SPECIALIZED SUBJECT-HUMSS

CREATIVE NON-
FICTION
QUARTER 1, MODULE 5
EVALUATING OTHER’S DRAFT/
REVISING A DRAFT USING
LITERARY CONVENTIONS
OF A GENRE

I
 Creative Writing Nonfiction
Self-Learning Modules
Quarter 1 – Module 5: Evaluating Other’s Draft/Revising a Draft Using Literary
Conventions of a Genre
Text First Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in this module are owned by their respective copyright holders. Every effort
has been exerted to locate and seek permission to use these materials from their respective
copyright owners. The publisher and authors do not represent nor claim ownership over
them.

Published by the Division of Romblon

Superintendent: Maria Luisa D. Servando, Ph.D., CESO VI
OIC-Asst. Superintendent: Mabel F. Musa, Ph.D., CESE

Development Team of the Module

Writers: Mary Jane F. Fallaria

Nilmar F. Fejer
Editors: Darlene Bernadette F. Falceso Nilmar F. Fejer
Lordiel F. Faderagao Mary Jane F. Fallaria Edcelyn F. Falamig Joy B. Molino
Reviewers: Grace M. dela Cruz Blairy A. Fallarme Jr. Ruffa Mae J. Reandelar Angelica Mykka Merida
Darlene Bernadette F. Falceso Apryl C. Bagnate
Albert Xavier M. Merano
Maria Luisa D. Servando, Ph.D., CESO VI Mabel F. Musa, Ph.D., CESE
Content Evaluator: Language Evaluator: Illustrator:
Melchor M. Famorcan, Ph.D.
Apryl C. Bagnate- Project Coordinator Ruben R. Dela Vega
Layout Artist:
Leopoldo M. Mago Jr.
Leona Lynn F. Famorcan
Cover Design:
Cover Illustrator:
Division Management Team:

Printed in the Philippines by

Department of Education – Region IV-B Schools Division of Romblon

Office Address: Brgy. Capaclan, Romblon, Romblon

Telefax #:
E-mail Address: deped.sdoromblon@deped.gov.ph
LESSO
N EVALUATING
II
OTHER’S DRAFT
1
 The previous lesson offered you an opportunity to experience the thrill of writing a
literary piece of your chosen genre. With your imaginative minds, you were brought to a
different world which may seem far from your own or maybe just another one as yours. In
your writing journey, you may have experienced several difficulties which you think you could
hardly figure out and resolve. However, this lesson will try to help ease every challenge you
encounter as you will be engaged in different activities that will help you realize to clear
things out.

This lesson will let you evaluate other’s drafts based on:
1. Clarity of idea
2. Appropriate choice of literary element
3. Appropriate use of the element
4. Effective combination of the idea and the chosen literary element

You have written in the previous lesson the draft of your nonfiction write-up which
needs to be reviewed not just by you but also by other people who have different or various
perceptions on the elements used and their substance. Allowing other people review your
written piece helps you see the areas of your piece for improvement. Considering their
perceptions or views regarding your work enables it to attain clarity, appropriateness, and
effective flow of ideas for the possible audience. Every evaluator has his/her own views,
standards and ways of evaluation. With that, it is understood that there is no literary piece or
any written output can be considered as a perfect piece.

II
Discussion of the Lesson

In evaluating a piece, one thing for sure is the outer surface of the piece will be
checked first like mechanics – the rules of the written language, such as capitalization,
punctuation, and spelling. For non-native speakers or users of the language, it will be a
challenge to master it especially the grammatical rules in every language are merely
different. However, with the restriction of the grammatical rules, the writers will be guided
properly in incorporating mechanics in their piece.
The following are some of the considered areas that should be evaluated for the
improvement of the piece. Try to understand each of the facet for you to be equipped with
the learning tasks later.

A. Clarity of Ideas

Clear writing is powerful and compelling. It turns heads, changes minds, and
encourages action. A sharp, clear, intelligent, and easy-to-understand content allows the
people to see the value in it.
Clarity means making your content easy to understand. If people cannot understand
what you are trying to say, then your content is not useful at all.
How then do you make your writing crystal clear? Consider the following
suggestions:
1. Know what you want to say – your subject, your point, your outline.
2. Know your audience.
The better you know your audience (readers), the more clearly you can
communicate to them. If your target audience is a five-year-old child, you should write
the way you would talk to them. On the other hand, when explaining to advanced
topics, you have to use bigger words and advanced concepts your audience is familiar
with.
3. Define unfamiliar words.
Find a way to explain your terms especially of those unfamiliar ones to make
your writing clear.
4. Write one-sentence paragraphs.
With this, the content of your write-up becomes scannable.
Mostly, people do not read every word. Instead, they skip entire words,
sentences, and even sections. Single-sentence paragraphs cause the eye to stop,
read, and understand. It is a simple technique, and it increases clarity.
5. Make your sentences short.
Short and direct sentences are easier to understand. Obviously, long sentences
often bring ambiguity to the content and cause confusion to the reader with the many
words packed up in one sentence.

II
 6. Do not use long words.
Why would you use long words when you can have short ones? To impress
people? To flaunt your knowledge? To most ordinary people, these words mean
nothing.
7. Make your sentences grammatically correct.
Although sometimes most people do not mind whether your grammar is correct
as long as they could get your point, still, this issue will cause misunderstanding on the
content and is obviously a hindrance to achieve clarity. The mechanics in writing
(grammar, punctuation marks, capitalization, spelling, etc.) are of course a significant
aspect that should be considered to achieve clarity.

B. Appropriate Choice of Literary Elements

In evaluating a piece, considering the appropriateness of the literary elements used in

the piece is a must. You cannot provide evaluation on the literary elements’ appropriateness
if you don’t have the background information about the elements. It is easy to say and
appreciate a literary piece as a good piece but saying if the literary elements are appropriate
is a different thing. Mastery is needed. You have learned in the previous lessons and
subjects on literature about the different literary elements. This will serve as your foundation
to do the evaluation in this aspect.

Characters, setting, plot, tone, theme, point of view, imagery, conflict and figurative
languages are some of the literary elements that you have learned. In considering these, you
need to consider also the genre or type of nonfiction that the author used. Remember, there
are literary elements that are not applicable to a particular genre or type of nonfiction. To
help you assess the piece on this aspect, you may take the following questions into account.

 How and why did the author choose the literary elements?
 What was the genre used by the author?
 Were the chosen elements appropriate to the genre used by the author?

C. Appropriate Use of Element

Consider the literary elements and devices independently like structure (plot), imagery,
perspective, setting, subject, etc. In general, it is frequently insightful to consolidate these
components in an explanatory exposition. You may likewise expound on character as long as
you are joining it with an examination of at least one of the above components. In this
manner, you can decide to concentrate on one of these components, or you can compose an
exposition which thinks about at least two of these components. The following questions will
help you or serve as your guide in your evaluation.

 How was the structure of the elements used in the text?

 How did the literary elements affect the emotions of the readers?
 How did the author use imageries and symbolisms?
 Why does the narrator choose certain language, report details that he/ she does,
reveal the characters in the manner that he/she does, offer or not offer interpretive
comments, and/or tell the story in a certain order?
 Why is the work set during a certain era, season or time of day?

The use of the element in the piece will surely affect the meaning, and flow of the story.

II
D. Effective Combination of Ideas and the Chosen Element

Since you have known the ideas presented and how did the author choose and use
literary elements, the last facet that can be evaluated is the impact of these to the readers
and audience. Will there be an effect once you have clear presentation of idea? Will there be
an effect if you have selected appropriate literary elements? These are some of the questions
to be pondered to evaluate one’s draft. This is much like the effect literary devices have over
the ideas presented in the text. Since creative nonfiction is somewhat relevant to creative
writing itself, the devices used in others are used to express and elevate certain types of
emotions and meanings that poet wishes to convey. This is done so that the readers feel and
respond in a certain way.

 Did the reader understand the flow of the piece because of the literary elements
used?
 Were the literary elements enable the appreciation of the readers to understand the
story or the piece?
 Were the combination of ideas and literary elements help the readers to go along and
be hooked with the flow of the piece?

These are just some of the aspects that you can consider in evaluating one’s draft of a
literary nonfiction piece. The most ideal approach to assess is to leave it with open-minded
perspectives. This will naturally assist you with evaluating the piece. You may consider the
questions stated but the appreciation of the literary piece is really subjective to the eye of the
readers.

Learning Task 1
Am I Clear?

Which column gives a clearer idea of the given statements. W rite the letter of
your choice and your reason in the last column. Consider the pointers to achieve clarity of a
written piece.

No. A B Your Answer

1 Extra-solar planet systems
can be formed in two ways. In
the first, a terrestrial mass planet
forms in the inner disk, while a
gas giant forms beyond the snow
line. During the inward migration
of the gas giant, the terrestrial
planet is captured in a mean
motion resonance where it
remains until migration ceases.
In the second, a gas giant can
migrate through a disk of
Extra-solar planet systems 1. ________
can be formed in two ways: the Reason:
first is when a terrestrial mass
planet forms in the inner disk,
while a gas giant forms beyond
the snow line, causing the
terrestrial planet to be captured
in a mean motion resonance
during the inward migration of
the gas giant where it remains
until migration ceases.
Alternatively, a gas giant can

II
 planetismals (minute planets).
This results in mean motion
resonances with the gas giant
sweeping through the disk of
planetismals, causing material to
be either scattered out of the
system or captured into these
resonances.
2 The current upsurge in
stakeholder dissatisfaction with
the outcomes of local
government decision-making is
at least partially a consequence
of the predilection against long
term planning
3 Just as we see the events
of the novel through Jane’s eyes,
we only learn the story of Mr.
Galvez and Berta through what
Mr. Galvez tells Jane, which
Jane then tells the reader. As
Berta’s voice is excluded, it is
easy to believe Mr. Galvez’
version.
4 Measurement of scanner
performance can be achieved be measured by examining four Reason:
through examination of four criteria: resolution, bit-depth,
criteria: resolution, bit-depth, dynamic range and software.
dynamic range and software.
5 Breitman argues that when
Eichmann and Dannecker talked
of a “final solution” in 1941, they
must have intended mass
murder. He claims that , as
Heydrich had submitted a
proposal to Hitler before the end
of January, this must have been
when the Final Solution was
concretely adopted.
migrate through a disk of
planetismals, resulting in mean
motion resonances with the gas
giant sweeping through the disk
of planetismals, causing material
to be either scattered out of the
system or captured into these
resonances.
The current rise in 2. ________
stakeholder dissatisfaction with Reason:
local government decisions is at
least partly due to the lack of
long term planning.
Just as the events of the 3. ________
novel are shown to us through Reason:
Jane’s eyes, we only learn the
story of Mr. Galvez and Berta
through what Mr. Galvez tells
Jane and Jane tells the reader.
As Berta’s voice is excluded, Mr.
Galvez’ version is easily
believed.
Scanner performance can 4. ________
Breitman argues that 5. ________
because Eichmann and Reason:
Dannecker talked of a “final
solution” in early 1941, this must
have meant that they intended a
program of mass murder. He
substantiates this claim by
pointing out that Heydrich had
submitted a proposal to Hitler
before the end of January;
therefore, this must have been
the time that the Final Solution
was concretely adopted.
II
Learning Task 2
Ask Me: Is It Appropriate?
Formulate five questions that you may ask in order to find out whether the nonfiction
piece that you have read uses appropriate literary elements. Write your questions on the
chart below.

Learning Task 3
Change Me!
Directions: Below are varied tasks for you to work on. Read the instructions in each task and
write your answer on a sheet of paper.

1. Arrange the following statements to form a more comprehensive paragraph.

(1) There was desultory conversation, but after a while, a silence fell and we
sat waiting, waiting---waiting. (2) Every chair was filled and some patients were
standing. (3) Finally, an old man stood up and remarked, “Well, I guess I’ll go home
and die a natural death.” (4) I had been sitting in the doctor’s waiting room for a long
time.

2. Evaluate the clarity of the paragraph below. Write or mark the areas for improvement.

Whenever, you buy a Gift, you should always consider the interests of the
receiver. Whatever the occasion, remember what a person likes when you buy Him
a present? If you get a present that is not interest him, then your choice of a gift is a
poor one. If you select something that he can enjoy or use, he will appreciate it.
That way you can buy an appropriate gift.

II
II
Directions: Please write your learning from the above discussion. Write it on your
notebook/answer sheet.
Upon reading the lesson above, I learned that

and realized that

Let’s Do It!

Select a partner from your class and exchange the draft that you have made in the
previous lesson with him/her. You may select a partner who happened to be your close
neighbor so that the exchange task will not be a hassle. In case this will not be feasible, you
can send your work via online platforms. Then, try to evaluate his/her nonfiction literary piece
using the different aspects specified in the two tables below. In a separate sheet, write your
comments about it.

Table 1.
Clarity of Ideas Appropriateness of Literary Effectiveness of the
Elements Combination and Elements

Table 2.
Strong Points Weak Points
 LESSON REVISING A DRAFT USING THE
2 LITERARY CONVENTIONS OF A GENRE

Congratulations, dear learners!

By now, you should have successfully evaluated your classmate’s written draft.
At the same time, it is expected that you have already received feedback from your classmate
regarding the draft that you’ve written.

Our main objective in this module is for you to be able to make necessary revisions
to your draft using any of the literary conventions depending on your piece’s genre.

REVISE THE DRAFT OF A SHORT PIECE USING

ANY OF THE LITERARY CONVENTIONS OF A GENRE

Whenever there is a need for revision/s, it is important to first determine the genre
of the piece to be revised.

Mainly there are four (4) literary genres: poetry, fiction, non-fiction and drama
each of which vary in style , structure, subject matter, and the use of figurative language.

In order to effectively deliver your message in print -to your target audience-,
learning and applying the correct literary conventions in doing your revisions will prove to
make a big difference.

Think you’re ready for the fun learning ahead?

Very well then, hold on tight and enjoy!
WHAT ARE LITERARY CONVENTIONS?

Literary conventions are the features of a literary work that define its genre. These
elements can be tropes, arcs, clichés, or certain devices that help distinguish how your
audience will classify your literary text. For instance, people interested in  romance
novels are often looking for a happy ending and unconditional love between the main love
interests.

Science fiction readers will expect to see subject matter dealing with aliens,
creatures, space, robots, or futuristic technology. People who are reading a tragedy might
expect some sort of betrayal or death to occur in the work.

WHAT IS THE DIFFERENCE BETWEEN LITERARY CONVENTIONS

AND LITERARY DEVICES?

Literary conventions help to categorize a text within its specific literary genre.

A literary device  is a figure of speech that heightens imagery or textual

interpretation. Common literary devices include simile, personification, euphemism,
flashback, alliteration, oxymorons, or hyperbole.

While literary conventions can help set the tone and expectations for a work of
literature, literary devices deal with the experience of the language and interpretation of
the narrative. However, some devices, like soliloquy or foreshadowing, can help to
categorize a genre like certain literary conventions.

5 TYPES OF LITERARY CONVENTIONS

There are a few literary conventions that can easily define the piece of a text you’re
reading, such as:

1. Betrayal in tragedy: In many of Shakespeare’s plays—from tragedies like Hamlet,

to Macbeth, to Julius Caesar—the main character’s trust is violated, which is revealed
to the audience through dramatic irony. This usually leads to the main character’s
demise.

2. Weddings and engagements in comedies: Many modern-day and classic comedies

end with a wedding as a way to restore our characters’ lives to equilibrium. Every
Shakespearean comedy ends in at least one wedding, as do most of Jane Austen’s
romances. Countless comedy films—including Runaway Bride and Bridesmaids—end
in weddings.

3. A Greek chorus: Many of the Greek tragedies contain a three-person chorus—made

up of a few characters who are uninvolved in the plot—that provides background

2
 information and plot commentary through a series of direct asides to the audience.
Modern film and literature Greek choruses to add levity or self-awareness to a serious
or tragic work.

4. Deus ex Machina: In literary terms, deus ex machina is a plot device used when a

seemingly unsolvable conflict or impossible problem is solved by the sudden
appearance of an unexpected person, object, or event. Deus ex machina does not
have to refer to a literal machine—it can be the emergence of a new character, a
surprising use of magic, or even the realization that “it was all just a dream.”

5. Stock Characters: Stock characters, also known as archetypal characters, provide

clear signs of the kind of work that you might be reading. In detective stories, the
curious “believer” character will often stumble down an incredulous rabbit hole,
accompanied by their skeptical partner. In a hero’s tale, there might be a bumbling
sidekick who helps to underscore the protagonist’s competency. In a romantic
comedy, a romantic protagonist might end up with the “best friend” character who has
been under their nose the entire time, in spite of pining for someone else the whole
story.

Learning Task 1

Recall your previous understanding about the writing process. Draw or illustrate the
writing process that you know. Do this in your notebook.

Learning Task 2

Arrange the steps in revising a draft based on the provided steps below. Write numbers
1-4 to determine the process. Write your answers in your notebook.

_____ 1. Check the transitions used in a text.

_____ 2. Skim the paragraphs and identify the main ideas.

_____ 3. Determine if the paragraphs help the main ideas.

_____ 4. Scan the mechanics of the text.

Before releasing a piece to the audience, it is important to review the piece in

accordance to the aspects which were considered during the evaluation. Revising or editing
can be ways to improve one’s write-up.

Revising literally means “to see again” not just once but multiple times. Revision has
two types of processes where the larger problems such as content and organization and the
smaller problems such as sentence structure, word choice, and formatting shall both be
considered in revising your output. Revising will help you to notice the other elements of your
write-up from the mechanics, structure, coherence of the paragraphs and its core.

Some portion of updating may incorporate requesting that others read drafts and make

3
modification proposals. Eventually, it's consistently up to the author whether those update
suggestions will be actualized into the last draft.
Revising your first draft is really a challenging task. You are stood up to with your
mistakes; you will discover helpless exchanges and shallow characters, you will find plot
openings, lost backstories, etc. Regularly, this encounter will make you need to stop, to toss
the many pages and give up. In any case, as writers, we should not stop writing.

However, to attain the improvement, you have to accept the evaluation in a positive
outlook for the betterment of the piece and for your improvement as well.

Most of the beginning writers fail to create a draft effectively not exclusively are their
papers frequently loaded up with typographical errors and different issues, yet they come up
short on the advantages of a basic stage in the writing process and that is the revision.

At the point when we revise our write-up, we accept the open door to step back and re-
imagine it. We consider the objectives of the paper and whether we have achieved these
objectives. We guarantee that our thoughts are obviously communicated and very much
upheld. What's more, we verify that blunders of syntax and style don't take away from our
work or make it look like the paper was arranged quickly.

PUBLISHING

Publishing involves submitting final manuscripts to editors of print and online journals
and magazines, newspapers, or publishing companies. Although it’s great to see one’s
name in print, not all writers write for publication. Some write their stories, poems, letters,
diaries, etc. for the next generations – their children, grandchildren, and great-grandchildren.
They write to record their personal history.

In revising your draft, some of the aspects shall be considered like mechanics, content,
style, substance and the structure of the piece. You have learned in the previous lesson
about some of the aspects that need to be evaluated for the improvement of the text.

In revising for style as a writer, vague writing and mechanical flaws detract from your
insights. As you revise your work considering your writing style, try to take a look on the
following questions:

1. Have you used passive voice abusively in your text?

2. Were your gender neutral in using a language?

3. Did you use precise and concise language and diction?

4. Did you edit out language or syntax that is repetitive?

5. Have you corrected grammatical flaws and provided accurate information like names
and dates?

Moreover, in revising for structure, as you read, you need to make sure that your write-
up has a strong structure. As you revise your work considering the structure, try to take a

4
look on the following questions:
 Did you use a clear and logical pattern to prove your concept?

 Did you provide a clear introduction stating the purpose of the piece?

 Are the paragraphs unified and developed?

 Were you able to establish topic sentences effectively?

 Were you able to utilize paragraphs that helped the progress of the topic sentences?

 Do you have transitions between paragraphs and between sections?

7. Does your piece have a well-reasoned and interesting conclusion?

As you read your work, also revise the substance of your piece. As you look into it
considering the substance, take a look on the following questions:

 Did you clearly state the thesis statement of the piece?

 Did you present your own analysis?

 Did your piece provide reflective insights of the text?

 Did you include specific evidence to support your ideas? Is this evidence analyzed and
explained?

 If applicable, were you able to establish the characters and other literary elements?

 If applicable, did the plot sequence run well? Was it easy to understand?

Now that you have been guided with some of the questions, these will help you in
revising your own draft at the end of this lesson.

In proofreading or checking the mechanics, the draft should focus on formatting and
accuracy of the grammatical functions. In doing this, hard-copy instead of just reading from
your computer screen will be more effective. In doing proofreading, you need to read it aloud
and check it intensively.

Let us try to remember the actions and decisions below in doing a revision of a piece.
This would help us to attain the improvement of our text. Just remember the word DRAFT
and you will be guided properly in revising your piece.

DELETE unnecessary and repeated words, parts or sequences. Are there words or parts
that are needless or unnecessary which can be deleted and will not affect the content or flow
of the piece? If there are, delete them.

REARRANGE the paragraphs, sentences, clauses or words. Are there words or sentences
that need to be rearranged to attain the chronological arrangement of the piece? If there are,
rearrange them.
5
ADD some connectors, transitional devices or even information. If there are still information
that need to be included, add them. The use of connectors and transitional devices will help
to attain the smooth flow of the piece.

FORM each of the parts that are needed in the piece. Recalling the nonfiction type, there are
certain parts that should be present. Even the elements needed in a type of nonfiction shall
be formed and formulated.

TALK it aloud. Reading the text aloud surely reveals the errors of the write-up. Various
versions and modification can be made if we keep on reading it before publishing. Does it
sound right? Sound smooth? Better to read it aloud.

Learning Task 3

Identify the words or parts of the paragraph that needs to be revised according to its
mechanics. Do this in your notebook.

Malacañang are optimistic it can change the minds of senators on the 2nd
package of the Tax Reform for Acceleration and Inclusion (TRAIN 2) law after a Senate
leader said no one in the chamber is willing to sponsor the measure.

On the contrary, TRAIN 2 will reduce corporate taxes. So, its not true that
TRAIN 2 will impose new taxes” Roque said at a press briefing yesterday in
Zamboanga Sibugay. “I think its a matter of telling senators the what TRAIN 2 is and I
think we can overcome their initial hesitansy.

He add that the Palace expect the Presidentiallegislative Liason Office to work
with senators to discuss the matter.

TRAIN 2 aimsto reduce corporate income tax to twenty five percent from 30
percent. The department finance said the measure would benefit more than ninety five
percent of busineses in the country that are paying the highest corporate income tax
rate in the region.

Learning Task 4

Go back with your created draft. See the comments of your teacher’s evaluation. Among the
evaluation comments, which from these should be considered? Accomplish the table in your

6
notebook.

For Consideration
Areas Comments
or Not?

Mechanics

Substance

Style

Structure

Literary Elements

Genre

Directions: Please write your learning from the above discussion. Write it on your
notebook/answer sheet.
Upon reading the lesson above, I learned that

and realized that

Directions: Revise your draft considering any of the literary conventions of genre in
nonfiction. The comments of your subject teacher and your classmate (your partner in the

7
 previous activity) may help you in improving your output. Write your answer in a separate
sheet of paper.

AIRs-LM in Creative Non-Fiction Module 5 Region I. First Edition (2020) La Union Schools
Division

Bondoc, J. (August 17, 2020). “Can’t schools resume where they’re ready – as usual?”.
Philippine Star. Retrieved August 17, 2020 from https://www.philstar.com/opinion/
2020/08/17/2035824/cant-schools-resume-where-theyre-ready-usual

Cabico, G. (August 17, 2020) “New coronavirus mutation found in the Philippines”.
Philippine Star. Retrieved August 17, 2020 from https://www.philstar.com/
headlines/2020/08/17/2035946/new-coronavirus-mutation-found-philippines

Department of Education. (2020). Senior High School Core, Applied, and Specialized
Subjects, Most Essential Learning Competencies. PasigCity, Philippines

Department of Education Region IV-A CALABARZON. First Edition (2020). PIVOT IV-A
Learner’s Material

Green, L. (2018). Why your non-fiction book needs a theme. Retrieved August 16, 2020 from
https://greengoosewriting.com/blog/why-your-non-fiction-book-needs-theme

Hartgers, A. (2020). Literary Elements List: 20 Powerful Literary Devices to Engage

Readers. Retrieved August 17, 2020 from https://selfpublishing.com/literary-element
list/

Hood, D. (2012) Writing Creative Nonfiction: A Toolbox of Techniques. Retrieved August 17,
2020 from https://davehood59.wordpress.com/2012/08/22/writing-creative-nonfiction-a
toolbox-of-techniques/

“Limberg, A. (2015). 5 Nonfiction Writing Techniques That Will Keep Readers Turning
Pages. Retrieved August 17, 2020 from https://thewritelife.com/nonfiction-writing-
techniques/ Wall, D. (2010). More Ways to Use Fiction Techniques in Nonfiction.
Retrieved August 17, 2020 from https://www.dorothywall.com/writing-nonfiction
tech.htm

Rushdie, Salman Literary Conventions: 5 Examples of Literary Conventions

Retrieved June 24, 2021 https://www.masterclass.com/articles/literary-conventions-
8
explained#what-are-literary-conventions