watch the video clip of TEACHING ENGLISH WITH ART: MONET

Au revoir

Jorge Sette

 

Writing: focus on the process and not on the product


When you read a piece of good writing in The Economist, Folha de São Paulo or The New Yorker, you will probably wonder about the special powers of the writer. How is it possible to sit in front of a laptop and, in one go, come up with such a refined and polished text. The writer must have counted on a potent muse sitting by his side, you conclude. But, for anybody who has attempted the hard task of putting a piece of writing together, the recognition that the path is a little harder will soon dawn on him. Hemingway defined the process in the most dramatic way: “There is nothing to writing. All you do is sit down at a typewriter and bleed.

Of course, the Hemingway process would not be very popular in most of our schools and online courses today. As we are concerned mainly about writing in the language class in this post, we need to draw a line. After all, chances are teachers and coordinators would be charged with abuse and put in jail if they expected or encouraged the students to follow anything like the method proposed by the great author of THE OLD MAN AND THE SEA.

Luckily, there is a third way: fire the muse and follow a step-by-step process to your writing activities. Writing is a skill students must master. We have never written so much as in today’s world. Most of our communication on the Internet occurs in the form of writing, one way or another.

Following the 5-step process we’ll be outlining below is probably the most effective way to come up with a good text. Of course, if you have the privilege of counting on good professional editors, the process becomes a lot easier, but not many people – least of all language students – can afford this luxury on a day-to-day basis, so we must rely on ourselves, and, if we are lucky, on some of our friends and classmates for aid.

Process Writing

Process Writing

 

Therefore, what we are advocating here is that writing should not be a solitary activity: pairs or groups of students should take part in it, although, ideally, each one should be working on his own individual piece. There are very clear steps to follow in what is generally know as process writing. This is, in our opinion, the best approach to teach and practice this productive skill in the language classroom. Let’s cover each of the phases in the sections below.

1. Brainstorming (generating ideas). When you are given a writing assignment, get together with a colleague and think of all the ideas the topic might generate. Don’t censor yourself at this stage, anything goes. If there’s no given topic, your freedom is even greater, and you will have fun imagining all possible topics, points-of-view, arguments or characters that may go into your piece. This is more fun when done with another person or in a small group. Then, each one can follow their own thread of thoughts, after this initial kicking off of ideas, and get down to writing their first draft.

2. Drafting. Now it’s time to prioritize all the wonderful ideas you generated in the step above. Consider the physical space you need for the text: is it a blog post, a story, an essay, an infographics design, a tweet? How many words are you supposed to use in your assignment? Don’t even consider using all your ideas. Pre-select, choose, discard, adjust, change. Cut, cut, cut. Establish what should go into each paragraph, which sentence you will pick as the topic one. Draft and redraft as many times as you feel you should. The more, the better. Change sentences to a different part of the text for stronger impact or more consistency. Decide what should be the beginning, the middle and the end of the piece. It’s always easier to start with the end. Remember the clever words of the Cheshire Cat to Alice, in Alice in Wonderland, by Lewis Carroll:

Would you tell me, please, which way I ought to go from here?”

“That depends a good deal on where you want to get to,” said the Cat.

“I don’t much care where” said Alice.

“Then it doesn’t matter which way you go,” said the Cat.

3Revising. Now, possibly with the help of a friend, you are going to begin refining and polishing your text. Your colleague will read the text, ask questions whose answers he would expect to find in it, but does not. He will probably make suggestions. There’s no need to take everything he says into consideration. Your are the writer after all, so the final decision is yours, but try and incorporate some of his feedback. Apply your own critical thinking skills to decide if the text is coherent, well thought out, convincing, logical.

4. Editing. This next step involves going deeper in the process started in the previous step. Time to check for grammar, vocabulary and syntax mistakes. Make sure collocations and register (formal and informal) are adequate. Have the spellcheck on your computer on. Consult a thesaurus, dictionaries, and grammar guides. Read aloud to make sure your text sounds good, to make sure it sounds English. Enter phrases and idioms you wish to use into Google to see if they appear in other texts and really mean what you wish to say. Again, get help from your friends.

5. Publishing. This is the last phase of your work. You will be deciding on the images to use, the layout, the kind of font you find appropriate. This part is a lot of fun, in general. Reread it one more time. Any more changes? If you are using a digital device, be brave and push the button PUBLISH. Next time you write something it will be even easier.

The Steps of Process Writing

The Steps of Process Writing

Sometimes these steps may occur in a different order. Writing is messy. Moreover, the number of drafts cannot be stipulated: the more the better. But we all know there are time constraints to be taken into account, and the final product needs to be presented at some point. So let’s use common sense, and work on your piece within a time frame that suits your teacher’s expectations. In a language lesson, of course, it is the drafting that counts: the more you focus on polishing and making your piece more impactful and error-free, by adding ideas, deciding on the best location of sentences, breaking paragraphs in more consistent ways, and finally asking your friends for help to identify grammar and vocabulary problems, the more you will be learning. That’s when learning is really taking place. The final product is only the logical consequence of the hardest possible work you put into the project.

And remember, the final product does not need to be a masterpiece. The secret to fine writing has been repeated countless times by the experts – although both students and teachers seem to resist it: good writing is rewriting. Besides, writing improves over time, and the more you practice, the better results you will get. Good luck.

NOTE: If you are interested in process writing, you may consider checking out our eBook series TEACHING ENGLISH WITH ART. Click here for further info on the series: http://wp.me/p4gEKJ-1lS

Check out this fun video clip on our CARAVAGGIO eBook:

Au revoir

Jorge Sette.

Teaching English with Art: make your lessons stand out


If you are having any of the following problems, we can help you…

a. Are your students often bored during the English class? b. Don’t they know what to say when you set up speaking activities? c. Do you spend the weekend correcting writing assignments that don’t seem to help them improve? d. Is it hard to personalize productive skills and link the English lesson to the other subjects in the school curriculum? e. The students know nothing about Art and high culture in general.

Click on each of the pictures below to get your copy from the KINDLE STORE:

 

Click on the image above to go to Amazon.com

Click on the image above to go to Amazon.com

Click on the image above to get your copy from the KINDLE STO

Click on the image above to get your copy from the KINDLE STORE.

Click on the picture above to get your copy.

Click on the picture above to get your copy.

Teaching English with Art: Norman Rockwell

Click on the image above to download the eBook.

Teaching English with Art

Click on the image to download the ebook.

Teaching English with Art: Picasso

Click on the image to download the eBook.

Click on the image to download the eBook

Click on the image to download the eBook

Teaching English with Art: Monet.

Click on the image to download the eBook.

Teaching English with Art is the series for you! This eBook series is a wonderful supplement to any coursebook or extra materials your students may already be using in the English class. Each volume contains 30 speaking and writing activities for classroom use based on some of the most striking works by famous artists: for now we have MATISSE, PICASSO, CARAVAGGIO, MONET, NORMAN ROCKWELL, a special three-in-one volume of MONET + PICASSO + MATISSE (90 activities), and we’ve just launched VAN GOGH.

IMPORTANT NOTE:

PERSONALIZATION: if you wish to change the cover of any of the ebooks, add your school logo, negotiate a special price for a determined number of students, or make other suggestions of customization, do not hesitate to talk to us. We are VERY FLEXIBLE. Make your ebook UNIQUE!

The objective of these eBooks is to expose the students to high art while having them practice English, fulfilling, therefore, one of the tenets of effective language acquisition: providing a realistic context for the language to be learned and practiced as a means to an end. Your students will love to exercise their English discussing  and do writing  tasks based on the works of these great artists.  The activities are highly personalized, so the students can express their own opinions and feelings. This is a proven way to make language acquisition fun and effective by creating in the classroom an atmosphere of interest, motivation and personalization. Each activity is clearly correlated to the COMMON EUROPEAN FRAMEWORK OF REFERENCE (CEFR), and the level is stated next to it. Ideally both you and your students should purchase the material.  For heads up activities, project the images on a white wall. Chose your favorite artist and click on the corresponding  image below to go to AMAZON.COM and get your e-book:

 

If you need more instructions on how to purchase the eBooks, please click here: http://wp.me/p4gEKJ-1Cz

Au revoir

Jorge Sette.

Should you have a blog as a marketer?


“There is nothing to writing. All you do is sit down at a typewriter and bleed.” Ernest Hemingway

As we all bloggers know, Hemingway did nail the writing process in his quote above. Yes, it’s hard; yes, it’s time-consuming; no, it’s never right the first time around. Writing is rewriting. For a 1000-word blog post, I would say the average blogger would write at least 10 drafts before he is reasonably satisfied with the result. He is lucky if he has an editor to help with the polishing, but that is not usually the case.

However, in this day and age of content marketing, you would be crazy as a marketer if you did not sit down at least once a week to create or repurpose some  written content to post on the Internet. Let me highlight in this post the features of good blog posts and how your business could benefit from them.

Figure Writing Reflected in a Mirror by Bacon, Francis, 1976

Figure Writing Reflected in a Mirror by Bacon, Francis, 1976

1. Search engine optimization: provided you offer useful and original content, employing the relevant key words, blogging will help your business show up on the SERPs (search engine results pages) of your prospective clients. I don’t know many people today who will not go to Google at some point during the buying cycle to do a search before actually purchasing a product or service. So, to be available, to show up, it will help to have a carefully SEOed (search engine optimized) blog to pop up on the first page.

2. Answer your customers questions: the buying process – the cycle your prospects go through before committing to a purchase –  consists of the the following phases: first, the prospect needs to identify a need or problem; second, they will try to learn about possible solutions; third, they will start shopping for the ideal solution; afterwards, when they are ready, they will look for directions to actually buy it (online or offline); finally, when they start using the product, they might have problems or questions about it, so you need to offer them prompt customer service. Your blog needs to account for each one of these phases and provide the appropriate answers to help them at the stage they are, moving them along the sales funnel. It takes close communication between Marketing, Sales and Customer Service to identify the customers most frequently asked questions and issues, and try to solve them through your blog content. So it’s time to cooperate (there’s no need to tell me how hard this can be, but it’s worth trying): salespeople and customer service professionals need to develop their marketing skills, while marketers should learn more about the customers from sales and customer service so they can provide qualified leads.

3. Thought leadership: by covering content that speaks to the different needs of your customers at the different stages of the buying process you will soon develop a reputation of an expert in the field. Even if you don’t get conversions in terms of sales at the first moment, your customers will grow to trust your opinions and respect your points of view. When the time comes for them to make a buying decision, who do you think they will turn to?

4. Style: your blog is not supposed to be a work of art if you are a marketer. So write as simply and elegantly as possible, as if you were actually “talking” to the prospect. A marketer’s blog is not a piece of literature, so tone down your message, and be objective and direct. Of course it would help to be aware of the reading level of your audience, but “according to many reports (including the U.S. National Center for Education Statistics’ 1992 Adult Literacy survey), the average reading level is the 7th or 8th grade. Combine that with reports of increasingly low-attention spans of Internet users who require even milder language and you’re looking at a reading level of the 6th or 7th grade”  (http://blog.ezinearticles.com/2013/10/ezinearticles-asks-what-reading-level-should-you-target.html) . If you really wish to fine tune your text’s level of difficulty, there are some tools on the Internet (try the Readability Test Tool, for example, http://read-able.com) that will allow you to measure it.

5. The title: the importance of a catchy title to crown your blog post cannot be underestimated. This is the first impression you will make on the reader, and you only have a couple of seconds to entice them. So think carefully about it. Putting yourself in the shoes of a journalist may help, after all, this is your headline. Research says that questions are a good way to go, as they tease the reader into looking for the answer in the text.

6. Promoting and Repurposing: to make the most of all the effort you put into writing your piece, promoting your blog is a must. Use your social media channels with this objective. Putting links to your blog post repeatedly, however,  may not be the solution (although you’ll have to do it occasionally). Be careful not to make your audience feel spammed. Another solution is to repurpose your content and distribute it in different formats to suit the different social media channels: write a summary of the content as an image (for Instagram); use the photos you put in your blog post with a link to it (Instagram, Facebook); write a headline for your blog with a link to it (Twitter); turn it into an infographics poster (Pinterest); use the main points for a slide presentation (slideshare), etc.

As with most things in life, practice makes perfect. Some people say they blog everyday so they can improve.  Research indicates that to be excellent at a skill you need to have spent at least 10,000 hours at it (read Malcolm Gladwell’s “Outliers”  for a deeper explanation on this). Maybe you don’t have that  amount of time available anymore, but I would say it’s never too late to get started. What you can’t afford to do as a marketer is NOT to have a blog. How about starting today?

Au revoir

Jorge Sette