Creative Writing

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To the Parents:

Greetings of good life!

This learning material is made for your child to learn the needed skills in English. This is
composed of discussions and activities where your child can learn. The Introduction is all about
the knowledge that your child already knows. This part connects what is already known and what
is about to be learned. The Development part provides the needed information and skills to be
learned. Engagement part has activities which will strengthen the mastery of the lesson. The
Assimilation part is an assessment which check if your child acquired the needed skills.

As a guardian, you have a big role in helping your child to learn. Your guidance and time
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responses.

Thank you for always showing love to your child by continuously helping them to learn!

To the Learner:

Greetings!

This learning material is designed especially for you. This is composed of discussions and
activities to further develop your knowledge, understanding and skills in English. The lesson has
five parts: Introduction, Development, Engagement and Assimilation.

You are tasked to answer all the activities in this learning materials. You may ask the
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finish answering the activities before the date set by your teacher.

Your teacher will check all your responses in the activities once your parents/ guardian have
returned this material.

If you have any question about the lesson or you find difficulty in understanding the lesson
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Happy learning!

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 Contextualized Material 1 Creative Writing – Q1

LESSON Imagery, Diction,

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and Figures of Speech

Introduction
An awesome day to you, our beloved learners! Welcome to another chapter of your
life which will help you gain new knowledge and skills in the field of Humanities and Social
Sciences.

As you decided to take HUMSS as your academic strand, you might be thinking of
becoming a teacher, a journalist, a news anchor, or an author someday. Do not worry because
you are in the right path!

Creative writing is a subject that will help you develop practical and creative skills in
reading and writing. In this subject, you will also be introduced to the fundamental techniques
of writing fiction, poetry, and drama. Moreover, there will be a discussion on the use of such
techniques by well-known authors in a variety of genres. This course will help you learn how
to combine inspiration and revision, and to develop a sense of form.

We know that you are already excited to start your learning journey in this course.
However, we need to take one step at a time to help you carefully digest each lesson. So, for
the first week, we will only focus on enabling you to use imagery, diction, figures of speech,
and specific experiences to evoke meaningful responses from readers.

But before diving into the lesson, let us first assess how much you already know about
it by answering the pre-assessment below. Make sure to read and follow the directions given.
Good luck!

PRE-ASSESSMENT
Read the following statements carefully and identify whether they are true or false.
Write O if the statement is correct, otherwise, write X.

1. Creative writing deals with the composition of application letters, manuals, research
journals, annual reports, and standard operating procedures.
2. One way to improve your writing is to use imagery which engages the human senses.
3. Authors give life and identity to their characters through the use of diction in creative writing.
4. Words and phrases may have a separate meaning apart from their literal meaning. This is
referred to as figures of speech.
5. Authors are prohibited to use their personal experiences in creative writing.

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 Development
Being a great writer does not happen overnight. Just like in building a structure, one
must be patient in laying out the foundation, block by block. The same is true with you. In order
to achieve your goal of being an excellent writer, you must take one step at a time.

In this lesson, you will take several “steps” to bring you closer to your desired
destination. That includes learning how to use imagery, diction, figures of speech, and specific
experiences to evoke meaningful responses from your would-be readers. To help you achieve
that, you will need to undergo several activities. Let us start with the first one below!

ACTIVITY 1: MENTAL PICTURE

The Harry Potter series is one of the most popular novels among students of your age
and still among the list of many adults’ favorite books to read. There is a reason why this story
was able to catch the hearts of many bookworms out there. Let us try to find out what made
this story famous by reading an excerpt from the first book entitled Harry Potter and the
Sorcerer’s Stone and answer the guide questions that follow.

Harry had never even imagined such a strange and splendid

place. It was lit by thousands and thousands of candles that were
floating in midair over four long tables, where the rest of the students
were sitting. These tables were laid with glittering golden plates and
goblets. At the top of the hall was another long table where the
teachers were sitting. Professor McGonagall led the first years up
here, so that they came to a halt in a line facing the other students,
with the teachers behind them. The hundreds of faces staring at them
looked like pale lanterns in the flickering candlelight. Dotted here and
there among the students, the ghosts shone misty silver. Mainly to
avoid all the staring eyes, Harry looked upward and saw a velvety
black ceiling dotted with stars. He heard Hermione whisper, “It’s
bewitched to look like the sky outside. I read about it in Hogwarts: A
History.”
It was hard to believe there was a ceiling there at all, and that
the Great Hall didn’t simply open on to the heavens. Harry quickly
looked down again as Professor McGonagall silently placed a four-
legged stool in front of the first years. On top of the stool she put a
pointed wizard’s hat. This hat was patched and frayed and extremely
dirty. Aunt Petunia wouldn’t have let it in the house.
Excerpt from “Harry Potter and the Sorcerer’s Stone”
by J.K. Rowling

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 GUIDE QUESTIONS:
❖ In the excerpt, the author was describing the “Great Hall” of Hogwarts. Based on
the description given, how do you visualize this place?
❖ While reading the excerpt, were you able to imagine yourself standing with the
other students in the Great Hall? Why?
❖ What do you think did the author do to help her readers in creating a mental picture
of the Great Hall of Hogwarts?

J.K. Rowling gained thousands and thousands of fans throughout the globe with the
Harry Potter series as her masterpiece. With her brilliant talent in writing, she was able to
create an entire world in the minds of her readers. This can be attributed to her mastery in the
use of many writing strategies, one of which is imagery.

IMAGERY

Imagery refers to descriptive details or elements in a written work that appeal to or are
perceivable by the senses (Eusebio-Abad, 2006). This goes along the definition given by Ben
Florman who said that imagery, in any sort of writing, refers to descriptive language that engages
the human senses. For instance, the following lines from Robert Frost's poem "After Apple-Picking"
contain imagery that engages the senses of touch, movement, and hearing:

"I feel the ladder sway as the boughs bend.

And I keep hearing from the cellar bin
The rumbling sound
Of load on load of apples coming in."

Though imagery contains the word "image," Florman clarified that it does not only refer to
descriptive language that appeals to the sense of sight. Imagery includes language that appeals to
all of the human senses, including sight, hearing, taste, touch, and smell; thus, creating the types of
imagery which are:
1. Visual imagery (sight)
2. Auditory imagery (hearing)
3. Olfactory imagery (smell)
4. Gustatory imagery (taste)
5. Tactile imagery (touch)

Florman added that some people may also argue that imagery can be kinesthetic (related to
movement) or organic (related to sensations within the body). Nevertheless, writers may focus
descriptions in a particular passage on primarily one type of imagery, or multiple types of imagery.
The use of imagery in writing is one of the many techniques that writers employ in their work
to engage the minds of their readers in multiple levels. As effective as it is, there are still many
strategies that you can apply in writing such as improving your diction, utilizing figures of speech,
and using specific experiences. When done correctly, these will help you evoke meaningful
responses from your readers.

LET’S PONDER
❖ Looking back to the excerpt in Activity 1, what do you think is the type of imagery used by the
J.K. Rowling? What makes you think so?

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 The use of imagery in writing is one of the many techniques that writers employ in their
work to engage the minds of their readers. As effective as it is, there are other strategies that
can be used to spice up your writing. Just continue reading to find out what they are!

DICTION
Diction is defined as the choice of words especially with regard to correctness, clearness, or
effectiveness (Merriam-Webster Dictionary). In creative writing, a writer’s linguistic choice has a
great impact on how an idea, a point of view, or a story can be conveyed effectively. In literature,
the words that authors use contribute in establishing a distinct voice and style. Different styles of
diction impact how different ideas are expressed.

ACTIVITY 2: WHATCHA SAY?

There are eight common types of diction as discussed by Master Class (2019). Let us
see if you can identify all of them based on the given definition and description below. The
word is already revealed but you have to rearrange the letters to get the correct answer.
Sounds easy? Give it a try!

1. FAMORL This type of diction refers to the use of sophisticated language, without
slang or colloquialisms. It sticks to grammatical rules and uses
complicated syntax—the structure of sentences.
2. IFRONMAL It is more conversational and often used in narrative literature. This
casual vernacular is representative of how people communicate in real
life, which gives an author freedom to depict more realistic characters.
Most short stories and novels use this type of diction.
3. PEDNATIC This is when a writer is highly detailed or academic in their writing.
Words are chosen specifically to convey only one meaning. It is
sometimes used in literature when characters speak in a highly
educated manner, as in F. Scott Fitzgerald’s The Great Gatsby.
4. COLLOQUAIL These words or expressions are informal in nature and generally
represent a certain region or time. “Ain’t” and “y’all” are examples of
expressions for people born in rural areas of the United States. This
type of diction adds color and realism to writing.
5. SALNG These are words that originated within a specific culture or subgroup
but gained traction. It can be a new word, a shortened or modified word,
or words that take on a new meaning. Examples of these are “hip,”
which means trendy; and “throw shade,” which is to lob an insult at
someone.
6. ASBTARCT This is when a writer uses words to express something intangible, like
an idea or an emotion. The phrases used often lack physical detail and
specificity because they are things the reader cannot experience
through their five senses.
7. CNOCRETE This diction refers to the use of words for their literal meanings and often
refer to things that appeal to the senses. The meaning is not open to
interpretation because the writer is specific and detailed in their
phrasing. For example, the sentence: “I ate an apple.”
8. POEITC This is driven by lyrical words that relate to a specific theme reflected in
a poem, and create a euphonious, or harmonious, sound. It usually
involves the use of descriptive language, sometimes set to a beat or
rhyme.

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 Did you get them all? I bet you did! To help you concretize your knowledge about
diction, here are some examples of authors who use diction to effectively support their
narrative and characters:

• Mark Twain, The Adventures of Huckleberry Finn. In Mark Twain’s classic tale, Huck
Finn, the narrator, is a 13-year-old boy growing up near the Mississippi River in the 1800s.
Twain uses a very informal, salt-of-the-earth colloquial diction to establish Finn’s character,
his youthfulness, and his background: “I climb up the shed and crept up to my window just
before day was breaking. My new clothes was all greased-up and clayey, and I was dog-
tired.”
• Jules Verne, Twenty Thousand Leagues Under the Sea. As Pierre Arronax guides the
reader out to sea, the marine biologist describes his watery surroundings in scientific detail:
“At last, after walking two hours, we had attained a depth of about 300 yards, that is to say,
the extreme limit on which coral begins to form.” Jules Verne is using pedantic diction to
establish Arronax an academic who the reader can trust. His speech is literal, concrete,
and full of details that help create a sensory experience.
• Charles Dickens, A Tale of Two Cities. Charles Dickens opens his classic story with this
line: “It was the best of times, it was the worst of times.” This is an example of abstract
diction—the lines reference experience and emotions rather than concrete information.
These opening lines build intrigue and pique curiosity, drawing a reader in to find out more.

LET’S PONDER
❖ Think of your favorite character in a novel or short story that you have read before. How does
he or she differ from the other characters in terms of his or her choice of words?

FIGURES OF SPEECH
Creative writers do not merely provide their readers with information. Information must be
presented effectively and with style. To write in a fresh and interesting way, writers must employ
rhetorical devices. This can be done by using the different figures of speech as discussed by Wendy
Burt-Thomas (2010).

1. Alliteration: The repetition of consonants, particularly at the beginning of words. For example,
the letter s is alliterated in the following line: “He summoned the sweetness of silence.”
2. Allusion: A reference to or the mention of something from history, the arts, nature, current
society, and so on that the reader has knowledge of and that will help the reader better understand
the poet’s meaning. For example, “like Juliet she waited” is an allusion to a character from
Shakespeare’s Romeo and Juliet.
3. Metaphor: A direct comparison between two things. For example, “my mind is a clock ticking
down the day.”
4. Onomatopoeia: Using words that imitate sounds. For example, arf sounds like a dog barking,
and boom sounds like an explosion.
5. Personification: Giving human qualities to inanimate objects. For example, “the sun sprang
orange into the lifting haze.”
6. Simile: An indirect comparison of one thing to another using the words like or as. For example,
“his voice roiled like a storming sea, pulling me beneath it.”

Coming up with inventive and memorable language will take time and practice, but it’s
definitely worth the effort you put into it. Using figurative language will add depth and power to your
words. And lucky you—the English language is one of the richest and the largest in the world, with
hundreds of thousands of words to choose from (Burt-Thomas, 2010).

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LET’S PONDER:
Creative writing is a vast field where there is enough room for everyone to grow, improve, and
sharpen their skills. By now, you may have already realized that the steps to become an excellent
writer is not a straight pathway. Instead, you will see concrete roads, rough roads, pavements, blocks
of stones, ladders, and many more on your way to your goal. Using imagery, diction, and figures of
speech are not the only ways to come up with a brilliant written piece. Sometimes, employing real-
life experiences can also help. You just have to explore more and learn more.

ACTIVITY 3: CHECKPOINT
Phew! That was a lot to take in. But I know that understanding the discussion on
imagery, diction, and figures of speech is just a piece of cake for you. So, in this activity, let
us check how much you have learned so far. Using the organizer below, define or describe
the term written on each box. Then, explain how it is used in creative writing using two to three
sentences. Easy, right? Best of luck!

Imagery Diction

Creative
Writing

Figures of Speech Author's Experiences

Engagement
ACTIVITY 4: LOOKING CLOSER
Now that you are acquainted with what imagery, diction, and figures of speech are, the
next activity will be as easy as walking in the park for you. Read the Indian folk tale entitled
“The Blind Men and the Elephant” and answer the questions that follow.

The Blind Men and the Elephant

Indian Folk Tale

Long ago six old men lived in a village in India. Each was born blind. The other villagers loved
the old men and kept them away from harm. Since the blind men could not see the world for
themselves, they had to imagine many of its wonders. They listened carefully to the stories
told by travelers to learn what they could about life outside the village.

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 The men were curious about many of the stories they heard, but they were most curious
about elephants. They were told that elephants could trample forests, carry huge burdens, and
frighten young and old with their loud trumpet calls. But they also knew that the Rajah's
daughter rode an elephant when she traveled in her father's kingdom. Would the Rajah let his
daughter get near such a dangerous creature?
The old men argued day and night about elephants. "An elephant must be a powerful
giant," claimed the first blind man. He had heard stories about elephants being used to clear
forests and build roads.
"No, you must be wrong," argued the second blind man. "An elephant must be graceful
and gentle if a princess is to ride on its back."
"You're wrong! I have heard that an elephant can pierce a man's heart with its terrible
horn," said the third blind man.
"Please," said the fourth blind man. "You are all mistaken. An elephant is nothing more
than a large sort of cow. You know how people exaggerate."
"I am sure that an elephant is something magical," said the fifth blind man. "That would
explain why the Rajah's daughter can travel safely throughout the kingdom."
"I don't believe elephants exist at all," declared the sixth blind man. "I think we are the
victims of a cruel joke."
Finally, the villagers grew tired of all the arguments, and they arranged for the curious
men to visit the palace of the Rajah to learn the truth about elephants. A young boy from their
village was selected to guide the blind men on their journey. The smallest man put his hand on
the boy's shoulder. The second blind man put his hand on his friend's shoulder, and so on until
all six men were ready to walk safely behind the boy who would lead them to the Rajah's
magnificent palace.
When the blind men reached the palace, they were greeted by an old friend from their
village who worked as a gardener on the palace grounds. Their friend led them to the
courtyard. There stood an elephant. The blind men stepped forward to touch the creature that
was the subject of so many arguments.
The first blind man reached out and touched the side of the huge animal. "An elephant is
smooth and solid like a wall!" he declared. "It must be very powerful."
The second blind man put his hand on the elephant's limber trunk. "An elephant is like a
giant snake," he announced.
The third blind man felt the elephant's pointed tusk. "I was right," he decided. "This
creature is as sharp and deadly as a spear."
The fourth blind man touched one of the elephant's four legs. "What we have here," he
said, "is an extremely large cow."
The fifth blind man felt the elephant's giant ear. "I believe an elephant is like a huge fan
or maybe a magic carpet that can fly over mountains and treetops," he said.
The sixth blind man gave a tug on the elephant's coarse tail. "Why, this is nothing more
than a piece of old rope. Dangerous, indeed," he scoffed.
The gardener led his friends to the shade of a tree. "Sit here and rest for the long journey
home," he said. "I will bring you some water to drink."
While they waited, the six blind men talked about the elephant.
"An elephant is like a wall," said the first blind man. "Surely we can finally agree on that."
"A wall? An elephant is a giant snake!" answered the second blind man.
"It's a spear, I tell you," insisted the third blind man.
"I'm certain it's a giant cow," said the fourth blind man.
"Magic carpet. There's no doubt," said the fifth blind man.
"Don't you see?" pleaded the sixth blind man. "Someone used a rope to trick us."
Their argument continued and their shouts grew louder and louder.
"Wall!" "Snake!" "Spear!" "Cow!" "Carpet!" "Rope!"
"Stop shouting!" called a very angry voice.
It was the Rajah, awakened from his nap by the noisy argument.
"How can each of you be so certain you are right?" asked the ruler.

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 The six blind men considered the question. And then, knowing the Rajah to be a very
wise man, they decided to say nothing at all.
"The elephant is a very large animal," said the Rajah kindly. "Each man touched only
one part. Perhaps if you put the parts together, you will see the truth. Now, let me finish my
nap in peace."
When their friend returned to the garden with the cool water, the six men rested quietly
in the shade, thinking about the Rajah's advice.
"He is right," said the first blind man. "To learn the truth, we must put all the parts
together. Let's discuss this on the journey home."
The first blind man put his hand on the shoulder of the young boy who would guide
them home. The second blind man put a hand on his friend's shoulder, and so on until all six
men were ready to travel together.

GUIDE QUESTIONS:
1. Why were the old blind men arguing with each other?
2. What are the assumptions of each blind man about what an elephant is?
3. How did the old blind men settle their argument?
4. The first blind man said, “To learn the truth, we must put all the parts together.” What
does this statement mean?

ACTIVITY 5: DIFFERENT SIDES

Did you like the story “The Blind Men and the Elephant”? I am sure that you did. It is a
fun story with great life lessons. Now, let us analyze the story deeper. Below are three tasks
for you in relation to your previous lessons in imagery, diction, and figures of speech. Make
sure to read each direction carefully.

The Indian folk tale The old blind men in the

entitled “The Blind Men story have a peculiar
and the Elephant” used way of talking to each Figures of speech can
imagery in conveying the other as can also be make any written text
story and its lesson. Cite observed among many colorful. What are the
examples of sentences elderly people at examples of these that
that prove this and present. How can you you were able to
identify the type of describe their diction observe from the story?
imagery used in these based on the given
sentences. story?

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 Assimilation
Wow! You are almost finished with this module. But before you proceed to your last
activity, let us have a quick review of lesson 1.

KEY TAKE-AWAYS:

Excellent writers employ different strategies in order to come up with amazing stories,
novels, poems, etc. Some of these include imagery, diction, and figures of speech.

Imagery refers to descriptive details or elements in a written work that appeal to or are
perceivable by the senses (sight, smell, touch, taste, and hearing). On the other hand,
diction is the author’s choice of words that help him in establishing a distinct voice and style.
Lastly, figures of speech is a word or phrase that has a separate meaning from its literal
definition.

FORMATIVE ASSESSMENT
For your last task, pretend that you were chosen to write an article that will be featured
in an online magazine. Your task is to write a feature article that can portray how the people
in your local community is adapting to the new normal life caused by the pandemic. Use
imagery and figures of speech to help your readers visualize your new normal life. Decide on
what type of diction to use to persuade potential sponsors who can help your local community.
Be guided on the rubric below in writing your feature article.

To a great Some- Very Not at

Criteria extent what Little All
(3) (2) (1) (0)
1. The article has a definite introduction.
2. Imagery was used to give color to the
article.
3. There is a distinct tone and voice in the
article due to the diction used.
4. Figures of speech can be observed from
the article.
5. Correct grammar, punctuation, and
capitalization were used by the author.

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 Reflection
Reflect on what you have learned in this lesson by making an entry to the journal below.

Most Significant Learning Connection or Application to Real-Life

Congratulations! You can now proceed to the next lesson.

REFERENCES:
• Burt-Thomas, W. (2010) The Everything Creative Writing Book, Second Edition.
F+W Media, Inc. 57 Littlefield Street, Avon, MA 02322 U.S.A.
• Diction. (n.d.) In Merriam-Webster.com dictionary. Retrieved August 25, 2020, from
https://www.merriam-webster.com/dictionary/diction
• Eusebio-Abad, H. E. (2006) Creative Writing Without the Pain of Grammar: A
Sourcebook for CW 10. Journal of English Studies and Comparative Literature. Vol.
9. No. 1
• Florman, B. (2017) Imagery. LitCharts LLC. Retrieved from https://www.litcharts.
com/ literary- devices- and-terms/ imagery
• Rowling, J.K. (1997) Harry Potter and the Sorcerer’s Stone. Scholastic Inc. United
States.
• What Is Diction? Learn 8 Different Types of Diction in Writing with Examples.
(2019) Retrieved from https://www.masterclass.com/articles/what-is-diction-learn-8-
different-types-of-diction-in-writing-with-examples#what-is-the-purpose-of-diction-in-
writing

IMAGES
• https://www.pngitem.com/middle/wTTTbR_transparent-background-scroll-paper-png-
png-download/#
• https://izzyburtonart.files.wordpress.com/2012/12/elly3-watermark.jpg?w=1280

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 Contextualized Material 2 Creative Writing – Q1

LESSON Elements, Techniques,

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and Literary Devices in Poetry

Introduction
Welcome back to another week full of learning and fun!

In the previous lesson, you learned about imagery, diction, and figurative language
and how you can make the best out of them in composing your masterpiece. Etch them all
into your mind because they can surely help you out in accomplishing the tasks and activities
waiting for you in the modules.

This learning material is composed of lessons that will introduce you to poetry and
activities that will help you in practicing your skills in poem writing. Each task will help you in
achieving our main goal for this week which is for you to identify the various elements,
techniques, and literary devices in specific forms of poetry.

So, gear up and take a deep breath because you are in for a fun ride! Good luck!

PRE-ASSESSMENT
For your first task, let us assess how much you already know about this lesson. The
following is a crossword puzzle. Complete the puzzle by filling it out with the words being
described below. Finish it and this lesson will surely be a breeze for you!

M
Vertical:
R M E 1. This is a literary device used when a
writer compares one thing to another.
S 3. It is defined as a smaller unit or group of
T lines or a paragraph in a poem.
5. This is a play on words, using multiple
P meanings or similar sounds to make a joke.

Horizontal:
2. It means that the last words or sounds of
Z
the lines match with each other in some
P T R P H form.
4. A poetic device where the writer
addresses a person or thing that is not
present.

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 Development
As you go along your journey to
becoming an excellent author, you need to
continuously hone your skills in writing through
consistent practice. To do this, you must also
learn more about literature.

However, literature is a vast discipline

that can be composed of novels, epics, short
stories, fable, allegory, parable, poems, and
many more. It is the written work of a specific
culture, sub-culture, religion, philosophy or the
study of such written work which may appear
in prose or poetry (Mark, 2009).

It can be overwhelming to learn

everything about poetry. So, in this module,
we will only focus on poetry, its elements, The Epic of Gilgamesh is considered to be
literary techniques, and literary devices. the oldest known piece of literature.

ACTIVITY 1: ENDING PAIRS

To get you warmed up in poetry, here is a simple activity for you. Below is a word bank
containing different pairs of words. Create a poem using at least four pairs of words from the
word bank to make the lines of your poem sound alike. An example is provided below to serve
as your guide in this activity. Give it your best!

WORD BANK
greenery - scenery me - see normal - vocal school - cool
head - bed humming - coming ball - all grow - slow

EXAMPLE:

I have a little shadow that goes in and out with me,

And what can be the use of him is more than I can see.
He is very, very like me, from the heels up to the head;
And I see him jump before me, when I jump into my bed.

The funniest thing about him is the way he likes to grow—

Not at all like proper children, which is always very slow;
For he sometimes shoots up taller, like an india-rubber ball,
And he sometimes gets so little that there's none of him at all.

- Robert Louis Stevenson, “My Shadow”

https://i.pinimg.com/originals/e9/c0/99/e9c0991916b
d8d99a4ec17fcb2513aa1.png

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 Great job! You were able to come up with a creative poem with the help of words that
sound alike. This is common among many poems and is referred to as rhyme, the repetition
of words with similar sounds. Rhyme is one of the basic elements of poetry. While poetry is a
completely personal expression, with varying forms and no required structure, it may help you
in your writing to understand some of its traditional elements. The following are the elements
of poetry according to Wendy Burt-Thomas (2010).

ELEMENTS OF POETRY
1. Line and Meter
A line can be a complete sentence on one line, but it can also be a complete sentence
broken down into several, shorter lines. In longer poems, lines are often combined into
stanzas—two or more lines that work like a paragraph in a piece of prose. On the other hand,
the pattern of accented and unaccented syllables in a line is called the poem’s meter. All the
lines in a poem can follow the same meter or each can be different.

2. Rhyme
When most people think of rhyme in a poem, they think of end rhyme, in which a word
at the end of a line rhymes with a word at the end of another line. However, there are many
kinds of rhyme such as true rhyme, internal rhyme, and slant rhyme. They can add a
pleasurable, musical quality to poetry—much of poetry is written to be spoken aloud or sung—
but not all poets use rhyme in their work.

3. Genres
There are three major types of poetry: descriptive or dramatic, narrative, and lyric. A
descriptive poem focuses on details that depict a scene, a sound, a person, or a feeling in a
very immediate way. Often a character will speak lines to dramatize the telling. A narrative
poem, such as Longfellow’s “Paul Revere’s Ride,” tells a story or part of one. A lyric poem,
often written in the first person, is any poem that expresses personal feelings and thoughts.

ACTIVITY 2: TELL ME
Before we proceed to the rest of the elements in poetry, let us have a short activity to
make sure that we are on the same page. Read and analyze the poem “How Do I Love Thee”
by Elizabeth Browning and answer the given questions using the chart below.

How Do I Love Thee? (Sonnet 43)

Elizabet Browning - 1806-1861

How do I love thee? Let me count the ways.

I love thee to the depth and breadth and height
My soul can reach, when feeling out of sight How many lines are
Is rhyme present in
the poem? Justify
For the ends of being and ideal grace. there in the poem?
your answer.
I love thee to the level of every day's
Most quiet need, by sun and candle-light.
I love thee freely, as men strive for right.
I love thee purely, as they turn from praise.
I love thee with the passion put to use
In my old griefs, and with my childhood's faith.
I love thee with a love I seemed to lose
With my lost saints. I love thee with the breath, What do you think is
Smiles, tears, of all my life; and, if God choose, the genre used by
Elizabeth Browning?
I shall but love thee better after death.

15
4. Forms
While poetry can take any form that pleases the poet’s eyes and ears, many poems fall
into one of the metered measures mentioned previously. However, others follow a form all
their own. Here are some recognized formats:
• Blank verse: Unrhymed lines of consistent length and meter, often in iambic
pentameter.
• Concrete poetry: Also called shaped poetry, in which the typography and layout of
the words contribute to the poem’s meaning; for example, a poem about a bird in flight
might have the words placed on the page so that they are in the shape of a bird.
• Haiku: A centuries-old, extremely brief Japanese verse form that evokes a mood and
often refers to a season or nature; haikus consist of seventeen syllables in three lines—
five syllables in the first and third lines, and seven in the second.
• Epic: A long narrative poem about a cultural hero.
• Found poetry: A sequence of words not originally intended as poetry; found poetry is
generally extracted from prose because it contains rhythms or sounds or images that
can be expressed as poetry.
• Limerick: A five-line poem in which lines one, two, and five rhyme and lines three and
four rhyme; most are meant to be humorous. “There Once Was a Man from Nantucket .
. .” is a well-known limerick.
• Prose poem: A short, often intense piece of writing that is generally structured like a
paragraph of prose but uses such poetic devices as repetition and meter.
• Free verse: A poem with no pattern of rhyme or line length.
• Sonnet: Fourteen lines of iambic pentameter incorporating a rhyme pattern.

ACTIVITY 3: NAME IT
There are many forms of poetry and identifying them all could be challenging for you.
So, let’s practice with three short ones. Can you identify the forms of the poem below?

There was an Old Man with

And then the day came,
a beard,
An old silent pond when the risk
Who said, "It is just as I
A frog jumps into the to remain tight
feared! —
pond— in a bud
Two Owls and a Hen,
Splash! Silence again. was more painful
four Larks and a Wren,
than the risk
Have all built their nests in
- Matsuo Bashō, ““The Old it took
my beard.
Pond” to blossom.
- Edward Lear, “There was
- Anaïs Nin, “Risk”
an Old Man with a Beard”

Answer: Answer: Answer:

16
5. Words and Images
The words of a poem must be chosen carefully to produce the image the poet intends.
The poet must also arrange the words in a way that both pleases his or her sensibility and
provides meaning to the reader or listener.
While clarity is important, poets often choose particular words for their sound or tone
or because they hint at a meaning rather than place it directly in the reader’s lap. They also
use words to surprise, to entice, or to suit the subject matter or the mood they’re working to
convey.
To enrich their poems’ meaning, poets often construct word images. These can convey
a visual impression, or one of sound, smell, taste, or feel. Images can provide the way for a
reader to experience what the author experienced or evoke a mood that deepens the reader’s
understanding of the poem. When creating images, poets write from their emotions and
feelings and focus on the details that will best illustrate what they wish to express.

6. Figures of Speech and Figurative Language

When creating images to deepen the reader’s understanding of a thought or an idea,
poets often use figures of speech and other figurative language. Similes, metaphors, and
personification enable poets to make what author Frances Mayes calls “figurative images,”
which surprise, expand the reader’s understanding, draw attention to the message, increase
reading pleasure, and add dimensions by making associations that wouldn’t immediately have
come to mind. By creating such images, poets establish a new medium of exchange
between the writer and the reader.

LET’S REMEMBER!
Flowery, excessive language isn’t always necessary to convey beautiful or
compelling images. A poem is usually stronger if it is more sparsely worded and includes
only those words that best express the writer’s message.

LITERARY TECHNIQUES AND DEVICES

A literary device is any specific aspect of literature, or a particular work, which we can
recognize, identify, interpret and/or analyze. Both literary elements and literary techniques can
rightly be called literary devices.

Literary techniques are specific and deliberate constructions of language which an

author uses to convey meaning. An author’s use of a literary technique usually occurs with a
single word or phrase, or a particular group of words or phrases, at one single point in a text.
Unlike literary elements, literary techniques are not necessarily present in every text.

17
 There are tons of poetic devices out there—it would be nearly impossible to list all of
them. But to get you started, we've compiled some of the most common poetry terms, along
with a few of the more interesting ones!

1. Alliteration

Alliteration is the repetition of a sound or letter at the beginning of multiple words in a series.
Poe uses alliteration with the “wh,” sound at the
“Once upon a midnight dreary, beginning of multiple words. The repetition here
while I pondered, weak and weary…” mimics the sound of the wind (something you
- Edgar Allen Poe, “The Raven” might hear on a dreary night), and also sounds a
little soothing—something that’s interrupted in
the next couple of lines by a different sound, just as Poe interrupts his soothing, round vowel
sounds with repetition of the ‘p’ sound in “suddenly there came a tapping, / As of someone
gently rapping, rapping at my chamber door….”

2. Apostrophe
An apostrophe is a poetic device where the writer addresses a person or thing that
isn’t present with an exclamation.
Though we know from the title that Collins is addressing a stranger from the future, in
the final stanza of the poem he addresses that stranger directly. Apostrophe was particularly
common in older forms of poetry, going all the way back to Ancient Greece—many works of
Greek literature begin with an “O stranger of the future!
invocation of the Muses, O inconceivable being!
typically by saying something whatever the shape of your house,
like, “Sing in me, O Muse.” no matter how strange and colorless the clothes you may wear,
Because the narrator of Collins’ I bet nobody there likes a wet dog either.
poem is calling out to someone I bet everybody in your pub
in the future, he mimics the even the children, pushes her away.”
- Billy Collins, “To A Stranger Born In Some Distant Country
language of the past and Hundreds Of Years From Now”
situates this poem in a larger
context.

3. Assonance
Assonance is the repetition of
“Hear the loud alarum bells— vowel or diphthong sounds in one or
Brazen bells!/ What tale of terror, now, their
more words found close together.
turbulency tells!
In the startled ear of night
How they scream out their affright! When Poe talks about alarm
Too much horrified to speak, bells, he uses sharp, high-pitch vowels
They can only shriek, shriek, to echo their sound: notice the repetition
Out of tune….” of long “e” and “i” sounds, both of which
- Edgar Allen Poe, “The Bells” sound a bit like screams.

18
4. Consonance
Consonance is the repetition of specific consonant sounds in close proximity.
Blake repeatedly uses multiple sounds in
“Tyger Tyger, burning bright,
the first stanza of this famous poem. One of the
In the forests of the night;
most prominent is ‘r,’ which shows up in every line What immortal hand or eye,
of the first stanza, and almost every line of the Could frame thy fearful symmetry?”
poem as a whole. As Blake is writing about the - William Blake, “The Tyger”
tiger, he’s musing on its fearsome nature and
where it comes from, with the repeated ‘r’ sound mimicking the tiger’s growl like a small, subtle
threat in the poem’s background.

5. Enjambment
An enjambment is the continuation of a
“What happens to a dream deferred? sentence beyond a line break, couplet, or stanza
without an expected pause.
Does it dry up
like a raisin in the sun?
Or fester like a sore— Hughes plays with multiple methods of
And then run? ending lines in this poem, including enjambment.
Does it stink like rotten meat? The first two lines of the second stanza and the
Or crust and sugar over—
like a syrupy sweet? second-to-last stanza are examples of enjambment,
as the thought continues from one line to the next
Maybe it just sags without any punctuation. Notice the way these lines
like a heavy load.
feel in comparison to the others, especially the
Or does it explode?” second example, isolated in its own stanza. The way
it’s written mimics the exhaustion of carrying a heavy
- Langston Hughes, “Harlem” load, as you can’t pause for breath the way that you
do with the lines ended with punctuation.

6. Irony
Irony has a few different meanings. The most common is the use of tone or
exaggeration to convey a meaning opposite to what's being literally said. A second form of
irony is situational irony, in which a situation or event contradicts expectations, usually in a
humorous fashion. A third form is dramatic irony, where the audience of a play, movie, or other
piece of art is aware of something that the characters are not.
Basic irony, where what someone says doesn't match what they mean, might look
something like this:
"Yeah, I love dogs," she said dryly, holding the miniature poodle at arm's
length as hives sprang up along her arms.
Situational irony would include things like a police station getting robbed or a marriage
counselor getting a divorce—we would expect police to be able to resist getting robbed and a
marriage counselor to be able to save their own marriage, so the fact that these unexpected
things occur is darkly funny.
One of the most famous examples of dramatic irony is in Romeo and Juliet. The
audience knows that Juliet isn't dead when Romeo comes to find her in the tomb, but obviously
can't stop Romeo from killing himself to be with her. Unlike other forms of irony, dramatic irony
often isn't funny—it heightens tension and increases audience investment, but doesn't
necessarily have to make people laugh.

19
7. Metaphor
A metaphor is when a writer compares one thing to another. “An emotional
rollercoaster” is a common example of a metaphor—so common, in fact, that it’s become
cliche. Experiencing multiple emotions in a short period of time can feel a lot like riding a roller
coaster, as you have a series of extreme highs and lows.

8. Pun
A pun is a play on words, using multiple meanings or similar sounds to make a joke.
Here, Alice clearly misunderstands
"Mine is a long and a sad tale!" said the Mouse, what the mouse is saying—he says ‘tale,’
turning to Alice, and sighing.
referring to his long and sad story, and she
"It is a long tail, certainly," said Alice, looking hears ‘tail,’ referring to his literal tail. The
down with wonder at the Mouse's tail; "but why result is a misunderstanding between the
do you call it sad?" And she kept on puzzling
two that ends with Alice looking rude and
about it while the Mouse was speaking...."
uncaring.
- Lewis Carroll, Alice’s Adventures in Though it makes Alice look bad, it’s
Wonderland quite entertaining for the reader. The world
of Wonderland is full of strangeness, so it’s
not really a surprise that Alice wouldn’t understand what’s happening. However, in this case
it’s a legitimate misunderstanding, heightening the comedy as Alice’s worldview is once again
shaken.

9. Repetition
Repetition is fairly self-explanatory—it’s the process of repeating certain words or
phrases. “Do not go gentle into that good night,
Throughout this poem, Old age should burn and rave at close of day;
Thomas repeats the lines, “Do not Rage, rage against the dying of the light.
go gentle into that good night,” and
Though wise men at their end know dark is right,
“Rage, rage against the dying of the Because their words had forked no lightning they
light.” The two lines don’t appear Do not go gentle into that good night.
together until the final couplet of the
poem, cementing their importance Good men, the last wave by, crying how bright
Their frail deeds might have danced in a green bay,
in relation to one another. But Rage, rage against the dying of the light.
before that, the repetition of each
line clues you in to their importance. Wild men who caught and sang the sun in flight,
And learn, too late, they grieved it on its way,
No matter what else is said, the
Do not go gentle into that good night.”
repetition tells you that it all comes
back to those two lines. - Dylan Thomas, “Do Not Go Gentle Into That Good Night”

10. Rhetorical Question

A rhetorical question is a question asked to make a point rather than in expectation of
an answer.
“Look at me! Look at my arm! I have ploughed and planted, and gathered into barns, and no man
could head me! And ain't I a woman? I could work as much and eat as much as a man - when I could
get it - and bear the lash as well! And ain't I a woman? I have borne thirteen children, and seen most
all sold off to slavery, and when I cried out with my mother's grief, none but Jesus heard me! And
ain't I a woman?”
- Sojourner Truth, “Ain’t I a Woman?”

20
 Sojourner Truth’s question to the Women’s Convention of 1981 in Akron, Ohio isn’t a
question that needs an answer. Of course, she’s a woman—she, as well as everybody else in
the audience, knew that perfectly well. However, Sojourner Truth was a black woman in the
time of slavery. Many white women wouldn’t have considered her to be part of the women’s
rights movement despite her gender.
By asking the question, Sojourner Truth is raising the point that she is a woman, and
therefore should be part of the conversation about women’s rights. “Ain’t I a woman?” isn’t a
question of gender, but a question of race—if it’s a conference about women’s rights, why
weren’t black women included? By asking a question about an undeniable truth, Sojourner
Truth was in fact pointing out the hypocrisy of the conference.

LET’S REMEMBER:

Enhancing your writing with poetic devices is great, but there are a few things to
keep in mind to be sure you’re doing it right.
First, don’t overuse them. Poetic devices can be great for making your writing
sound more interesting or to deliver information in a more impactful manner, but too much
really stands out. Alliteration is great, but an alliterative sonnet that’s an allusion to Greek
literature can feel a little gimmicky. Even too much alliteration can quickly feel hackneyed
if it’s not done with a purpose. Ask yourself why you’re using these devices and trim
them if you can’t think of a reason—restraint is as much a part of good writing as the
skillful use of a poetic device.
Don’t forget that poetic devices are good for more than just poetry. A well-written
essay can use a great metaphor. A sonnet can be written in plain English for a great
effect. An article for your school newspaper might be improved with a little
alliteration. Feel free to experiment with how and when these devices are used—
adding in an unexpected poetic device is a great way to elevate your writing.

SOURCE: https://blog.prepscholar.com/poetic-devices-poetry-terms

Engagement
ACTIVITY 4: POETRY BINGO
Wow! You have reached this part which only means you are one persistent aspiring
writer. I salute you for that!
Now that you are already familiar with the elements of poetry, techniques, and literary
devices, let us put your knowledge to a test. On the next page is a poetry bingo which, instead
of numbers, contains examples of literary devices and definition of some elements of poetry.
Identify all nine of them and write your answer in your answer sheet.

21
 Assimilation
Congratulations on reaching the final task for this lesson! Your motivation to reach your
goals is truly outstanding. Before we put your knowledge of this lesson to the final test, let us
have a quick review of lesson 2.

KEY TAKE-AWAYS

Poetry is said to be an individual’s personal expression. Nonetheless, understanding the

basic elements of poetry will greatly help in improving one’s writing skills. The traditional
elements of poetry are line and meter, rhyme, genre, form, words and images, and figures of
speech and figurative language. These are what commonly makes up a poem.
On the other hand, authors use language creatively to convey meaning. This is referred
to as literary techniques and devices. There are numerous literary devices out there that can
give your poem a unique color. Some of those are alliteration, apostrophe, assonance,
consonance, enjambment, irony, metaphor, pun, repetition, and rhetorical questions. Using
these wisely can surely bring your writing skills to another level.

22
ACTIVITY 5: POEM ANALYSIS
For your last task on this lesson, scan through the old magazines, newspapers, or
books that are lying around your house and look for a poem that catches your interest. Cut it
out and paste it on your notebook or answer sheet. Then, analyze that poem by answering
the questions below.

What is the form

used by the Is rhyme
author of the present in the
poem? What poem? Justify
makes you say your answer.
so?

What is the Identify the

genre of the literary devices
poem? Explain present in the
your answer. poem.

Reflection
ACTIVITY 6: LET’S REFLECT
Well done! You were able to finish all of the tasks in this lesson. Before you move on
to lesson 3, take a moment to reflect on the following.

What were your I thought…

thoughts or ideas about
the elements,
techniques, and literary
devices?

I learned that…
What new or additional
ideas did you learn after
taking up this lesson?

Congratulations! You may now proceed to the next lesson.

23
REFERENCES:
• Brinks, M. (2019). The 20 Poetic Devices You Must Know. Retrieved from
https://blog.prepscholar.com/poetic-devices-poetry-terms
• Burt-Thomas, W. (2010) The Everything Creative Writing Book, Second Edition.
F+W Media, Inc. 57 Littlefield Street, Avon, MA 02322 U.S.A.
• Mark, J. (2009). Literature. Retrieved from https://www.ancient.eu/literature/
• https://www.pittsfordschools.org/site/handlers/filedownload.ashx?moduleinstanceid=
542&dataid=4672&FileName=Literary%20Devices.pdf
• Poetry Bingo. Generated from: https://myfreebingocards.com/bingo-card generator/
preview/e6gmyx

IMAGES
• https://www.ancient.eu/img/r/p/500x600/206.jpg.webp?v=1598836456
• https://i.pinimg.com/originals/e9/c0/99/e9c0991916bd8d99a4ec17fcb2513aa1.png
• https://img.pngio.com/paper-parchment-scroll-png-clipart-beige-clip-art-clipart-
scrollpng-728_882.jpg

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 Contextualized Material 3 Creative Writing – Q1
G1-Q1

Lesson
3
Writing Short Poems

Introduction

Great day learners!

Welcome back to another fun and exciting day of learning where you can gain new
knowledge, enhanced skills and meaningful experiences.

In the previous lesson, you learned about the various elements, techniques and literary
devices in specific forms of poetry. Surely, you are now fully equipped of the basic concepts
that you will be needing to achieve the required competency in this lesson. Specifically, our
goal at the end of this session is for you to be able to write a short poem applying the
various elements and literary devices exploring innovative techniques.

To begin with your great journey in writing your own piece, let us have first a recall of
some terms and concepts from the previous lesson. This will determine if you are already
familiar with the various elements and literary devices which are essential in accomplishing
the different tasks in this lesson.

PRE-ASSESSMENT
PART I
DIRECTIONS: Read the following statements carefully and choose the letter of the
correct answer.

1. This refers to a piece of writing in which the words are arranged in separate lines,
often ending in rhyme, and are chosen for their sound and for the images and
ideas they suggest.
A. Poem C. Drama
B. Music D. Poetry

2. It is a group of lines that form the basic metrical unit in a poem.

A. Stanza C. Phrase
B. Rhyme D. Theme

25
3. It is the repetition of consonants, particularly at the beginning of words.
A. Simile C. Assonance
B. Metaphor D. Alliteration

4. This refers to technique of giving human qualities to inanimate objects.

A. Allusion C. Personification
B. Hyperbole D. Onomatopoeia

5. It is a pair of lines in poetry that rhyme and usually with the same rhythm.
A. Couplet C. Free Verse
B. Rhyme D. Rhyming Couplet

6. This is a unit of language into which a poem or play is divided.

A. Line C. Meter
B. Verse D. Stanza

7. This shows the relationship or commonality between two objects or actions

without the use of the words “like” or “as” in the comparison.
A. Simile C. Assonance
B. Metaphor D. Onomatopoeia

8. This is a common literary technique that takes place when two or more words,
close to one another repeat the same vowel sound, but start with different
consonant sounds.
A. Repetition C. Metaphor
B. Assonance D. Alliteration

9. It is an indirect comparison of one thing to another using the words like or as.
A. Simile C. Hyperbole
B. Metaphor D. Personification

10. It refers to a comparison between two unlike things that continues throughout a
series of sentences in a paragraph, or lines in a poem.
A. Series of simile C. Continuous ideas
B. Sequence of comparison D. Extended metaphor

26
Part II
DIRECTIONS: Based from your answers in Part I, identify the poetic structure present in the
poem “Hard Frost” by Andrew Young.

Hard Frost

Frost called to the water Halt

11
And crusted the moist snow with sparkling salt;
Brooks, their one bridges, stop,
15
And icicles in long stalactites drop.
And tench in water-holes
Lurk under gluey glass like fish in bowls. 16

In the hard-rutted lane 17

At every footstep breaks a brittle pane, 20
12 18
And tinkling trees ice-bound,
Changed into weeping willows, sweep the ground;
Dead boughs take root in ponds
And ferns on windows shoot their ghostly fronds.

But vainly the fierce frost 19

Interns poor fish, ranks trees in an armed host,
13 Hangs daggers from house-eaves
And on the windows ferny ambush weaves;
In the long war grown warmer
14 The sun will strike him dead and strip his armour.

Andrew Young

Great job! You did well in answering the pre-assessment activity. Now, we have a
good idea of your level of understanding with the various elements and literary devices
especially when it comes to writing poems.

27
 Development
Though poetry has been described as a creative form to convey emotion or ideas, still
the youth of today’s generation commonly misinterpret it as a boring, an irrelevant and a
struggling endeavor. Hence, they prefer to embrace multiple modalities to comfortably and
freely express themselves to others using digital platforms namely Instagram, Facebook,
Twitter and Pinterest which allow photos to be posted and individuals to actively engage with
published content.
As you browse these platforms, you will notice that
everyone takes “selfies” which are part of the new move and
pictures of this generation as this act improves one’s confidence
and self-esteem.
With this trend, let us engage you in a fun and creative
writing of poetry in the next activity.

ACTIVITY 1: SELFIE POEM

Grab a phone and take the best selfie photo of the day. With this, be inspired to write
something about yourself, your thoughts and your dreams. You may even include inner traits,
physical appearance and others aspects of the real you.
When writing your “Selfie Poem”, follow the given format below. Start with the words
given to you, and then continue to fill in the blanks.

Selfie Poem
I am... (two special characteristics)
Affix your Selfie I understand... (something you know is true)
Photo here I worry... (something you worry about)
I believe... (something you believe)
I hope... (something you hope)
I am... (repeat your first line)

I am... (two special characteristics)

I dream about... (something you dream about)
I wonder... (something you're curious about)
I try... (something you try to do)
I want... (something you want)
I am... (repeat your first line)

28
GUIDE QUESTIONS:
1. How did you find your experience in writing a “Selfie Poem”? Was it exciting? Was it
easy? Was it enjoyable?
2. Aside from taking a selfie photo, were you able to express more of who you really are
through writing a “Selfie Poem”?
3. Were you able to fully accomplish the poem following the given format? If yes, what
helped you to succeed this task? If no, what difficulty have you encountered in doing it
so?
4. Which part of the activity do you love the most? Why
5. Did you use figurative languages and other literary devices as you write your poem?
Identify some.

Now, you were able to engage yourself in poem writing and through the activity, you
are surely embracing the beauty of poetry and its power to enhance one’s creativity.
This time, you are about to understand better what you have crafted in the previous
activity. We will help you explore the possible elements and literary devices present in your
poem.

ACTIVITY 2: SMILE TO ANALYZE

SMILE Method
S– How many stanzas/verses are there?
Structure What words/phrases emphasize the images or themes?
Are there words and/or lines repeated?
What is the line length/rhyme scheme?
M– What is the poem about?
Meaning Does it have a message?
What is the poet discussing?
Is there an overall theme and idea in the poem?
I– What pictures do you get in your mind when you read the poem?
Imagery Does the poem contain similes, metaphors or personification?
Why do you think the poet has included these images?
L– What words have been used to create images?
Language Are there any complicated words?
Is the language simple to understand?
Which words and phrases create the images?
What adjectives are included? Color, size, comparison?
E– What is the effect of the poem?
Effect What does the poem make you think or feel about?
What is the poet trying to say about their subject?

29
GUIDE QUESTIONS:
1. Does your poem contain the significant elements mentioned in SMILE method?
2. Based from the analysis, what do you think are the strengths of the poem?
3. What are its weaknesses?
4. What have you realized after accomplishing the activity?
5. If you will be making another poem, how will you improve its structure, form and
content?

Key Points to Remember

✓ Poetry is a literature that evokes a concentrated imaginative awareness of

experience to conveys a thought, describes a scene or tells a story applying
some literary elements, devices and languages.
✓ SMILE is a simple yet effective tool used in analyzing poems to help students
criticize and improve their skills in writing poem.
✓ Poems will be more effective if the elements of Structure, Meaning, Imagery,
Language, and Effect are all highly evident in the piece.
✓

Since you are already geared with knowledge and skills in writing a poem, let us make
your learning experiences a very fulfilling creative venue as we structure and explore other
forms of poetry.

SHORT POEMS

1. ACROSTIC Poetry is considered as simpler forms of poetry. It is generally quick and

easy to write and open students minds to the understanding that poetry is a non
conventional style of writing which doesn't always have to make perfect sense.

ACROSTIC POETRY
Source:https://www.literacyideas.com/poetry

30
 TOP TIPS FOR WRITING AN ACROSTIC POEM
➢ Write your word or words down vertically when planning
➢ Brainstorm words or phrases that describe your idea.
➢ Place your brainstormed words or phrases on the lines that begin with the same
letters.
➢ Fill in the rest of the lines to create a poem.
➢ Horizontal words do not always have to start with the first letter of the vertical word
you can use any letter from the word.

2. IRISH LIMERICK is another fun type of poetry that has slight complexity due to a
different rhyming pattern and increased length.

IRISH LIMERICK
Source:https://www.literacyideas.com/poetry

TIPS FOR WRITING A GREAT LIMERICK

➢ Being only five lines long, limerick poems have an AABBA rhyme scheme, which
means the first, second, and last lines rhyme while the third and the fourth lines
rhyme. Pretty straight forward really.
➢ There are two common elements you will notice when you read limericks:
o The first line usually ends with a person’s first name or the name of a place.
o The last line is usually funny.

3. SHAPE OR CONCRETE POETRY are styles of poetry rely on a strong relationship

between visuals and words. There is no preferred style or guidelines for shape and
concrete poetry so long as the audience can clearly make the connection between the
words and visuals.

31
 Source:https://www.literacyideas.com/poetry

TIPS FOR GREAT SHAPE POETRY

➢ Start by writing out your whole poem without putting it into a shape and then add then
let the words make up the shape later.
➢ There are no rules when it comes to a concrete poem, so you’re free to let your
imagination run wild.
➢ Don’t stress about the length of your poem, but remember that the more words you
have, the bigger your shape will be.

4. QUATRAINS is an ancient French style of poetry with one hard rule. It must be
no more or less than four lines in length.

Source:https://www.literacyideas.com/poetry

32
 TIPS FOR WRITING A GREAT QUATRAIN
➢ Quatrain poetry is constructed by four lines that alternate in rhyme. So, the first and
third lines have a word rhyming with each other at the end, as do the second and fourth
lines.
➢ The quatrain poem can also be written with two different rhythms, either
A,B,A,B or as A,A,B,B.

5. EPITAPH refers to the defining words written on a tombstone that future generations
will know us by. The limited space and complexity of chiseling a stone tablet did
not allow for complexity so short, sweet and direct to the point was the order of the
day. Epitaphs are very easy for younger writers to pick up due to the simplicity of
the rhyming pattern, length and above all else they are fun to write.

EPITAPHS Source:https://www.literacyideas.com/poetry

TIPS FOR WRITING EPITAPH

➢ Epitaphs are short and concise, don’t over complicate them.

➢ They emphasize strong feelings.
➢ Often, someone is speaking in the first person (a relative, a friend; the deceased.)
➢ The writer should think about their audience. When, and where will they see it?

QUESTIONS TO PONDER:
1. What are the common characteristics/features of the five forms of poems presented
in the discussion?
2. What distinct element/s are present in each poem?
3. How do you find the way each poem was structured and formed?
4. Through the examples and guidelines presented, were you encouraged and inspired
to make your own piece? Explain.
5. What do you think is the most important thing to consider in writing those poems?

33
 If you will be writing a poem for the first time, it is just normal for you to feel nervous
and a little bit scared. Consequently, you may also have a hard time organizing your ideas,
but that is definitely fine as a beginner.
But if you think that the earlier discussion was a great help for you and you feel that
you’re ready to escalate your poetry writing skills to the next level as creative writing is
concerned, having some degree of structure can help you process in your ideas and work
productively.
Here are some simple tips that will serve as your guidepost in marking the beginning
of your milestone as great poet of your generation.

Tips for Writing Short Poems

✓ Get Inspired. Carry the inspiration until something sparks. This inspiration can be a
line, a cause, a memory or just a word. Remember this is a short poem; you can begin
with a small moment, idea, or feeling.

✓ Just Say It. Challenge yourself to tell a story or describe a moment in, say, no more
than five lines. Don't second-guess yourself - go for it!

✓ Select Your Words. Choose and explore the right words: don't be afraid to turn to a
rhyming dictionary or a thesaurus. But remember: short poems may mean less
breathing room for your fanciest vocabulary words. Focus on the phrases that convey
the most meaning in the least space.

✓ Read. Recite your poem aloud until you feel comfortable with its cadence and think it
conveys the message you think it should. Check out our tips for reading poetry out
loud for more advice on how to practice this type of presentation.

✓ Style. Use poetic devices to enhance your poem's meaning. Short poems can be great
ways to showcase extended metaphors. Then again, something brief and
straightforward can have a lot of impact too!

✓ Get Some Space. Take a break before editing. You'll want a fresh start when you look
at your writing with a critical eye.

✓ Share. Share on Power Poetry or with or with your family or friends. Ask for opinions
and suggestions. You can also enlist the help of a trusted friend or writing mentor to
read your short poem and workshop your work with you.
https://powerpoetry.org/actions/7-tips-writing-short-poems

At this juncture, you are well-versed with some of the most commonly enjoyed short
poems of learners like you. I’m very sure that you are now excited to do it on your own and
let all the ideas, creativity, humor and other emotions come out through your writing.

Now, it is time for you to create meaningful works on the next set of activities.

34
 Engagement

ACTIVITY 3: TRY IT!

Acrostic Poem Prompt

Think about what you are feeling right now or who you are thinking of. Write the word that
comes to mind vertically. For every letter write a short phrase which describes your thoughts on
the issue.

Limerick Poem Prompt

Have you heard or seen a funny thing recently? Convert the funny thing into a poem of five lines
by using your own words.

Shape Poem Prompt

Write poem in which the shape of the words enacts or take on the visual form of some object as
a kind of complex illustration.

Quatrain Poem Prompt

Make a quatrain expressing your thoughts and feelings regarding your quarantine or lockdown
experience. Provide a sample for each quatrain rhythm or pattern (ABAB, AABA, AABB, ABCB).

Epitaph Poem Prompt

Write an epitaph to honor a deceased character from Romeo and Juliet or from any literary piece
that you are very familiar with.

QUESTIONS TO PONDER
1. What are some reasons for writing a poem?
2. How do these poems become similar with one another? How are they different?
3. How do these short poems allow you to be creative?

Congratulations! I am impressed that you were able to make your own short poem
following the formats given to you.

In the next activity, you will be able to realize that words are really powerful and poems
are actually part of our daily life. Unconsciously, we embrace poetry in this world even at the

35
simplest corner of our home. Through combination of words and phrases, we can create
meaningful thoughts and express strong emotions.
Let us now take great opportunity to reinforce the power of form, shape, and line breaks
in poetry.

ACTIVITY 4: POEMS EVERYWHERE

Find powerful words in the pages of

magazines, newspaper or old books. Cut
them out, and make piles on your desk.
Next, arrange and rearrange the words on
your desk into meaningful poetry. Start
choosing the best words, eliminate
unnecessary words, and play around with
word choice. Finally, glue your poem into
place on a colorful piece of paper and start
decorating your room with the beauty and
power of poetry. https://www.weareteachers.com/poetry-games-for-the-classroom/

Assimilation

Did you enjoy the lesson? How was your experience so far? The fact that you are
able to reach this part means that you are almost done with our lesson. It is good to know
that you are enjoying as you continue on dealing with the different tasks prepared for you.
The remaining activities will determine if you are able to meet the competency
required in this topic. Before moving on with the task, note the key takeaways below:

KEY TAKEAWAYS

Learning how to write poem can be considered as one of the toughest forms of
creative writing to master especially if you do not feel you are naturally creative or gifted
with poetic skills. At first, you may feel a bit frightened and hesitant even with the first
line or stanza that you are about to write. But you have to remember that writing a poem
is about translating your observation within or around the world into poetic style.
There is really nothing to worry about because in writing a poem, you simply
want to capture a feeling that you experience, and you try to communicate with a reader
to generate an emotional response in them.
If you still struggle after a few attempts, try to start writing with short poems in
which the words are carefully chosen and arranged for their beauty and
creativity, often in short lines that rhyme. They can definitely convey intimate
moments with simple, specific, compelling words.
As a beginner, who simply wants to create a powerful form of self-expression,
starting your poetic journey with short poems like limerick, quatrain, shape or
concrete poetry, epitaph and acrostic poetry can already give you a satisfying
experience of bringing out emotions, feelings and thoughts.
Certainly, there were some tips to follow in writing these poems yet at the end
of the day, it is still you as the poet and the source of the original experience and feelings
who will dictate the flow and the output of your own masterpiece.

36
ACTIVITY 5: PANDEMIC POEM

We are still facing the challenge of COVID-19 Pandemic. Many are being affected and
most of the frontliners have sacrificed a lot just to win this battle. As a creative writer, you are
tasked to use the following pictures to come up with a poem expressing your thoughts and
feelings towards these by setting your own rhyme, pattern, and number of lines and stanzas.
Please be guided with the rubric given on the next page.

https://abcnews.go.com/Health/battle-protect-healthcare-workers-front-lines-coronavirus-pandemic/story?id=69625036

https://www.thestar.com.my/lifestyle/health/2020/04/27/covid-19-mental-health-support-for-
frontliners

https://media.ifrc.org/ifrc/2020/06/02/pictures-covid-19-supporting-healthcare-philippines/

https://www.businessinsider.com/coronavirus-hospital-front-line-doctors-nurses-photos-2020-3 https://sports.abs-cbn.com/basketball/news/2020/04/07/rivero-family-extends-help-frontliners-isabela-67519

37
 RUBRIC FOR WRITING POEM (Content-Focused)
4 - Exceeds the 3 - Meets the 2 - Approaches the 1 - Does Not Meet
Standard Standard Standard the Standard

Writing is clear and Writing is clear and Writing is mostly Writing is not clear
coherent. Word coherent. Word clear and coherent. and coherent.
choice is precise choice is precise Word choice is Words chosen are
and vivid, enabling and relevant, relevant but not predictable and do
the reader to think enabling the reader precise, and poem not help the reader
about the subject in to visualize the does not follow a to visualize the
a new way. Writer subject and follow a clear theme. Some subject.
clearly shows theme. Writer clearly figurative language
creative thinking by shows creative may be used, but is
using sensory thinking by using cliched and does not
details and figurative sensory details and show creative and
language that figurative language. original thinking.
effectively contribute
to the overall theme
of the poem.

https://docs.google.com/document/d/1MQIo8_f_pR1Jd9o9xTTOBZOJ0gHbr5pJPylft6GrMwM/edit

FORMATIVE ASSESSMENT
DIRECTIONS: Read the following questions and choose the letter of the best answer.

1. The appearance of the words on the page in poetry is known as:

A. Form C. Rhythm
B. Line D. Stanza
2. Lines of poetry are arranged into groups called ___________ .
A. Similes C. Stories
B. Stanzas D. Paragraphs
3. Which of the following describes a simple writing technique.
A. Choose a topic u like /create your details / publish
B. Choose a topic / decide on your details /write
C. Choose an interesting topic / create your settings / write only once & publish
D. Choose an interesting topic / create a list to support your topic/ prioritize your list
and write
4. What are literary tools?
A. Tools that allows us to have fun.
B. Tools that help us sleep better at night.
C. Tools that help you write better and creatively.
D. Tools that help us get in touch with our emotions.
5. What is the primary purpose of using figurative languages in poetry?
A. Create confusion C. Appeal to imagination
B. Create images and ideas D. Appeal to the five senses
6. What is the rhyme scheme of the given poem?
I went to the park
And I bought a balloon
It sailed through the sky
Like a large orange moon
A. ABCD C. ABAB
B. ABCB D. ABCD

38
7. The West Wind It is a warm wind, the west wind, full of birds’ cries;
I never hear the west wind but tears are in my eyes.
For it comes from the west lands, the old brown hills,
And April’s in the west wind, and daffodils.
It’s a fine land, the west land, for hearts as tired as mine;
Apple orchards blossom there, and the airs’ like wine.
There is cool green grass there where men may lie at rest;
And the thrushes are in song there, fluting from their nest…
John Masefield
What is the rhyme scheme of the poem?
A. AABB AACC C. AABB CCDD
B. ABAB ABAB D. ABBC BCCD
8. Which poetry style relies on a strong relationship between visuals and words?
A. Concrete C. Acrostic
B. Limerick D. Quatrain
9. What is the primary purpose of writing an epitaph?
A. to express complex ideas
B. to make writing easy and quick
C. to honor a person who passed away
D. to emphasize rhythm and sensory images in writing
10. What does 'first person' mean?
A. There is only one character being highlighted in the story
B. A method of telling the story from one character's point of view
C. The most important character in the story and the first to be mentioned
D. A way of telling the story from the point of view of someone not involved in the story

Reflection

DIRECTIONS: Reflect on what you have learned after taking up this lesson by sharing your
personal insights following the given format below.

MY PERSONAL REFLECTION

5 things I do well 3 things I’ve learned

My goal for next time

2 things I need to improve

Congratulations! You have completed this lesson. You are now gearing forward to
the next contextualized learning material.

39
REFERENCES:

Book

Thomas, W.B. (2010). The Everything Creative Writing Book, Second Edition. Adams Media

Articles

https://www.literacyideas.com/poetry
https://powerpoetry.org/actions/7-tips-writing-short-poems

Photos

https://www.weareteachers.com/poetry-games-for-the-classroom/
http://cwschlener.blogspot.com/p/selfie-poem-example-selfie-poem-i-am.html
https://missk.poetry.blog/2018/10/19/smile-analysis-template-examples/
https://owlcation.com/humanities/10-Types-of-Short-Poetic-Forms
https://allpoetry.com/Hard-Frost
https://www.dreamstime.com/stock-illustration-happy-guy-taking-selfie-vector-illustration-self
snapshot-contains-eps-high-resolution-jpeg-image41189935
https://abcnews.go.com/Health/battle-protect-healthcare-workers-front-lines-coronavirus-
pandemic/story?id=69625036
https://www.thestar.com.my/lifestyle/health/2020/04/27/covid-19-mental-health-support-for-
frontliners
https://media.ifrc.org/ifrc/2020/06/02/pictures-covid-19-supporting-healthcare-philippines/
2020-3
https://sports.abs-cbn.com/basketball/news/2020/04/07/rivero-family-extends-helpfrontliners-
isabela-67519
https://docs.google.com/document/d/1MQIo8_f_pR1Jd9o9xTTOBZOJ0gHbr5pJPylft6GrMw
M/edit
https://www.teacherspayteachers.com/Product/Quick-Reflection-3052275

40
 Contextualized Material 4 Creative Writing – Q1
G1-Q1
Lesson WRITING SHORT STORIES AND
4 NOVELS
(8 Days)

INTRODUCTION

Good day, young writers!

This module was designed and written with you in mind. It is here to help you master
the skills, knowledge, and attitudes required in writing fictions. The scope of this module
permits it to be used in many different learning situations.

The main part of this module will teach you how to write fictions, like short stories and
novels. The ideas, advice, activities and models of writing featured are provided and offer
teachers contexts and opportunities in which they can help enable young writers to:

• enjoy and explore their own creativity

• express themselves in a range of literary forms and genres and for many purposes and
audiences
• reflect upon the craft and process of writing
• engage with and respond imaginatively to the text of others
• consider the elements of narrative, such as dialogue, characterization, place and plot
• consider the elements of poetry, such as rhythm and rhyme, alliteration and assonance
• perceive themselves as members of a writing community.

The module has two learning outcomes, namely:

Learning Outcome 1- Identify the various elements, techniques and literary devices in various
modes of fiction.
Learning Outcome 2- Write a sample fiction.

After going through this module, you are expected to:

a. Identify the various elements, techniques and literary devices in various modes of
fiction.
b. Express understanding of various elements, techniques and literary devices in
various modes of fiction through writing.
c. Write a sample fiction applying various elements, techniques and literary devices.

41
PRE-ASSESSMENT
Direction: Analyze the pictures shown and answer the following questions on your answer
sheets.
SET A

https://wallpapercave.com/wp/wp2179499.jpg https://joanneloveschickenkabsa.files.wordpress.com/2012/08/nine-tailed-fox.jpg

1. What have you seen in the picture? Can you name them? What is it?
_________________________________________________________________________

2. What/who are they? ______________________________________________________

3. Do you know the fictional background of these characters? ________________________

4. Do you know some stories about them? _______________________________________

SET B

https://lrmonline.com/news/death-note-poster-gives-us-our-first-look-at-ryuk-the-shinigami/
http://www.kdramalove.com/lonely-and-great-god-is-a-south-korean-drama-aired-on-tvn.jpg
1. What have you seen in the picture? Can you name them? What is it?
_________________________________________________________________________

2. What/who are they? ______________________________________________________

3. Do you know the fictional background of these characters? ________________________

4. Do you know some stories about them? _______________________________________

42
 DEVELOPMENT

When interviewing authors plugging their latest book, one of the most frequent
questions asked by the presenter is 'Are your characters based on real people?' The answer
invariably given is 'Not exactly'. In order to be convincing, fictional characters must ring true.
The reader should be able to relate to them and identify with them but the description needs
only to be sufficient to project a recognizable image.

ACTIVITY 1. Sketch your character!

1.High School student 2.Young Emperor 3.Campus Crush 4.Mythical Moon Rabbit
http://www.milmon.com/uploads/img/189-cd3ccfcccef5200af794feff4ef9399c.jpg
http://i294.photobucket.com/albums/mm96/javabeans122/drama/2012/moon/moonpc_kim4.jpg
https://i.pinimg.com/736x/b7/60/04/b76004f0ccb3f928ec024c840f7c63c2--school-uniforms-anime-boys.jpg
http://www.clarahsu.com/wp-content/uploads/2012/07/moon-rabbit-217x300.jpg

Look at the pictures above. Complete the character’s profile below using your creative
imagination. Feel free to explore your thoughts and feelings.

NAME:
AGE:
PHYSICAL ATTRIBUTES:

BEHAVIORS and ATTITUDES:

EDUCATION:

SPECIAL SKILLS:

STRENGHTS:

WEAKNESSES:

43
GUIDE QUESTIONS:
1. How did you find your experience in sketching a character? Was it exciting? Was it
easy? Was it enjoyable?
2. Aside from character analysis, where did you base your creativity in expressing more
of your thoughts and feelings?
3. Were you able to fully accomplish the character sketch by following the given format?
If yes, what helped you to succeed this task? If no, what difficulty have you encountered
in doing it so?
4. Which part of the activity do you love the most? Why
5. What literary element/s did you use in accomplishing the task? Identify some.

Now, you were able to engage yourself in character sketching and through the activity,
you are surely embracing the beauty of prose and its power to enhance one’s creativity.
This time, you are about to understand better what you have crafted in the previous
activity. We will help you explore the possible elements and literary devices present in writing
your short story.

ACTIVITY 2. Set the setting!

Now that you already have your characters, it is your turn to describe when and where
your story will taken place.

5.What can you see?

SETTING ___________________________
___________________________

1. What place? _________ 6. How does it looks like?

____________________ ___________________________
___________________________
2. Where it can be found?
_______________________ Describe the setting.
_______________________ _____________________________
_____________________________
3. When does it happen? _____________________________
_______________________ _____________________________
_______________________ _____________________________
_____________________________
4. What time of day? _____________________________
_______________________ _____________________________
_______________________ _____________________________

44
GUIDE QUESTIONS:
1. How did you find your experience in writing the setting? Was it exciting? Was it easy?
Was it enjoyable?
2. Where did you base your creativity in expressing more of your thoughts and feelings?
3. Were you able to fully accomplish the setting template by following the given format?
If yes, what helped you to succeed this task? If no, what difficulty have you encountered
in doing it so?
4. Which part of the activity do you love the most? Why
5. What literary element/s did you use in accomplishing the task? Identify some.

ACTIVITY 3. Create a conflict!

In order to develop a story, a problem should arise with the main character.

What is the main character’s problem? What conflict is she going through?

_________________________ _________________________
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________

GUIDE QUESTIONS:
1. How did you find your experience in writing the problem and conflict? Was it exciting?
Was it easy? Was it enjoyable?
2. Where did you base your creativity in expressing more of your thoughts and feelings?
3. Were you able to fully accomplish the conflict template by following the given format?
If yes, what helped you to succeed this task? If no, what difficulty have you encountered
in doing it so?
4. Which part of the activity do you love the most? Why?
5. What literary element/s did you use in accomplishing the task? Identify some.

Key Points to Remember

Literary Devices

• Literary devices are common structures in writing that make up the

components of literature. We use these devices to help us interpret and
analyze literary works.

• The names of literary devices may also be called literary terms. Literary
devices include both literary elements and literary techniques.

This time, you are already geared with knowledge and skills in creating your characters, setting
and conflict., let us make your learning experiences a very fulfilling creative venue as we
structure the plot of your short story with the use of literary elements and techniques.

45
LITERARY ELEMENTS
Literary elements are the essential parts of storytelling that are found in almost all
types of literary and narrative writing.

The following are all literary elements: plot, character, conflict, setting, theme and point
of view.

PLOT

The plot is how the author arranges events to develop his basic idea. It is the sequence
of events in a story or play. The plot is a planned, logical series of events having a
beginning, middle, and end.

The short story usually has one plot so it can be read in one sitting. There are five
essential parts to the plot: introduction, rising action, climax, falling action, and resolution.

A.) Introduction - The beginning of the story where the characters and the setting are
revealed. The introduction can also be called the exposition.

B.) Rising Action - This is the part of the story were a conflict is revealed (called the
inciting force) and becomes more pronounced as the story progresses. The rising
action is all the events between the introduction and the climax.

C.) Climax - This is the highest point of interest, the turning point of the story or the
moment of greatest suspense. The reader wonders what will happen next; will the
conflict be resolved or not?

D.) Falling Action - At this point the events and complications begin to resolve
themselves. The falling action is all of the events between the climax and resolution.

E.) Resolution - This is the final outcome or untangling of events in the story. The
resolution may also be called the denouement.

46
 CHARACTER

The plot can only exist with characters. The main character is placed in a situation that
contains a problem he or she must overcome; therefore, conflict exists.

Most stories also have minor characters who either help or hinder the main character's
attempt to solve the conflict. There can be many different types of characters within a story.

A.) Protagonist - The main or central character.

B.) Antagonist - This character opposes the protagonist. Often, he or she is an

opponent to the main character.

C.) Round (Dynamic) Characters - A character affected by the events of the story.
These characters are usually fully developed in terms of personality. They are
described in more detail and their personalities emerge more fully. Round characters
usually become enlightened, learn, grow, or deteriorate by the end of the story.

D.) Flat Character - A character who doesn't go through a change. These characters
are usually one-dimensional.

E.) Stereotyped Characters - A character who is so well known that little has to be
said about him/her. These characters are immediately recognizable because of the
role he/she plays. Examples - the strong silent gunfighter, the nerd, the beautiful
international spy, the mad scientist.

CONFLICTS

Conflict is essential to plot. Without conflict, there is no plot. Conflict does not involve
just arguments, but rather it is any form of opposition that faces the main character.

Within a short story there may be only one central struggle, or there may be one
dominant struggle with many minor ones. Conflicts can either be internal or external.

• External - A struggle with a force outside one's self. For example, an issue with
another person, a complication of circumstances, or a struggle with the ideals of
society.

• Internal - A struggle within the character’s self. For example, a decision has to be
made, pain has to be overcome, anger has to be overcome, or temptation has to be
resisted.

47
There are four different types of conflict:
1.) Character vs. Person - The leading character struggles with his or her physical
strength against other characters, forces of nature, or animals.
2.) Character vs. Circumstances - The leading character struggles against fate, or
the circumstances of life facing him/her.
3.) Character vs. Society - The leading character struggles against ideas, practices,
or customs of other people.
4.) Character vs. Self - The leading character struggles with himself/herself; with
his/her own soul, ideas of right or wrong, physical limitations, choices, etc.

SETTING

The time (when) and location (where) in which a story takes place is called the
setting. For some stories the setting is very important, while for others it is not. There are
several aspects of a story's setting to consider when examining how setting contributes to
a story (some, or all, of these aspects may be present in a story).

A.)Place - Geographical location. Where is the action of the story taking place?

B.)Time - When is the story taking place? (historical period, time of day, year,)

C.)Weather conditions - Is it rainy, sunny, stormy, etc?

D.) Social conditions – What is the character's daily life like? Is the character
influenced by particular customs or mannerisms of a place?

E.) Mood or atmosphere - What feeling is created at the beginning of the story? Is it
bright and cheerful or dark and frightening?

THEME

A theme is the author's underlying meaning, message or main idea that he is trying
to convey. The theme may be the author's thoughts about a topic such as life, society or
his/her view of human nature. Themes often explore timeless and universal ideas and
may be implied rather than stated explicitly. The title of the story usually points to the
theme.

• Some examples of themes from literature include:

- Things are not always as they appear to be
- Love is blind
- Believe in yourself
- People are afraid of change
- Don't judge a book by its cover

48
POINT OF VIEW

Point of view is the angle from which the story is told. Although every story has a point
of view, the type used is up to the author. The person or voice telling the story is called the
narrator and there are two common ways to tell a short story:

A narrator, 1st or 3rd person, can be:

• Point of view is the angle from which the story is told. Although every story has a point
of view, the type used is up to the author. The person or voice telling the story is called
the narrator and there are two common ways to tell a short story:

• First person narration - The story is told by the protagonist or another character who is
part of the action (using I, me, we, etc).

• Third person narration - The story is told by someone who is not part of the action
(using he, she, it, they etc).

LITERARY TECHNIQUES

Literary techniques are tools that an author may choose to use to enhance their writing
and to convey meaning in a certain way. Figurative language and sound devices are
examples of literary techniques.

Figurative language is the use of figures of speech, which are words or phrases that
depart from everyday literal language in order to compare or to add emphasis and clarity.

Authors use figurative language to add interest and to evoke certain feelings in their
readers. There are many different types of figurative language that authors may choose to
use in their writing.

• Allusion is a reference within a work to something famous outside it, such as a well-
known person, place, event, story, or work of art. Example: My love of sweets is my
Achilles heel.

• An Apostrophe is when an absent or dead person or thing is spoken to as if it is

present and able to understand. Example: Twinkle, twinkle, little star, How I wonder
what you are.

49
• A cliché is a word or phrase that has become overly familiar or commonplace.
Example: No pain, no gain.

• Hyperbole is an exaggeration or overstatement. Example: I have a million things to do

today!

• Idioms are an expression that does not mean what it literally says. Example: It is
raining cats and dogs outside!

• Imagery is the use of vivid descriptive language, usually rich in sensory words that
evokes one or all of the five senses (seeing, hearing, tasting, smelling, touching), to
create pictures, or images, in the reader's mind. Example: The crisp white snow floated
down through the dark night sky.

• Irony refers to some sort of inconsistency between what is expected and what actually
happens. There are three different types of irony:

Verbal irony occurs when the opposite is said from what is really intended
(sarcasm) Example: "Wasn't that a smart move!”

Dramatic irony occurs when there is a contrast between what a character says
and what the reader knows to be true.

Situational irony occurs when the outcome of a situation is significantly

different from what is expected or considered appropriate.

• A metaphor is a comparison of two unlike things using the verb "to be" (am, are, was,
were). Example: That test was a breeze.

• Metonymy is substituting a word for another word closely associated with it. Example:
The pen is mightier than the sword.

• An oxymoron is a figure of speech that combines two opposing or contradictory ideas.

Example: Jumbo Shrimp, organized chaos, same difference.

• A paradox is a statement which is self-contradictory, unreasonable, or illogical.

Example: Nobody goes to that restaurant; it is too crowded.

• Personification is giving human qualities to animals or objects. Example: The wind

whistled as it blew throughout the forest.

• A simile is the comparison of two unlike things using like or as. Example: The girl was
as bright as the sun.

50
• Synecdoche is a statement that selects a part of a group to explain a whole group.
Example: The alphabet is often referred to as the ABC’s.

• An understatement is a figure of speech in which a writer or a speaker deliberately

makes a situation seem less important or serious than it is. Example: Saying "It's just
a scratch," when there is a huge dent.

• Sound devices are techniques or tools that writers can use to add meaning and
emphasis to writing through the use of sound. There are a number of different types of
sound devices.

Alliteration is the repetition of the initial letters or sounds in a series of words.

Example: Peter Piper picked a peck of pickled peppers.

Assonance is a repetition of vowel sounds in words or phrases that create a

rhythm. Example: The man with the tan was a great fan.

Consonance is the repetition of the same consonant two or more times in a

line. Example: Pitter patter went the feet of the little animals.

Dissonance is the use of harsh-sounding or unusual words that create a

disturbing effect and catches the reader's attention by interrupting the rhythm
of words. Example: I hate being sick because causes are usually unknown.

Onomatopoeia is a word that imitates the sound of the word as it is read.

Example: buzz, thump, pop, hiss, gush, kerplunk.

A pun is a play on words that relies on a word having more than one meaning
or sounding like another word. Example: I wondered why the ball was getting
bigger. Then it hit me.

OTHER LITERARY TECHNIQUES

Diction - Refers to an author’s word choice. Word choice can be formal, informal,
colloquial or slang.

A.) Formal diction is usually found in academic texts, academic papers and formal
discussion.

B.) Informal diction is relaxed conversation and is found in writing that has a lighter
tone and is sometimes humorous.

C.) Colloquial diction or jargon is the everyday usage of a particular group of people.
Example: the word choice of people from a certain profession or area.

D.) Slang is defined as a newly coined word not accepted for formal usage yet, and is
usually not found in the dictionary.

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 MORE TECHNIQUES

• Flashback - Is when an author reveals an event that took place in the past.

• Foil - Is a character who is meant to represent characteristics, values or ideas which

are opposite to another character (usually the protagonist).

• Foreshadowing - Is a when the author gives hints or clues to suggest what will happen
as the story progresses.

• Symbolism - Symbolism refers to when a symbol, such as an object, color, person or

place, is used to represent an abstract idea or concept. A red rose for example, is not
just a rose but a symbol of love and beauty. A dove is not just a bird, but also a symbol
of peace.

• Motif - Is a recurring important idea, structure or image. it is different from a theme

because it can be expressed as a single word or phrase. For example, comparing a
person’s stages of life to seasons of the year.

• Tone - Refers to the general atmosphere created in a story, or the author’s or narrator’s
attitude toward the story or the subject.

QUESTIONS TO PONDER:
1. What are the common literary elements and techniques presented in the discussion?
2. What literary elements are essential in developing a short story?
3. What literary techniques are essential in developing a short story?
4. Through the examples and guidelines presented, were you encouraged and inspired
to make your own piece? Explain.
5. What do you think is the most important thing to consider in writing short stories?

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 In the event that you will compose a short story just this time, it is only typical for you to
feel anxious and somewhat terrified. Subsequently, you may likewise struggle arranging your
thoughts, yet that is certainly fine as a novice.

In any case, on the off chance that you imagine that the previous conversation was an
incredible assistance for you and you feel that you're prepared to raise your creativity in
composing aptitudes to the following level as experimental writing is concerned, having some
level of structure can assist you with handling in your thoughts and work gainfully.

Here are some straightforward tips that will fill in as your guidepost in denoting the start of
your achievement as incredible artist of your age.

At this point, you are knowledgeable with probably the regularly known literary devices,
element and techniques for young short story writers like you. I'm certain that you are presently
eager to do it all alone and let all the thoughts, innovativeness, and different feelings come out
through your composition.

Now, it is the ideal opportunity for you to make significant deals with the following
arrangement of exercises.

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 ENGAGEMENT
ACTIVITY 4. Map your storyline.
Make use of the characters, setting and conflict you have created a while ago in the
previous activities.

QUESTIONS TO PONDER
1. What elements are needed for writing a short story?
2. How do these elements help you build the storyline?
3. How did this story map allow you to be creative?

You’re awesome! I am dazzled that you had the guts to make your own story map by
following the template given to you.

In the following task, you will have the challenge to put words together. Through blend of
words and expressions, we can make significant stories and express compelling feelings
within you.

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ACTIVITY 5. Developing the plot.
It is now your turn to plot the events in your story. You have to arrange the series of
events that leads to the development of conflict being face by the main character. Then later
on, write the most exciting part of the story, the climax. It is in which the main character
confronts his/her problem. Then it will be followed by another series of events about his/her
attempts of finding solution to his/her problem. Then, write the perfect ending for your story!
Good luck!

ASSIMILATION

Is it accurate to say that you are appreciating the exercise? How was your experience
up until this point? The way that you can arrive at this part implies you are capable of being a
short story writer. This likewise implies you are nearly finished with our exercise. It is
acceptable to realize that you are getting a charge out of as you proceed on managing the
various assignments arranged for you.

The rest of the exercises will decide whether you can meet the competency required
in this point. Before proceeding onward with the errand, note the key takeaways beneath:

55
 TIPS FOR WRITING SHORT STORIES
1. First, Write the Basic Story in One Sitting
There are really two different kinds of stories. There is the art form, “short stories,”
which comes complete with characters, plot, description, and style. Then there’s the story,
the funny, amusing, crazy story you’d tell a friend over a meal.
The first step to writing a short story is to write the version of the story that you would
tell a friend. And when you write it, be sure to write it in one sitting. Just tell the story. Don’t
think about it too much, don’t go off to do more research, don’t take a break. Just get the
story written down.
2. Next, Find Your Protagonist
The next step is to read through your story to find the protagonist. Now, you may
think you already know who your protagonist is. Your protagonist isn’t necessarily the
narrator, nor is she necessarily the “good guy” in the story. Instead, the protagonist is the
person who makes the decisions that drive the story forward.
Your protagonist centers the story, drives the plot, and his or her fate gives the story
its meaning. As you move forward in the writing process, it’s important to choose the right
protagonist.
3. Then, Write the Perfect First Line
Great first lines have the power to entice your reader enough that it would be
unthinkable to set your story down.
Here are five quick tips:
• Like the opening of a film, invite us into the scene.
• Surprise us.
• Establish a voice.
• Be clear.
• See if you can tell the entirety of your story in a single sentence.
4. Break the Story Into a Scene List
Every story is composed of a set of scenes which take place in a specific place and
time. A scene list keeps track of your scenes, helping you organize your story and add detail
and life at each step.
Scene lists do two main things:
• Provide structure to your story
• Show you which parts need more work
5. Only Now Should You Research
The problem is that if you research too soon, what you find will distort your story,
causing it to potentially break under the weight of what you’ve learned.
By waiting until your story is well on its way, you can keep it from getting derailed by
the research process, and by this point you’ll also be able to ask very specific questions
about your story rather than following tangents wherever they take you.
So go fill in that scene list with some hard, cold facts!
6. Write/Edit/Write/Edit/Write/Edit
Now that you know who your protagonist is, have the perfect first line, have
created your scene list, and have done your research, it’s time to finally get this story
written.
We all write differently. Some write fast in multiple drafts, others write slow and edit as
they go. I’m not going to tell you how you should be writing. Whatever works for you, just
get it done..
7. Publish!
I firmly believe publishing is the most important step to becoming a writer. That’s why I’ll
tell you that once your story is finally written, it’s not finished until it’s published.

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ACTIVITY 6. Writing your short story.
Using your story map and your plot diagram, you may now begin telling us your story.

TITLE: _____________________________________
AUTHOR: __________________________________

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

57
FORMATIVE ASSESSMENT

This test covers various topics in writing various fictions including literary devices, elements
and techniques. Write your answer on your answer sheets.

1. Which literary element is not a focus of a formalist analysis?

A. Diction
B. Rhythm
C. Gender Equality
D. Characters
2. Which is not a literary form?
A. Epic
B. Melodrama
C. Short Story
D. Science-fiction
3. Which is not a feature of prose literature?
A. Figure of Speech
B. Paragraph
C. Rhyme Scheme
D. Narration
4. Which of these does not constitute a writer’s style?
A. Choice of Words
B. Grammar
C. Literary Form
D. Voice and Rhythm
5. Which best describes a denouement in a story plot?
A. It is the most intense part of a story.
B. It is where the major conflict arises in a dramatic intensity.
C. It establishes the background to the readers.
D. It explains the outcome of the complex events in the story.
6. What is common between alliteration and assonance?
A. Repetition of sounds within successive words in a poetic line
B. Repetition of a sequence of words within neighboring clauses
C. Blending of sounds within strings of words
D. Comparison of things essentially unlike
7. Which statement best defines oxymoron?
A. It is a way of speaking which minimizes the significance of something.
B. It comes with an adjective and a noun with contrasting meanings
C. It is an arrangement of contrasted ideas in parallel construction.
D. It is an exaggerated statement.

58
8. Which figure of speech expresses substitution of meaning?
A. Anaphora
B. Oxymoron
C. Alliteration
D. Metonymy
9. Which word pair strongly suggests a synecdoche?
A. Heads and persons
B. President and the palace
C. Crown and royalty
D. Scientist and lab gown
10. Which narrator reports the events in the point of view of ‘I’?
A. Omniscient
B. First Person
C. Limited Omniscient
D. Unreliable
11. What distinguishes fiction from nonfiction?
A. The content on the basis of factuality or imagination
B. The chronological order of events in the narrative
C. The figurative languages employed by the writer
D. The number of characters playing important roles in the story
12. Which statement best describes the relationship between conflict and plot?
A. Conflict and plot are not related to each other.
B. Conflict is bad; plot is good.
C. Conflict and plot are the only elements of a story.
D. Without conflict, there is no plot.
13. What is symbolism?
A. A character representing the opposition
B. A concrete object representing an abstract idea
C. The most exciting part in a story plot
D. The number of feet in a poetic line
14. Which statement best defines theme?
A. Theme is not important.
B. Theme is where the story takes place.
C. Theme is what happens in a story.
D. Theme is the central idea of a story.
15. Which story usually comes in series or in several chapters?
A. Short Story
B. Novel
C. Novella
D. Play

59
 REFLECTION

Direction: Give your insights in this lesson by continuing the phrase:

After learning this module, I realized that _____________________

60
REFERENCES

BOOK
Adele, Ramet.(1999) Creative Writing, Second Edition. The Cromwell Press, Trowbridge,
Wiltshire
Carter, James. (2002) Creating Writers, Second Edition. Taylor & Francis e-Library

ARTICLES
https://thewritepractice.com/how-to-write-a-short-story/
http://www.literarydevices.com/

PHOTOS
https://wallpapercave.com/wp/wp2179499.jpg
https://joanneloveschickenkabsa.files.wordpress.com/2012/08/nine-tailed-fox.jpg
https://lrmonline.com/news/death-note-poster-gives-us-our-first-look-at-ryuk-the-shinigami/
http://www.kdramalove.com/lonely-and-great-god-is-a-south-korean-drama-aired-on-tvn.jpg
http://www.milmon.com/uploads/img/189-cd3ccfcccef5200af794feff4ef9399c.jpg
http://i294.photobucket.com/albums/mm96/javabeans122/drama/2012/moon/moonpc_kim4.j
pg
https://i.pinimg.com/736x/b7/60/04/b76004f0ccb3f928ec024c840f7c63c2--school-uniforms-
anime-boys.jpg
http://www.clarahsu.com/wp-content/uploads/2012/07/moon-rabbit-217x300.jpg

61
 Contextualized Material 5 Creative Writing – Q1
G1-Q1

Lesson Writing Journal Entries and Other

5
Short Compositions

Introduction

Good day learners!

Today is another great opportunity for you to learn more things about creative writing.
In Contextualized Learning Material 4, you have learned about the various elements and
literary devices in various modes of fiction. You have realized how the different elements and
literary devices work together to achieve a successful writing of fiction. This time, as you are
about to explore our new lesson, keep in mind that your goal is to write journal entries and
other short compositions exploring key elements of fiction.
To begin your exciting journey, let us find out first if you can still remember your
previous lesson by answering the activity below.

PRE-ASSESSMENT

DIRECTIONS: Read the following statements/questions carefully and choose the letter of
the correct answer.

1. Which of these would be an example of an internal conflict?

A. The main character tries to escape from prison.
B. The main character fights with her older sister about everything.
C. A strong storm is heading to the island where the main character lives.
D. The main character needs to decide if she will tell her family her secret.

2. Choose two words that best go with SETTING.

A. Who, why C. Where, why
B. Why, when D. Where, when

3. Sylvia describes the events that happen in the beginning, middle and end of the book she
just read. This means that Sylvia is describing the _________.
A. Plot C. Conflict
B. Theme D. Character

4. Which of these might be an example of a story's theme?

A. Your best friend C. Staying true to yourself is important
B. Two parents get a divorce D. A boy finds out he has superpowers

62
5. If your life were a story, one of the characters might be:
A. Your house C. The year 2017
B. Your teacher D. A fight with your mom

6. Which of these could be the setting of a fairy tale?

A. A faraway castle
B. A king and queen
C. People change as they get older
D. A wicket witch puts a curse on a princess

7. Which story element provides the drama in a story?

A. Theme C. Conflict
B. Setting D. Characters

8. All of the following are examples of themes except:

A. Survival C. Friendship
B. A prince D. Growing up

9. All the actions that go on in a story makes up the __________.

A. Plot C. Conflict
B. Theme D. Character

10. Below is an excerpt from “Last Cover” by Paul Annixter. Read the excerpt. Then identify
the sentence or phrase that signals the beginning of FLASHBACK in this passage.

At supper that night, Colin could scarcely eat. Ever since he’d been able to walk, my brother
had had a growing love of wild things, but Bandit had been like his very own, a gift of the
woods. One afternoon a year and a half before, Father and Laban Small had been running
a vixen through the woods with their dogs. With the last of her strength, the she-fox had
made for her den, not far from our house. The dogs had overtaken her and killed her just
before she reached it. When Father and Laban came up, they’d found Colin crouched
nearby holding her cub in his arms.
A. At supper that night, Colin could scarcely eat.
B. Ever since he’d been able to walk, my brother had had a growing love of wild
things, but Bandit had been like his very own, a gift of the woods.
C. One afternoon a year and a half before, Father and Laban Small had been
running a vixen through the woods with their dogs.
D. With the last of her strength, the she-fox had made for her den, not far from our
house.

11. FORESHADOWING is an author’s use of hints or clues to suggest events that will occur
later in the story. Which is an example of FORESHADOWING?
A. Sam wished he could rid himself of the sick feeling in his gut that told him
something terrible was going to happen, and happen soon.
B. Suddenly, it was last year again, and she was telling the coach that she had to
drop out of team because of her illness. Now she was well again. “Still,” she said
to herself, “what am I doing here? I’ll never win. I haven’t practiced enough!
C. All of a sudden, Ashanti remembered an incident from long ago.
D. Out on this same street last year, she had felt angry and hopeless. Today she
felt happy and self-assured.

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12. If the sun here symbolizes human beings and sun symbolizes life, what does this stanza
symbolize?
“Ah Sunflower, weary of time,
Who countest the steps of the sun;
Seeking after that sweet golden clime
Where the traveler’s journey is done;”

A. Death
B. Time running out
C. Happy times of life
D. Life cycle and their yearning for a never-ending life

For #s 13-15, read each text and determine the narrator's point of view.
13. "Do you love candy?" I asked my friend Roxis. I always make friends with other people.
A. First Person Point of View C. Third Person Point of View
B. Second Person Point of View D. Author’s Point of View

14. To Make French Toast: First, take out a skillet to cook and turn the stove on low.
Second, you will melt the butter in the pan and stir it with a spatula. Third, beat the eggs.
Fourth, lay the bread, white or wheat, on both sides in the eggs. Fifth, sit the bread on
top of butter for 30 seconds and then turn over. Now you have a slice of French toast,
repeat.
A. First Person Point of View C. Third Person Point of View
B. Second Person Point of View D. Author’s Point of View

15. We are not as close as we once were, at least not since the thing happened. We were
sitting in science class when I decided to look at her notebook. I noticed that she wasn't
taking notes.
A. First Person Point of View C. Third Person Point of View
B. Second Person Point of View D. Author’s Point of View

DEVELOPMENT
It’s a great day!

Today, your writing journey will take you back on your past experiences. You are about
to look back and reflect on precious memories you have made in your life.

This part of learning and enhancing your writing skills and abilities will focus on sharing
about yourself, of what is within your mind and what is within your heart and soul.

A story grows from real and imagined experience. Creative nonfiction usually takes
reality as its origin, but that does not mean we dispense with the mind’s natural skill for story.
Creative nonfiction deals with realities truthfully – experiences, events, facts – yet the drive of
the writing is the author’s involvement in the story, and writers use every literary devices in the
previous lessons and discussions to tell that story well.

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ACTIVITY 1: UPDATE YOUR FACEBOOK STATUS

Try to write something and tell us what is in your mind! Make your fb friends keep
posted on your whereabouts.

GUIDE QUESTIONS:
6. How did you find your experience in updating your status? Was it exciting to share
what is in your mind? Was it easy to tell your whereabouts? Was it enjoyable?
7. Where did you base your creativity in expressing more of your thoughts and feelings?
8. Were you able to fully accomplish the activity by following the given format? If yes,
what helped you to succeed this task? If no, what difficulty have you encountered in
doing it so?
9. Which part of the activity do you love the most? Why
10. What literary element/s did you use in accomplishing the task? Identify some.

All you have to do is be truthful, tell things in your personal voice, and have your modus
operandi be revealing your own life circumstances and revealing the meanings you attach to
those circumstances, to get through with the activity.

Readers are drawn in by this personal engagement, the author’s literary style and passion
for the telling. This chapter introduces some of the introductory elements of creative nonfiction,
and some basic literary tools.

ACTIVITY 2. KEEP POSTED! #YOLO

“A picture paints a thousand words.” There is a certain song that has taught us this concept
or value. Choose your most “Instagram-able” picture. Write the best caption for it. Take us to
the story behind the picture. Make us a part of that important memory.
Don’t forget your hashtag of the day!

65
GUIDE QUESTIONS:
1. How did you find your experience in posting and writing a caption of a picture from your
past memories? Was it exciting to share what is in your mind? Was it easy to tell your
whereabouts? Was it enjoyable?
2. Where did you base your creativity in expressing more of your thoughts and feelings?
3. Were you able to fully accomplish the activity by following the given format? If yes,
what helped you to succeed this task? If no, what difficulty have you encountered in
doing it so?
4. Which part of the activity do you love the most? Why
5. What literary element/s did you use in accomplishing the task? Identify some.

Time makes stories of us all; history rewrites us. Creative writing explores the narrative of
humanity moving through time, and creative nonfiction makes those realities readable.

With such vigilant aims, you can see that creative nonfiction shares many of the perceptual
and philosophical possibilities of poetry and fiction, but it reaches out even further to readers:
it teaches to some extent; it has a purpose beyond entertainment or art for art’s sake.

66
TAKE ME TO YOUR HEART!

Try to think of creative nonfiction as simply an evolved term for something that
has been with us for some time, but that we called by other names such as ‘belles lettres’,
journals, memoirs and essays. In order to see the variety and possibility of creative
nonfiction, read some models such as Dorothy Wordsworth’s ‘Journals’; Charles Lamb’s
essay ‘Old China’; William Hazlitt’s ‘On Gusto’; Henry David Thoreau’s Walden, or Life in
the Wood.

The truth is that well-written literary journalism, biographies, autobiographies and

histories have always found audiences, alongside stylish investigations, profiles and
travelogues. However, when the author Tom Wolfe in the 1960s named a fresh wave of
fact-based literary writing ‘the new journalism’, he largely kick-started what we now write,
read, teach and learn as creative nonfiction but which, until that point, traded under many
titles.

CREATIVE NON-FICTION

Accuracy and art

If you think about the normal nonfiction you have read, you will probably be picturing
books that place and explore the apparently solid world of facts. Such books speak to you
and at you, and this can produce an arid, and even a distancing, experience in some
readers. Writers of creative nonfiction try to close that distance between reader and writer
while also dealing in the factual. They are not creating fiction, poems or journalism, even
though the writers may also be novelists, poets or journalists.

Creative nonfiction draws general readers with the twined attractions of accuracy and
art. Consider journalism. You may be thinking about journalism in terms of factual
reportage, balance of opinion and informational impact. For creative nonfiction, subjectivity
of approach is fine; the writing does not have to be structured for maximum information in
minimum space; and balance is not required. Indeed, journalists may sometimes recast
their reportage as creative nonfiction. Writing on nonfiction as literature, William Zinsser
contends that he has ‘no patience with the snobbery that says nonfiction is only journalism
by another name and that journalism by any name is a dirty word . . . good journalism
becomes good literature. You should hold that ideal in your mind, not so much when you
write, but when you redraft and revise your work.

67
Writing creative nonfiction

Creative nonfiction exercises an almost incredible gravity. Playwrights, novelists and

journalists are pulled into it along with popular scientists, psychologists and
mathematicians. Poets use their perceptual and linguistic precision to create exact and
resonant pictures of reality. It catalyzed the movement called ‘self-inclusive scholarship’ in
which academics place themselves into their work and talk personally about their role
within the research process, even though, to the real world, scholarship and criticism has
always been a personal endeavor. History scholars discover untapped public audiences
for their knowledge as ‘narrative historians’, while academic connoisseurs of the arcane
beguile readers with books on singular, or single, subjects such as silk roads or salt. If you
have a story to share, you will use any device of literary craft to tell it well, or at the very
least clearly.

Devices

In creative nonfiction, these devices will include many of the characteristic methods of
the practice of fiction. These might include story-like qualities such as ‘hooking’ the reader
with the first sentence (the device is more permissible than in literary fiction); developing
convincing real-life scenes and characters; using linked events and narrative; writing
description vividly and tautly; creating and maintaining a believable point of view and
setting; and using speech and dialogue compellingly. Reality must be transformed into
literature, but remain recognizable and grounded in life and vivid detail.

Basic structure

In a creative writing class, it is simpler to concentrate on shorter forms of writing such

as a memoir, rather than a whole autobiography, or an article that explores some aspect
of the world around you. We use the essay’s form as a basis for writing articles, and even
memoirs. Think of your creative nonfiction articles as simply creative essays – essays with
literary panache, essays that employ narrative.

The structure of essays depends on stylistic intention and the function of the piece, but
the first draft takes a straightforward shape. Use the first paragraph to set up your theme
and tell the reader why it is significant for you and for them. Follow this with a series of
paragraphs, each of which should present at least one complete idea, argument or
demonstration of an aspect of that theme, and which maintains the forward momentum of
the piece. There is usually logic to the order of these middle paragraphs, even a sense of
narrative and certainly of scene-building. Conclude with a final paragraph in which what
has gone before is summarized. This is the indispensable structure known as introduction–
body–conclusion. It offers your piece structural clarity; however, it is simply the starting
point.

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QUESTIONS TO PONDER:
6. What common creative nonfictions are presented in the discussion?
7. What literary device is essential in developing a creative nonfiction?
8. What is basic structure is in writing a creative nonfiction ?
9. Through the discussion and guidelines presented, were you encouraged and inspired
to make your own piece? Explain.
10. What do you think is the most important thing to consider in writing creative
nonfiction?

The attitude of the work should not merely echo your writing voice; it should be your voice,
even to the extent of it being your spoken voice, and an honest voice at that, for – as in all
writing – honesty is a craft. Like good novelists and poets, they aspire to speak with the reader,
and the only impertinence for some commentators is that the genre is so popular that it even
appropriates the word to describe some of its parts – popular science, popular philosophy,
and so on.

However, speaking with the reader is more than a fireside conversation over a few pages.
Speaking with the reader often takes the form of speaking up on behalf of an important
personal, social or environmental issue. Writing is a matter of responsibility, and there is much
to be said about writing well about the concerns of your time, such as social and political
injustice or the environment.

Creative nonfiction differs from nonfiction by its very literariness, by the quality of
expression and construction and, as Lee Gutkind argues: when people are discussing essays,
articles or nonfiction books, they use words such as interesting, accurate, perhaps even
fascinating. Passion and intimacy are not words that are often attached to nonfiction; they
sound too spontaneous, emotional and imprecise . . . But passion is what is required of a
creative nonfiction writer . . . A passion for the written word; a passion for the search and
discovery of knowledge; and a passion for involvement.

Writing about yourself

Writing a memoir engages both memory and memory’s natural selectiveness. New
writers are often told to write what they know, but the problem is we do not usually know
enough about what we ‘know’, because we do not know ourselves clearly enough. Many
students appear to be finding it harder to connect themselves personally with what they
know. Writing of this type helps to reconnect them to both self-knowledge and knowledge.

Try not to view memoir writing as a place for confession, since real-life details ‘confess’
much more in being shown to the reader than you ever could by ‘telling all’. Try to write to
entertain as well as inform, but design your work in subtle ways to teach by demonstration,
not assertion. The information carried in creative nonfiction is accurate and scrupulously
researched, but you deploy creative devices such as narration, edited (but real) dialogue,
characterization and well-developed scenes to maintain a reader’s attention. However, the
sharpest creative devices remain your personal engagement and emotional honesty.
Sometimes the writer is in fact partly the story; sometimes the writer’s style is a large part
of the story; and sometimes, as in autobiography, they are the story.

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 ENGAGEMENT

ACTIVITY 3: TELL A TALE!

You are given topics to choose from. Tell a story about the topic of your choice. Make
sure to truthfully and creatively share it with us!

1. Describe one time when you were brave.

2. Think of a time when you've won something. Tell what you won and how you won it.
3. Describe one thing you're really good at.
4. How old were you four years ago?
5. Describe some things you can do now that you could not do then.
6. What do you like best about your home?

QUESTIONS TO PONDER
4. What elements are used in writing your story?
5. How do these elements help you narrate the storyline?
6. How did this story allow you to be creative?

You did a great job! Congratulations!

You are now ready to tell and share more about yourself. You should have tried putting
it on paper as much as you posted on your social media accounts. You may try writing a diary
as a start. Yes, you might say it’s already a digital age, but writing with pen and paper really
make a difference. Try it yourself!

Students of your age should keep a journal, most importantly an ESL journal. The
journal can be written using prompts given daily or once a week. It can be used to keep track
of new vocabulary, or to ask the teacher questions, especially this season.

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 As you continue to progress in writing about yourself, try this next activity that has
something to do with reflection about your past experiences. Good luck!

ACTIVITY 4: MEMORIES BRING BACK MEMORIES.

Listen to random songs maybe from your radio, your playlists on your phone or from
online music apps. Write down few lines or excerpts from the song that cause you to think
back or recall a memory from your past. You may now tell your story.

"Memories"
By Maroon 5
Here's to the ones that we got
Cheers to the wish you were here but you're not
'Cause the drinks bring back all the memories
Of everything we've been through
Toast to the ones here today
Toast to the ones that we lost on the way
'Cause the drinks bring back all the memories
And the memories bring back, memories bring
back you

There's a time that I remember

When I did not know no pain
When I believed in forever
And everything would stay the same
Now my heart feel like December
When somebody say your name
'Cause I can't reach out to call you
But I know I will one day, yeah

ASSIMILATION

Great job for reaching last part of this module! Before you proceed to the last task,
here is a quick review of this lesson.

KEY TAKE-AWAYS:

Writers of creative nonfiction try to close that distance between reader and writer while
also dealing in the factual. Some examples of this are expository essays, biographies,
memoirs, journalism, and journals.

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 To come up with excellent written work, authors often use different devices and follow
the structure of a given composition. Doing this will also help you as you try to improve your
skills in writing. Following a certain structure will serve as your guide in writing different literary
pieces.

FORMATIVE ASSESSMENT
For your last task, take a moment to reflect on the current situation that you are in –
the problems and challenges you are going through, the people you are with, and the glimpse
of happiness that you are able to witness in your everyday life. Write the down as an entry in
your Gratitude Journal below.

Gratitude Journal
Morning Gratitude What I’m Learning from my Challenges
Before you begin your day, write 10 things List 3 obstacles and what you’re learning
that you are grateful for. from them.
1.
2. 1.
3. What I’m learning:
4.
5. 2.
6. What I’m learning:
7.
8. 3.
9. What I’m learning:
10.

People I’m Grateful For The Best Part of My Day

List 5 people who made your life a little Choose one moment of your day that made
happier today. These could be friends, you happy! Write it down here and make
family, or strangers! sure to replay it in your head before you
sleep tonight.

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 REFLECTION
Congratulations for accomplishing all the tasks in this lesson! You did very well. Now,
you may proceed to the next lesson after filling out the organizer below.

End of Quarter 1

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REFERENCES

BOOK
Earnshaw, Steven. (2014) The Handbook of Creative Writing, Second Edition. Edinburgh
University Press
Morley, David.(2007) The Cambridge Introduction to Creative Writing. Cambridge University
Press, New York

ARTICLES
https://www.brighthubeducation.com/esl-teaching-tips/97587-writing-activities-for-esl-
students/
https://penzu.com/how-to-start-and-write-a-journal

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