Main - Creative Writing

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Creative Writing
Disclaimer Statement:
This Course Study Guide is not intended to be presented as the original work of the
module compiler. It is meant to be the primary reference material for the course
composed of the flexible learning syllabus, learning plans, course content, and
assessments compiled from various sources. Accordingly, the sale and distribution of
such outside the University of the Visayas is strictly prohibited.
Anacay, M. A. & Rivera, X. M. (2016). Critical Reading and Writing Skills for the 21st Century.The Inteligente Publishing, Inc. Lower
Ground Unit LG 10 Tower D Victoria Towers, Mother Ignacia St., Brgy. Paligsahan, Quezon City.
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Course Study Guide

Contents
Module No. Module Topic Page
Introduction to Creative Writing

1 13
2 Reading and Writing Poetry & Fiction 26
Reading and Writing Drama

3 51
4 Creative Literary Works 61
Editorial Office
Module Compiler MARISTELA ROSE GALIA
Content Expert JOHN KYLE B. VILBAR
Language Editor ADRIAN EDWARD ANIÑON
Media/Design Specialist JEDIDIAH K. SINGCO
Flexible Learning Course Syllabus
Flexible Learning Course Syllabus

Senior High School
First Semester, Academic Year 2020-2021
I. Course Information
Course Code: Writing 1 No. of Hours: 80
Course Title: Creative Writing Pre-Requisite: 21st Century Literature
Course Description: The course aims to develop practical and creative skills in reading and writing; introduce students to the fundamental techniques of writing fiction,
poetry, and drama; and discuss the use of such techniques by well-known authors in a variety of genres. Each class will be devoted to the examination of techniques and to the
workshop of students’ drafts toward the enrichment of their manuscripts. Students learn how to combine inspiration and revision, and to develop a sense of form.
Category of Learners Delivery Mode
Category 1 Offline (Asynchronous) Modular Approach
Category 2 Online (Synchronous) Offline (Asynchronous)
Category 3 Pure online (Synchronous + Asynchronous)
II. Instructor’s Information

Instructors Name: Ignatius Deodatus E. Alonso Corporate Email: idalonso@uv.edu.ph
Title: Instructor Phone: 09275387531
III. Course Syllabus
No. of Module Topic Standards Learning Competencies Learning Materials Assessment Task/
hours Performance Suggeste Graded Output
Content Standard Required
Standard d
Anacay, M. A. & Rivera, X. M. (2016). Critical Reading and Writing Skills for the 21st Century.The Inteligente Publishing, Inc. Lower Ground Unit LG 10 Tower D Victoria Towers,
Mother Ignacia St., Brgy. Paligsahan, Quezon City.
Pla, E.
(2011).
Element
s of
5
Poetry.
Retrieve
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Creative 1. Student
https://
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3 hours evoke meaningful responses Kit on
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Assessme Writing techniques. Senior High
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Pla, E.
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3 hours fiction as a genre produce at least exploring key elements of Kit on 8. Critique Paper
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drama as genre compose at least Kit on
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hours Department,
Assessmen University of
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Elements of The learners have The learners shall Conceptualize a Module 3.

Drama understanding of be able to character/setting/plot for a Self-Learning
3 hours drama as genre compose at least one act play Kit on
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Anacay,
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Rivera,
X. M. 10
(2016).
Critical
Reading
and
Writing
3 hours Self Creative The learners have The learners shall Situate the creative work in Module 4. Skills
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hours well-written orientations of the personal Creative
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Task deploying a sensitivity to the different Senior High
consciously orientation of creative School
selected writing. Department,
orientation of University of
creative writing. the Visayas
Anacay,
M. A. &
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Literary Work: understanding of be able to fiction applying ICT skills Self-Learning X. M.
3 hours the different produce essay on Kit on (2016).
Self – Coherence,
orientations of the personal Understand the possibilities Creative Critical 14. Blogging
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IV-A. Points for Graded Output IV-B. Grade Equivalent Based on Points Earned
Module Module Topic Output Points Initial Grade Transmuted Initial Grade Transmuted Initial Grade Transmuted Grade
No. Grade Grade
1 Introduction to Literary 100 100 77.60-79.19 86 48.00-51.99 72
Genres 98.40-99.99 99 76.00-77.50 85 44.00-47.99 71
2 Principles, Elements, 96.80-98.39 98 74.40-75.99 84 36.00-39.99 70
Techniques, and Devices 95.20-96.79 97 72.80-74.39 83 32.00-35.99 69
of Creative Nonfiction
3 Forms and Types of 93.60-95.19 96 71.20-72.79 82 28.00-31.99 68
Creative Nonfiction 92.00-93.59 95 69.60-71.19 81 24.00-27.99 67
4 Writing and Critiquing 90.40-91.99 94 68.00-69.59 80 20.00-23.99 66
Creative Nonfiction 88.80-90.39 93 66.40-66.39 79 20.00-23.99 65
87.20-88.79 92 64.80-66.39 78 16.00-19.99 64
Total 85.60-87.19 91 63.20-64.79 77 12.00-15.99 63
IV- C. Grading Components 84.00-85.59 90 61.60-63.19 76 8.00-11.99 62
 Written Work 25% 82.40-83.99 89 60.00-61.59 75 4.00-7.99 71
 Performance Task 45% 80.80-82.39 88 56.00-59.99 74 0-3.99 60
 Quarterly Assessment 30% 79.20-80.79 87 52.00-55.99 73
Total 100%
60 as minimum grade but will have a converted rating of 75 in the report card. The lowest grade a student can get is rather 60 for the quarterly and final grades. Remedial
class is given if the final grade is below 60 and should be complied within 30 days immediately after the close of the quarter.
V. Approval
Prepared by Reviewed by Approved by

MARISTELA ROSE GALIA JOHN KYLE B. VILBAR ADRIAN EDWARD ANIÑON DR. JOHNER D. MONTEGRANDE
Module 1
Creative Writing
 Lesson 1: Imaginative VS Technical Writing
 Lesson 2: Language Use and Techniques in
Creative Writing
Content Standards
The learners have understanding of imagery, diction, figures of speech, and

variation of language.
Performance Standards
The learners shall be able to produce short paragraphs or vignettes using

imagery, diction, figures of speech, and specific experiences.
Learning Competencies:
1. Discuss creative writing as to its nature
2. Use language (imagery, diction, figures of speech) in creative writing
3. Produce short paragraphs or vignettes using imagery, diction and figures of
speech
Department Senior High School
Strand HUMSS
Course Code Writing 1
Course Title Creative Writing
Module 1 – Lesson 1
Module Topic Creative Writing

At the end of the lesson, the student should be able to:
1. Discuss creative writing as to its nature
2. Use language (imagery, diction, figures of speech) in creative writing
Learning 3. Produce short paragraphs or vignettes using imagery, diction and figures of speech
Competencies
Number of Hours 20
1. What is Creative Writing?
2. How does Creative Writing help you as a student?
Study Questions
3. What are the differences between Imaginative and Technical Writing?
4. What is the Language use in Creative Writing?
Required Suggested
The Seven Key Elements of Fiction. Retrieved from
Module 1. Self-Learning Kit on file:///C:/Users/pc/Downloads/Elements-Literature.pdf
Creative Writing, Senior High School
Learning Resources Department, University of the Visayas
1. Student shall study and learn Lesson 1 on Creative Writing. Student may refer to the
suggested and other recommended learning materials indicated in this Self-Learning Kit
as additional reading resources.
Learning Activity 2. After studying and learning the topics in Lesson 1, the student shall answer
Assessment Task 1 (Student Journal), Assessment Task 2 (Venn Diagram), and
Assessment Task 3 (Short Quiz on language use).
1. Student Journal Entry 1

Required Output 2. Venn Diagram
3. Short Quiz
1. Student Journal Entry Making
Assessment Tasks
2.Venn Diagram (Imaginative Writing S. Technical Writing) Presentation
3. Activity on Language Use in Creative Writing (Short Quiz)
Assessment Tool 1. Student Journal Rubric
2. Venn Diagram Rubric
3. Quiz
Creativity Writing, Critical & Analytical Thinking, Collaboration, Evaluative Skills,
Target Competency Confidence & Self-directed Lifelong Learning
Prepared by: Reviewed by: Approved for use:
MARISTELA ROSE GALIA JOHN KYLE VILBAR DR. JOHNER D. MONTEGRANDE

Faculty Program Coordinator Principal
CREATIVE WRITING
Introduction
From the day that human kind existed until today, writing has taken part to be one of the essential ways
of communication. Books, magazines, newspapers, text messages, and social media posts all contain
writings. No matter where you turn your head, writings are everywhere. Our day-to-day life can never be
imagined without having read or written something. Thus, it is imperative to our existence.
Writing plays a vital role in these times. It is a skill that is needed to be acquired as a 21 st Century
Learner. This is one thing that companies look for as employers, not just writers but CREATIVE WRITERS.
However, some seem to see it as a lonely and frightening endeavor. Nonetheless, many see it as
interesting. At the end of the day, the demands of time dictate us to nurture this skill. The more enhanced
your skill in writing, the more opportunities to take in the real world. Whatever profession you may take,
creative writing skill is an edge to competitors.
Definition of Creative Writing
Creative Writing is a form of artistic expression that draws imagination to convey meaning through the
use of imagery, narrative and drama. This is also known as “the art of making up things.” Traditionally
referred to as literature, Creative Writing is an art of sort. It is a writing done in a way that is not
academic or technical but still attracts audience. Though the definition is loose, it can be considered as
any writing that original and self-expressive.
Creative writing is often defined as the writing of fiction, where the author creates events, scenes and
characters, sometimes even a world. In reality, aside from instinctive utterances like the yelp of an injured
child or a delighted ‘Oh!’, all expressions are creative. is any writing that expresses events and emotions
in an imaginative manner and whose primary intent is to arouse emotions. Creative writing can therefore
be fiction, using imaginative narration, or non-fiction, based on facts and events. The common ground of
fiction and non-fiction writing is the creativity the writer uses to express his or her thoughts and emotions.
Technical Writing vs Creative Writing
In creative writing, most of the part is self-created, although the idea might be inspired but in technical
writing, the facts are to be obliged and the note is delivered from leading on what previously other greats
have concluded. Most commonly, creative writing is for general audience but technical writing is for
specific audience. Creative writing entertains people as it has poetry or some illustrations or another idea,
whereas technical writing causes boredom as it follows the strong pattern based on facts and is just to
transfer the information to the audience. In technical writing, the specialized vocabulary, such like the
terms and others are used while in creative writing, one can go with slang or evocative phrases or even
something which can be perceived well by the audience. Humor, satire might be the useful essences in
creative writing but such thoughts or ideas have no link with technical writing. Overall, creative writing
allows more personal expressions whereas technical writing aims to explore idea argument or concept.
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ENGAGE
Take a look at the picture below and try to imagine a story behind the picture. Write your
story on the space provided.
The picture shown above is about people understanding the importance of once
writing, people now a days just understand when we speak or when we take actions
some of us had long forgotten that writing can also be a form of a good
communication and understanding, there are instance in life that when a picture of
writing is shown to us, which conveys a lot of meaning is already an example of
language because the understanding we get is still the same when a person is
speaking in front of us. The image above clearly shows that we can also express our
emotions and ideas through inhabiting the good technique of writing. And through this
one we can be more appreciative of somebody’s idea in writing.
EXPLORE
Language Use in Creative Writing
Imagery is language used by poets, novelists and other

writers to create images in the min of the reader. Imagery
includes figurative and metaphorical language to improve the
reader’s experience through their senses.
Imagery Using Visuals: The night was black as ever, but

bright stars lit up the sky in beautiful and varied constellations
which were sprinkled across the astronomical landscape.
In this example, the experience of the night sky is described in depth with color (black as ever, bright),
shape (varied constellation) and pattern (sprinkled). Visual Imagery describes what we see: comic book
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images, paintings or images directly experienced through the narrator’s eyes. This includes color, shapes,
size and pattern.
Imagery Using Sounds: Silence was broken by the peal of piano

keys as Shannon began practicing her concert.
Here, auditory imagery breaks silence with the beautiful sound of piano
keys. Auditory Imagery describes what we hear from music to noise
to pure silence. This includes enjoyable sounds, noise or calm and eerie
silence.
Imagery Using Scent: She smelled the scent of sweet hibiscus

wafting through the air, its tropical smell a reminder that she was on
vacation in a beautiful place.
The scent of hibiscus helps describe a scene which is relaxing, warm

and welcoming. Olfactory Imagery describes what we smell. This
includes fragrance, odor.
Imagery Using Taste: The candy melted in her mouth and swirls of
bittersweet chocolate and slightly sweet but salty caramel blended
together on her tongue.
The in-depth description of the candy’s various flavors lets the readers
experience the deliciousness directly. Gustatory Imagery describes what we taste. This includes
sweetness, sourness, saltiness, and spiciness.
Imagery Using Touch: After the long run, he collapsed in the grass with tired and burning muscles. The
grass tickled his skin and sweat cooled on his brow.
In this example, imagery is used to describe the feeling of strained muscles, grass’s tickle and sweat
cooling on skin. Tactile Imagery describes what we feel or touch. This includes temperature, texture and
movement.
Because we experience life through our senses, a strong

composition should appeal to them through the use of
imagery. Descriptive imagery launches the reader into the
experience of a warm spring day, scorching hot summer,
crisp fall or harsh winter. It allows readers to directly
sympathize with characters and narrators as they imagine
having the same sense experiences. Imagery commonly
helps build compelling poetry, convincing narratives, vivid
plays, well-designed film sets and descriptive songs.
Figures of Speech
Figures of speech enhance the author's creation. This is true

of any genre and any form of writing. The effective use of
figures of speech brings to life what would have been mere
words, phrases and sentences. They express the
author's intent and take the reader on a journey through
what he or she experienced or imagined or witnessed at a
specific period or periods in time. It brings beauty, emphasis
and clarity to what could have been just a mundane and
impoverished rendition. Through the use of figures of speech, the author makes significant the
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insignificant, makes seem less important the overemphasised, brings colour and light, insight,
understanding and clarity. Figures of speech allow us to assess, interpret and critically analyze not only
the writer's attempt, but also his or her purpose.
 Anaphora- The repetition of the same word or phrase at the beginning of successive clauses or
verses.
Example: I needed a drink, I needed a lot of life insurance, I needed a vacation, I needed a home
in the country. What I had was a coat a hat and a gun.
 Antithesis- The juxtaposition of contrasting ideas in balance phrases.
Example: Love is an ideal thing, marriage is a real thing.
 Apostrophe- Breaking of discourse to address some absent person or thing, some abstract
quality, an inanimate object or non-existent character.
Example: Oh Liberty! How many crimes have been committed in thy name.
 Chiasmus: A verbal pattern in which the second half of an expression is balanced against the first
but with the parts reversed.
Example: Nice to see you, to see you nice!
 Euphemism: The substitution of an inoffensive term for one considered offensively explicit
Example: You have got a prime figure. You really have you know. This is Euphemism for fat.
 Hyperbole- Exaggerated terms for the purpose of emphasis of heightened effect
Example: I died a thousand death.
 Irony- The contrast between what was expected and what actually happened.
Example: He sees no light and therefore cannot fall.
 Metaphor- An implied comparison between two unlike things that actually have something
important in common
Example: You are the sunshine of my life.
 Metonymy- An association wherein the name of something is substituted by something that

represents it.
Example: The chair presided the meeting.
 Oxymoron- Figure of speech in which incongruous or contradictory terms appear side by side and
self-contrasting.
Example: random order, original copy, old news, deafening silence
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 Personification- Giving humanly attributes to an inanimate object
Example: The sun is looking down on me.
 Paradox- A statement that contradicts itself.
Example: War is peace.
 Simile- A stated comparison between two things that have certain qualities in common.
Example: Good coffee is like our friendship: rich and warm.
 Synecdoche- A figure of speech in which a part is used to represent the whole
Example: They live under my roof.
 Understatement- Speaker deliberately makes a situation seem less important or serious than it is
Example: The grave is a fine and private place, but none, I think, do there embrace.
Figures of Sound
A figure of speech that relies primarily on the sound of a word or phrase

to convey a particular effect is known as a figure of sound. Although
figures of sound are often found in poetry, they can also be used
effectively in prose. Common figures of sound include, alliteration,
assonance, consonance and onomatopoeia.
 Alliteration- This is the repetition of an initial consonant.
Example: Hi, sceptre stretched from the shore to sea.
 Assonance- Identity or similarity in sound between internal

vowel in neighboring words.
Example: If I bleat when I speak it is because I just got fleeced.
 Consonance- Pleasing sounding caused by the repetition of

consonant sounds within the sentence.
Example: Mike likes his new bike.
 Onomatopoeia- The use of words that imitate the sounds associated with the objects or actions
they refer to
Example: Ding-dong, ding-dong. The little train rumbled

over the tracks.
Techniques in Creative Writing
Character development is the art of imagining and

portraying characters in enough detail that they seem real both
19
to the author and the audience. It is the process and execution of creating a fully rounded, complex, and
lifelike character within your fictional writing with the purpose of making readers invested in them and
their life or journey. A well-developed character needs a full backstory, personality traits reflective of it,
realistic actions and emotions, along with being highly relatable to the average reader and as complex as
a real person.
The plot is what makes a story. It gives the story character development, suspense, energy, and
emotional release. It allows an author to develop themes and most importantly, conflict that makes a
story emotionally engaging; everybody knows how hard it is to stop watching a movie before the conflict
is resolved. Plot development is the unfolding of a story - ‘the plot’ is the basic engine of a story, that
which dictates the actions of the characters and, hopefully, offers a satisfactory solution for the viewer.
One of the first problems a writer must contend with is setting. Where there is a story, there must also be
somewhere for it to take place. Setting is a much-overlooked part of the storytelling process–my feeling is
that you should regard setting not as an external element to your story, but as another character. Vivid
setting makes your fiction more believable. It can also build the mood of your story, creating, mystery,
suspense and even conflict.
Point of view (POV) is what the character or narrator telling the story can see (his or her perspective).
The author chooses “who” is to tell the story by determining the point of view. Depending on who the
narrator is, he/she will be standing at one point and seeing the action. This viewpoint will give the narrator
a partial or whole view of events as they happen. Many stories have the protagonist telling the story,
while in others, the narrator may be another character or an outside viewer, a narrator who is not in the
story at all.
A dialogue is a literary technique in which writers employ two or more characters to be engaged in
conversation with one another. In literature, it is a conversational passage, or a spoken or written
exchange of conversation in a group, or between two persons directed towards a particular subject.
An emotional appeal is a method of persuasion that's designed to create an emotional response. An

emotional appeal is simply when someone exploits your feelings to convince you that something is true,
rather than making a rational fact-based argument. Or sometimes when you convince yourself something
is true based on feelings rather than facts and good reasoning. It comes in almost as many flavors as
there are emotions, as most emotions are at least sometimes useful for manipulating people like that.
THE MARTYR by Nick Joaquin
Being in love means never having to say you’re sorry

After all, at some point in your life
That love was the most important thing to you,
That love might be the one that you hoped would last forever,
That love made you believe that destiny does exist,
And that love made you question,
Why you were afraid to fall in love in the first place.
At that time in your life,

Everything just seemed so perfect,
Everything seemed so beautiful,
Everything seemed to glow for you,
And you were my everything.
I wouldn't even think twice about sacrificing my own happiness for yours,
I was even willing to bare up this walled but crumpled heart of mine,
Just so I could be with you.
All I ever did was care for you.
All I ever did was to make you happy.
And all I ever did was love you.
20
Being in love means never having to say you’re sorry

But I needed to ask forgiveness from the one who was hurt the most…
Myself.
Assessment Task No. 1
My Weekly Student Journal

Directions: Write a minimum of 250-word essay on your learning on the concept “Realizations during
COVID-19 Pandemic” Write your journal entry on the space provided below. You may also write your
own title. Kindly refer to the Student Journal Rubric in the succeeding page for you to know and
understand what the instructor’s expectation for the journal entry is and how you will be graded.
Plans interrupted
Honestly speaking my life is already planned thoroughly by my parents as I go to

college, their decision for my studies is already fix and final, from boarding school to
dormitory and the funny thing is that I'm fine with it as long as they let me choose my
course and the rest will be as to what we agreed. After my SHS graduation they will be
letting me handle my allowance and I will try to live my life independently, the
excitement I felt was beyond comparable and I thought to myself that this is finally
the first step of making them see that I can also stand on my own with them just
guiding and supporting me, it will surely be enough. But suddenly the plans we made
was clearly as of now useless for the current situation of the country is contrary as to
what we imagined it to be, me instead of staying in the city, I’m stuck in the province,
me instead of budgeting my allowance, is here making household chores but
nevertheless I still realized that maybe this pandemic happened to remind me that it is
still not time and I have to be a little more patient and think of some another positive
things such as making progress of my attitude and behavior as a person, developing
my computer skills, and focus my time on the class without the worry of getting
effected of the virus in the city. And as I more value the good things in life this
pandemic has brought me to become closer to each of my family love ones as I spend
much more time with them to kill us time, it brought me to become more of a good
daughter of God than a rebellious teenage with her wantons and girly shopping spree.
I become more closer to nature as I discover and found happiness in planting and
gardening flowers in our backyards as my new hobby together with my mother, which
is instead of sleeping my entire day and surfing the internet in the city I’m actually
here in the province making pots out of recycled plastic bottles which is by the way a
great help to our mother nature. These days are all hard for us, we are slowly
changing our ways of living as to what is stated in the new normal governmental
system especially in the likes of us teenagers who are not supposed to go out, the
plans we made, maybe some of it may push through but surely there are also some of
it which are interrupted, just like mine. This situation will all just came pass to us and
by that time we can all resume doing good things and just good things, despite of the
worst scenarios that had happened to our surroundings this doesn’t mean that our
dreams and goals in life are ruined, we must always bear in mind that being with our
love ones today is better than attending parties together with the troops, we must
21
realize the importance and value of life and better starts taking care of it instead of
drinking alcohols in clubs and night outs full of cigar smoke. LIFE IS SHORT WE MUST
LIVED BY MAKING GOOD PLANS AND GOOD THINGS- UNKNOWN.
Weekly Student Journal Rubric
NOTE: This rubric will be rated by your Instructor only!
Exemplary Accomplished Developing Beginning Points

Content 20-16 15-11 10-6 5-1
Journal Journal Journal Journal lacks
demonstrates a demonstrates demonstrates critical thinking.
high degree of some degree of limited critical Superficial
critical thinking in critical thinking thinking in connections are
applying, in applying, applying, made with key
analyzing, and analyzing, analyzing, course concepts
evaluating key and/or and/or and course /20
course concepts evaluating key evaluating key materials,
and theories from course concepts course concepts activities, and/or
readings, and theories and theories assignments
22
lectures, media, from readings, from readings,

discussions lectures, media, lectures, media,
activities, and/or discussions discussions,
assignments. activities, and/or activities, and/or
assignments. assignments.
Persona 20-16 15-11 10-6 5-1
l Growth Demonstrates Demonstrates Demonstrates Personal growth
significant satisfactory less than and awareness are
personal growth personal growth adequate not evident and/or
and awareness of and awareness personal growth demonstrates a
deeper meaning through some and awareness neutral experience
through inferences through few or with negligible
inferences made, made, simplistic personal impact. /20
examples, well examples, inferences
developed insights, and made,
insights, and challenges. examples,
substantial depth insights, and/or
in perceptions challenges that
and challenges. are not well
developed.
Writing 10-8 7-5 4-2 1
Quality Well written and Above average Average and/or Poor writing style
clearly organized writing style and casual writing lacking in standard
using standard logically style that is English, clarity,
English, organized using sometimes language used,
characterized by standard English unclear and/or and/or frequent
elements of a with minor with some errors errors in grammar,
strong writing errors in in grammar, punctuation, /10
style and basically grammar, punctuation, usage, and
free from punctuation, usage, and spelling. Needs
grammar, usage, and spelling work.
punctuation, spelling.
usage, and
spelling errors.
Total Points /50
Rubric adapted from Denise Kreiger, Instructional Design/Technology Services, SC&I, Rutgers, 4/2014
Technical Writing and Creative Writing

Directions: Create a Venn Diagram in comparing and contrasting Technical and Creative Writing. Kindly
refer to the Venn Diagram Rubric on the next page for your knowledge on how you will be graded.
23
Venn Diagram Rubric
NOTE: This rubric will be rated by your Instructor only!
Exemplary Accomplished Developing Beginning Points

Compari 20-16 15-11 10-6 5-1
son All statements are Most statements Some Few or no
Stateme supported by are supported statements are statements are
nts details from the by details from supported by supported by
text. the text. details from the details from text.
text.
/20
Number 20-16 15-11 10-6 5-1
of Student makes 5 Student makes 4 Student makes 3 Student makes 0-2
quality or more quality or more quality or more quality quality statements
stateme statements of statements of statements of of comparison in
nt comparison in comparison in comparison in each outer circle.
each outer circle. each outer each outer
circle. circle.
/20
Chooses 20-16 15-11 10-6 5-1
appropri Student chose Student chose Student chose Student chose
ate important important characteristics characteristics that
characte characteristics of characteristics that were vague are unimportant,
ristics each being that provided and general and vague or general.
for compared. meaningful that provided a
compari comparison.
Ground Unit LG 10 Tower D Victoria Towers, Mother partial
Ignacia St., Brgy. Paligsahan, Quezon City.
son comparison. /20
Total Points /60
24
Language Use in Creative Writing

Directions: Determine what figures of speech are used in the statements below. Write your answer on
the space provided before the number. You can do it!
Understatement1. “To stop too fearful, and too faint to go.”
25
Hyperbole 2. “Cry me a river.”

Chiasmus 3. “He sees no light and therefore cannot fall.”
Personification 4. “My soul is an enchanted boat.”
Hyperbole 5. “The wind stood up and gave a shout.”
Metaphor 6. “Aging like a fine wine”
Anaphora 7. “Good blue blood, bad black blood”
Hyperbole 8. “Faith that move mountains”
Antithesis 9. “Burning ice”
Oxymoron 10. “Leaves dancing and the rain is falling”
Module 2
Reading and Writing Poetry and
Fiction
 Lesson 1: Elements of Poetry
26
Content Standards
At the end of the lesson the learner understands poetry as a genre and how to
analyze its elements and techniques
At the end of the lesson the learner produces a short well-crafted poem
1. Identify the various elements, techniques and literary devices in poetry
2. Write a short poem applying the various elements
3. Identify the various elements, techniques and literary devices in fiction
4. Write journal entries and other short exercises exploring key elements of fiction
27

Strand HUMSS
Module Topic Reading and Writing Poetry and Fiction

1. Identify the various elements, techniques and literary devices in poetry
2. Write a short poem applying the various elements
Learning 3. Identify the various elements, techniques and literary devices in fiction
4. Write journal entries and other short exercises exploring key elements of fiction
Competencies
Number of Hours 10 hours

1. What are the elements of Poetry?
2. How do literary pieces affect the environment?
Study Questions
3. What are the different techniques I can use to compose a poem
Required Suggested
Lesson 2. Self-Learning Kit on Creative https://www.youtube.com/watch?v=z0BUYzMypi8&t=327s

Writing, Senior High School Department,
University of the Visayas Pla, E. (2011). Elements of Poetry. Retrieved from
Learning Resources
https://elsapla.files.wordpress.com/2011/08/poetry-
elements-partial-list.pdf
 MasterClass. (2019, July 2). Poetry 101: Learn About
Poetry, Different Types of Poems, and Poetic Devices
With Examples. Retrieved
fromhttps://www.masterclass.com/articles/poetry-101-
learn-about-poetry-different-types-of-poems-and-
poetic-devices-with-examples
Learning Activity suggested and other recommended learning materials indicated in this Self-Learning Kit
2. After studying and learning the topics in Lesson 2, the student shall answer Assessment
Task 1 (Activity on Introduction to Reading and Writing), Assessment Task 2 (Literary
Analysis), and Assessment Task 3 (Poem Making).
1. Graphic Illustration on Elements of Poetry
Required Output 2. Literary Analysis
3. Poem
1. Activity on Introduction to Reading and Writing
Assessment Tasks
2. Literary Analysis
3. Poem Making
Assessment Tool 1. Literary Analysis Rubric
2. Poem Making Rubric
Creativity Writing, Critical & Analytical Thinking, Collaboration, Evaluative Skills, Confidence
Target Competency & Self-directed Lifelong Learning

28
INTRODUCTION TO READING AND
WRITING POETRY
Introduction
Reading and writing are vital components of a learner’s search for ultimate knowledge. Without these
skills, people will be hard-pressed to remain competitive in this changing society. This is not limited to
reading academic materials such as textbooks, dissertations, and term papers, but also includes the more
organizable norms of the literary world like fiction novels, non-fiction titles, comics, and magazines,
among others.
In a more practical term, reading and writing skills are inarguably useful in student’s daily lives. This is
why you need to develop these skills, which you can apply in any school undertakings.
For this reason, this unit is written to help you understand the importance and advantages of reading and
writing, as well as improve your literacy skills. Eventually, you can enhance your skills and use these
knowledge in this vastly competitive world.
Importance of Reading and Writing
Reading and writing are the most important skills you need to develop. You need these skills to become
more productive and creative in learning all subjects. Proficiency in reading enables you to acquire a
market of ides, while effective writing shares your opinions, thoughts, feelings, I printed forms.
Reading enhances a variety of ideas among the learners and writing expresses what the authors want to
share with others. Hence, these two skills goes hand in hand. Francis Bacon once said, “Reading makes a
full man”. It is indeed true that an individual who is enthusiastic to learn more must fill himself up with
information and ideas from printed materials. Fulfillment of this skill can be achieved when a learner feels
ready to share his thoughts and ideas in written form. On the other hand, the saying “Writers are not
born, they are made” explains that any learner can become a writer provided that he undergoes constant
practice.
In this present time, you must show exceptional skills and have a creative mind to be able to compete
with your other counterparts. Mastery of language, which involves reading and writing, is the key to global
competitiveness. These skills play a significant role in your life because these will help you to be well
equipped in any undertaking in the changing times.
ENGAGE
30
Read the poem below entitled “The Heartbreaker Poem” by Bianca Phipps. You can
also watch the Ted talk video on youtube of this spoken word poetry. Afterwards, write
your insight about the message of the poem or how you felt about it while
reading/listening to it. Enjoy!
The Heartbreaker Poem

by Bianca Phipps
One. Your father speaks of his youth with revelry;

spills his life across the table like an overturned
drink covering everything. Your mother, doesn’t speak.
Any stories of her premarital life come from your father’s mouth.
He speaks of how he tamed her,
saved her from a life of reckless abandon;
clipped her wings to keep her from flying too close to the sun,
but Icarus would’ve just as soon drowned than burned,
and the silence in your mother’s mouth is a salt water darkness.
She does not speak up to defend herself.
Even now, years after their divorce

your father’s voice can fill a room and your mother still makes space for it.
When your mother teaches you not to be swallowed
she is already sitting in the belly of the beast she once loved.
You wonder if she has grown to love the darkness
like she once loved the man.
Two. The day you learn the importance of emergency exits

is the day your heartbeat stops sounding familiar.
It is a stuttering tongue, a trembling hand.
Your heart beats like closing doors, beats like your father’s fading footsteps,
beats like every plea you will learn how to swallow;
don’t go, don’t go, don’t go, don’t.
Your father teaches you how to be the first one to walk away,
leave before they realize you are not worth staying for.
Three. When your mother tells you not to be afraid of falling in love,
you do not miss the way her hands shake, y
ou wonder if they miss the handcuff weight of the ring that used to rest on that finger,
wonder if you too will fall in love with a padlocked man.
You begin to be wary of boys with birdcaged hands;
they have mouths like oceans and your mother is still wringing sea water from her bones.
Four. You master the art of slipping away by starting small.

Fix your body clock so you always wake up first,
plot escape route like past time, force your heart to beat;
just go, just go, just… Practice on the ones you love most,
that way nothing can hurt you.
You cannot break a mangled thing and you don’t know
the last time your heart sounded like a heart. Five.
He tells you you eat like a bird.
You tell him your mother taught you well.
He laughs and reaches for your hand,
you smile and begin to slip through the cage of his fingers.
Six. When boys begin searching for hospital room hearts

you warn them yours is a broken glass bottle.
They don’t care, or they don’t hear you.
They cut themselves on sharp tongues trying to make finger paintings
with the blood on their hands,
make it sound so beautiful you almost believe them.
Almost.
Soon you know they will wake up with scars

and blame you so you leave them a bandage in the dark and don’t look back.
Leave, before they realize you are not worth scarring for.
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Seven. You see every outstretched hand as a palm preparing to drown you,
so you sink further underwater and ignore the burning in your chest.
Run your fingers over every name that has left
your mouth for the last time and tell yourself you have done the right thing.
Insight:
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EXPLORE
Elements of Poetry
IMAGERY - uses sensory language

to represent objects, actions and ideas in such a way it appeals to our physical senses. The word imagery
is associated with mental pictures, but this only partially correct.
FIGURATIVE LANGUAGE - goes beyond actual meanings of words

Look for the senses: Sight - Hearing – Smell - Taste - Touch
POETIC VOICE - the narrative voice

The use of figurative language helps the reader to gain new insights into the objects or subjects in the
poem.
Also known as the speaker, or persona; this refers to the voice that speaks a poem; this speaker is not
usually identical to the author who writes the poem. The author assumes a role and speech of a person in
a particular situation.
Always ask yourself
"Who is speaking?"
32
SOUND - creates mood, tone, and images

Poets use sound techniques with word choice to enhance their poems.
FORM - is the physical structure
Sound Techniques include…

* Alliteration - Assonance - Cacophony - Meter - Near Rhyme - Onomatopoeia - Repetition - Rhyme
Schemes; (external and internal) and Rhythm.
which considers the following: *length of lines *stanza count

*number of lines *syllable count
*rhyming scheme *meter
Form examples are: acrostic, haiku, ballad, sonnet, free verse, concrete, cinquain, epic, name poems,
dirge, elegy, etc. There are over 55 types of form.
THEME- The central message of the piece. This is what the poem is all about extends a message to the
audience. (e.g. love, happiness, solitude, anger, grief, etc.)
TONE- refers to the attitude or feelings of the voice in the poem about the subject matter or the
audience. (e.g. romantic, serious, gloomy, mournful, etc.)
Kinds of Poetry
NARRATIVE
- A poem that tells a story, true or imagined. It can have all of the elements of fiction, including:
- A character of characters. The main character may be the same or different from the narrator,
the voice that tells the story.
- A setting. The place where the story happens.
- A plot. What happens in the story.
- Dialogue. Converstions between the characters.
Example:
An excerpt from
The Illiad
by Homer
Sing, Goddess, Achille’s rage,
Black and murderous, that cost the Greeks
Incalculable pain, pitched countless souls
Of heroes into Hades’ Dark,
And left their bodies to rot as feasts
For dogs and birds, as Zeus will was done.
Begin with the clash between
Agamemnon-
The Greek warlord – and godlike Achilles.
This narrative poem is all about the story of such noble heroes, Achilles and hector, and the doomed love
story of Paris and Helen of Troy. There I lso magic and a smattering of Greek gods like Zeus to create
twists and turns in this poem.
HAIKU
 A Japanese form of poetry which is composed of three non-rhyming lines.
 First line and third line have five syllables each and the second line has seven syllables.
 They often express feelings and thoughts about nature.
33
Example:
The Old Pond

by Matsuo Basho
An Old Silent pond
A frog jumps into the pond--
Splash! Silence again.
PASTORAL
 Focus on describing a real place, but the terms well be peaceful and endearing.
 Elicits wonderful senses of peace and harmony.
 Many pastoral poems are written about shepherds. They are written as a series of rhyming
couplets.
Example:
An excerpt from
A Pastoral Ballad
by William Shenstone
Ye shepherd so cheerful and gay,
Whose flocks never carelessly roam;
Should Corydon’s happen to stray,
Oh! Call the poor wanderers home.
Allow me to muse and to sigh,
Nor talk to the change ye find;
None once was so watchful as I;
I have left my dear Phillis behind.
Now I know that it is, to have strove
With the torture of doubt and desire;
What it is to admire and to love,
And to leave her we love and admire,
Ah, lead forth my flock in the mom,
And the damps of each evening repel;
Alas! I am faint and forlorn:
-I have bade my dear Phillis farewell.
BALLAD
34
 Poems which are frequently sung-or at least they are intended to be sung-and thety are often
about love.
 They tell stories and they tend to be of a mystical nature; or similar to folktale
 As a song, they tend to have a refrain that repeats at various intervals throughout.
Ballad of a Mother’s Heart

Example: by Jose La Villa Tierra
The night was dark, for the moon
was young
And the stars were asleep and rare;
The clouds were thick, yet youth
went out
To see his Maiden fair.
“Dear one,” he pleaded as he knelt
Before her feet, in tears,
“My love was true; why have you
kept
Me waiting all these years?”
The maiden looked at him unmoved,
It seemed, and whispered low:
“Persistent Youth, you have to prove
By deeds your love was true.”
“There’s not a thing I would not do
For you, Beloved,” said he.
“Then go,” said she, “to your mother
dear
And bring her heart to me.”
Without another word,
Youth left and went to his mother
dear.
And opened her breast and took her
heart.
He did not shed a tear!
Then back to his Maiden fair he ran,
Unmindful of the rain;
But his feet slipped and he fell down
LIMERICK
 A poem that is often whimsical, written in five lines with an AABBA rhyme scheme.
 Often tells a short, humurous story.
 Was made popular by a British poet named Edward Lear in the 1800s
Example:
An excerpt from
Candy Tree Shops
by Beryl Edmonds
If ice cream could be grown on the tree top,
Tiny tummies would be liking it lots.
Any fruit flavor
For all to savour
Do stop by the ice cream tree shop.
If only the trees could grow lollipops
With a sharp tangy taste of lemon drops.
Lolly licky-lick
With a zingy twist.
Come along with a skip and a hop.
35
EPIC POEM
 Longest types of poems

 A type of narrative poem, which tells a story, epic poems usually tell the story of a mythical
warrior and the great things that he accomplished in all of his journeys such as The Odyssey
and The Illiad
 One of the oldest epic poems is actually one of the oldest pieces of written literature in the
world, called the Epic of Gilgamesh, dates back to 1800 BC
Examples:
An excerpt
The Odyssey
by Homer
Tell me, Muse, the story of that resourceful man who was driven to wander
far and wide after he had sacked the holy citadel of Troy. He saw the cities
of many people and he learnt their ways. He suffered great anguish on the
high seas I his struggles to preserve his life and bring his comrades home.
But he failed to see those comrades, in spite of all his efforts. It was their
own transgression that brought them to their doom, for in their folly they
devoured the oxen of Hyperion the Sun-god and he saw to it that they
would never return. Tell us this story, goddess daughter of Zeus, beginning
at whatever point you will.
ELEGY
 Express a lament, often over the death of a loved one.
 Popular for funerals
 Tennyson’s In Memoriam is an elegy to a close friend, Arthur Henry Hallam, and was written
over twenty years.
Example:
An excerpt from
O Captain! My Captain!
by Walt Whitman
My Captain does not answer, his lips are
pale and still;
My father does not feel my arm, he has no pulse nor will;
The ship is anchored safe and sound. Its voyage closed and done;
From fearful trip, the victor ship, come in
with object won;
Exult, O shores, and ring, O bells!
But I, with mournful tread,
Walk the deck my captain lies,
Fallen cold and dead
36
FREE VERSE
 Is a type of poetry that does not require any rhyme scheme or meter or the loosest type of
poem.
 It is an unrhymed poetry written in a regular meter, usually iambic pentameter .
 This became popular in the 1800s, and continues to be popular among poets even to this day.
 TS Elliot was one of the masters of the poem
 His works are The Waste Land and The Love Song of J. Alfred Prufrock
Example:
When I heard the learn’d Astronomer

by Walt Whitman
When I heard the learn’d astronomer,
When the proofs, the figures, were ranged
in columns before me,
When I was shown the charts and diagrams,
to add, divide, and measure them,
When I sitting heard the astronomer
where he lectured with much applause in
the lecture-room,
How soon unaccountable I became tired and sick,
Till rising and gliding out I wander’d off by myself,
In the mystical moist night-air, and from time to time,
Look’d up in perfect silence at the stars.
SONNET
- Contains 14 lines, typically with two rhyming stanzas known as a rhyming couplet at the
end.
- There are several types of sonnet:
 Italian (also known as Petrarchan)
- each of its 14 lines will be written in iambic pentameter. There will be an octave (a group of
8 lines)at the beginning, and a sestet (a group[ of 6 lines) at the end.
 Spenserian
English (or Shakespearean)
- each of its 14 lines will be written in iambic pentameter. There will be three quatrains, and
will end with a couplet. The rhyme scheme will be A-B-A-B, C-D-C-D, E-F-E-F, GG
- They are named after poets who made them famous
Example:
Sonnet 116
by William Shakespeare
Let me not into the marriage of true minds
Admit impediments. Love is not love
Which alters when it alteration finds,
Or bends with the remover to remove.
O no! It is an ever-fixed mark
That looks on tempests and is never shaken;
It is the star to every wand’ring bark,
Whose worth’s unknown, although his height be taken.
Love’s not Time’s fool, though rosy lips and cheeks
Within hid bending sickle’s compass come;
Love alters not with his brief hours and weeks,
ACROSTIC POEMS But bears it out even to the edge of doom.
If this be error and upon me prov’d
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- Also known as NAME POEMS

- Using an adjective to describe a person that begins with each letter of that
person’s name.
- famous works are Alexis and Taylor.
Spring
Sunny days
Plants awakening
Rain drops on the
roof
Interesting clouds
New flowers
Gray skies
38
Graphic Illustration
Directions: Using a graphic organizer illustrate the different elements of poetry with
descriptions and examples. This will be graded according to the criteria given below. You can do
it!
39
Student Name: ________________________________________
CATEGORY 4 3 2 1 RATE
Organization The story is very The story is The story is a little Ideas and scenes
well organized. pretty well hard to follow. The seem to be
One idea or scene organized. One transitions are randomly arranged.
follows another in idea or scene sometimes not clear.
a logical sequence may seem out
with clear of place. Clear
transitions. transitions are
used.
Illustrations Original Original Original illustrations Illustrations are not
illustrations are illustrations are relate to the text on present OR they
detailed, somewhat the page. are not original.
attractive, detailed,
creative and attractive, and
relate to the text relate to the
on the page. text on the
page.
Creativity The story The story The story contains a There is little
contains many contains a few few creative details evidence of
creative details creative details and/or descriptions, creativity in the
and/or and/or but they distract story. The author
descriptions that descriptions from the story. The does not seem to
contribute to the that contribute author has tried to have used much
reader\'s to the reader\'s use his imagination. imagination.
enjoyment. The enjoyment. The
author has really author has used
used his his imagination.
imagination.
Neatness The final draft of The final draft The final draft of the The final draft is
the story is of the story is story is readable and not neat or
readable, clean, readable, neat some of the pages attractive. It looks
neat and and attractive. It are attractive. It like the student just
attractive. It is may have one looks like parts of it wanted to get it
free of erasures or two erasures, might have been done and didn\'t
and crossed-out but they are not done in a hurry. care what it looked
words. It looks distracting. It like.
like the author looks like the
took great pride author took
in it. some pride in it.
Writing Process Student devotes a Student devotes Student devotes Student devotes
lot of time and sufficient time some time and effort little time and
effort to the and effort to to the writing effort to the writing
writing process the writing process but was not process. Doesn\'t
(prewriting, process very thorough. Does seem to care.
drafting, (prewriting, enough to get by.
reviewing, and drafting,
editing). Works reviewing, and
hard to make the editing). Works
story wonderful. and gets the job
done.
Total
40
Analysis Paper
Directions: Read the poem “Ballad of a Mother’s Heart” by William Shakespeare. This can be
searched online. Identify the elements of this poem using the discussed elements and make an
analysis paper about this poem. This will be rated according to the criteria given below. You can
do it!
CRITERIA PERCENTAGE
Clarity 10%
Use of Elements 20%
Elaboration 20%
TOTAL 100%
41
Poem Making
Directions: Let your heart out and be heard by the world! Create your own poem of your choice
of theme. Remember to integrate the different techniques in making a poem. This will be rated
according to the rubric given on the succeeding page. You can do it aspiring poet!
Student Name: ________________________________________
Title Title is creative, sparks Title is related to Title is present, but No title.
interest and is related to the story and topic. does not appear to be
the story and topic. related to the story
and topic.
Setting Many vivid, descriptive Some vivid, The reader can figure The reader has
words are used to tell descriptive words out when and where trouble figuring out
when and where the story are used to tell the the story took place, when and where the
took place. audience when and but the author didn't story took place.
where the story supply much detail.
took place.
Creativity The story contains many The story contains The story contains a There is little
creative details and/or a few creative few creative details evidence of creativity
descriptions that details and/or and/or descriptions, in the story. The
contribute to the reader\'s descriptions that but they distract from author does not
enjoyment. The author has contribute to the the story. The author seem to have used
really used his reader\'s has tried to use his much imagination.
imagination. enjoyment. The imagination.
author has used his
imagination.
Writing Process Student devotes a lot of Student devotes Student devotes some Student devotes little
time and effort to the sufficient time and time and effort to the time and effort to
writing process effort to the writing writing process but the writing process.
(prewriting, drafting, process was not very Doesn\'t seem to
reviewing, and editing). (prewriting, thorough. Does care.
Works hard to make the drafting, reviewing, enough to get by.
story wonderful. and editing). Works
and gets the job
done.
Neatness The final draft of the story The final draft of The final draft of the The final draft is not
is readable, clean, neat the story is story is readable and neat or attractive. It
and attractive. It is free of readable, neat and some of the pages are looks like the student
erasures and crossed-out attractive. It may attractive. It looks like just wanted to get it
words. It looks like the have one or two parts of it might have done and didn\'t
author took great pride in erasures, but they been done in a hurry. care what it looked
it. are not distracting. like.
It looks like the
author took some
pride in it.
42

Strand HUMSS

1. Identify the various elements, techniques, and literary devices in fiction
2. Write journal entries and other short exercises exploring key elements of fiction.
Learning 3. Present a script of a monologue impersonating one character from a known fiction story
Competencies
Number of Hours 4
1. What is fiction?
2.What are the elements of fiction?
Study Questions
3. What are the different techniques I can use to compose a fiction story?
Required Suggested
Lesson 3. Self-Learning Kit on https://www.youtube.com/watch?v=ur

Creative Writing, Senior High School JDbQl5W0I&t=266s
Learning Resources Department, University of the Visayas
 The Seven Key Elements of Fiction. Retrieved from
file:///C:/Users/pc/Downloads/Elements-Literature.pdf
Learning Activity 2. After studying and learning the topics in Lesson 3, the student shall answer Assessment
Task 1 (Creative Presentation), Assessment Task 2 (Critique Paper), and Assessment
Task 3 (Monologue).
1. Creative Presentation on the Elements of Fiction
Required Output 2. Critique Paper
3. Monologue Script Reading
1. Creative presentation
Assessment Tasks
2. Critique Paper on a fiction story
3. Monologue script making
Assessment Tool -Rubric for the creative presentation
-Rubric for the Critique paper
-Rubric for the Monologue script

43
FICTION
Fiction is a literature that contains imaginary people, events, and stories. However, there are more to
fiction than this often used definition. Hence, it is important for you to deepen your knowledge on this
subject.
Elements of Fiction
Fiction has little or nothing to do with facts. Literary writers often use their imagination to write a
convincing and logical fiction piece. Anything that is classified as fiction is subject to the reader’s
interpretation.
When one begins to write fiction, there are necessary elements that should be in the text.
1. Characters. These involve the figures in the story – animals, robots, people, or whoever the
author chooses. In other words, it refers to the element that portrays a role in the story.
2. Setting and Atmosphere. This is the combination of place, time and local color where the
story blooms, as well as the customs, values, and beliefs in that certain place or time in the story.
2.1 Time and place – shows the location as to where and when the events had happened.
2.2 Cultural Orientation, Sociological, Political influence of the environment, Religious
principles and belief, etc. milieu
3. Plot. These are the events or sequence of events that transpired in the stor. It also involves the
problem that was explored and solved in a story.
TYPES OF PLOT
-Linear
This is the most straight-forward plot. It is consist of series of events that has a clear
beginning, middle and end. The story unfolds in a chronological order, which means they
are told in the order they happened.
-Modular/Episodic
This is also a chronological structure, but it consists of a series of loosely related
incidents, usually of chapter length, tied together by a common theme and/or characters.
-Traditional
Aristotelian Concept of Plot. Aristotle defines plot as the soul of tragedy
and gives much emphasis to it. It is said to have "unity of action" (to be an
artistic whole). The order of unified plot, Aristotle points out, is a continuous
sequence of beginning, middle and end.
44
 Exposition. This is the background scene of the conflict.

 Rising Action. This is when the conflict develops.
 Climax. This is the highest point of interest, conflict, or suspense.
 Falling action. This part shows what happens to the character after climax.
 Resolution. This is the final outcome.
4.Conflict. This is the struggle of people, idea and forces in a story.
5.Point of view. This is the perspective from where the story is told. Some authors tend to use
than one point of view in a work of literature.
 First person. The narrator one of the characters in the story who happens to be the narrator.
- First-person central
The narrator is also the protagonist at the heart of the plot.
- First-person peripheral
The narrator is the witness to the story but he/she is not the main character.
 Second person. The narrator tells the story to another character using the word ‘you’. The author
could be talking to the audience and describes the story.
 Third person. The subject in the story is being talked about in this point of view. It is the most
objective and trustworthy viewpoint because an all-knowing narrator tells a story.
- Omniscent third person

The narrator is the character who knows almost everything about the story but does
not play a role in it.
- Limited third person
The narrator is the character who knows only the thoughts of another particular
character.
6. Theme. This is the central message of the story. It could be the moral lesson that is embedded,
a dramatic premise or the insight from the story.
7. Irony. The contrast between what was expected and what actually happened.
Example: He sees no light and therefore cannot fall.
- Verbal – the contradiction of words in its physical sense.
- Situational – using events in which the actions have an effect that is opposite from what
was intended, so that the outcome is contrary to what was expected.
- Dramatic – expressed through a work’s structure: an audience’s awareness of the situation

in which a works characters exist differs substantially from that of the characters’, and the
words and actions of the characters therefore take on a different meaning.
Literary Fiction
Works of fiction, like the novella, novel, play and a cartoon strip should live up to the expectations of good
reasoning for they are literary pieces that will be passed on from one generation to the next. Readers
appreciate the intellect behind every fiction they come across with. They also critique when reading not
just satiate their hunger for a good read.
Things to Do in Reading Fiction
Fiction is meant to be read for enjoyment. Enjoy reading by sorting out the elements, asking questions,
and finding the answers by predicting, visualizing, reviewing, connecting, and evaluating.
45
1. Predicting. This is foreseeing what may happen in advance, but may need vaerification as you
go further in the next text.
2. Visualizing. This means picturing scenes and sights, and imagining as to what these can be
alluded to.
3. Reviewing. This is adjusting the pace of reading for proper assessment.
4. Connecting. This means relating the fiction being read to the reader’s own insights,
experiences, and thoughtful observations, and reflecting on them.
5. Evaluating. This means judging the work to enhance it further.
46
Creative Presentation
Directions: In your own creative way present the different elements of fiction with descriptions and
examples. This will be graded according to the criteria given below. You can do it!
47
Student Name: ________________________________________
Focus on Topic There is one clear, Main idea is clear but Main idea is The main idea is not
(Content) well-focused topic. the supporting somewhat clear but clear. There is a
Main idea stands out information is general. there is a need for seemingly random
and is supported by more supporting collection of
detailed information. information. information.
Grammar & Spelling Writer makes no Writer makes 1-2 errors Writer makes 3-4 Writer makes more
(Conventions) errors in grammar or in grammar or spelling errors in grammar than 4 errors in
spelling that distract that distract the reader or spelling that grammar or spelling
the reader from the from the content. distract the reader that distract the
content. from the content. reader from the
content.
Introduction The introduction is The introduction clearly The introduction There is no clear
(Organization) inviting, states the states the main topic states the main introduction of the
main topic and and previews the topic, but does not main topic or
previews the structure of the paper, adequately preview structure of the
structure of the but is not particularly the structure of the paper.
paper. inviting to the reader. paper nor is it
particularly inviting
to the reader.
Sequencing Details are placed in Details are placed in a Some details are not Many details are not
(Organization) a logical order and logical order, but the in a logical or in a logical or
the way they are way in which they are expected order, and expected order.
presented effectively presented/introduced this distracts the There is little sense
keeps the interest of sometimes makes the reader. that the writing is
the reader. writing less interesting. organized.
Conclusion The conclusion is The conclusion is The conclusion is There is no clear
(Organization) strong and leaves recognizable and ties up recognizable, but conclusion, the
the reader with a almost all the loose does not tie up paper just ends.
feeling that they ends. several loose ends.
understand what the
writer is \"getting
at.\"
TOTAL
48
Critique Paper
Directions: There has been a lot of famous fiction stories you can search on the internet. Read or watch
one of these and create a critique paper about the piece you has chosen. This will be graded according to
the criteria given below.
49
Student Name: ________________________________________
RATE
CATEGORY 4 3 2 1
Introduction The introduction is The introduction The introduction There is no clear
(Organization) inviting, states the clearly states the states the main introduction of the
main topic and main topic and topic, but does not main topic or
previews the previews the adequately preview structure of the
structure of the structure of the the structure of the paper.
paper. paper, but is not paper nor is it
particularly inviting particularly inviting
to the reader. to the reader.
Sentence Length Every paragraph has Almost all Some sentences vary Sentences rarely
(Sentence Fluency) sentences that vary paragraphs have in length. vary in length.
in length. sentences that vary
in length.
Flow & Rhythm All sentences sound Almost all sentences Most sentences The sentences are
(Sentence Fluency) natural and are sound natural and sound natural and difficult to read aloud
easy-on-the-ear are easy-on-the-ear are easy-on-the-ear because they sound
when read aloud. when read aloud, but when read aloud, but awkward, are
Each sentence is 1 or 2 are stiff and several are stiff and distractingly
clear and has an awkward or difficult awkward or are repetitive, or difficult
obvious emphasis. to understand. difficult to to understand.
understand.
Grammar & Spelling Writer makes no Writer makes 1-2 Writer makes 3-4 Writer makes more
(Conventions) errors in grammar or errors in grammar or errors in grammar or than 4 errors in
spelling that distract spelling that distract spelling that distract grammar or spelling
the reader from the the reader from the the reader from the that distract the
content. content. content. reader from the
content.
Pacing The pacing is well- The pacing is The pacing is The pacing often
(Organization) controlled. The writer generally well- generally well- feels awkward to the
knows when to slow controlled but the controlled but the reader. The writer
down and elaborate, writer occasionally writer sometimes elaborates when
and when to pick up does not elaborate repeats the same there is little need,
the pace and move enough. point over and over, and then leaves out
on. or spends too much necessary supporting
time on details that information.
don\'t matter.
Adding Personality The writer seems to The writer seems to The writer relates The writer has not
(Voice) be writing from be drawing on some of his own tried to transform
knowledge or knowledge or knowledge or the information in a
experience. The experience, but there experience, but it personal way. The
author has taken the is some lack of adds nothing to the ideas and the way
ideas and made ownership of the discussion of the they are expressed
them \"his own.\" topic. topic. seem to belong to
someone else.
Word Choice Writer uses vivid Writer uses vivid Writer uses words Writer uses a limited
words and phrases words and phrases that communicate vocabulary that does
that linger or draw that linger or draw clearly, but the not communicate
pictures in the pictures in the writing lacks variety, strongly or capture
reader\'s mind, and reader\'s mind, but punch or flair. the reader\'s
the choice and occasionally the interest. Jargon or
placement of the words are used cliches may be
words seems inaccurately or seem present and detract
accurate, natural and overdone. from the meaning.
not forced.
TOTAL
50
MONOLOGUE
Directions: You can refer to your chosen drama on the assessment task no. 2 but you can also search for
other resources. Pick a character that you really admire from a drama and create a monologue script of
the character that you have chosen. This will be graded according to the criteria given below.
51
Student Name: ________________________________________
Role Point-of-view, Point-of-view, Point-of-view, Point-of-view,
arguments, and arguments, and arguments, and arguments, and
solutions proposed solutions proposed solutions proposed solutions proposed
were consistently in were often in were sometimes in were rarely in
character. character. character. character.
Props/Costume Student uses several Student uses 1-2 Student uses 1-2 The student uses no
props (could include props that accurately props which make props OR the props
costume) that fit the period, and the presentation chosen detract from
accurately fit the make the better. the presentation.
period, show presentation better.
considerable
work/creativity and
make the
presentation better.
Knowledge Gained Can clearly explain Can clearly explain Can clearly explain Cannot explain one
several ways in several ways in one way in which his way in which his
which his which his character \"saw\" character \"saw\"
character \"saw\" character \"saw\" things differently things differently
things differently things differently than other than other
than other than other characters. characters.
characters and can characters.
clearly explain why.
Required Elements Student included Student included all Student included Student included less
more information information that was most information information than
than was required. required. that was required. was required.
TOTAL
52
Module 3
Reading and Writing Drama
 Lesson 1: Elements of Drama
 Lesson 2: Modelling from well-known Local and
Foreign Playwright
Content Standards
At the end of the lesson the learner understands drama as genre and are able to
analyze its analyze its elements and techniques.
At the end of the lesson the learner competently compose at least one scene for
a one act play.
1. Identify various elements and techniques in fiction

2. Conceptualize a character or setting
3. Write one for one act play applying the various elements
53

Strand HUMSS

1. Identify the various elements, techniques, and literary devices in drama

Learning 2. Conceptualize a character/setting/plot for a one-act play
Competencies 3. Write at least one scene for one-act play applying the various elements,
techniques, and literary devices
Number of Hours 20 Hours (16 hours Self-directed learning and 4 hours Assessment Tasks)
Study Questions 1. What is drama?

2.What are the different elements of drama?
3. What are the literary techniques I ould use to make a drama?
Required Suggested
Lesson 4. Self-Learning Kit on Creative Popp’s English III Website. Retrieved

Writing, Senior High School Department, from:https://sites.google.com/site/thegreenishsubmarine/d
Learning Resources University of the Visayas rama
Iwuchukwu, Onyeka. (2008). Elements of Drama. Retrieved
fromhttp://www.uop.edu.pk/ocontents/introduction%20to
%20drama.pdf
Task 1 (Reflective Essay), Assessment Task 2 (Critique Paper), and Assessment Task 3
(Monologue).
1. Graphic Illustration on the Elements of Drama
Required Output 2. Critique paper
3. One-act play script writing
1. Presentation of the elements of drama
Assessment Tasks 2. Crituque paper of a literary piece
3. Script reading and writing
Assessment Tool  Self-Learning Kit
 Printed/Digital
-Graphic illustration rubric

-Critique paper rubric
-Script presentation rubric

54
Drama
Definition of Drama
Drama is a mode of fictional representation through dialogue and performance. It is one

of the literary genres, which is an imitation of some action. Drama is also a type of a
play written for theater, television, radio, and film.
In simple words, a drama is a composition in verse or prose presenting a story in

pantomime or dialogue. It contains conflict of characters, particularly the ones who
perform in front of audience on the stage. The person who writes drama for stage
directions is known as a “dramatist” or “playwright.”
ENGAGE
If you’d become an actor/actress someday what storyline would you like to work
on and which character would you want to portray in the story? Tell us about it and
perhaps that dream will not just remain on this paper and will come true J Take a
picture too as to how you would look like using that character or you can also draw
yourself for us to see how exciting was!
Title:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________
Insert your picture/drawing here
55
EXPLORE
Types of Drama
Let us consider a few popular types of drama:
Comedy – Comedies are lighter in tone than ordinary works, and provide a happy
conclusion. The intention of dramatists in comedies is to make their audience laugh.
Hence, they use quaint circumstances, unusual characters, and witty remarks.
Tragedy – Tragic dramas use darker themes, such as disaster, pain, and death.
Protagonists often have a tragic flaw — a characteristic that leads them to their
downfall.
Forms of Drama
Farce – Generally, a farce is a nonsensical genre of drama, which often overacts or

engages slapstick humor.
Melodrama – Melodrama is an exaggerated drama, which is sensational and appeals

directly to the senses of the audience. Just like the farce, the characters are of a single
dimension and simple, or may be stereotyped.
Musical Drama – In musical dramas, dramatists not only tell their stories through acting
and dialogue, but through dance as well as music. Often the story may be comedic,
though it may also involve serious subjects.
Pantomime - These stories follow in the tradition of fables and folk tales. Usually there is
a lesson learned. Usually has an emphasis on moral dilemmas. Good always triumphs
over evil.
Creative Drama - Includes dramatic activities and games use primarily in educational
setting with children.
Flash Drama - A form of theatrical play which do not exceed 10 minutes in duration.
Crime film – These are films that usually focus on the lives of the criminals. Criminal
acts are almost glorified in these movies.
Yakshagana – A theater form that combines dance, music, dialogue, costume, make-up
and stage techniques with a unique style and form. It is traditionally presented from
dusk to dawn.
Medical Drama - Is a television program, in which events center upon a hospital, an

ambulance staff, or any medical environment.
56
Costume Drama - Drama which elaborates costumes, sets and properties are featured to
capture the ambience of a particular area. This is also known as period drama.
Legal Drama - courtroom drama; usually portrays about law enforcement, crime,
detective-based, mystery solving, lawyer work, civil litigation, etc., are all possible
focuses of legal drama.
Elements of the Genre

a. Character – refers to the people, animals, things that portrays a role in a drama
b. Setting – refers to the time and place as to where the events in the drama occur
c. Plot – refers to the flow of the events that happened in the story. One of the famous
model of the drama plot is called the Aristotelian Plot.
Aristotelian Concept of Plot. Aristotle defines plot as the soul of tragedy and

gives much emphasis to it. It is said to have "unity of action" (to be an artistic
whole). The order of unified plot, Aristotle points out, is a continuous sequence of
beginning, middle and end.
d. Dialogue – refers to the exchange of idea/thought between the characters in the

drama thus creating a conversation.
Genre-crossing texts
This refers to works of poetry that blend or combine with the elements, themes, and
structures from more than one genre. For instance, prose poetry and fiction can be integrated
with each other to narrate a fictional story but in a poetic way. The possibilities of cross-genre
fiction are only limited by the many types of grenres.
57
Graphic Illustration
Directions: Using a graphic organizer illustrate the different elements of poetry with
descriptions and examples. This will be graded according to the criteria given below. You can do
it!
58
Student Name: ________________________________________
Organization The story is very The story is The story is a little Ideas and scenes
well organized. pretty well hard to follow. The seem to be
One idea or scene organized. One transitions are randomly arranged.
follows another in idea or scene sometimes not clear.
a logical sequence may seem out
with clear of place. Clear
transitions. transitions are
used.
Illustrations Original Original Original illustrations Illustrations are not
illustrations are illustrations are relate to the text on present OR they
detailed, somewhat the page. are not original.
attractive, detailed,
creative and attractive, and
relate to the text relate to the
on the page. text on the
page.
Creativity The story The story The story contains a There is little
contains many contains a few few creative details evidence of
creative details creative details and/or descriptions, creativity in the
and/or and/or but they distract story. The author
descriptions that descriptions from the story. The does not seem to
contribute to the that contribute author has tried to have used much
reader\'s to the reader\'s use his imagination. imagination.
enjoyment. The enjoyment. The
author has really author has used
used his his imagination.
imagination.
Neatness The final draft of The final draft The final draft of the The final draft is
the story is of the story is story is readable and not neat or
readable, clean, readable, neat some of the pages attractive. It looks
neat and and attractive. It are attractive. It like the student just
attractive. It is may have one looks like parts of it wanted to get it
free of erasures or two erasures, might have been done and didn\'t
and crossed-out but they are not done in a hurry. care what it looked
words. It looks distracting. It like.
like the author looks like the
took great pride author took
in it. some pride in it.
Writing Process Student devotes a Student devotes Student devotes Student devotes
lot of time and sufficient time some time and effort little time and
effort to the and effort to to the writing effort to the writing
writing process the writing process but was not process. Doesn\'t
(prewriting, process very thorough. Does seem to care.
drafting, (prewriting, enough to get by.
reviewing, and drafting,
editing). Works reviewing, and
hard to make the editing). Works
story wonderful. and gets the job
done.
Total

59
Critique Paper
Directions: There has been a lot of famous fiction stories you can search on the internet. Read
or watch one of these and create a critique paper about the piece you has chosen. This will be
graded according to the criteria given below.
60
Student Name: ________________________________________
RATE
CATEGORY 4 3 2 1
Introduction The introduction is The introduction The introduction There is no clear
(Organization) inviting, states the clearly states the states the main introduction of the
main topic and main topic and topic, but does not main topic or
previews the previews the adequately preview structure of the
structure of the structure of the the structure of the paper.
paper. paper, but is not paper nor is it
particularly inviting particularly inviting
to the reader. to the reader.
Sentence Length Every paragraph has Almost all Some sentences vary Sentences rarely
(Sentence Fluency) sentences that vary paragraphs have in length. vary in length.
in length. sentences that vary
in length.
Flow & Rhythm All sentences sound Almost all sentences Most sentences The sentences are
(Sentence Fluency) natural and are sound natural and sound natural and difficult to read aloud
easy-on-the-ear are easy-on-the-ear are easy-on-the-ear because they sound
when read aloud. when read aloud, but when read aloud, but awkward, are
Each sentence is 1 or 2 are stiff and several are stiff and distractingly
clear and has an awkward or difficult awkward or are repetitive, or difficult
obvious emphasis. to understand. difficult to to understand.
understand.
Grammar & Spelling Writer makes no Writer makes 1-2 Writer makes 3-4 Writer makes more
(Conventions) errors in grammar or errors in grammar or errors in grammar or than 4 errors in
spelling that distract spelling that distract spelling that distract grammar or spelling
the reader from the the reader from the the reader from the that distract the
content. content. content. reader from the
content.
Pacing The pacing is well- The pacing is The pacing is The pacing often
(Organization) controlled. The writer generally well- generally well- feels awkward to the
knows when to slow controlled but the controlled but the reader. The writer
down and elaborate, writer occasionally writer sometimes elaborates when
and when to pick up does not elaborate repeats the same there is little need,
the pace and move enough. point over and over, and then leaves out
on. or spends too much necessary supporting
time on details that information.
don\'t matter.
Adding Personality The writer seems to The writer seems to The writer relates The writer has not
(Voice) be writing from be drawing on some of his own tried to transform
knowledge or knowledge or knowledge or the information in a
experience. The experience, but there experience, but it personal way. The
author has taken the is some lack of adds nothing to the ideas and the way
ideas and made ownership of the discussion of the they are expressed
them \"his own.\" topic. topic. seem to belong to
someone else.
Word Choice Writer uses vivid Writer uses vivid Writer uses words Writer uses a limited
words and phrases words and phrases that communicate vocabulary that does
that linger or draw that linger or draw clearly, but the not communicate
pictures in the pictures in the writing lacks variety, strongly or capture
reader\'s mind, and reader\'s mind, but punch or flair. the reader\'s
the choice and occasionally the interest. Jargon or
placement of the words are used cliches may be
words seems inaccurately or seem present and detract
accurate, natural and overdone. from the meaning.
not forced.
TOTAL

61
Directins: Write at least one scene for one-act play applying the various elements, techniques, and
literary devices. You can use the piece you had on the final assessment task no. 2 or another piece. You
can do it!
Criteria
Character choice 10% -

Diction 10% -
Clarity 10% -
Creativity 10% -
Content 10% -
100%
62
Module 4
Creative Literary Works
Content Standards
At the end of the lesson the learner understands the different orientations of
creative writing
At the end of the lesson the learner produces a short well-crafted poem produce
a craft essay on the personal creative process deploying a consciously selected
orientation of creative writing
1. Situate the creative work in literary and/or sociopolitical context
2. Demonstrate awareness and sensitivity to the different orientations of creative
writing
3. Create a group blog for poetry and fiction applying ICT skills
63

Strand HUMSS

1. Situate the creative work in literary and /or sociopolitical context
2. Demonstrate awareness of and sensitivity to the different orientations of
Learning creative writing
Competencies
3. Create a group blog for poetry and/or fiction applying ICT skills/any appropriate
multimedia forms
4. Understand the possibilities of intertextual forms
Number of Hours 4
1. What is drama?
2.What are the different elements of drama?
Study Questions
3. What are the literary techniques I ould use to make a drama?
Required Suggested
Module 4. Self-Learning Kit on Creative Anacay, M. A. & Rivera, X. M. (2016). Critical Reading and
Writing, Senior High School Department, Writing Skills for the 21st Century.The Inteligente
Learning Resources University of the Visayas Publishing, Inc. Lower Ground Unit LG 10 Tower D Victoria
Towers, Mother Ignacia St., Brgy. Paligsahan, Quezon City.
Task 1 (Essay Writing) and Assessment Task 2 (Blog posting)
1. Essay
Required Output 2. Blog Entry
1. Essay Writing
Assessment Tasks 2. Blog making
Assessment Tool  Self-Learning Kit
 Printed/Digital
-Essay Writing rubric

-Blog making rubric

64
Creative Literary Works

are characterized by originality and expressiveness, so it can mean making something or it can
be something new and innovative.
Creativity
is about working in a highly focused way on ideas and projects,
crafting them into their best forms and making critical
judgements along the way. --Sir ken Robinson
Literary Work
defined as branch of literature dealing
with words as a raw material to create a picture,
an idea or a story in a meaningful pattern.
Two types of Literary Works

1. Creative Writing Is a creative work that values man as a creator and raises his
existence above the world of subsistence.
2. The Study of what is written is the way (by which) another literate person sees and
analyses the work in question.
The literary work is written into two different ways depending on the use of language.
1. Prose a piece of creative writing. It’s language is not verse form, but has a similar value
especially when words are used in a highly leveled technique.
2. Poetry is a piece of “prose” writing in an elevated style. It is characterized as written in
a verse form to express deep feeling or noble thought in beautiful language compose with the
desire to communicate an experience.
Sociopolitical is something involved both social and political factors.
Sociopolitical Context this consists of the overlapping of social and political arena in their
influence over literary text.
Three kinds of sociopolitical context:
a. Social Issues– Issues concerning the national aspect of human life have long been the
heart of innumerable works of literature.
b. Politics– is a prolific theme or topic In literature.
c. Religion– is a deeply- rooted concept and belief on humanity. It stems from the fact
that humans are naturally helpless, the greatness of nature whose creation might have been
done by a far greater entity.
PROPERTIES OF A WELL-WRITTEN TEXT
What are the properties of a well-written text? There are different aspects that present a text in
its finest format, regardless of which field the text is to be presented to. These are organization,
coherence, language use, and mechanics.
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Organization
A well- written text is, first and foremost, organized. As with any piece of writing, it cannot
simply be a jumble of random facts, sentences, or fragments. Without organization or cohesive
thought, the text may be incomprehensible to anyone.
There are things to consider when organizing texts- the target audience of your writing the flow
of information and the writing structure.
Target Audience of Your Writing
Excellence writing often includes the advice that a writer for themselves. However, a writer must
still consider the audience for whom he is writing to. The following are the questions to answer
when considering the target audience of your writing.
 Who are my readers? What are their ages? Example demographics are young adult
literature, children’s books, collegiate, and many others.
 What will they consider as important values? Do they prefer scientific data or firsthand
information? Will they be more receptive to studies or theories.
 Which field of study will his text be presented to? Is this journal a scientific one? Is it for a
literary magazine? Is this a novella? Is it an article for a newspaper?
 What empirical data or representation will they expect to see? Which aspects of this issue
would they want to hear about? What kind of characters would they like to see
represented in the writing?
All these are important elements that speak a great deal as to how a writer may approach a
given topic to make the text as clear as possible to the audience What may seem to be
organized comprehensible data to the writer is, in actually, a garbled mess for the reader.
The message of the text would not get across, or the reader might misinterpret the
information.
Flow of information
This is best achieved by consulting the methods of organization the writer has issued in order to
gather information. Regardless of whether is a formal text or a creative piece, research/reading
is necessary. All of this information must flow properly.
-Should the timeline of the story be linear or non-linear?
Example: Classic stories begin with the standard form of storytelling: the initial problem
and the adventure to reach the solution. However, modern story telling can skip forward and
backward using flashbacks or flash forwards, before returning to the current time period to
explain how the events have come to be.
-Which aspect of the subject be tackled first among all the others?
Example: If a paper has different subheadings beneath the primary topic, which one
should be first? Is it most vital? Is their importance to be in ascending order from least to
highest?
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-If the text begins with a thesis, how do I best present evidence to support my conclusion?
Example: In a research paper for field work, a chronological setting of events may be
most effective. It explains all the events that will lead up to the final conclusion, which ultimately
answers the thesis.
With these in mind, and by consulting your method of organization, the writer may be able to
“connect the dots” of data in a manner of both aesthetically pleasing and comprehensible to the
reader. This is especially important in attracting new readers to your work, as a proper fliw of
information or storyline would keep their attention on the text as they determine whT is meant
to happen next.
Writing Structure
Proper data organization is what creates the foundation for a writer’s text. With an outline in
mind, the writer may use the data and information gathered to expound on his ideas.
The following are to be considered when figuring out a writing structure.
-What should be found for my writing?

-Where does it begin?
-How far does it extend? What are my limitations?
-Which direction do I want to avoid in this topic?
COHERENCE AND COHESION
Another key factor to a well-written text would be coherence and cohesion. Without these two,
any form of text would fall apart. A text that is coherent and cohesive means that the ideas are
“sticking together”.
An ideal text should smoothly shift from one idea to the next. Unfortunately, all forms of texts
has multitude of ideas that must support each other to express the author’s meaning clearly.
Despite these many ideas, the writer should see to it that the text has to be easily understood to
convey the correct message. All ideas must go hand in hand and the transition must flow in
proper sequence in order to deliver the intended message.
An in comprehensible and incoherent text is a confusing mixture of unrelated ideas that are
randomly stated, with the reader unable to discern what the writer is trying to say. To avoid this,
the writer must ensure that the text is coherent.
Coherence and cohesion must come together. Coherence means that all ideas in your writing
flows together, which include developing and supporting arguments, organizing and clarifying
ideas, and synthesizing and integrating readings. On the other hand, cohesion focuses on the
grammatical aspects of writing.
The Text’s Readability
Readability no longer pertains to simply how readable the text is in the physical sense. Once you
have considered the previous aspects in organization, you will be able to discern how readable
your writing is. If one is writing a children’s book, the text cannot be too advanced to children’s
67
understanding. If one is writing a book for reading leisure, using overly formal language would
make it difficult for the readers to enjoy reading the creative piece.
The Text Being Stylistically Clear
From Suzanne Collins’ post-apocalyptic battlegrounds in the Hunger Games to Gabriel Garcia
Marquez’s exhaustive documentation of single family’s descendants over generations in A
Hundred Years of Solitude, every writer has a distinct writing approach. The stylistic clarity of
the writer makes his work original.
Use Of Language
In coherence, the stylistic clarity of a writer is discussed. Another main feature of the writer’s
style that makes everything in a text well-written is its use of language. This is not merely in
reference to a writer’s chosen language in his ideas. This also refers to the level of language and
consideration for the colloquial terms that will be used sparingly. The language used, however,
must take into consideration the age of the audience. Colloquialism must be used towards the
familiar terms, while informal language should be utilized to achieve clarity of the text.
Language as it Applies within the Text
As discussed in one of the earlier lessons, words are extremely powerful tools in a writer’s
arsenal. A single word can have a different meaning within the text, so its usage will depend on
the context. This is especially applicable to fiction where there are many occasions for a new
word to be developed when it actually does not exist in our world.
Language Complexity
When writer has put his target audience in mind, he would be more careful with his language
use. He would aim to fit his language with that of the reader’s language skills. Different texts
require different reading levels, each being adjusted to the range of vocabulary of the target
readers.
More complex books are generally reserved for the adult audience while children’s books are
generally composed of simple and straightforward sentences for the young people’s easy
comprehension.
MECHANICS
While most of the other properties of well-written text refer to the content message of the text
itself, mechanics apply to general sentence constructions, punctuations, capitalizations,
grammar, vocabulary, spelling and the likes. This may seem like most obvious of all the
properties, but it remains one of the most important of all. Changes in this property of a text
could change the entire “personality” of the piece, or add particular emphasis to certain areas.
Use of Mechanics According to What is Necessary for the Text
There are times in creative writing when proper spelling or grammar construction is not followed
strictly. This usually applies to certain regional language nuances that could be applied to
dialogue, or how things are spoken from the narrator’s point of view.
Use of Mechanics to Emphasize Cultural Differences
68
There are many cultures and languages around the world. Often times, there are words that
remain impossible to translate, including concepts that cannot be brought in from one language
to another. In fact, in English alone, there are ways to change the usage of the word in order to
imply a difference from setting in reality to a setting in a fictional one. The vocabulary (usually
accompanied by a definition pattern) is changed to reflect this cultural difference.
PURPOSEFUL WRITING
Any kind of writing must have a purpose. It must have the intention to generate among its
readers. There are many intentions as to why people write. This includes the need to inform,
share, amuse, entertain, convince, react and persuade. Usually, the purpose of writing is
dependent on the nature of composition, the intended audience, and the expertise of the writer
in order to share a viewpoint or give an insight on a prevailing issue. Therefore, a prospective
writer, just like any beginning writer, must connect his writing purpose to his intended audience.
In addition, a purposive writing shares facts and information which generally enhances the
creativity of the human mind.
For Action and Reaction
A person who simply tells in writing personal experience, an expectation or something that he
had witnessed is showing a ongoing interaction between himself and his reader. When an action
happens, a person or a group of people based on what is happening. In other words, people
write because they want to reap an action out of those who are reading it; hence, a reaction.
For Creative Narrative
The stories made for creative narrative is born from an author’s point of view about the world he
created in his mind as something tangible. Writing in this purpose is tantamount to creating
something out of nothing—a form of creativity that creats an idea into life, and sharing that idea
with others.
Writing an Interesting Creative Narrative
Fiction writers often put their ideas on paper with great detail. By giving more features,
characteristics, and details to a particular world or character, the more they come to life and the
more the reader relates to them. Because of this the readers are able to catch and hold their
readers’ interest. The events taking place in this fictional world must also be compelling to entice
the reader into finding out more about what is going on in the story.
For Catharsis
The word catharsis comes from the Greek word kathasis meaning “to cleanse or purge”. In the
field of psychotherapy, catharsis refers to the process of experiencing deep emotions that people
no longer repress, thus moving them to the surface and allowing them to come out.
A writer is able to make sense of his thoughts, feelings, and emotions by writing about them.
Through writing, he understands and learns more about himself. Writers with this purpose do
69
not necessarily write to share their thoughts with others, but more to share them with
themselves.
Writing to Purge
There is no particular guideline in writing to purge. Almost every writer writes something for the
sake of catharsis, and it could come in any way, shape, or form. All that matters to this purpose
of writing is that the author is able to concentrate on his feelings, bring them up to the surface
and release them on to the blank page. It is a means of expressing themselves without holding
back an with no restrictions.
For Persuasion
Another purpose of writing is to persuade your audience. Much like in action and reaction mode,
the writer’s goal is to evoke the readers’ emotion. But in this case, it attempts to convince the
reader to take an action based o the argument of writing. Writing for persuasion can be found in
self-help books, motivational books, fitness books, and in any publication that seeks to convince
its readers to do certain things. This includes political manifestos, judiciary appeals, formal
requests, and statements, and even answers to advice columns.
70
Final Assessment Task No. 13
Essay Writing
Directions: Look for relevant topics regarding social issues, politics and religion around you.
Create a position paper which explains your stand about the topic you have chosen. The paper
has to be composed of a minimum of 5 paragraphs and a minimum of 5 sentences in each
paragraph. This will be graded according to the rubric given below.
Final Assessment Task No. 14

71
Blog!
Directions: Design a group blog for poetry and fiction demonstrating awareness of and
sensitivity to the different orientations of creative writing. Ratings will be according to reviews of
the blog.
Number of Reviews Points

10-14 30
15-19 35
20-24 40
25-29 45
30-40 50 J
72
References
Pla, E. (2011). Elements of Poetry. Retrieved from
https://elsapla.files.wordpress.com/2011
/08/poetry-elements-partial-list.pdf
MasterClass. (2019, July 2). Poetry 101: Learn About Poetry, Different Types of Poems,
and Poetic Devices With Examples. Retrieved
fromhttps://www.masterclass.com/articles /poetry-101-learn-about-poetry-
different-types-of-poems-and-poetic-devices-with- examples
The Seven Key Elements of Fiction. Retrieved from
file:///C:/Users/pc/Downloads/Elements- Literature.pdf
Popp’s English III Website. Retrieved from
https://sites.google.com/site/thegreenishsubmarine /drama
Iwuchukwu, Onyeka. (2008). Elements of Drama. Retrieved from
http://www.uop.edu.pk/ ocontents/introduction%20to%20drama.pdf
Anacay, M. A. & Rivera, X. M. (2016). Critical Reading and Writing Skills for the 21 st
Century. The Inteligente Publishing, Inc. Lower Ground Unit LG 10 Tower D
Victoria Towers, Mother Ignacia St., Brgy. Paligsahan, Quezon City.
Images:
Aguila, A., Galàn, R., and Wigley, J., (2017). Telling the Truth: The Art of Creative
Nofiction for Senior High School. Quezon City, Philippines: C&E Publishing,
Inc.
Biligan, R., (2016). Reinventing Life: A Workbook on Creative Non-Fiction. Manila,
Philippines: St. Agustine Publications, Inc.

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Course Study Guide

Introduction to Creative Writing

2 Reading and Writing Poetry & Fiction 26

Reading and Writing Drama

4 Creative Literary Works 61

Module Compiler MARISTELA ROSE GALIA

Content Expert JOHN KYLE B. VILBAR

Language Editor ADRIAN EDWARD ANIÑON

Media/Design Specialist JEDIDIAH K. SINGCO

Flexible Learning Course Syllabus

Course Title: Creative Writing Pre-Requisite: 21st Century Literature

Category 1 Offline (Asynchronous) Modular Approach

Category 2 Online (Synchronous) Offline (Asynchronous)

Category 3 Pure online (Synchronous + Asynchronous)

II. Instructor’s Information

hours Technical its elements and Writing,

Elements of The learners have The learners shall Conceptualize a Module 3.

Elements of Explore different staging Module 3.

The learners have understanding of imagery, diction, figures of speech, and

The learners shall be able to produce short paragraphs or vignettes using

Module Topic Creative Writing

1. Student Journal Entry 1

Prepared by: Reviewed by: Approved for use:

MARISTELA ROSE GALIA JOHN KYLE VILBAR DR. JOHNER D. MONTEGRANDE

Definition of Creative Writing

Technical Writing vs Creative Writing

Imagery is language used by poets, novelists and other

Imagery Using Visuals: The night was black as ever, but

Imagery Using Sounds: Silence was broken by the peal of piano

Imagery Using Scent: She smelled the scent of sweet hibiscus

The scent of hibiscus helps describe a scene which is relaxing, warm

Because we experience life through our senses, a strong

Figures of speech enhance the author's creation. This is true

 Antithesis- The juxtaposition of contrasting ideas in balance phrases.

Example: Love is an ideal thing, marriage is a real thing.

Example: Nice to see you, to see you nice!

 Hyperbole- Exaggerated terms for the purpose of emphasis of heightened effect

Example: I died a thousand death.

Example: He sees no light and therefore cannot fall.

Example: You are the sunshine of my life.

 Metonymy- An association wherein the name of something is substituted by something that

Example: The chair presided the meeting.

Example: random order, original copy, old news, deafening silence

 Personification- Giving humanly attributes to an inanimate object

Example: The sun is looking down on me.

 Paradox- A statement that contradicts itself.

Example: War is peace.

Example: Good coffee is like our friendship: rich and warm.

 Synecdoche- A figure of speech in which a part is used to represent the whole

Example: They live under my roof.

A figure of speech that relies primarily on the sound of a word or phrase

 Alliteration- This is the repetition of an initial consonant.

Example: Hi, sceptre stretched from the shore to sea.

 Assonance- Identity or similarity in sound between internal

Example: If I bleat when I speak it is because I just got fleeced.

 Consonance- Pleasing sounding caused by the repetition of

Example: Mike likes his new bike.

Example: Ding-dong, ding-dong. The little train rumbled

Techniques in Creative Writing

Character development is the art of imagining and

An emotional appeal is a method of persuasion that's designed to create an emotional response. An

THE MARTYR by Nick Joaquin

which considers the following: length of lines stanza count