Checkpoint 8 · Paper 1 writing (non-fiction)

Blog Post

How to write a blog post for Checkpoint 8 Paper 1: purpose, layout, features, structure, phrases and a strong 350+ word sample with notes.

British & IGCSE › Checkpoint 8 English (Cambridge Lower Secondary 0861)

1. What is a blog post, and where does it appear?

A blog is a website or part of a website where a person writes regular posts about their experiences, interests or opinions. A blog post is one of those entries. It is like a public diary with an audience: it is written in the first person (I, we), it talks directly to the reader (you), and it usually ends by inviting readers to comment or share. The purpose can be to inform, entertain, advise, describe or share an opinion – often several at once.

In Checkpoint 8 a blog post would be a Paper 1 (Non-fiction), Section B Writing task: one task, 25 marks, about 35 minutes. Diary and blog writing are text types in the curriculum, so a blog post can be set, although recent papers have more often asked for articles and reviews. Learn it anyway – and notice how close it is to a magazine article: if you can write one, you can adapt it to the other.

	Blog post	Diary entry	Magazine article
Reader	The public – anyone online, often people with the same interest	Only the writer (private)	Readers of a specific magazine
Voice	First person, chatty, direct to 'you'	First person, private, reflective	Personal voice but more polished, often 'you' and rhetorical questions
Layout	Title, author/date line, subheadings, call to action for comments	Date, 'Dear Diary,', no subheadings	Headline, strapline, subheadings
Ending	Question or call to action: comment, share, try it	Private thought or feeling	Memorable final line or call to action

Spot a blog task

The task may say: "Write a post for your school's student blog…", "Write a blog entry about…" or "Your class is creating a travel blog…".
If the task says blog, use blog layout: a title, a date (and author line), subheadings and an ending that invites comments.
If the task says article, do not write a blog – there is no date line and no comments section in a magazine article. Writing the wrong text type caps Creation of texts at 1 mark.

2. How a blog post is marked (out of 25)

Category (official name)	Marks	What the bands ask for (in simple words)	What it means for this genre
Creation of texts (older name: content, purpose and audience)	5	Bands 1 · 2 · 3 · 4–5. Low: little link to the task. Middle: relevant, some points developed. Top: every point in the task developed in detail, a clear viewpoint, the right tone for the reader all the way through, and the reader stays interested.	Every bullet point developed, a strong personal voice, and a real relationship with readers (questions, advice, humour). The reader should want to comment.
Vocabulary and language	3	1 = simple, repeated words · 2 = some well-chosen words that suit the text type · 3 = precise, ambitious vocabulary chosen for its effect on the reader.	Lively, expressive words and a few precise ones for the topic: miserable, restless, rediscovered, precious, gradually.
Structure of texts (older name: text structure)	7	Bands 1 · 2–3 · 4–5 · 6–7. Low: few or no paragraphs. Middle: paragraphs in a sensible order with simple links. Top: well-controlled paragraphs, smooth links between them, an effective opening and ending, and the correct layout for the text type.	Title + date line, a hooking introduction, subheadings that guide the reader in a logical order (before → during → after → advice), and an interactive ending.
Grammar and punctuation (older name: sentence structure and punctuation)	7	Bands 1 · 2–3 · 4–5 · 6–7. Low: mostly simple sentences with errors. Middle: some variety, mostly accurate verbs and commas. Top: a wide range of sentence types used for effect, accurate verb forms and a range of punctuation used correctly.	Sentences: a mix of short punchy sentences, questions and long complex sentences. Punctuation: accurate apostrophes in contractions, plus a colon, dash, brackets or semicolon used correctly.
Word structure (spelling)	3	1 = many common words wrong · 2 = most common words right · 3 = nearly all words right, including longer, ambitious words.	Spell the ambitious words correctly: gradually, embarrassing, definitely, recommend, notifications, rediscovered.

Three marking rules you must know

Wrong text type = heavy penalty. If the task asks for one text type and you write another, Creation of texts is capped at 1 mark and Structure of texts is capped too (at 3, or 2 if the content is also off-task). Layout is not decoration: it protects your marks.
Length: 20 words or fewer scores 0, and 21–60 words can score no more than 7 out of 25. A full answer is several developed paragraphs.
Your plan is not marked. Plan quickly, then spend your time on the writing itself.

3. Features of a blog post

Feature	Example
Catchy title	Thirty Nights Without a Screen: What Really Happened
Author and date line	Posted by Adam, Year 8 · 12 March 2026
Hook in the first line	Be honest: what is the last thing you look at before you fall asleep?
First-person voice	So, on the first of February, I set myself a challenge…
Direct address and rhetorical questions	Have you ever tried a screen-free challenge?
Subheadings	Why I Tried It / Week One: The Hardest Part / Should You Try It?
Personal anecdote	On night three I nearly gave up.
Informal or semi-formal tone (contractions, humour)	the good, the bad and the slightly embarrassing
Descriptive, expressive language	like a hand searching for a light switch in the dark (simile)
Opinion and reflection	the hour before bed is precious
Advice / tips for the reader	Start small: try five nights, not thirty.
Interactive ending (call to action)	Tell me in the comments below – and share it with a friend!

4. How to structure a blog post

Part	What to write	Tip
Title	Catchy and clear: a number, a question or a promise.	Five Things I Learned…, Is It Worth…?, What Really Happened…
Author/date line	Posted by [name] · [date]	A small layout feature that shows it is a blog.
Introduction	Hook (question, confession, surprising fact), then say what the post is about.	One short paragraph. Talk to 'you'.
Subheading 1 + paragraph	Background: what and why (the first bullet point).	Add one personal detail.
Subheading 2 + paragraph	What happened / the main content (the second bullet point).	Use time connectives: At first, Gradually, By the end…
Subheading 3 + paragraph	Reflection: what you learned or your opinion (the third bullet point).	Show both sides briefly if it fits.
Subheading 4 + paragraph (optional)	Advice or tips for readers.	Imperatives: Start small. Keep a book by your bed.
Ending	Question to readers + call to action (comment, share, try it).	This is the blog's 'signature' – never forget it.

5. How to start and how to end

Openings (hooks)

Be honest: when did you last…?
I have a confession to make.
Have you ever wondered…? If so, you're in the right place!
Picture this: …
Six months ago, I couldn't… Today, …

Introducing a section

So, why did I decide to…?
Now, let's get to the interesting part.
You might be wondering how… Here's what happened.
Here's the thing: …

Reflecting

Looking back, …
The biggest surprise, though, was…
I'm not going to pretend it was easy.
What I learned is simple: …

Endings (call to action)

What do you think? Tell me in the comments below!
Have you ever tried…? I'd love to hear about it.
If this post helped you, share it with a friend.
Give it a go and let me know how it goes.
Next week: … – so stay tuned!

6. Strong vocabulary

Word / phrase	Meaning / use
confession	an admission of something slightly embarrassing – a good hook
miserable	very unhappy – stronger than sad
restless	unable to relax or keep still
gradually	slowly, little by little
rediscover	find again something you had forgotten
abandon	stop doing something completely
precious	very valuable and important
relatable	easy to recognise from your own life
rewarding	giving satisfaction for the effort
consistent	doing something the same way every time
persist	keep going even when it is difficult
motivation	the reason or energy that makes you act
breakthrough	a sudden important improvement
mindset	the way you think about something
stay tuned	keep following for more (blog phrase)

7. Timing in the exam

Minutes (Section B, about 35 min)	What to do
0–4	G.A.A.P.: underline the Genre, Audience, Area of content (every bullet point) and Purpose. Decide formal or informal.
4–8	Plan: one line per paragraph, plus 3–4 ambitious words and one or two punctuation features you will use.
8–31	Write. Keep each bullet point in its own paragraph and develop it with detail, an example or a reason.
31–35	Proofread: layout, spelling of ambitious words, capital letters, apostrophes, and the sign-off or ending.

8. Strong sample – blog post

Blog post: a personal challenge444 words · Strong answer — Creation 5/5 · Vocabulary 3/3 · Structure 7/7 · Grammar & punctuation 7/7 · Spelling 3/3

Task: Your school has started a student blog. Write a post about a personal challenge you set yourself. In your post you should: • explain what the challenge was and why you chose it • describe how it went, including the difficult moments • say what you learned and whether you would recommend it to readers

Thirty Nights Without a Screen: What Really Happened

Posted by Adam, Year 8 · 12 March 2026

Be honest: what is the last thing you look at before you fall asleep? If you are anything like me a month ago, the answer is a glowing phone screen at half past eleven, while a voice in your head whispers, "Just one more video." So, on the first of February, I set myself a challenge: no screens at all after nine o'clock for thirty nights. Here's how it went – the good, the bad and the slightly embarrassing.

Why I Tried It

I wasn't sleeping well. Every morning I dragged myself out of bed, yawned through my first two lessons and forgot half of what I'd revised. When my science teacher explained that the light from screens can trick the brain into thinking it is still daytime, something clicked. Maybe my phone wasn't helping me relax at all; maybe it was keeping me awake.

Week One: The Hardest Part

The first few nights were, to be completely honest, miserable. I kept reaching for my phone without thinking, like a hand searching for a light switch in the dark. My mum agreed to keep it in the kitchen, which helped, but I still lay awake feeling bored and restless. On night three I nearly gave up. Instead, I dug out an old adventure novel from my bookshelf – and I read eighty pages before I noticed the time.

Weeks Two to Four: The Surprises

Gradually, something changed. I started falling asleep before ten, and I woke up before my alarm, which had never happened in my life. My grades in the weekly quizzes crept up. I even rediscovered drawing, a hobby I'd abandoned in Year 6. The biggest surprise, though, was how much calmer I felt; without endless notifications, my evenings stopped feeling like a race.

What I Learned

I'm not going to pretend it was easy, and I'm not saying phones are evil. They're brilliant for staying in touch and learning new things. However, I learned that the hour before bed is precious. Protect it, and the next day almost takes care of itself.

Should You Try It?

If you're constantly tired, I'd definitely recommend it. Start small: try five nights, not thirty. Leave your phone outside your bedroom, keep a book by your bed, and tell a friend so they can check on you. You might be amazed at the difference.

Have you ever tried a screen-free challenge? What was your biggest struggle? Tell me in the comments below – and if this post helped you, share it with a friend who needs more sleep!

Why this gets the marks

Creation of texts 5/5: every bullet point is developed under its own subheading – why (Why I Tried It), how it went including difficult moments (Week One and Weeks Two to Four), what was learned and a recommendation (What I Learned and Should You Try It?). The voice is honest and humorous, and the reader is spoken to throughout.
Vocabulary 3/3: expressive, precise words – dragged myself, miserable, restless, gradually, rediscovered, abandoned, precious, endless notifications.
Structure 7/7: blog layout – title, author and date line, subheadings, and an interactive ending asking for comments and shares. The order is logical (before → struggle → change → reflection → advice), and the ending echoes the opening question about phones and sleep.
Grammar & punctuation – sentences: rhetorical questions in the hook and the ending, short sentences for impact (On night three I nearly gave up.), complex sentences with fronted clauses (When my science teacher explained that…, something clicked.), and imperatives for advice (Start small.).
Grammar & punctuation – punctuation: a colon for emphasis (Be honest: …) and for explanation (Start small: …), a semicolon joining two closely related sentences (…was keeping me awake / …stopped feeling like a race), a single dash for emphasis, a pair of commas for extra information (to be completely honest), inverted commas for the inner voice, and accurate apostrophes.
Spelling 3/3: embarrassing, miserable, restless, gradually, rediscovered, notifications, definitely, recommend – all correct.

9. Common mistakes

Mistake	Fix
Writing a diary entry (Dear Diary, private thoughts) instead of a blog	A blog speaks to readers: use 'you', questions and a comments ending.
No title, no date line, no subheadings	These three layout features show the examiner it is a blog.
Forgetting the call to action	End with a question and an invitation to comment or share.
Too casual: text-speak, emojis, OMG, lol	Chatty is fine; text-speak never is. Write full words.
Telling only events with no reflection	Add what you learned and your opinion – that is where Creation marks come from.
Subheadings with only one sentence under them	Each subheading needs a developed paragraph (3–5 sentences).

10. Checklist before you hand in

Catchy title, plus an author and date line.
A hook in the first sentence and 'you' throughout.
Three or four subheadings, each with a developed paragraph.
Every bullet point in the task covered.
At least one personal anecdote and one piece of reflection.
A mix of sentence types, including a rhetorical question.
At least two punctuation features used correctly (colon, dash, brackets, semicolon joining two related sentences).
An interactive ending: question + call to action.

الفرق بين البلوج والمذكرات والمقال

البلوج يُكتب لقرّاء على الإنترنت، لذلك خاطب القارئ بـ you واسأله أسئلة، واختم بدعوته إلى التعليق أو مشاركة المنشور.
يجب أن يحتوي على: عنوان جذاب + اسمك والتاريخ + عناوين فرعية لكل جزء.
اليوميات (Diary) خاصة بك وحدك، والمقال (Article) ليس فيه تاريخ ولا تعليقات. لا تخلط بين هذه الأنواع الثلاثة.

11. Practice tasks

Task: Your class runs a travel blog. Write a post about a day trip you took in Egypt. You should: • say where you went and how you travelled • describe the most memorable things you saw and did • give advice to readers planning the same trip. Write a quick plan.
Show answer
Title: One Day in Fayoum: Waterfalls, Dunes and a Very Brave Donkey. Line: Posted by [name] · [date]. Intro hook: Have you ever seen a waterfall in the middle of a desert? Subheadings: Getting There (minibus at 6 a.m., two hours, sunrise over the fields) → What We Saw (Wadi El Rayan waterfalls, sandboarding, a pottery village – one vivid simile) → My Top Tips (go in winter, bring water and a hat, leave early) → Would I Go Back? (yes, and why). Ending: Where's your favourite day trip? Tell me in the comments!
Turn this flat opening into a blog hook: "This post is about learning to cook."
Show answer
Possible answer: I have a confession to make: until last summer, the only thing I could cook was toast – and I usually burned it. So how did I end up making dinner for my whole family? Keep reading.
Give three features that would show an examiner your answer is a blog, not an article.
Show answer
1) An author and date line (Posted by… · date). 2) A chatty first-person voice that talks to regular followers like friends, often with a 'stay tuned' line about the next post. 3) An interactive ending inviting comments or shares (Tell me in the comments below!).

All pages in this course

Start here: the exam

Reading: grammar & punctuation

Reading: understanding texts

Paper 1 writing: non-fiction

Paper 2 writing: fiction