Module - Creative Writing

Baliwag Polytechnic College
Dalubhasaan Kong Mahal

Second Semester
A.Y. 2020 – 2021
STUDY GUIDES
Your success to finish this module lies in your hand. This module is prepared for you to learn new
concepts and invaluable skills diligently, intelligently, and independently. As a future educator, doing these will
greatly help and prepare you to become a responsible student. Set your goals and invest for your future. This is
your first step towards your priceless investment for a brighter tomorrow. Do not waste your time, effort and
energy. Always stay motivated and inspired to make your dreams come true. The following guides and house
rules will help you further to be on track and to say at the end of the module.
1. Schedule and manage your time wisely for you to accomplish the given tasks in this module.
2. If there are things that you do not understand, go over and focus on the lesson. If this will not
work, seek the help of your family members or leave me a message so I can give assistance. 3.
Before you start doing anything else, read and understand the learning tasks carefully. Always
aim for the best and do not settle with low grades.
4. Think before you write. In answering all the assessment activities, write legibly and follow the
instructions as needed.
5. Do not hesitate to keep an open communication with me through any available platforms. I am
more than willing to help you to accomplish your goals.
6. Once you are done in the module, you can proceed doing other tasks in the succeeding units
that are scheduled for the finals.
7. You are expected to answer all the printed-based activities, assignments and reflection guides
for you to pass in this course.
8. Remember you are the student hence, you are expected to accomplish and study the module on
your own. You can seek help and support from your family members and friends but the
actual activities must be done by you.
GRADING SYSTEM
Preliminary Grade
Self-paced activities, Quizzes -60%
Examination -40%
Midterm Grade
Self-paced activities, Quizzes -60%
Examination -40%
Prefinal Grade
Self-paced activities, Quizzes, Portfolio -60%
Examination -40%
Finals Grade
Self-paced activities, Quizzes, Portfolio -60%
Examination -40%
=
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STUDY SCHEDULE
Dates Module /Topics
Week 1 Module 1 The Creative in Creative Writing
Lesson 1 Creative Writing vs. Technical

Writing Lesson 2 Elements of Creative
Writing
Weeks 2-3 Module 2 Writing Poetry

Lesson 1 Elements of Poetry
Poetry Analysis and Writing Activities
Week 4-5 Module 3 Writing Fiction
Lesson 1 Elements of Fiction

Evaluating and Writing Short Fiction
Week 6-7 Module 4 Writing Drama
Lesson 1 Elements of Drama

Constructing Plot and Dialogue
Week 8-9 Module 5 Reading, Reciting, and Writing

a Story
Lesson 1 Gathering Information on a

Historical Event
Lesson 2 Sharing and Evaluating the
Narrative
Week 10-11 Module 6 Making Character Talk
Lesson 1 Inventing Everyday Dialogue

Lesson 2 Improvising Dialogues for a Scene in
a Cartoon
Lesson 3 Writing a Comic Strip Text
Creative Writing is different from your other subjects because your grade will not only be based on
quizzes and periodic tests. Instead, it will be based on the quality of the work you will produce in the
activities. It will also be based on such course requirements.
Course Description:
This course intends to nurture and guide aspiring student writers in the four major genres:
poetry, fiction, creative nonfiction, and drama. It will also teach them to write in the special forms of
creative writing, like writing for children and young adults, scriptwriting for film and television,
speculative fiction, literary journalism, travel writing, food writing, nature writing, and even literary
translation. The creative writing classes consist of both lecture sessions, in which literary models
(professional examples in the different types and forms of creative writing) will be analyzed,
highlighting the effectiveness of their literary techniques and rhetorical strategies; and workshop
sessions, in which the creative writing drafts of the students will be critiqued by the professor and
their peers. The learning outcome of the entire course is the production of a creative writing outputs
in the form of manuscript, poems, short stories, CNF pieces, or plays.
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Module 1
The Creative in Creative Writing
What Will You Learn From This Module?
Creative Writing provides fundamental techniques used by well-known authors in a variety of

genres- fiction, poetry, and drama. This course allows you to explore the outstanding literary works
by exploring techniques, engaging in a writing, and rewriting process, and drafting your own works
to develop a sense of artistic expression.
In this module, you will learn nature and importance of reading skills. This module is
composed of two lessons.
Lesson 1 – Creative Writing vs. Technical Writing

Lesson 2 – Elements of Creative Writing
After studying this module, you should be able to:
• define what creative writing is;

• differentiate imaginative writing from among other forms of writing;
• cull experiences from experiences; and
• utilize elements of creative writing to evoke emotional and intellectual responses; and
Lesson 1
Creative Writing vs. Technical Writing
Defining Creative Writing
Creative writing? What’s that?

Let us take a look at the following samples of creative writing and formulate our own
definition of creative writing.
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Sample 1
Photo| Science
News for Students
I compare myself with a tree because of many things. The fruit are my good and bad traits.
The shelter or shadow means that shelter I give to people and it means I understand them and give
support to them. The roots have a big part in me. The roots are what made me the person I am today,
they are my friends, my enemies, my family, the people who I cared for me. The stronger the roots,
the more stable and better I am.
-Antonio M. Ocampo
Sample 2
The Lesson
(Excerpts)
The boy hid, crouched and aimed
His new toy gun
At a small brown sparrow
Hopping about, enjoying the sun
The boy pulled the plaster trigger

And the bullet shot out
And struck the bird’s scrawny leg
Wounding him without a doubt.
The bird struggled

To get up and fly
But as the boy reached his side
He lay still, prepared to die
As the boy drew his knife

In order to kill the bird,
His eyes met those of the bird
And a message was sent, by others, unheard.
-Venus A. Tabbada
UPIS Creative Writing, 1988-1989
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Sample 3
Miriam Defensor Santiago has been dubbed as the "Iron

Lady of Asia" for her no-nonsense drive against graft and corruption
when she served all the three branches of the government—judicial,
executive, and legislative.
"In a nation where many public officials are charged with,
or suspected, of plunder, her honesty shines like a light in the
darkness," her Senate biography read.
Santiago was born on June 15, 1945 in Iloilo City, Iloilo to
Benjamin A. Defensor, a district judge, and Dimpna Palma
Defensor.
She passed away on September 29, 2016 at the St. Luke's
Medical Center at the Bonifacio Global City in Taguig after battling
stage 4 lung cancer.
Santiago is an accomplished student having graduated valedictorian both in elementary and
high school.
She also graduated magna cum laude with Bachelor of Arts degree in Political Science from
the University of the Philippines Visayas in 1965. In 1969, she earned her law degree, with honors,
from the University of the Philippines Diliman.
Notably, she was the very first female editor-in-chief of UP's student newspaper, The
Philippine Collegian.
She also went abroad and earned the graduate degrees of Master of Laws, and Doctor of
Juridical Science, from the University of Michigan, one of the top three law schools in the United
States.
She finished the academic requirements for the degree Master of Arts in Religious Studies, at
the Maryhill School of Theology.
Miriam also has postdoctoral studies in Oxford University, Cambridge University, Harvard
University, University of California at Berkeley, Stanford University, and Academy of Public
International Law at the Peace Palace, at The Hague, Netherlands.
After graduation from law school, Santiago refused to join a private law firm and instead
served as special assistant to then Justice Secretary Juan Ponce Enrile and his successor Vicente
Abad Santos as a payback to the public’s investment as she was an alumna of the University of the
Philippines.
She also worked as a legal officer at the United Nations High Commission for refugees in
Geneva, Switzerland where she planned and attended conferences on refugee law and analyzed draft
treaties affecting refugees.
Santiago was later appointed as a judge at the Quezon City Regional Trial Court where she
became known for releasing arrested anti-Marcos rallyists, including director Lino Brocka, which was
considered a bold move during the Martial Law. She also pushed for the efficient and speedy
handling of cases.
-By John Ted Cordero, GMA News
After reading the samples, what do you think

creative writing is? Share your definitions on the
space provide below.
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Imaginative Writing
Imaginative writing is that which expresses the writer’s thoughts and feelings in a creative,
unique, and poetic way. Examples of imaginative writing are poetry, fiction such as short stories and
novels, creative nonfiction like travel writing, nature writing, sports writing, autobiography, memoir,
interviews, comic, play scripts, and hypertexts.
While imaginative writing may be for a variety of purposes, its main purpose is to entertain
and educate. Its content is imaginative, metaphoric, and symbolic. Its language is informal, artistic,
and figurative. The vocabulary used is evocative and is usually written for a general audience. The
tone, which refers to the mood, attitude, feelings, or emotion of the writer toward the subject or
topic, is subjective.
Technical Writing
Technical writing is a form of writing technical communication or documentation in science

and technology or applied science that helps people understand a product or service. The main
purpose of technical writing is to inform and to trigger the person into action such as purchasing a
product or service. Its purpose may also be to instruct or to persuade, but never to entertain.
The content is factual and straightforward. It is expressed in formal, standard, or academic
language. The write-up uses a specialized vocabulary and follows a set of rules and conventions. It is
also organized in a sequential or systematic pattern. Often, it is detail-oriented and requires advanced
knowledge in the specific field.
The tone of technical writing output is objective, and its audience is specific uses language to
evoke either an emotional or intellectual responses from the audience or reader.
IntroVERTebrate
By: Jelene Roxas
Turtles are what represents me, I have no doubt with it. They are like me, slow yet
alert when they sense something. They tend to hide into their shells when there are
occurrences in which I can relate too because I tend to hide from people; stranger or
relatives, because I am afraid of judgements and tend to stay away with them. Turtles are
interesting and mysterious like how I am with other people. Maybe I’m slow, maybe I
prefer to be alone, but I enjoy it and make my own journey. I like to keep things privately
like enjoying my own hobbies. Like turtles laying their eggs in the near shore taking their
time before leaving it so that their baby would grow healthy and independent, I would also
love to take my time whenever I do things that I really love so that I could be sure of the
outcome that I desire so much.
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Intellectual Abandonment
by Alexis Canto
Despite the crucial part played by the scientific community in tackling the COVID-19 pandemic
and the continued effects of climate change, the administration has once again positioned itself in
opposition to the scientific sector by lowering the 2020 budget of the Department of Science and
Technology (DOST) by around P 76 million, significantly limiting the operations of its research and
development (R&D) sector.
For years, the government has failed to provide ample funding with regards to technology and
innovation. Aaccording to Philippine Institute for Development Studies Senior Research Fellow Jose
Ramon Albert, “While the Philippines has had a slight increase in R&D expenditure as a percentage of
gross domestic product (GDP) in recent years, it spends only less than a fifth of 1 percent of GDP.” The
country has consistently been outranked by its fellow Southeast Asian neighbors, such as Singapore and
Malaysia, which spend 2.4 percent and 1.3 percent of their GDP respectively, signifying a lack of
emphasis with regards to R&D and a threat of being left behind.
This history of negligence has once again appeared in the present as the budget cuts will force the
DOST to cut-off funding towards 90% of nearly 900 research proposals, greatly affecting the R&D
programs of the Philippine Textile Research Institute, the Philippine Nuclear Research Institute, and the
Metals Industry Research and Development Center. These cuts would notably worsen the livelihoods of
communities dependent on textiles as a source of income and the failure to construct a nuclear machine
facility for the production of cancer-treatment equipment, endangering plenty of lives in the process.
Furthermore, the limiting of the DOST’s financial resources, would leave the well for research
work dry for many individuals holding PhD and Masters degrees, according to DOST Secretary Fortunato
dela Peña. This lack of attention and investment from both the private and now the public sectors would
contribute to the aggravation of the nation’s scientific diaspora, wherein figures from the DOST from
2013 have shown that the Philippines exhibited a woefully inadequate 187.7 scientists per million of
people, with around 26, 917 scientists moving overseas, greatly affecting the talent pool present to
contribute to the progress of the nation.
On the contrary, the administration has made strides in addressing the issue, such as strengthening
their efforts with regards to the Balik Scientist Program, allocating more money towards the program in
2018, providing greater incentives for scientists to return to the country. . The Philippines has also seen
drastic improvements with regards to its science and innovation standing, as it ranks 50th among 173
countries in the 2020 Global Innovation Index. However, such triumphs are potentially short lived, as a
decrease in budget, as well as the continued disregard of the scientific community by the administration
may outweigh any incentives the government may present and would lead to a worsening in its R&D
performance.
In conclusion, it is of utmost importance that the government work in tandem with the scientific
community in order to improve the R&D sector in the nation and tackle the wider issues at the forefront of
societal consciousness. It is imperative to the success of the nation that the villinization of intellectuals be
put to an end, and that the needs of scientists are heard and tended to. Only then can the future success of
the nation be ensured and a brighter tomorrow is to be guaranteed.
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Activity 1: See the Difference
Directions: Compare and contrasts “Intellectual Abandonment” and
“IntroVERTebrate” by completing the following matrix.
Intellectual IntroVERTebrate
Abandonment
Subject
Purpose
Audience
Language
Tone
▪ Imaginative writing is meant to be read

▪ Imaginative writing Not like history, journalism, or reportage
▪ Not content with just relaying what happened
▪ Interested in making up something exciting What for?
▪ To delight and to teach something useful
▪ Form becomes the writer’s reliable guide
▪ CW aspires to “make” writers out of our students
Lesson 2
Elements of Creative Language
More than just the use of engaging plots, unique characters, imaginative settings, strong
sentiments, or interesting points of view to attract and capture the readers, creative writing also relies
heavily on stylistic language that is picturesque, involving, innovative, intriguing, absorbing, and
basically just enjoyable and satisfying to read.
Since the tools for creative writing are words, you must be able to manipulate and utilize
words and phrases effectively and efficiently so that they are, at the very least, as colorful and vivid
and lively as a painter’s paint, or as musical and harmonious as a composer’s notes and chords, or
perhaps as
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mellifluous and lilting as a musician’s instrument, or maybe as graceful and elegant and hypnotic as a
dancer’s steps.
Diction
Diction is the choice of words used by the writers. Good writing makes good use of diction.
The words should be right and accurate, appropriate to the context in which they were use, and
comprehensible to the intended audience. Otherwise, a message may be perceived differently or
erroneously from the intended message.
Syntax
Syntax is how the words are arranged in a sentence or line. The usual syntaxis of course,
subject-verb. However, an unusual order of words in a sentence including repetition of words, may be
used to convey different tones, moods, themes, or emphases of the literary work.
Theme
Theme is the topic or central idea, which is universal in nature. It is an underlying truth. It
may be what the reader thinks the story is about or what the work says about a given subject. Rarely
is the theme conveyed directly. Most often, the reader figures out the theme by analyzing all the
elements of the work such as imagery, figures of speech, tone, mood, diction, syntax, characters,
setting, or the events in the story or plot. It maybe one word such as love or truth, or a universal
statement such as “Love conquers all odds.” or “The truth sets one free.”
Imagery
Imagery is a figurative language used to represent objects, actions, and ideas in a manner that
appeals to the senses. It uses vivid descriptive language to add depth to the work. Imagery creates
mental pictures in the reader as he/she reads the text.
Figurative Language
A figure of speech is a phrase or word having different meanings than its literal meanings. It conveys
meaning by identifying or comparing one thing to another, which has connotation or meaning familiar to the
audience.
1. Simile is a comparison of two unlike things using the words like or as. Examples
▪ He sings like a blue bird.
▪ You were as brave as a lion.
▪ They fought like cats and dogs.
▪ He is as funny as a barrel of monkeys.
2. Metaphor is a comparison of two unlike things without the use of signal words such as like or as.
Examples
▪ You light up my life.
▪ "She's going through a rollercoaster of emotions."
▪ "Time is a thief."
3. Hyperbole exaggerate a statement for effect, fun, and get readers attention. Examples ▪
My backpack weighs a ton.
▪ It took forever to get to the beach.
▪ I slept for 1,000 years.
▪ That dog is so ugly, it fell off the ugly tree and hit every branch.
4. Personification- giving human characteristics to nonhuman things or inanimate objects. Examples ▪

The stove screeched when it finally got hot.
▪ The morning sun peeked over the horizon.
▪ My shoes smiled at me.
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5. Onomatopoeia is a word that imitates the sound it represents. Examples
▪ The buzzing bee flew away.
▪ The sack fell into the river with a splash. The books fell on the table with a loud thump. He
looked at the roaring
6. Allusion- a brief or indirect reference to a person, place, thing, or idea of historical,

cultural, literary or political significance. Examples:
▪ I was surprised his nose was not growing like Pinocchio's.

▪ You are a Solomon when it comes to making decisions.
▪ This place is like a Garden of Eden.
7. Alliteration- a very common figure of speech that involves using words that begin with
the same sound. It is often used in advertising slogans to create something catchy that
more people will remember. Companies also use alliterative effects all the time (Coca
Cola, Krispy Kreme, American Apparel) Examples:
▪ Becky’s beagle barked and bayed, becoming bothersome for Billy.

▪ Fred’s friends fried Fritos for Friday’s food.
▪ Mike’s microphone made much music.
8. Assonance- a figure of speech that focuses on the vowel sounds in a phrase, repeating
them over and over to great effect. It is used as a tool to enhance a musical effect by using
it for creating internal rhyme. Examples:
Stopping by woods on a snowy evening – Robert Frosts

“He gives his harness bells a shake
To ask if there is some mistake.
The only other sound’s the sweep
Of easy wind and downy flake.
The woods are lovely, dar and deep.
But I have promises to keep,
And miles to go before I sleep,
And miles to go before I sleep.”
9. Metonymy- is a word or phrase that is used to stand in for another word it changes the wording to
make the sentence more interesting. Examples:
▪ That individual is quite a silver fox. (silver fox – an attractive older man)
▪ The Pentagon will be revealing the decision later in the morning. (the Pentagon – staff) ▪
She's planning to serve the dish early in the evening. (dish – an entire plate of food)
10. Synecdoche- is a figure of speech which uses a part of something to represent the entire whole. It
may use an entire whole thing to represent a part of it. Examples:
▪ He bought a new set of wheels. (wheels – car).

▪ The ship was lost with all hands. (hands – sailors)
▪ Calum has 7 mouths to feed. (mouths – someone to look after)
11. Climax- is a figure of speech in which words, phrases, or clauses are arranged in order of increasing
importance. Examples:
▪ A little girl has been looking for her lost dog. She hears a bark coming from around the corner,
and she looks around to see . . .
▪ Peeta and Katniss agree to eat the poisonous berries instead of attempt to kill each other.
12. Anti-Climax- refers to a figure of speech in which statements gradually descend in order of
importance. It is the arrangement of series of words, phrases, or clauses in decreasing importance. Example:
▪ He lost his family, his house, and his cellphone.

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▪ She is a great writer, a mother, and a good humorist.
▪ The fire burnt Luke's house down, and he lost his handkerchief.
Let’s See What You Have Learned
Directions: Identify the figure of dpeech used in the following sentences. Write the letter of your
answer before each number. (20 points).
_________1. It’s useless to preach to empty stomachs during Holy Mass.

A. Metonymy B. Hyperbole C. Paradox D. Synecdoche _________2. He
cluttered and clanged as he washed the dishes.
A. Assonance B. Onomatopoeia C. Alliteration D. Personification _________3.
My date last scholars’ night was the most beautiful girl in the world. A. Allusion B. Metaphor
C. Hyperbole D. Apostrophe _________4. Henry waddled like a duck as he walked onto the
field.
A. Simile B. Metaphor C. Personification D. Assonance _________5. We need
to make the positives so loud that the negatives are almost impossible to hear.
A. Assonance B. Climax C. Synecdoche D. Personification _________6. The dark night
seemed to whisper its secrets to the forest people. A. Assonance B. Climax C. Synecdoche D.
Personification _________7. The White House asked the television networks for airtime on
Monday night. A. Metonymy B. Synecdoche C. Oxymoron D. Paradox _________8. I wandered.
I experimented. I learned. Indeed, 2019 is a year of uncertainties and surprises.
A. Anti-Climax B. Climax C. Euphemism D. Paradox _________9.
Enough is enough. Goodbye, cruel world!!
A. Anti-thesis B. Allusion C. Apostrophe D. Alliteration _________10. The picture in
the magazine screamed Julia’s attention.
A. Personification B. Onomatopoeia C. Metaphor D. Apostrophe _________11.
The 1, 094 Filipino athletes fought like raging tigers in the recently concluded 30th SEA Games.
A. Allusion B. Metaphor C. Simile D. Oxymoron _________12. Among the
employees in the bank, Mark was the wisest fool. A. Metonymy B. Oxymoron C. Synecdoche
D. Paradox _________13. Come, Waves! Engulf me in your cold embrace, that I feel no more.
A. Apostrophe B. Hyperbole C. Personification D. Allusion _________14. The friendly French
farmer laughed on the old-fashioned fence. A. Onomatopoeia B. Assonance C. Alliteration D.
Consonance _________15. The man asked, “Have you got your wheels?”
A. Euphemism B. Synecdoche C. Metonymy D. Paradox _________16.
The sofa is fertile soil for a couch potato.
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A. Metaphor B. Simile C. Apostrophe D. Anti-Climax
_________17. The crown rules the England empire.
A. Metonymy B. Synecdoche C. Paradox D. Oxymoron
_________18. Good books are food and drink to an avid reader.
A. Euphemism B. Hyperbole C. Metaphor D. Climax
_________19. During the preliminary inquiry, the student was clearly misunderstood. A.
Oxymoron B. Metonymy C. Paradox D. Synecdoche
_________20. Morning, noon, and night her tongue was incessantly doing.
A. Hyperbole B. Personification C. Metaphor D. Allusion
B. Directions: Look at the picture below, try to analyze the implied meaning of the given illustration.
Five senses
What magical
thing does it
remind you of?
Some unlikely
things to
which we can
compare it
What gifts can

it give you?
Does it have
secrets to
reveal?
Where did it
come from?
D. Directions: Identify what is being asked in the following sentences. Be guided by the given letter
clues. Write your answer on the space provided before each number.
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___________________1. What E is the main purpose of imaginative writing?
___________________2. What D is the choice of words used by a writer or poet?
___________________3. What I is the descriptive language that appeals to the five senses?
___________________4. What S is a directly stated comparison that uses words like or as?
___________________5. What C.W. is a form of writing that is symbolic, metaphorical, and

imaginative?
___________________6. What M is a literary device to show comparison of two seemingly different
things?
___________________7. What F.S. is the language that expresses ideas beyond the exact meanings of the
words?
___________________8. What R is the repetition of the same stressed vowel sound and any succeeding
sounds in two or more words?
___________________9. What T.W. conveys specific information about a technical subject to a specific
audience for a specific purpose?
___________________10. What M is the regular pattern of stressed and unstressed syllables which sets
the overall rhythm of certain poems?
E. Directions: Provide at least 3 to 4 reasons/supporting details for each of the following topic sentences.
(5 points each)
A. God helps those who help themselves. ___________________________________________________
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B. Beauty is in the eye of the beholder._____________________________________________________

__________________________________________________________________________________
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C. An ounce of prevention is worth a pound of cure.___________________________________________

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Module 2
Writing Poetry
In poetry writing, your focus should be on finding your true literary voice. Your voice is
somewhere there within you, but you must bring it to focus, to own it, and to personalize it. Not that
you are a split or multiple personality or something, but many people especially your age have yet to
find their true writing voice.
In this module, you will learn structure and essential elements of poetry. This module is
composed of three lessons.
Lesson 1 – Elements of Poetry

Lesson 2 – Kinds of Poetry
Lesson 3 – Poetry Analysis Through Form
• identify the various elements, techniques, and literary devices in poetry;

• determine specific forms and conventions of poetry;
• utilize language to evoke emotional and intellectual response;
• read closely as a poet conscious of the craft;
• explore innovative techniques in poetry writing; and
• compare and contrast various poetic forms.
Lesson 1
Elements of Poetry
Poetry is not prose. Prose is the ordinary language people use in speaking or writing.
Poetry is a form of literary expression that captures intense experiences or creative perceptions of
the world in a musical language. Basically, if prose is like talking, poetry is like singing.
By looking at the set-up of a poem, you can see the difference between prose and poetry.
Distinguishing Characteristics of Poetry

Unlike prose which has a narrator, poetry has a speaker.
A speaker, or voice, talks to the reader. The speaker is not necessarily the poet. It can
also be a fictional person, an animal or even a thing.
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Example
But believe me, son.
I want to be what I used to be
when I was like you.
from “Once Upon a Time” by Gabriel Okara
Poetry is also formatted differently from prose.

A line is a word or row of words that may or may not form a complete sentence.
A stanza is a group of lines forming a unit. The stanzas in a poem are separated by a space.
Example
Open it.
Go ahead, it won’t bite.

Well…maybe a little.
from “The First Book” by Rita Dove
Rhyme is the repetition of the same stressed vowel sound and any succeeding sounds
in two or more words.
Internal rhyme occurs within a line of poetry.
End rhyme occurs at the end of lines.
Rhyme scheme is the pattern of end rhymes that may be designated by assigning a
different letter of the alphabet to each new rhyme.
Example
“All mine!" Yertle cried. "Oh, the things I now rule! A

I'm king of a cow! And I'm king of a mule! A
I'm king of a house! And what's more, beyond that, B
I'm king of a blueberry bush and cat! B
I'm Yertle the Turtle! Oh, marvelous me! C
For I am the ruler of all that I see!” C
from “Yertle the Turtle” by Dr. Seuss
Rhythm is the pattern of sound created by the arrangement of stressed and unstressed
syllables in a line. Rhythm can be regular or irregular.
Meter is a regular pattern of stressed and unstressed syllables which sets the overall rhythm of
certain poems. Typically, stressed syllables are marked with / and unstressed syllables are marked
with.
To measure how many syllables are per line, they are measured in feet. A foot consists of a
certain number of syllables forming part of a line of verse.
The most common type of meter is called iambic pentameter.
An iamb is a foot consisting of an initial unstressed syllable followed by a stressed syllable.
For example, return, displace, to love, my heart.
A pentameter is a line of verse containing 5 metrical feet.
Significance of Iambic Pentameter
Iambic Pentameter is significant to the study of poetry for the following reasons:
1. It is the closest to our everyday speech.
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2. In addition, it mimics the sound of heart beat; a sound common to all human beings. 3.
Finally, one of the most influential writers of our times uses iambic pentameter in all that he
writes – William Shakespeare.
Connotation and Denotation
Connotation - the emotional and imaginative association surrounding a word.
Denotation - the strict dictionary meaning of a word.
Example: You may live in a house, but we live in a home.
A. Directions: Compose a haiku using a Philippine nature scene or a bit of experience as your starting point.
You may write about a narra tree, a mountain, rice fields, sandy beach, or a fragrant flower. Follow the
traditional pattern and structure of this Japanese poem. (10 points)
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B. Directions: Read the question below. On your answer sheet, write a short essay answering the
question in five (5) to eight (8) sentences. Your response will be scored using the rubric below.
Specific responses should be highlighted or underlined for easier identification. (10 points)
What are the differences between “The Nymph’s Reply to the Shepherd” by Sir Walter Raleigh and
“Seasons of Love” in terms of the (a) tone of the speaker, (b) approach of the speaker to the other
person, (c) overall mood of the poem, (d) theme, and (e) speaker’s definition of love?
The Nymph’s Reply to the Shepherd Seasons of Love
If all the world and love were young, Love was spring
And truth in every Shepherd’s tongue, When feeling bloomed
These pretty pleasures might me As we first said hello
move, To live with thee, and be thy And looked into each other’s eyes together
love.
Love become summer
Time drives the flocks from field to When passions rose cold
fold, When Rivers rage and Rocks As we held hands
grow cold, And Philomel becometh And said our vows
dumb,
The rest complains of cares to come. Love turned to autumn
when we fell apart
The flowers do fade, and wanton as things went sour
fields, To wayward winter reckoning and we just can’t say
yields,
A honey tongue, a heart of gall,
Is fancy’s spring, but sorrow’s fall.
Thy gowns, thy shoes, thy beds of Roses,
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Thy cap, thy kirtle, and thy posies Love changed to winter
Soon break, soon wither, soon when the nights grew
forgotten: In folly ripe, in reason as we traveled life’s road
rotten. without each other.
Thy belt of straw and Ivy buds,

The Coral clasps and amber studs,
All these in me no means can move
To come to thee and be thy love.
But could youth last, and love still

breed, Had joys no date, nor age no
need,
Then these delights my mind might
move To live with thee, and be thy
love.
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The rubric for evaluation is as follows:
8 – 10 points. The essay reflects the student’s understanding of the principles and nuances of the topic.
Information is presented in a very orderly and clear manner, according to the key requirements of th e task.
4 – 7 points. The essay reflects the student understands of the principles and nuances of the topic but the way
they were used relative to the case studies was not maximized. Information is presented in an orderly manner
but does not meet the key requirements of the task.
1 – 3 points. The essay does not effectively reflect the student’s understanding of the principles and nuances of
the topic and the case studies were not analyzed effectively. Ideas are presented loosely and ineffectively.
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Module 3
Writing Fiction
Today, thanks to modern technology and the evolving human consciousness, you can now
express fiction in various formats including short writing (like the sketches and vignettes and
incomplete narrative works that you have been writing as exercises so far), blogs (established in the
late 1990s), live performances, electronic media, recreational play, among others
In this module, you will learn structure and essential elements of fiction. This module is
composed of two lessons.
Lesson 1 – Elements of Fiction

Lesson 2 – Evaluating Short Fiction
• identify the various elements, techniques, and literary devices in fiction;

• determine the various modes of fiction;
• write journal entries and short exercises exploring character and setting;
• produce short scenes applying as a writer conscious of the craft; and
• apply and critique own literary works and of others.
Lesson 1
Elements of Fiction
-Adapted from Lumen Learning
Fiction is make-believe, invented stories. They may be short stories, fables, vignettes, plays,
novellas, or novels. Although writers may base a character on people they have met in real life, the
characters and the experiences that the character faces in the story are not real.
So, how does a writer write fiction? Characters, setting, plot, conflict, point of view, and
theme are six key elements for writing fiction.
Characters
Characters are the people, animals, or aliens in the story. Readers come to know the characters
through what they say, what they think, and how they act.
E. M. Forster, an English novelist, identified that characters are either flat or round. Flat
characters do not play important roles in the stories. They often have only one or two traits with little
description about them. A flat character may even be a stock character, which is a stereotypical figure
that is easily recognized by readers, for example, the mad scientist or the evil stepmother.
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On the other hand, the round characters play an important role, often the lead roles in stories.
They are complex, dimensional, and well-developed. The stories are about them; therefore, pages of
writing will be about them. They often change by going through a life-changing experience as the
story unfolds.
When discussing stories with other readers and writers or when writing an analysis of a story,
fictional characters can be described as static or developing. Static means the character stays the same
throughout the story. They do not change. Developing, also called dynamic, means the character
changes. The change may impact the character’s beliefs, attitudes, or actions. The change may be
small or large. This change occurs because the character experiences an epiphany, an insight about
life.
If writers write about characters outside their own culture, they need to do research so as not
to misrepresent a particular culture. The same is also true of characters, who have illnesses. The
writer may need to research the illness and treatment for it in order to be accurate about it.
Setting
Setting is where and when the story takes place. It includes the following:
The immediate surroundings of the characters such as props in a scene: trees, furniture, food,
inside of a house or car, etc.
The time of day such as morning, afternoon, or night.
The weather such as cloudy, sunny, windy, snow, or rain, etc.
The time of year, particularly the seasons: fall, winter, summer, spring.
The historical period such as what century or decade the story takes place.
The geographical location including the city, state, country, and possibly even the universe, if
the writer is writing science fiction.
Setting can function as a main force that the characters encounter, such as a tornado or flood,
or a setting can play a minor role such as setting the mood. Often times, the setting can reveal
something about the main character as he/she functions in that place and time period.
Writers write about places they are familiar with. If they aren’t familiar with the place, then
they need to research it in order to be accurate about the place.
Plot
Plot is the order of events in the story. The plot usually follows a particular structure called
Freytag’s Pyramid. Gustav Freytag, a German playwright who lived during the 1800s, identified this
structure.
Freytag’s Pyramid has five parts: exposition, rising action, climax, falling action, and
denouement, also known as resolution. See Figure 3.1.
Figure 3.1: Freytag’s Pyramid
Freytag’s Pyramid by Gustav Freytag, a German playwright

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Exposition is an introduction to the characters, time, and the problem. At the point where
exposition moves into rising action a problem, sometimes called an inciting incident, occurs for the
main character to handle or solve. This creates the beginning of the story.
Rising action includes the events that the main character encounters. Each event, developed
in separate scenes, makes the problem more complex.
Climax is the turning point in the story. Usually, it is a single event with the greatest intensity
and uncertainty. The main character must contend with the problem at this point.
Falling action includes the events that unfold after the climax. This usually creates an
emotional response from the reader.
Denouement or resolution provides closure to the story. It ties up loose ends in the story.
Do writers plan out their stories? Some do, especially if they are an extreme think-write
writer. Some don’t. They have a story idea, begin it, and watch it unfold as they write.
Conflict
Conflict is the struggle between two entities. In story writing the main character, also known
as the protagonist, encounters a conflict with the antagonist, which is an adversary. The conflict may
be one of six kinds:
Character vs. character

Character vs. nature or natural forces
Character vs. society or culture
Character vs. machine or technology
Character vs. God
Character vs himself or herself
Point of View
Stories are generally told in one of two points of views:
First-person point of view

Third-person point of view
First-person point of view means that one of the characters in the story will narrate–give an
account–of the story. The narrator may be the protagonist, the main character. Writing in first-person
point of view brings the readers closer to the story. They can read it as if they are the character
because personal pronouns like I, me, my, we, us, and our are used.
Third-person point of view means that the narrator is not in the story. The third-person
narrator is not a character. Third-person point of view can be done two ways:
Third-person limited
Third-person omniscient
Third-person limited means that the narrator limits him/herself by being able to be in one
character’s thoughts. Whereas, third-person omniscient means the narrator has unlimited ability to be
in various character’s thoughts. Writing in third-person point of view removes readers from the story
because of the pronouns he, she, it, him, her, his, hers, they, them, and theirs.
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Theme
A theme is not the plot of the story. It is the underlying truth that is being conveyed in the
story. Themes can be universal, meaning they are understood by readers no matter what culture or
country the readers are in. Common themes include coming of age, circle of life, prejudice, greed,
good vs. evil, beating the odds, etc.
A. Directions: Identify what is being asked in the following sentences. Write your answer on the space
provided before each number.
_________1. This is the part of the plot that tells how the story begins by introducing the
characters and setting.
_________2. This is the action in the story leading up to the climax through conflict.
_________3. This is the author’s emotional attitude toward the subject matter.
_________4. This is the information that author gives the reader about the character themselves.
_________5. This is part of the story where the problem is somehow resolved or brought to its
conclusion.
_________6. This is an individual’s struggle against something outside of themselves.
_________7. This is a kind of conflict that takes place within an individual (an inner battle of
conscience).
_________8. This is the highest point of interest, or suspense in a narrative which will somehow
determine the outcome of the story.
_________9. This is the feeling of excitement and curiosity that keeps the reader turning the
pages.
_________10. This is the struggle between two opposing forces or characters in a story that
triggers action.
B. Directions: Identify what kind of conflict is being described in each situation. Write your answer
on the space provided before each number. Choices are given inside the box.
________________11. Last year, Filipinos experienced nine destructive typhoons.

________________12. Paolo has low self-esteem in school.
________________13. Pres. Xi Jinphing opposes Duterte administration.
________________14. Emily Rose fights against social inequality between men and
women.
________________15. Lewylin has a battle among zombies and ghosts.
C. Directions: Identify what is being asked in the following sentences. Write your answer on the
space provided before each number. Choices are given inside the box.
Antagonist Characters Characterization Climax Conflict Denouement Exposition External

Conflict Internal Conflict Flashback Foreshadowing Mood Plot Point of View Protagonist
Rising Action Setting Short Story Suspense Theme
________________1. This is the place and time of the story.

________________2. This is a literary work that can be read in one sitting.
________________3.This is the angle or position from which the story is told.
________________4. This is the action or sequence of events in a literary work.
________________5. This is the main character that strives to solve the conflict in the story.
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________________6. This is the villain in the story that creates conflict to the main character.
________________7. This is a technique for hinting at events that may occur later in the plot.
________________8. This refers to the persons or animals who take part in the action of the story.
________________9. This is the insertion of an earlier event into the time order of a narrative that
provides additional information to the reader.
________________10. This is the main or central idea of a literary work, usually expressed as a
generalization.
________________11. This is the part of the plot that tells how the story begins by introducing the
characters and setting.
________________12. This is the action in the story leading up to the climax through conflict.
________________13. This is the author’s emotional attitude toward the subject matter.
________________14. This is the information that author gives the reader about the character
themselves.
________________15. This is part of the story where the problem is somehow resolved or brought
to its conclusion.
________________16. This is an individual’s struggle against something outside of themselves.
________________17. This is a kind of conflict that takes place within an individual (an inner battle
of conscience).
________________18. This is the highest point of interest, or suspense in a narrative which will
somehow determine the outcome of the story.
________________19. This is the feeling of excitement and curiosity that keeps the reader turning
the pages.
________________20. This is the struggle between two opposing forces or characters in a story that
triggers action.
D. Directions: Read the description of the story. Determine the protagonist (central character) and antagonist
(opposing force). Then describe the type of conflict (example: person vs. nature). Write your answer on the space
provided below.
1. When Diego and his buddies accept a dare to stay in an old abandon house, they knew that it would be scary,
but they had no idea just how scary it would be. As his friends begin disappearing one b y one, Diego learns
that the house is not abandoned at all, but inhabited by a vampire. Diego no longer cares about spend ing the
night in the house. All he cares about now is getting out alive. Will he escape or be a vampire's lunch?
Protagonist:___________________Antagonist: ___________________Type of Conflict:____________________
2. It's the last day of school and Mr. Harahan wants to reward his class with a movie. Excitement is in the air as
Mr. Harahan plugs in the media player, but when he presses the power button, nothing happens. Laugh along
as Mr. Harahan struggles to play the movie.
3. Annie and her family live on a farm in rural Kansas. When a huge storm rolls in suddenly, she and her family
must retreat to the shelter, but all of the animals are out grazing. Worse still, a tornado has been spotted in
their area. Will Annie and her family be able to rustle the livestock into the barn in time?
4. After a few days working together, Freddy and Eric have a disagreement and Eric leaves to start his own
company. Now the former friends are competing ferociously for work in their neighborhood. Things ta ke a
turn for the worse when Eric starts sabotaging Freddy's operation. Will Freddy retaliate? Can the former
friends reconcile? Will Freddy ever get a car?
5. It's the year 1847 and Hallie is tired of being treated as a second-class citizen. As a married woman, she does
not have the right to own property and she has no legal claim to any money that she earns. She and a group
of concerned activists, including Elizabeth Cady Stanton and Lucretia Mott, hold a convention in Seneca
Falls, New York with a plan to change the world. Join Hallie as she marches, lobbies, and struggles to win
equal rights for her gender, one mind at a time.
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6. After breaking his mother's favorite vase, Casey struggles to decide whether he should tell his mother the
truth and face the consequences, or whether he should attempt to hide his mistake and blame the family dog.
7. It's the year 3030 and society is completely dependent on computers and robots. A young boy named Domino
is flying his hover board to school when all of the machines start acting up and attacking people due to a
powerful computer virus. What will Domino do now that the machines that are supposed to help him have
turned against him?
8. Kirstin was once teased for being heavy, but then she lost a lot of weight. Now Kirstin is very skinny, but
there is just one problem: she still sees an overweight girl when she looks in the mirror. Her friends and
family try to convince her of how beautiful she is, but she doesn't believe them. Worse still, she is
continuing to diet. Will Kirstin be able to align her body image with reality or will she destroy herself?
9. Ronny has won second place in the science fair for the last two years, and Newton Robinson has taken first.
Ronny hated how Newton gloated and held these victories high over Ronny's head. This year, Ronny will
stop at nothing to beat Newton. He has even enlisted the help of a Nobel Prize nominated scientist who was
banished from the scientific community for his rouge experiments. Can Ronny and his mad scientist partner
win against the undefeated Newton at this year's science fair?
10. After Kylie and her friends run out of gas on a road trip, they find themselves stranded in the middle of the
desert with nobody around for miles. With no phone signal, little water, and the brutal desert sun pounding
down on them, Kylie and her friends make a desperate attempt to find water
D. Directions: One way of discovering yourselves is through discovering others. Choose one classmate
whom you wish to write a biography about. The biography encompasses the future. This will entail you to
expanding your creativity and imagination coupled with a close interaction with the person you are going to
write about. Provide a title for your composition. (You may refer to the given information about his/her
personal background).
Criteria
Content /5
Tone /5
Organization /5
Conventions /5
Total
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Module 4
Writing Drama
A well-written script for drama can be an effective avenue to educate

people about important life matters.
In this module, you will learn structure and essential elements of drama.
This module is composed of two lessons.
Lesson 1 – Elements of Drama

Lesson 2 – Constructing Plot and Dialogue
• identify the various elements, techniques, and literary devices in drama; •

describe the intertextuality as a technique of drama;
• conceptualize characters, setting, and plot for play;
• explore different staging modalities, vis-à-vis, envisioning the script •
compare and contrast various plays according to themes, length, or
medium, and;
• write at least one scene for a play applying the various elements,
techniques, and literary devices.
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Lesson 1
Elements of Drama
Play is a literary form of writing for theatre, which narrates a story with
elements of conflicts, tensions, and actions through dialogues of characters. For
dramatic significance, it is divided into acts and scenes. The writers present
their feelings, emotions, and ideas through their characters and make them
speak.
The playwright uses various dramatic elements to create more profound meanings
and enhance understanding of the audience. Also, they insert text, apart from the actual
dialogues of the characters, to unfold the description of characters on stage, their natural
action, and psychological intentions. In this way, the writers make their texts emotive,
lifelike and thought-provoking.
Etymologically, ‘play’ is derived from the Greek word ‘paizo’ which means “to
act” or “to perform.”
Elements of Play
A play has certain elements such as,
1. Plot: It refers to the order of the events that occur in the play.
2. Characters: The characters form a crucial part of the story and are interwoven
with the plot of the play.
3. Dialogue: It refers to the conversation or interactions between the characters in
the play.
4. Setting: It refers to the time and place where a story is set. It is one of the
important parts of the play.
5. Conflict: It refers to the challenge main characters need to solve to achieve their
goals.
6. Resolution: It is the unfolding or the solution to a complex issue in a story.
Types of Plays
There are many types of plays such as,
1. Tragedy: These types of plays end on a tragic note and most likely a character’s
death.
2. Comedy: These types of plays are meant to amuse the audience, and they end on
a happy note.
3. Domestic Play: These types of plays are based on the normal life of family and
friends.
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4. Tragicomedy: It is a fictional work comprises of both tragedy as well as comedy.
5. Melodrama: This type of has often exaggerated characters and episodes with
songs and music for an emotive appeal to the audiences
A. Directions: Identify what is being asked in the following statements. Choices are
provided below.
Acting Aside Audience Characters Conflict Convention Dialog Drama Dramatic Irony Genre
Makeup Monologue Music/Rhythm Nonverbal Expressions Playwright Plot Props Resolution
Script Scenery Setting Soliloquy Sound Speaking Spectacle Stage Whisper Theme Rising
Action
___________1. This refers the writer of a play.

___________2. This refers to the viewers of the play.
___________3. This refers to the various types or forms of play.
___________4. This is the story line or flow of events in the play.
___________5. This is another term for ‘play” that denotes to act or to perform.
___________6. This refers to the particular time and place of the story happened.
___________7. This pertains to both music and effects used in the production of the play.
___________8. This is the problem or struggle met by the characters that makes it ‘
interesting.
___________9. This denotes to the people, animals, or other entities portrayed by the
actors in the play.
___________10. This refers to a speech that makes the character speak himself/herself as
if thinking aloud.
___________11. This is the central idea or message of a drama that is applicable to every
person and event.
___________12. This is the words or lines of the characters that are meant to be
delivered verbally by the actors.
___________13. This denotes to the rhythm of the actor’s voices as they speak by which
dialogues are delivered.
___________14. This refers to the manner an actor brings a character to life through
his/her words and actions.
___________15. This pertains to a long speech delivered by a single character and
addressed directly to the actual audience.
___________16. This is the written product of the playwright that includes dialogues,
descriptions and stage directions.
___________17. This denotes anything that can be seen onstage during the performance
of the play also known as visual elements.
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____________18. This pertains to the techniques or methods that dramatists or directors
adhere to in creating the play is written and interpreted. ____________19. This pertains to
the member of the audiences who are fully and clearly aware of the significance and
implications of the character’s words. ____________20. This refers to the theatrical
equipment such as backdrops and platforms that set the mood and setting of each scene
in the play. ____________21. This is audible to the audience but not heard by the other
actors onstage and delivered by an actor to another for a dramatic effect also known as
‘loud whisper.’
____________22. This is the manner when the character speaks to the audience usually
in brief remarks to express his/her unspoken thoughts aloud which is unheard by other
actors onstage.
____________23. This includes the gestures, facial expressions, and body movements
that the actors employ in their performance.
____________24. This refers to the actor’s speaking skills such as vocal expression,
enunciation, and projection that are necessary to effective delivery of the lines from the
script.
____________25. This pertains to the use of costumes, body paint, wigs, and other
similar body accessories to transform an actor into the character that he/she portrays.
B. Directions: Without changing the setting, write one-

Criteria Points
act play using the given pictures below. Make use of
dialogues based on characters’ age, action, economic Organization /10
status and perspective in life in order for you to write a
meaningful script. (25 points) Content /10
Mechanics /5 Total /25
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C. Directions: Complete the following selections by putting the missing words. Write
your answer on the space provided below.
A. The Bundle of Sticks
There was a farmer with several sons who could never agree among
themselves. He had often told them how foolish were to be always quarreling, but
they kept on and paid no attention to his advice.
One day the Father called his (1)_______________ and showed a bundle
of sticks (2) _______________ together. “See who among you can (3)
_______________ this bundle in two,” he commanded.
(4) _______________ son in turn took the bundle (5) _______________
his hands to break it. They (6) _______________ tried but in vain for the (7)
_______________ was so strong that not one (8) _______________ could even
bend it. At (9) _______________ the father gave each son a (10)
_______________ stick to break. “Now see what stick with the greatest of
number.”
B. Tandang Sora
Melchora Aquino was already eighty years old when Bonifacio and his
Katipunero started the revolution of the first cry of Balintawak on August 26,
1896. Because of her advanced age, she was popularly in her community as
Tandang Sora.
Tandang Sora was an industrious woman. (1) _______________ she was

old , she still kept (2) _______________ little store in the barrio known (3)
_______________ the Pasong Tamo near Balitawak. Being far (4)
_______________ the town of Caloocan, her sari-sari store (5) _______________
the center of all supplies in (6) ________________ community. She patiently kept
the store (7) _______________ she did not make much profit (8)
_______________ it. The people of Pasong Tamo did (9) _______________ have
much money, and sometimes could (10) _______________ afford to pay for what
they (11) _______________ to buy from her store. But (12) _______________
loved to serve the barrio folks (13) _______________ saw to it that they had their
essential needs.
This modest little store of Tandang Sora (14) _______________ the meeting
place of the revolutionists. (15) _______________ also became a sort of hospital
(16) _______________ the Katipuneros who came for food. (17)
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_______________ and others. Tandang Sora’s store was always (18)
_______________ the disposal of the Katipuneros. What (19) _______________
were in her store were offered (20) _______________ the patriots who were
grateful to her and who called here “The Grand Old Woman of Balintawak.”
D. Directions: Write a one-line imagery based on the pictures shown below. Make use
of 2-3 senses in describing them.
Gustatory (Taste) Visual (Sight)
_____________________________________ _______________________________
Tactile
(Touch)
Auditory (Sound)
_____________________________________ _______________________________
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Olfactory (Smell)
___________________________________
E. Directions: Identify the figure of speech used in each of the following expressions.
Choices are provided below. Write only letter of your answer on the space
provided before each number.
A. Alliteration D. Assonance G. Metaphor J. Simile B. Allusion E. Climax H.
Metonymy K. Synecdoche C. Anti-Climax F. Hyperbole I. Personification
________1. My cousin wants to be Aphrodite in our family.

________2. He has twelve hungry mouths to feed.
________3. England decides to keep check on immigration.
________4. The beach boys bought a sailboat in Boracay.
________5. Thine eyes are like the deep blue boundless heaven.
________6. Your eyes are limpid pools.
________7. I have to wash a mountain of dishes.
________8. She seems to beam rays of sunshine with her eyes of green.
________9. The wind stood up and gave a shout.
________10. Let a man acknowledge his obligations to himself, his family, his country,
and his God.
________11. Fresh Fern fronds from the forest.
________12. Alden Richards is the Adonis of 21st century.
________13. He got back his dignity, his job, and his company car.
________14. She made a smile as big as the sun.
________15. Sixty hands voted for Pres. Rodrigo Duterte.
________16. In a fire incident, Anna lost her life, her job and her laptop.
________17. Oh, moon! You have seen everything!
________18. Three things will remain: faith, hope, and love. But the greatest of these is
love.
________19. I was in the cloud nine yesterday when I heard the good news.
________20. The Lord is my shepherd.
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________21. She prays like a mantis.
________22. The planet is your playground.
________23. The country supported the president.
________24. Malacañang declared good will among neighboring countries.
________25. A certain purple curtain, captain.
________26. The waves were like sacks of rice being thrown angrily to the shore.
________27. Mountains of waves piled up on me.
________28. The wound is as big as a moon crater.
________29. Her color is pearly-white teeth.
________30. I saw the trembling leaves in the forest.
F. Directions: Study and interpret the meaning of the series of pictures. From the
sequence, write a story to conceptualize and interpret the theme of the story.
(1) (2)
(3)
(4) (5) (6)
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(Title)
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Page 33 of 40
G. Directions: Study and interpret the meaning of the series of pictures. From the sequence,
write a story to conceptualize and interpret the theme of the story.
(2) (2) (3)
(4) (5) (6)

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Course Code Creative Writing Page 34

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H. Directions: Write a craft essay which begins or ends with the chosen expression or
emotion below. Provide your own title and be guided with the given set of criteria.
“If only I could take it back…”

“How could I have been so foolish? blind? naïve?”
“It’s most unfair!”
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I. Directions: Identify the different types of creative nonfiction by filling in the blanks
below. Choose the answers from the box below.
Autobiography Biography Memoir Personal Narrative Travelogue
1. The ___________________ is a kind of narrative that deals with the life of a person.
2. A type of nonfiction that shows recollection of moments or how a person remembers
his or her life or certain parts of it is called a/an ___________________.
3. The ___________________ centers on the life of the narrator that takes a more general
overview about him/her.
4. A kind of creative nonfiction that is written in first persons and describes the place or
places where the narrator has traveled is called ___________________.
5. The ___________________ shares some aspects of traditional structure of fiction such
as characters and setting that focuses on only one event in your story.
J. Directions: Write True if the statement is correct and False if the statement is incorrect.
Write your answer on the space provided below before each number.
____________1. Writers view biography as an opportunity for youngsters to learn about

the significant lives and times of people who made a significant contribution/impact to the
world.
____________2. A biography of person narrated by him/her is called autobiography.
____________3. Personal narrative is a story about the roles of other people in our lives.
____________4. Memoir is usually based on memory and perception of the events in the
life of the author.
____________5. Writing a biography could be an enriching and learning experience for the
writer.
____________6. Personal narrative is a collection of moments like snapshots that bring out
some truth about the writer’s life.
____________7. A travelogue is creative nonfiction that deals with travel.
____________8. Autobiography is less grounded in facts and focuses in one event of your
life.
____________9. Personal narratives should be told in chronological order because you are
telling the story of what happened to you.
____________10. Writing an autobiography deals with the first-person point of view and
chain of events.
____________11. A biography is an account of a person’s life written by someone else.

____________12. Memoir is written in first person point of view.
____________13. Writing travelogues may be used for promoting a place to be a tourist
destination.
____________14. Travelogue and autobiography can be written by anyone because they
are typically move between birth and fame.
____________15. Personal narrative should be about a real event that often concerns in a
certain mood such as happiness, sadness, humorous or outrageous episode in one’s life.
K. Directions: Read the following passages from Jose Rizal’s Memoirs of a Student in Manila
which Rizal
wrote under the pen name P. Jacinto. Answer the questions that follow. (4 points each)
from Chapter 8: My First Reminiscence
Upon hearing the word story I opened my eyes expecting a new and wonde rful
one. I looked at my mother who leafed through the book as if looking for it, and I got ready to
listen with impatience and wonder. I didn’t suspect that in that old book that I read without
understanding, there could be stories and pretty stories. My mother began to read to me the fable
of the young and the old moths, translating it to me piece by piece into Tagalog. At the first verses
my attention redoubled in such a way that I looked towards the light and fixed my attention on the
moths that fluttered around it. The story could not have been more opportune. My mother
emphasized and commented a great deal on the warnings of the old moth and directed them to me
as if to tell me that these applied to me. I listened to her and what a rare phenomenon the light
seemed to me more beautiful each time, the flame brighter, and I even envied instinctively the fate
of those insects that played so cheerfully in its magical exhalation. Those that had succumbed
were drowned in the oil; they didn’t frighten me. My mother continued her reading, I listened
anxiously, and the fate of the two insects interested me intensely. The light agitated its golden
tongue on one side, a singed moth in one of these movements fell into the oil, clapped its wings for
sometime and died. That assumed for me that the flame and the moths were moving far away, very
far, and that my mother’s voice acquired a strange, sepulchral timbre.
My mother finished the fable. I was not listening; all my attention, all my mind and all my
thoughts were concentrated on the fate of that moth, young, dead, full of illusions.
“You see?” my mother said to me taking me to bed. “Don’t imitate the young moth and
don’t be disobedient; you’ll get burned like it.”

I don’t know if I replied, promised something, or cried. The only thing I remember is that
it took me a long time before I could sleep. That story had revealed to m e tings unknown to me
until then. To me moths ceased to be insignificant insects; moths talked and knew how to warn
and advise as well as my mother did. The light seemed to be more beautiful, dazzling, attractive. I
understand why moths fluttered around lights. Advices and warnings resounded feebly in my
ears. What preoccupied me most was the death of the imprudent, but at the bottom of my heart, I
didn’t blame it. My mother’s solicitude didn’t have all the success that she hoped it would.
No; many years have elapsed; the child has become a man; has plowed [sailed -- Zaide]
the most famous foreign rivers and meditated besides their copious streams. The steamship has
taken him across the seas and all the oceans; he has climbed the region of perpetual snow on
mountains very much higher than the Makiling of his province. From experience he has received
bitter lessons, oh, infinitely more than the sweet lesson that his mother gave him, and
nevertheless the man preserves the heart of a child and he believes that light is the most
beautiful thing there is in creation and that it is worthy for a man to sacrifice his life for it.
Translated by the Jose Rizal National Centennial Commission

Taken from Jose Rizal: Life, Works, and Writings of a Genius, Writer, Scientist, and
National Hero by
Gregorio F. Zaide and Sonia M. Zaide.
1. What is the tone of the text?

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2. What time or period in Rizal’s life is depicted in the text?
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3. What specific moment in his life is the text about? What influence did it have on Rizal?
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4. What aspect(s) of Rizal’s life does the text reveal?
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5. What similar character traits do you have with Dr. Jose Rizal? What are your differences?
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L. Directions: One way of discovering yourselves is through discovering others. Choose one
classmate whom you wish to write a biography about. The biography encompasses the
future. This will entail you to expanding your creativity and imagination coupled with a
close interaction with the person you are going to write about. Provide a title for your
composition. (You may refer to the given information about
his/her personal background). Organization /5
Criteria
Conventions /5
Content /5
Total
Tone /5
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References
Aquino, J.G., Baltazar, M.U. & Viray, L. A. (2007). Communication arts I: Study and
thinking skills in English. Makati City: Grandwater Publications. Brantley, C.P.,&
Miller, M.G. (2007). Effective communication for colleges 10th edition. Singapore:
Thomlinson Learning Asia
Brigino, A. S., Dela Paz, C. S. & Hernandez, E. MP. (2012). Philippine art and culture.
Mandaluyong City: Anvil Publishing, Inc.
Espina, F. P., Robles, F.C., Rosales, P. G. & Lorenzana, A. C. (2004). Humanities for
college students. Quezon City: Katha Publishing Company. Guiyab, R.G. (2008).
Study and communication skills. Quezon City: C&E Publishing, Langan D. (2009).
Basic communication skills. Philippines: McGraw-Hill Companies, Inc.
Romero, A. D & Romero, R. C. (2011). Developmental reading. Quezon City: Rex
Book Store.
Website Resources
www.art-almanac.com.au/ Art Almanac, identifying Philippine galleries
www.artlex.com/ Visual Arts dictionary
www.artcyclopedia.com/ Search engine for Art information
https://gladreaders.com/importance-of-reading-books/
https://medium.com/@AAA_Publication/what-is-architecture-1b52f5339c2a
http://rothsociety.org/the-importance-of-visual-art.htm
https://study.com/academy/lesson/what-is-sculpture-definition-evolution-major
https://www.englishclub.com/reading/what.htm
https://www.englishhints.com/charts-and-graphs.html
https://www.skillsyouneed.com/num/graphs-charts.html
http://www.visual-arts-cork.com/definitions/visual-art.htm
http://www.visual-arts-cork.com/sculpture.htm
Prepared by:
Prof. Jared P. Manalastas

Instructor/Professor
Approved by:
Dr. Editha C. Marcos

Dean

Module - Creative Writing

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Baliwag Polytechnic College

Dalubhasaan Kong Mahal

Week 1 Module 1 The Creative in Creative Writing

Lesson 1 Creative Writing vs. Technical

Weeks 2-3 Module 2 Writing Poetry

Week 4-5 Module 3 Writing Fiction

Lesson 1 Elements of Fiction

Week 6-7 Module 4 Writing Drama

Lesson 1 Elements of Drama

Week 8-9 Module 5 Reading, Reciting, and Writing

Lesson 1 Gathering Information on a

Week 10-11 Module 6 Making Character Talk

Lesson 1 Inventing Everyday Dialogue

What Will You Learn From This Module?

Creative Writing provides fundamental techniques used by well-known authors in a variety of

Lesson 1 – Creative Writing vs. Technical Writing

After studying this module, you should be able to:

• define what creative writing is;

Creative Writing vs. Technical Writing

Defining Creative Writing

Creative writing? What’s that?

News for Students

The boy pulled the plaster trigger

The bird struggled

As the boy drew his knife

Miriam Defensor Santiago has been dubbed as the "Iron

After reading the samples, what do you think

Technical writing is a form of writing technical communication or documentation in science

By: Jelene Roxas

▪ Imaginative writing is meant to be read

4. Personification- giving human characteristics to nonhuman things or inanimate objects. Examples ▪

6. Allusion- a brief or indirect reference to a person, place, thing, or idea of historical,

▪ I was surprised his nose was not growing like Pinocchio's.

▪ Becky’s beagle barked and bayed, becoming bothersome for Billy.

Stopping by woods on a snowy evening – Robert Frosts

▪ He bought a new set of wheels. (wheels – car).

▪ He lost his family, his house, and his cellphone.

_________1. It’s useless to preach to empty stomachs during Holy Mass.

What gifts can

___________________5. What C.W. is a form of writing that is symbolic, metaphorical, and

B. Beauty is in the eye of the beholder._____________________________________________________

C. An ounce of prevention is worth a pound of cure.___________________________________________

What Will You Learn From This Module?

Lesson 1 – Elements of Poetry

Lesson 3 – Poetry Analysis Through Form

After studying this module, you should be able to:

• identify the various elements, techniques, and literary devices in poetry;

Distinguishing Characteristics of Poetry

Poetry is also formatted differently from prose.

Go ahead, it won’t bite.

“All mine!" Yertle cried. "Oh, the things I now rule! A

Let’s See What You Have Learned

Thy gowns, thy shoes, thy beds of Roses,

Thy belt of straw and Ivy buds,

But could youth last, and love still

The rubric for evaluation is as follows:

What Will You Learn From This Module?

Lesson 1 – Elements of Fiction

After studying this module, you should be able to:

• identify the various elements, techniques, and literary devices in fiction;

Figure 3.1: Freytag’s Pyramid

Freytag’s Pyramid by Gustav Freytag, a German playwright

Character vs. character

First-person point of view