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CREATIVE
WRITING
Quarter 1- Module 1
Expressing Self through Creative Writing

English-Grade 12
Alternative Delivery Mode
Quarter 1-Module 1: Poetry Elements, Techniques, Literary Devices, and Forms
First Edition, 2020

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do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary:
Development Team of the Module

Writer’s Name: Aireen Claire B. Esolana

Editor’s Name: Rhea I. Gumdon
Reviewer’s Name: FE G. JEBONE, Ed.D.
Illustrator’s Name:
Layout Artist’s Name:
Management Team:
Ma. Liza R. Tabilon,Ed.D. CESO V
Lourma I. Poculan,MAEM,CESE
Lilia E. Abello, Ed.D.
Evelyn C. Labad
Mary Jean P. Acedo,Ed.D.
George C. Templado,E.M.D.
Gerwil R. Descallar

Printed in the Philippines by

Department of Education-Region IX
Office Address: Ubay National High School
Ubay,Labason,Zamboanga del Norte
Email: aireenclaire.esolana@deped.gov.ph

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 CREATIVE WRITING
Quarter1
Module 1

Expressing Self through

Creative Writing

For the Learner

You are very eager to learn and give all that you’ve got. Well, this module
is intentionally made and crafted just for you. It is done in a most responsive
manner wherein you will be able to share and express the amazing side of you.

CREATIVE
C
 But before that, familiarize yourselves first with the varied parts of this module.
This will guide and enlighten you on means on how to take and answer every
activity to be taken.

How to Learn from this Module

This module covers one competency. The competency is composed of three topics
with its corresponding parts of the module..
The varied parts of this module are represented by icons. Be sure you will be able
to know and bear in mind these icons to avoid confusions and be well-guided.

This icon introduces the topics/contents of this module. It also states the
importance of this module and its purpose as well.

This will guide both the teacher and the students of the goals needed to be
achieved at the end of the lesson. This is the gist of the entire lesson because without
objectives, the students will possibly lose their direction.

This icon represents Pre-Test. This section will test the students’ prior
knowledge about the topic to be discussed. There’s nothing to worry if you will not be
able to get high scores on this one because there will be room for improvement in the
following sections to follow.

A review is shown using this icon. This will connect the current lesson with the
previous one.

This is like motivation. An activity is given to the students that will arouse their
interest as the lesson will start.
 After the first activity, Discussion of Topics comes next. In here, the lesson is
explained and expounded well with further examples given.

This icon represents the Enrichment Activity. This will practice and improve
students’ learning.

This icon is the generalization. Its purpose is to process what the learner
understood from the lesson.

An activity in which the knowledge learned is transferred through real-life

experiences.

This particular icon will assess the learner’s mastery of the lesson when it
comes to achieving the student’s objectives.

Additional Activity – This will enhance students’ knowledge about the

topic.
How Do You Work on this Module?

You are already acquainted with the parts of the module. Kindly follow these procedures
for easy and comprehensible use.

1. Start reading with the module title and then the introduction so that you will be able
to know the purpose of the lesson.
2. Read and understand the objectives in order for you to be guided on what to do
throughout the lesson.
3. Answer the pre-test and follow the given instructions.
 4. For the review, study the questions and write the answers in your notebook.
5. Take the first activity and continue in the discussions for further explanations.
6. Answer the enrichment activity. If you find it a little bit confusing, try to reread and
study the lessons taken up in the discussions.
7. Read the questions in the generalization and answer them in your notebook.
8. Take the application. This is the most exciting part of the module since you will base
the activity in true to life experiences.
9. Answer the assessment and follow instructions thoroughly.

Sending you thousand fold good luck as you begin.

For the Facilitator

You are the bread and butter of this learning process therefore you are to
guide the students on how learning should occur. You are considered as their
source of enlightenment that’s why you are to follow instructions for the learners to understand
the concepts clearly.

How Do You Use this Module?

The following steps will serve as your guide for you to be able to give instructions to the
learners concisely and clearly.

1. Understand the objectives so that the learner will be guided on what to do throughout the
module. Let the learner take the pre-test as well as the review.
2. Instruct them to answer the Activity 1 and guide them accordingly. Let the learners read
and understand the concepts presented in the discussion of activities. Allow the learner
answer the enrichment activity and enlighten them during generalization. Let the learner
take the application and instruct them to answer the assessment.
3. Lastly, let them take and answer the additional activity.

Introduction/Overview

Poetry is the oldest of the arts. Long before people learned to write, they sang
or recited lines of verses. It appeals to our imagination. It has the power to change the
world for us, the power to heighten and sharpen our senses so that we see the world
and life about us in a new light. (Josephine B. Serrano, Milagros G.Lapid).
Creative Writing is a form of writing where creativity is at the forefront of its purpose
through using imagination, creativity, and innovation in order to tell a story through
strong written visuals with an emotional impact, like in poetry writing, short story
writing, novel writing, and more.

The world we are living in is both full of beauty and misery whether it could be a
fantasy or a reality. Wherever we may go the simplest and even the smallest things
and creatures around us has its uses and functions that is why we need to value every
single thing that exist. Each has its own story to tell and each must be appreciated.

This particular module will help you to discover your skills in writing. Might If
you render your sincerest attention and focus in this lesson, you will be guided and
taught on how to achieve worthwhile compositions. Furthermore, you will absorb lots
of realizations about how amazing life is because you will learn to listen, understand,
reflect and apply the lessons you have learned not only on your story but also about
other’s stories as well.

Welcome as you begin the roller coaster journey of learning!

CREATIVE WRITING
Quarter1
Module 1
Expressing Self through Creative Writing
 What I Need to Know
_________________________________________________________________________

Learning Competency: Use imagery, diction, figures of speech and specific experiences to
evoke meaningful responses from readers.

At the end of the lesson, you should be able to:

1. Identify the poetic and literary devices employed by the poet in the given stanzas.
2. Construct own examples of lines in poetry using the poetic and literary devices.
3. Relate the poetic and literary devices in real life situations.

What I Know
You already know what is expected from you at the end of the lesson. Let us try to
test how far you’ve learned about the topics to be discussed.

A. Here are some of the commonly misused words. Identify the correct word by underlining
it to complete the thought of the following sentences.

1. I reported the said crime to the NBI because I was really disturbed by
my (conscious,conscience).
2. I can( breath/breathe) better when the air is clean.
3. (Your,You’re) good deeds deserves an appreciation.
4. He is already (aloud, allowed) to join the graduation ceremony after
complying all the necessary requirements.
5. He (rights,writes) so fast with his (write,right) hand.

B. Identify the type of imagery used in the following sentences and explain why you chose
such imagery as your answer. Choices are given inside the box.

olfactory (smell)

gustatory (taste) visual (sight)

tactile (touch) auditory) sound)

 1. It was dark and dim in the forest.
Answer:
Explanation:

2. The children were screaming and shouting in the fields.

Answer:
Explanation:

3. He whiffed the aroma of brewed coffee.

Answer:
Explanation:

4. The girl ran her hands on a soft satin fabric.

Answer:
Explanation:

5. The fresh and juicy orange is very cold and sweet.

Answer:
Explanation:

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C. Identify the figure of speech meant by each of the following sentences. Write your
answer on the space before each number.

Onomatopoeia Simile Metaphor

Personification Hyperbole Personification

 ________ 1. You are like a lily in bloom.
_________2. The sun smiled as the lady passed by.
_________3. The splashing of the water indicated that there were fishes in the pond.
_________4. Car, please get me to work today.
_________5. I could sleep for a year.
_________6. You are the apple of my eye.

LESSON PROPER

What’s In
Answer the following questions briefly.

1. What is the difference between prose and poetry?

Answer:
________________________________________________________________________
________________________________________________________________________
2. What are the literary devices in poetry?
Answer:
________________________________________________________________________
________________________________________________________________________
3. What is the difference between formal and informal diction?
Answer:
________________________________________________________________________
________________________________________________________________________
4. How are we going to achieve the good use of diction?
Answer:
________________________________________________________________________
________________________________________________________________________
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5. What are the different types of imagery?
Answer:
________________________________________________________________________
________________________________________________________________________

6. Give your own example of sentence applying an imagery.

Answer:
________________________________________________________________________
________________________________________________________________________
 What’s New
Since you already have an idea of the topic, let us get this started. Hopefully, you will
be able to grasp something significant and discover your hidden potentials as well as on how
to enhance it.

A. Study the underlined words of the statements shown below. Try to see the difference of
the message each statement tries to convey.

The gardener was seen pruning the bushes. The gardener was slashing the bushes after he
(pruning means trimming) heard the owner’s impolite order.

1. What does the first sentence mean? How about the sentence in the opposite?
Answer:
________________________________________________________________________
________________________________________________________________________

2. Do you think the exact choice of words really matters when it comes to conveying the
intended message? Why or why not?
Answer:
________________________________________________________________________
________________________________________________________________________

The gardener was seen pruning the bushes. (pruning means trimming)

This first sentence is trying to be positive. It brings about an image of an obedient-looking

individual working at a garden and carefully trimming overgrown bushes to beautify the garden.

The gardener was slashing the bushes after he heard the owner’s impolite order.

This is the negative statement wherein it conveys a feeling of anger and stress of the gardener
towards his master.
 B. Study and understand each line of the poem. Observe the type of imagery you will notice
and list it down. Happy searching

“White”

White is a cool breeze

Wind on my cheek
A whisper,
Sandwiches at lunch,
Wholesome milk,
Soft, puffy marshmallows in hot chocolate.
My youngest sister’s laughter
Echoing down the hall.
Lacey angel wings
Mounds of snow and
Snowball fights.
Clouds drifting across the sky on this
Beautiful morning.

Now, let us study the poem.

Third Line-“A Whisper”- This is obviously an example of the auditory since you will engage
your sense of hearing when someone or something whispers you.

Sixth Line- “Soft, puffy marshmallows in hot chocolate”

An example of tactile imagery. The words soft and puffy means the speaker here has
touched the marshmallow.

Eight Line- “Echoing down the hall”-From the word echoing, it simply means that one has used
his sense of hearing.
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Twelve Line- “Clouds drifting across the sky”-The speaker here is involving his visual or sense
of sight upon watching the clouds moving across the sky.

C. Read and understand each stanza. Afterwards, find the figure of speech shown.

I ate a spicy pepper

From my brother on a dare

The pepper caught my head on fire

And burned all of my hair.

The first paragraph is clearly an example of hyperbole. The persona is eating a pepper and it
caught her head on fire and eventually burned all off her hair. This is very impossible to happen
in reality.

The pepper caught my head on fire

And burned off all my hair

O my Luve’s like a red,red rose

That’s newly sprung in June

(Robert Burns)

The second paragraph is an example of a simile. The persona is comparing her love to someone
to a rose using as and like.

O my Luv’s like a red, red, rose

What is It
Now, you know the difference between the two sentences, these examples mean that the
right choice of words must be considered most especially in communication. Let us start
expounding and learning.

DICTION
 right choice of words which greatly contributes to the development of a composition.
It is the selection of the most appropriate words you can use for your written work. It can be
defined as a style of speaking or writing, determined by the choice of words by a speaker or a
writer. Diction or choice of words often separates good writing from bad writing.

A good use of diction is said to be achieved when the following conditions are met by
the writer.

a. The right choice of words was chosen for what it is written about.
b. The words chosen are appropriate for the theme of the composition.
c. The words used can be easily understood by the readers.

Proper diction is essential in conveying the message of the text. Though diction is highly
personal, it is also important to remember your audience when choosing an appropriate style

As a literary device, diction refers to the choice of words and style of expression that an
author makes and uses in in a work of literature. Diction can have a great effect on the tone of a
piece of literature and how readers perceive the characters.

Formal vs. Informal Diction

Formal Diction involves choosing words that are polite and proper. It is often filled with
descriptive words that are quite precise, and sentences may be longer.

Informal Diction, on the other hand, often assumes that the audience already knows what you’re
talking about and generally uses shorter words.

To get a sense of how formal and informal diction affects the message, consider these greetings.

1. Formal: Hello, young man. It is a true pleasure to make your acquaintance. How are you
feeling today?

Informal: Hey, kid. Nice to meet ya. What’s up?

In the first example, the speaker uses longer words such as “pleasure” and “acquaintance”? as
well as longer sentences. The informal speaker uses monosyllabic words like “kid”slang like
“ya” and very short sentences.

2. Formal: Would you care to explain the reasoning behind your decision to leave the gathering
early?
Informal: Why’d you leave the party soon?

To sum up, a speaker must be very careful and considerate in every word spoken and delivered
to avoid misunderstanding and being misinterpreted. Always remember that once a word will be
said it will be forever implanted on one’s way of thinking and emotions.

Now, let us proceed to imagery.

IMAGERY

use of a word or sequence of words to convey sensory experiences. It uses figurative

language to represent objects, actions, and ideas in such a way that it appeals to our physical
senses.

Imagery in literary works uses sensory experiences such as:

1. Sight( visual imagery),

2. Touch(tactile imagery)
3. Smell(olfactory imagery),
4. Taste(gustatory imagery) and
5. Sound(auditory imagery)

Let us consider these examples below.

Expressions Sensory Experiences

Bent her head gracefully Sight
New fragrance Smell
Sweet as the flower’s nectar Taste
The cotton’s softness Touch
Ringing of a telephone Hear

Bent her head gracefully-You are clearly watching the woman bending
her head, thus using of course your sense of sight.
 New Fragrance- How are you going to know if the thing or a person is
fragrant? Surely, through smelling.

Ringing of a telephone- You can say it is creaking because you are hearing
it. So, it’s sense of hearing.

Sweet as ice cream- You can never say that a food is sweet unless you’ve
tasted it.

The cotton’s softness- You can say that it’s soft only by touching.

Function of Imagery in Literature

The function of imagery in literature is to generate a vibrant and graphic presentation of a

scene that appeals to as many of the reader’s sense as possible. It aids reader’s imagination to
envision the character and scenes clearly. And most of all, it is used in poetry to help the writing
appeal to the senses. Imagery intensifies the impact of the poet’s language as he shows us with
words rather than just telling us what he feels.

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Take this poem for example:

“ Preludes”

T.S ELIOT

The winter evening settles down

With smell of steaks in passageways

A lonely cab-horse steams and stamps

And then the lightning of the lamps.

This is an excellent example of visual imagery, auditory and olfactory imagery.

With smell of steaks in passageways- ( Olfactory Imagery)

A lonely cab-horse steams and stamps ( Auditory and Olfactory Imagery)

Then, let us proceed to the figures of speech.

FIGURES OF SPEECH

Word or phrase that possesses a separate meaning from its literal definition. It
conveys meaning by identifying or comparing one thing to another, which has connotation or
meaning familiar to the audience.

1. Simile- used for the comparison of two essentially unlike things and is introduced by like
or as.
Example:

Oh my love is like the melody

That’s sweetly played in tune
Her love is compared to a melody which means it is full of music and very soothing.

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2. Metaphor- a direct comparison of two things as if they are the same, without using
helping words.
Example:
Life is a bubble
Entangled with thorns and troubles
The life of the speaker was directly compared to a bubble full of troubles. It does not use
helping word such as like and as.
3. Personification- endows human qualities to inanimate objects or abstract ideas.
Example:
Chances smiled upon me
When the winds were whispering into me.
In the fantasy world, chances may smile and winds may whisper. But in reality, these
things don’t actually smile and whisper and only human beings does. Chances and winds
here are endowing human qualities making it under personification.
4. Hyperbole- known as extreme exaggeration. They are almost impossible to be true.
Example:
I’ll love you till the ocean
Is folded and hung up to dry
It will be every impossible for an ocean to hung up and dry just to prove the love of
a person. This makes it under hyperbole.
5. Apostrophe- directly addressing an absent/imaginary person or a personified abstraction
as a living entity.
Example:
Fate, why have you been so cruel to me?
Fate, here, is not a name of a person. It is only a representation of a thing or an abstract
and cannot be seen with our naked eye. The persona here is considering “FATE” as if it is
a living entity.
6. Onomatopoeia- known as sound word. It employs the use of words to imitate the sounds
associated with the objects or actions they refer to.
Example:
Ticktock..Ticktock…This is the only sound that I heard in the hospital.
Ticktock is the sound which refers to a clock. This makes it under onomatopoeia.
7. Oxymoron- figure of speech in which two opposite ideas are joined to create an effect.
The common oxymoron phrase is a combination of an adjective proceeded by a noun
with contrasting meanings, such as “cruel kindness”, or “living death”.

Ex: Why, then, O brawling love! O loving hate!

O anything, of nothing first create!

O heavy lightness! Serious vanity!
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The author used contradictory pairs of words, such as “hating love”, and heavy
lightness” These are all opposite ideas.

8. Synecdoche-a word or a phrase that refers to a part of something is substituted to stand in

for the whole, or vice versa.
Ex:
The eyes around-had wrung them dry-
 And Breaths were gathering firm
For that last Onset-when the King
Be witnessed-in the Room-
The speaker in the poem is at the point of death, and in the second stanza makes note
of “The Eyes around.” The eyes in the case refer to the audience that has gathered by
the speaker’s deathbed. The speaker doesn’t refer to the people themselves, but
instead to their eyes-which are now dry from having exhausted their tears-and
breaths.
9. Metonymy- figure of speech that replaces the name of a thing with the name of
something else with which it is closely associated.
Ex:
“Friends,Romans,Countrymen,lend me your ears.” Julius Ceasar,William
Shakespeare
Ears- represent the ability to listen. Indeed, Shakespeare is not asking
everyone to chop their ears, but to pay attention.
10. Alliteration- repetition of the same consonant sounds at the beginning of words that are
in close proximity to each other. It can also refer to repeated consonant sound in the
stressed syllables of a line
Ex:
From forth the fatal loins of these two foes;
A pair of star-cross’d lovers take their life.
Shakespeare uses alliteration in the “f” sound of “from”,”forth”,”fatal”,and
“foes”.

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What’s More
You have already taken the first pre-test above. Now, let us try to check if you can assess
your answers.
A. Differentiate the pair of words given below.
1. Conscious vs. Conscience

Answer:
________________________________________________________________________
________________________________________________________________________

2. Breath vs. breathe

Answer:
________________________________________________________________________
________________________________________________________________________

3. Your vs. you’re

Answer:
________________________________________________________________________
________________________________________________________________________

4. Deserted vs. desserted

Answer:
________________________________________________________________________
________________________________________________________________________

5. Allowed vs. aloud

Answer:
________________________________________________________________________
________________________________________________________________________

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B. Give at least 5 commonly confused pair of words and use it in sentences.

Pair of Words Sentences

C. Supply the exact sensory image from these following phrases.

Expressions Sensory Images

Car accident
Buzzing of the bees
Sour as a vinegar
Body odor
Roughness of rocks

D. Identify the type of imagery shown below and explain afterwards.

“I have eaten
The plums
That was in
The icebox
And which
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You were probably
Saving
For
Breakfast
Forgive me
They were delicious
So sweet

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E. Identify the figure of speech meant by each of the following sentences.

If it is simile, draw this emoji- If it is metaphor, draw this one

Personification- Hyperbole-
 Apostrophe- Onomatopoeia-

1.__________
Oh! Liberty, what crimes have been committed in thy name.
Thy name is woman’s fame.
2.__________
Life is a game. Play it
Life is a journey. Complete it.
3.__________
She is like a cherished madness.
For whom my thoughts are endless.
4._________
I have eaten the whole chicken because of hunger.
5._________
The petals swept the floor.
6.__________
Zip!Zip! My dress was fastened and I was finally ready for the wedding.

F. Write down all the words/adjectives you can think that appeals to our senses. One
point will be given for the appropriate word written.

SIGHT SMELL TASTE HEARING TOUCH

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What I Have Learned

Answer the following questions below.
1. What is the difference between good writing and bad writing?
 Answer:
________________________________________________________________________
________________________________________________________________________
2. How are you going to find out if you are using the right choice of words in
communication?
Answer:
________________________________________________________________________
________________________________________________________________________
3. What are the different types of imagery?
Answer:
________________________________________________________________________
________________________________________________________________________
4. What do you think is the importance of learning imagery most especially in
communication?
Answer:
________________________________________________________________________
________________________________________________________________________
5. What are the different figures of speech?
Answer:
________________________________________________________________________
________________________________________________________________________
6. Give at least 1 example for each figure of speech.
Answer:
________________________________________________________________________
________________________________________________________________________

What I Can Do
A. Think of at least one true to life experience wherein you felt hurt and disappointed.
Construct a statement out of that experience and rephrase it making it into a positive
one. Explain the difference of the intended message afterwards.

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For example: I have experienced being rejected by the person I truly love.
Informal: Dzuhh! Let us end this. This is your entire fault. You do not deserve me. Do
ya understand? Get lost!
 Formal: It’s not working. We have to end this. You are a great woman. You are truly are
but I still need to find myself. I love you.

B. (Write a one-stanza paragraph about your best spent summer holiday. Be sure to use
the types of imagery.)

W
r

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 C. Think of your happy memories. With it, construct own example of figure of speech
out of that joyful experience. Choose only 5 out of 10 figures of speech discussed
above. An example is provided below for your answer.
Say for example:
The trail is like a snake rolling behind us.
Mountain Climbing ( Simile)

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 Assessment
Think of any unforgettable experience and construct your own examples of lines
in poetry using diction, imagery and figures of speech. You must make at least two to
three lines for diction, for imagery, and lastly for figures of speech.

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 Additional Activities
A. Read and understand the poem. Draw an object or a thing which will describe and
explain the poem’s message. Write it inside the box below the poem.

Daffodils-W.W.Worth.

I wandered lonely as a cloud

That floats on high O’er vales and hills,
When all at once I saw a crowd,
A host of golden daffodils

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B. Study the poem. Identify the type of diction used and explain afterwards. Write it inside
the box below the poem.

Ode on a Grecian Urn

 (John Keats)

“Heard melodies are sweet, but those unheard

Are sweeter: therefore, ye soft pipes, play on…”

22

C. Read and understand the poem. Identify the figure of speech used by the poet. Explain
the message of the poem. Write it inside the box below the poem.

Storm Fear Author

 (Robert Frost,1913)
When the wind works
Against us in the dark,
And pelts with snow
The lower chamber
Window on the east,
And whispers with a sort
Of stifled bark,
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˙∀
:ʍouʞ I ʇɐɥM
:ʎǝʞ ɹǝʍsu∀
ɹǝpɐǝɹ ǝɥʇ ʎq pooʇsɹǝpun ʎ‫ן‬ısɐǝ ǝq uɐɔ pǝsn spɹoʍ ǝɥʇ puɐ uoıʇısodɯoɔ ǝɥʇ ɟo ǝɯǝɥʇ ǝɥʇ ɹoɟ
ǝʇɐıɹdoɹddɐ ǝɹɐ uǝsoɥɔ spɹoʍ ǝɥʇ 'ʇnoqɐ uǝʇʇıɹʍ sı ʇı ʇɐɥʍ ɹoɟ uǝsoɥɔ sɐʍ spɹoʍ ɟo ǝɔıoɥɔ ʇɥƃıɹ
ǝɥʇ uǝɥʍ pǝʌǝıɥɔɐ ǝq oʇ pıɐs sı uoıʇɔıp ɟo ǝsn pooƃ ∀ ˙4 ˙spɹoʍ ɹǝʇɹoɥs sǝsn ʎ‫ןן‬ɐɹǝuǝƃ puɐ
ʇnoqɐ ƃuıʞ‫ן‬ɐʇ ǝɹ’noʎ ʇɐɥʍ sʍouʞ ʎpɐǝɹ‫ן‬ɐ ǝɔuǝıpnɐ ǝɥʇ ʇɐɥʇ sǝɯnssɐ uǝʇɟo 'puɐɥ ɹǝɥʇo ǝɥʇ uo
'uoıʇɔıᗡ ‫ן‬ɐɯɹoɟuI ˙ɹǝƃuo‫ ן‬ǝq ʎɐɯ sǝɔuǝʇuǝs puɐ 'ǝsıɔǝɹd ǝʇınb ǝɹɐ ʇɐɥʇ spɹoʍ ǝʌıʇdıɹɔsǝp ɥʇıʍ
pǝ‫ןן‬ıɟ uǝʇɟo sı ʇI ˙ɹǝdoɹd puɐ ǝʇı‫ן‬od ǝɹɐ ʇɐɥʇ spɹoʍ ƃuısooɥɔ sǝʌ‫ן‬oʌuı uoıʇɔıᗡ ‫ן‬ɐɯɹoℲ ˙3 ˙uo os
puɐ'ʇuǝɯqɯɐɾuǝ'uoıʇɐɹǝʇı‫ןן‬ɐ'ǝɔuɐuossɐ'ǝɔuɐuosuoɔ'uoıʇıʇǝdǝɹ'ʎɹǝƃɐɯı'ɯsı‫ן‬oqɯʎs'ɯʎʇʎɥɹ'ǝɯʎ
ɥɹ'ɹǝʇǝɯ sɐ ɥɔns 'ɯǝod uǝʌıƃ ɐ uı punoɟ ǝq ʎɐɯ ʇɐɥʇ sǝɔıʌǝp ʎɹɐɹǝʇı‫ ן‬snoɹǝɯnu ǝɹɐ ǝɹǝɥ⊥ ˙2
sǝuoʇ snoıpo‫ן‬ǝɯ puɐ 'sɐzuɐʇs 'sǝuı‫' ן‬sǝɯʎɥɹ 'sǝɹnsɐǝɯ ɥʇıʍ 'ǝsɹǝʌ uı suoıssǝɹdxǝ ǝsoɥʇ oʇ
sɹǝɟǝɹ ʎɹʇǝod ǝ‫ן‬ıɥʍ uoıʇɐsɹǝʌuoɔ ɟo ʍo‫ן‬ɟ uoɯɯoɔ ǝɥʇ uıɥʇıʍ puɐ ǝƃɐnƃuɐ‫ ן‬uǝʞods ʎɹɐuıpɹo ɟo
uɹǝʇʇɐd ǝɥʇ uı uǝʇʇıɹʍ sı ɥɔıɥʍ ǝɔǝıd ʎɹɐɹǝʇı‫ ן‬ɐ sı ǝsoɹԀ ˙1
:uI s’ʇɐɥM
˙5

˙ɔıɹqɐɟ uıʇɐs ʇɟos ɐ uo spuɐɥ ɹǝɥ uɐɹ ‫ן‬ɹıƃ ǝɥ⊥ ˙ɔ ˙‫ן‬nɟıʇnɐǝq os pǝʞoo‫ ן‬ʎʞs ʇɥƃıu ʎɹɹɐʇs ǝɥ⊥ ˙q ˙ɯıɥ
pǝʇɔɐɹʇʇɐ ǝɔuɐʇsıp ǝɥʇ uı ɯnɹp ɐ ɟo punos ǝɥ⊥ ˙ɐ ˙6 ˙(ʎɹǝƃɐɯı ʎɹoʇıpnɐ) punoS puɐ (ʎɹǝƃɐɯı
˙ʎpoq ǝɥʇ ɟo ǝpıs ʇɥƃıɹ ǝɥʇ uo sı ʇɐɥʇ puɐɥ ǝɥʇ-ʇɥƃıᴚ ʞɹoʍ ʎɹɐɹǝʇı‫ ן‬ɐ ǝɔnpoɹd-sǝʇıɹM ˙5 ǝɯn‫ן‬oʌ
ɥƃıɥ ʎ‫ן‬ǝʌıʇɐ‫ן‬ǝɹ ɥʇıʍ -pno‫ ∀ן‬uoıssıɯɹǝd ǝʌıƃ -pǝʍo4˙ ∀‫ ןן‬ǝɹɐ noʎ -ǝɹ’noʎ ɟ‫ן‬ǝsɹnoʎ ɹo noʎ ɟo -ɹnoʎ
˙3 ˙sƃun‫ ן‬ǝɥʇ 'ɟo ʇno ‫ן‬ǝdxǝ puɐ 'oʇuı ɹıɐ ʍɐɹp -ǝɥʇɐǝɹq uoıʇɐɹıdsǝɹ uı pǝ‫ן‬ɐɥxǝ puɐ pǝ‫ן‬ɐɥuı sı ʇɐɥʇ
ɹıɐ ǝɥʇ-ɥʇɐǝɹq ˙2 ˙suoıʇɔɐ puɐ sʇɥƃnoɥʇ s’uosɹǝd ɐ uɹǝʌoƃ ʇɐɥʇ sǝ‫ן‬dıɔuıɹd ‫ן‬ɐɹoɯ ɹo uoıʇɐʌıʇoɯ-
ǝɔuǝıɔsuoϽ ˙sʇɥƃnoɥʇ puɐ 'suoıʇɐsuǝs 'ƃuıpunoɹɹns ɟo ssǝuǝɹɐʍɐ ƃuıʌɐɥ ‫؛‬ƃuıʌıǝɔɹǝd puɐ
ƃuıʍouʞ -snoıɔsuoϽ ˙1 ˙∀ ǝɹoɯ s’ʇɐɥM

˙sʇsǝʇ ǝɹoɟǝq ʎpnʇs oʇ noʎ ǝsıʌpɐ I -ǝsıʌpɐ ˙ǝpınƃ ɐ sɐ pǝɹǝɟɟo uoıuıdo uɐ sı ǝɔıʌp∀ ˙sʇsǝʇ ǝɹoɟǝq
ʎpnʇs oʇ sı ǝɔıʌpɐ ʎW -ǝɔıʌpɐ ˙2 ˙‫ן‬ɐıɹǝʇɐɯ pǝʇuıɹd ɟo sǝıɹǝs ɐ uı ǝuo sı uoıʇıpǝ u∀ ¿ɹǝdɐd ǝɥʇ ɟo
uoıʇıpǝ ʇsǝʇɐ‫ ן‬ǝɥʇ ǝǝs noʎ pıᗡ -uoıʇıpǝ ˙pǝppɐ sı ʇɐɥʇ ƃuıɥʇǝɯos sı uoıʇıppɐ u∀ ˙ǝsnoɥ oʇuo
uoıʇıppɐ uɐ ʇ‫ן‬ınq ǝM-uoıʇıppɐ ˙1 ˙q

s‫ן‬ɐɯıuɐ ɟo dnoɹƃ ɐ sı pɹǝH ˙ʇsɐd pǝɹǝpunɥʇ o‫ן‬ɐɟɟnq ɟo pɹǝɥ ǝɥ⊥ -pɹǝH ˙ɹɐǝɥ ɟo ǝsuǝʇ ʇsɐd ǝɥʇ sı
pɹɐǝH ˙ǝɹoɟǝq ƃuos ʇɐɥʇ pɹɐǝɥ I -pɹɐǝH ˙5 ˙ǝsıɐɹd sı ʇuǝɯı‫ן‬dɯoϽ ˙ʎ‫ן‬snoıɔɐɹƃ ʇɹıɥs ɹǝɥ ʇnoqɐ
ʇuǝɯı‫ן‬dɯoɔ ǝɥʇ pǝʇdǝɔɔɐ ǝɥS -ʇuǝɯı‫ן‬dɯoϽ ˙ɹǝʇʇǝq ǝʞɐɯ ɹo ǝʇǝ‫ן‬dɯoɔ oʇ suɐǝɯ ʇuǝɯǝ‫ן‬dɯoϽ
˙sǝʎǝ ɹnoʎ sʇuǝɯǝ‫ן‬dɯoɔ ʇɹıɥs ʇɐɥ⊥ -ʇuǝɯǝ‫ן‬dɯoϽ ˙4 ˙uoıʇıppɐ uı suɐǝɯ sǝpısǝq ˙sǝʇɐ‫ן‬oɔoɥɔ

sǝpısǝq ɯɐǝɹɔ ǝɔı ǝʌo‫ ן‬I -sǝpısǝq ˙oʇ ʇxǝu suɐǝɯ ǝpısǝq ˙ǝɯ ǝpısǝq ʇɐs ǝH -ǝpısǝq ˙3 ˙ǝpınƃɐ sɐ
uoıuıdo uɐ ƃuıɹǝɟɟo ɟo uoıʇɔɐ ǝɥʇ sı ǝsıʌp∀
˙ǝʇsɐʇ ɟo ǝsuǝs ɹnoʎ ǝƃɐƃuǝ ‫ןן‬ıʍ noʎ 'pooɟ ʇɐǝ oʇ ƃuıoƃ ǝɹɐ noʎ ɟı' ʎ‫ןן‬ɐɹǝʇı˥ ˙xoqǝɔı uɐ uı pǝɔɐ‫ן‬d
ʇınɹɟ ǝɥʇ ɹo ɯn‫ן‬d ǝɥʇ ƃuıʇɐǝ sı oɥʍ uosɹǝd ǝɥʇ ʇnoqɐ sı ɯǝod ǝɥʇ ɟo ʇɥƃnoɥʇ ǝɥ⊥ ˙ǝʇsɐʇ ɟo ǝsuǝs ɹo
ʎɹoʇɐʇsnƃ sı ɯǝod ǝɥʇ uı pǝsn ʎɹǝƃɐɯı ɟo ǝdʎʇ ǝɥ⊥
17 ˙ᗡ

(ɥɔnoʇ)ǝ‫ן‬ıʇɔɐ⊥ sʞɔoɹ ɟo ssǝuɥƃnoᴚ (‫ןן‬ǝɯs)ʎɹoʇɔɐɟ‫ן‬O ɹopO ʎpoq (ǝʇsɐʇ)ʎɹoʇɐʇsnƃ ɹɐƃǝuıʌ ɐ sɐ ɹnoS

(punos)ʎɹoʇıpn∀ sǝǝq ǝɥʇ ɟo ƃuızznq (ʇɥƃıs) ‫ן‬ɐnsıΛ ʇuǝpıɔɔɐ ɹɐϽ sǝƃɐɯI ʎɹosuǝS suoıssǝɹdxƎ ˙Ͻ

EE
E.

1. 2. 3. 4. 5. 6.

ʎʞɔoɹ ɹǝdsıɥʍ ʎʇsɐʇ ssǝuʇɥƃıɹq ɥʇooɯS ɹnɯɹnW ɹnoS ɯıᗡ ɥƃnoᴚ ʇuǝ‫ן‬ıS ɹǝʇʇıq ǝɔuɐɹƃɐɹℲ ʎɹɹn‫ן‬q
ʇɟoS ʎsıoN ʇǝǝʍS ɹopo ʎpoq ʞɹɐᗡ
HϽ∩O⊥ ƃNIᴚ∀ƎH Ǝ⊥S∀⊥ ˥˥ƎWS ⊥HƃIS

˙ǝɔuǝıpnɐ ɹnoʎ ʎq pooʇsɹǝpun ǝɹɐ noʎ ʇɐɥʇ ǝɹns ǝʞɐɯ p‫ן‬noɥs noʎ ˙ǝƃɐssǝɯ pǝpuǝʇuı ǝɥʇ ʎǝʌuoɔ ʎ
‫ןן‬ɐǝɹ ‫ןן‬ıʍ pǝsn suoıssǝɹdxǝ puɐ spɹoʍ ʇɐɥʇ ǝɹnsuǝ ʇsnɯ noʎ ˙2 ˙p‫ן‬ɹoʍ ǝpısʇno ǝɥʇ ɟo ‫ן‬ıɐʇǝp ǝɥʇ oʇ
ssǝuǝʌıʇuǝʇʇɐuı ɹıǝɥʇ ɟo ‫ן‬ǝɔɹɐd puɐ ʇɹɐd sı ǝsoɹd ɹıǝɥʇ ɟo ‫ן‬ıɐʇǝp ǝɥʇ oʇ ssǝuǝʌıʇuǝʇʇɐuı ɹıǝɥ⊥
˙ƃuıɥʇʎuɐ ǝuıɯɐxǝ ɹǝʌǝu sɹǝʇıɹʍ pɐq ˙ǝɯıʇ ǝɥʇ ‫ןן‬ɐ ʎɐʍ ʇɐɥʇ ʞuıɥʇ ʎǝɥ⊥ ˙uʍop ɯǝɥʇ ʇnd ʎǝɥʇ
ǝɹoɟǝq sʇɔǝɟɟǝ ɹıǝɥʇ ǝuıɯɐxǝ sɹǝʇıɹʍ pooƃ ˙1 pǝuɹɐǝ‫ ן‬ǝʌɐɥ I ʇɐɥM
(ʎɹǝƃɐɯı ʎɹoʇıpnɐ)punoS puɐ (ʎɹǝƃɐɯı ʎɹoʇɐʇsnƃ) ǝʇsɐ⊥ '(ʎɹǝƃɐɯı ʎɹoʇɔɐɟ‫ן‬o) ‫ןן‬ǝɯS (ʎɹǝƃɐɯı ǝ
‫ן‬ıʇɔɐʇ) ɥɔno⊥ '(ʎɹǝƃɐɯı ‫ן‬ɐnsıʌ ) ʇɥƃıS : ǝɹɐ ʎɹǝƃɐɯı ɟo sǝdʎʇ ʇuǝɹǝɟɟıp ǝɥ⊥ ˙3

˙ʎɯʎuoʇǝɯ puɐ uoıʇɐɹǝʇı‫ןן‬ɐ 'ǝɥɔopɔǝuʎs 'uoɹoɯʎxo 'ǝɥdoɹʇsodɐ 'ɐıǝodoʇɐɯouo 'ǝ‫ן‬oqɹǝdʎɥ

'uoıʇɐɔıɟıuosɹǝd 'ɹoɥdɐʇǝɯ 'ǝ‫ן‬ıɯıs ǝɹɐ ʎɹǝƃɐɯı ɟo sǝdʎʇ ʇuǝɹǝɟɟıp ǝɥ⊥ ˙5 ˙ǝpısuı sƃuı‫ן‬ǝǝɟ ‫ן‬ɐǝɹ
ɹıǝɥʇ ʍoɥs ‫ן‬ɐnpıʌıpuı uɐ d‫ן‬ǝɥ ‫ןן‬ıʍ suoıʇɐɔıunɯɯoɔ uı ʎɹǝƃɐɯı ɟo sǝdʎʇ ʇuǝɹǝɟɟıp ǝɥʇ ƃuıʎ‫ן‬ddɐ
puɐ ƃuıs∩ ˙suoıʇoɯǝ puɐ sƃuı‫ן‬ǝǝɟ ɹıǝɥʇ ƃuıssǝɹdxǝ oʇ sǝɯoɔ ʇı uǝɥʍ ‫ן‬ɐuoıʇoɯǝ ʎɹǝʌ sı ǝɹnʇɐu ʎq
ƃuıǝq uɐɯnH ˙4
pɹoʍs ǝɥʇ uɐɥʇ ɹǝıʇɥƃıɯ sı uǝd ǝɥ⊥-ʎɯʎuoʇǝW ˙pǝɥs ɐ uı dǝǝ‫ן‬s p‫ן‬noɥs dǝǝɥS-uoıʇɐɹǝʇı‫ ∀ןן‬puɐɥ
ɹǝɥ ɹoɟ ʞsɐ -ǝɥɔopɔǝuʎS ɹǝɥʇǝƃoʇ ǝuo‫ ∀ן‬-uoɹoɯʎxO ¡ǝɟı˥ O 'ǝɯoɔ‫ן‬ǝM -ǝɥdoɹʇsod∀ ˙uʍoʇ ǝɥʇ
ɥƃnoɹɥʇ pǝɥsnƃ ɹǝʇɐʍ poo‫ן‬ɟ ǝɥ⊥ -ɐıǝodoʇɐɯouO ˙sǝɯıʇ uoı‫ןן‬ıɯ ɐ ɯooɹ ɹnoʎ uɐǝ‫ן‬ɔ oʇ noʎ p‫ן‬oʇ
ǝʌ’I -ǝ‫ן‬oqɹǝdʎH ˙ǝɯ ʇɐ s‫ןן‬ǝʎ ʞɔo‫ן‬ɔ ɯɹɐ‫ן‬ɐ ʎW-uoıʇɐɔıɟıuosɹǝԀ ˙ɹɐʇs ƃuıuıɥs ɐ sı ǝH-ɹoɥdɐʇǝW ˙ƃıd
ɐ ǝʞı‫ ן‬sʇɐǝ ǝH-ǝ‫ן‬ıɯıS ˙6

˙op uɐɔ suɐɯnɥ ʎ‫ן‬uo uoıʇɔɐ uɐ pǝɯɹoɟɹǝd puıʍ ǝɥ⊥)˙˙ʞɹɐq pǝ‫ן‬ɟıʇs ɟo ʇɹos ɐ ɥʇıʍ sɹǝdsıɥʍ puıʍ
ǝɥ⊥ -uoıʇɐɔıɟıuosɹǝԀ ˙Ͻ ˙sǝdıd ǝɥʇ ƃuıʎɐ‫ן‬d ɥƃnoɹɥʇ pɹɐǝɥ sǝıpo‫ן‬ǝɯ ǝɥ⊥ -(punos) ʎɹoʇıpn∀ ˙q
sɹǝʍsu∀ ǝʌıʇɔǝɾqnS ˙∀ sǝıʇıʌıʇɔ∀ ‫ן‬ɐuoıʇıpp∀ (uoıʇısodɯoϽ) ʇuǝɯssǝss∀

18

References:
Christ, H.I.,(1978) Modern English In Writing. D.C HEATH AND COMPANY

Vasquez, LMV H., Lee G, Creative Writing

Serrano, JB., Lapid, MG. English Communication Arts and Skills through English And
American Literature. Phoenix Publishing

https://literarydevices.net>diction

https://literarydevices.net>imagery

https://literarydevices.net>art>figuresofspeech
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