Project- Blog Post

Assessment 1: Project – Student Blog post [20%]Learning objective: To ensure that students are familiar with the marketing concept and how marketing has influenced society including the 4 identifiable patterns or quests.
Task to demonstrate their learning from weeks 1 & 2 students are to write a 750- word Blogpost that explains the marketing concept. They also need to explain how marketing’s evolution could be described as the ‘quest for best’ and provide various examples of the four identifiable patterns or quests that have constantly been evident as marketing has evolved.
The quest to better serve the customer The quest to overcome the challenges facing society The quest to for better use of existing resources The quest for more effective distribution- information, products and people
In today’s connected world blogging can be considered a life skill for business overall and marketing in particular. Being able to grab and keep a reader’s attention is critical to the ongoing success of any Blog. While Blog posts are less formal and an academic style is not required, quality work is essential. Formal referencing is not required however identifying sources will add to the credibility of your work [e.g. preserving produce has been a constant challenge for producers and consumers, according to History Magazine (, one method has been refrigeration …]. Relating your Blog post to the unit learning is critical in relation to how marks will be awarded.
This means that Blog posts that concisely deal with the topic and demonstrate unit learning will be better regarded than work that appears to disregard this instruction.
Students will write their Blog post using Microsoft Word [12 point font, 1.25 spacing and include at least 1 image] and then submit it for marking via the turnitin Blackboard link under Assessments. The best submissions will subsequently be invited to upload their Blog post to our internal Student Blog site on Blackboard for viewing by all [a letter of achievement will also be provided].

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