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Management Team:
CREATIVE WRITING/
MALIKHAING PAGSULAT
Quarter 1 – Module 1
Creative Writing
CREATIVE WRITING
OVERVIEW
Welcome to this module! You must be very eager to start with the learning
activities. The activities in this module have been designed to provide you with rich
and stimulating learning experiences that will help you communicate better in English!
Familiarize yourself with the different sections of this module.
1
o General Before you go further, you should remember
Instruction the following:
⚫ do not put some markings on this Module as there are still other students who will
be using it. Use a separate notebook as a REFLECTIVE JOURNAL to keep your
answer in each activity. Be sure to LABEL your work according to the Module,
lessons and the date you work on it;
⚫ each Module has a brief instruction and followed by a list of objectives. Read them
and follow instructions carefully;
⚫ before going over the activities, answer the PRE-TEST first then find out how well
you did by checking your answers given in the self-assessment activity. Each
activity must be according to the objectives of this Module. Note the skills or
strategies you tried to develop;
⚫ after each activity, you need to go over the items which you think you failed.
Take the POST TEST when you think you have mastered all the activities.
.
2
Lesson IMAGINATIVE WRITING
1 VERSUS TECHNICAL WRITING
What I Know
Direction: Write a check mar k inside th e box before the item
if it is an example of creative writing. If not, write an X mark
instead.
1. novels
2. Songs
3. Business letter/plan
4. Action plan
5. Fable
6. Speeches
7. Annual Reports
8. Student’s handbook
9. Movie scripts
10. Proposals
11. Personal essay
12. Editorial
13. Advertisement
14. Short story
15. Book review
What’s New
A. Create your own answer of the following ‘what if’ questions. Write your
answer on the blank provided/on your answer sheet.
1. What if you are a super hero, who would you save first?
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2. What if your parents let you name yourself when you were born, what would
your name be?
3. What if you could have a full scholarship to any university, what would you
choose to study?
What Is It
“Creative Writing” is additionally called the “art of constructing things up”. It's
any writing that doesn't follow the traditional skilled, print media, tutorial or technical
types of literature, usually known by a stress on narrative crafts, character
development and therefore the use of literary tropes or with numerous traditions of
poetry and literary study. It's wherever the aim of writing is to specific thoughts, feelings
and emotions instead of to feed information.
Creative Writing vs. Technical Writing
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• Entertaining, Provocative & • Informative, Instructional or
Captivating Persuasive
• Subjective • Objective
To add it up, creative writing is for masses but technical writing is for specific
audience. In creative writing, the most of the part is self – created, although the idea
might be inspired but in technical writing the facts are to be delivered and the ideas
are delivered from leading on what others have thought.
What’s More
Think and write. Go over with the following texts given below. Write CW
if the writing is an example of Creative Writing and write TW if it is an
example of Technical Writing. Write your answer on the space provided.
2. “He could not have been bigger than this,” the frog said.
But the little Frogs all declared that the monster was much,
much bigger… “
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3. “It isn’t a new problem. Addiction is an ugly foe that ruins lives.”
-
- EDITORIAL entitled “Drug
Addiction: A Public Health Crisis “
(Source : www.countytimes.com/opinion)
6. ” All creatures great and small; all things wise and wonderful,
the Lord God made them all “
6
8.
School absenteeism is an alarming problem for
administrators, teachers, parents, society in general, and pupils in
particular. Unaccepted absences have a negative effect on
peer relationships, which can cause further absences.
ASSESSMENT
Arrange the following terms into their proper type of writing. Write the
correct word in either Creative Writing or Technical Writing.
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Lesson
SENSORY DETAILS
2
What I Know
1. Sensory details are used in any great story, literary or even in movie.
2. Writers employ the 4 senses in writing to engage a reader’s interest.
3. When sensory details are used, readers can not personally experience
what you want them to experience.
4. In using the sensory details, the writer is able connect with readers
personally.
5. Without sensory details, stories would still come to life.
What’s New
Using the five senses (sight, sound, touch, taste or smell) in your
writing to show details, fill in the blanks with the appropriate sensory
information in every situation given.
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What Is It
The writer’s ability to produce a strong and memorable story has much to do
with appealing our five senses. Writers use the sense of sight, sound, touch, smell and
taste to arouse a reader’s interest. When sensory details are being added to writings,
your readers can personally experience whatever you are trying to describe, let them
remember of their own experiences, giving the writing a universal feel. Without using
sensory details, stories would fail to come to real life.
Let’s look at the sensory details in action. Compare the following two passages
describing a trip to the grocery store.
“I went to the store and bought some flowers. Then I headed to the meat
department. Later I realized I forgot to buy bread.”
Now, this doesn’t give an impact on you. There’s nothing to bring you into the
writer’s world.
“Upon entering the grocery store, I headed directly for the flower department,
where I spotted colorful daisies. As I tenderly rested the daisies in my rusty shopping
cart, I caught a familiar enchanted scent, so I added the fragrant bouquet of roses to
my cart. While heading for the meat department, I smelled the stinky of seafood, which
made my appetite disappear. Later I realized I forgot to buy bread. “
See how the additional details made that situation come to life? Writing with the 5
senses is an important part of writing very well. Adjectives excite writing to life and
bring the reader into the text and help activate his or her imagination. Sensory details
make the reader feel like he or she was there and create more close connection to the
writer and a greater understanding of the text.
(Source : https://study.com/academy)
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What’s More
Read the selection below. Select and write in the blanks the
corresponding sensory details for each of the following senses.
The sweet smell of chocolates seems to call me in the evening. The attraction of
its delectable taste is really hard to resist. When the temptation is too much to handle,
I tip-toe into the kitchen, past the photos of colorful flowers hanging on the wall and
over the cracking sounds of the hardwood floors. The sight of those beautifully-
rounded chocolates only increases the fast beating of my heart and salivating in my
mouth. The taste of its delectable, melting goodness on my tongue causes all my
senses to celebrate.
1. Sense of sight
2. Sense of sound
3. Sense of smell
4. Sense of taste
5. Sense of touch
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Assessment
Read each clue. Using the word bank, decide on the sensory word that
best matches the context. Then, write it in the blank beside each clue.
WORD BANK
Silky rumbling mumbling crowded
scratchy messy smoky Tart
soaking
ADDITIONAL ACTIVITY
1. Sense of Sight
2. Sense of Smell
3. Sense of Touch
4. Sense of Sound
5. Sense of Taste
11
Lesson LANGUAGE: IMAGERY
3
What I Need To Know
At the end of this lesson, you are expected to be able to use imagery.
(HUMSS_CW/MP11/12-Ia-b-4)
What I Know
Let’s do a Self-Audit. Answer the following questions to assess how much you
know about imagery. Write only the letter of your answer.
1. What are the words or phrases that enable a reader to create vivid sensory
experiences?
A. Imagery
B. Image
C. Sensual words
2. What are the words that trigger the sense of sight of the reader?
A. Olfactory imagery
B. Visual imagery
C. Tactile imagery
3. What are the words that trigger the sense of hearing of the reader?
A. Gustatory imagery
B. Auditory imagery
C. Olfactory imagery
4. What are the words that trigger the sense of smell of the reader?
A. Gustatory imagery
B. Tactile imagery
C. olfactory imagery
5. What are the words that trigger the sense of touch of the reader?
A. Tactile imagery
B. Olfactory imagery
C. Auditory imagery
6. What are the words that trigger the sense of taste of the reader?
A. Auditory imagery
B. Visual imagery
C. Gustatory imagery
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What’s New
CLOSE READING
What do you give/offer to the one you love? Read the poem silently and
complete the activity to follow.
Source: https://bit.ly/2OZcoD5
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A gown made of the finest wool
Which from our pretty lambs we pull;
Fair lined slippers for the cold,
With buckles of the purest gold;
What I Can Do
Activity 4. Complete the Sense Chart. Write inside the circle the words/phrases
found in the poem that trigger your five (5) senses.
Smell
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What Is It
IMAGE
• It most commonly refers to the visual pictures within a work produced verbally;
though it is often defined more broadly to include sensory experiences, other
than the visual.
• Imagery is a literary device of forming images collectively (Webster’s Dictionary
of the English Language, 1992).
• This refers to words and phrases that create vivid sensory; is used to signify all
the objects and qualities of sense perception referred to other works of
literature.
• Imagery is categorized into five types:
a. Visual imagery – objects that provoke the sense of sight
b. Auditory imagery – those that trigger the sense of hearing
c. Olfactory imagery - those that stimulate the sense of smell
d. Tactile imagery - those that apprehend the sense of touch
e. Gustatory imagery - those that compel the sense of taste
15
The terms that seem most concrete, those that evoke sensual images, are
underlined.
Without those terms the passage would be thin and flat. There would be
no verbal picture, no sensual re-creation of place.
What’s More
Activity 5. The paragraphs below are the continuation of the travelogue above. It is
now your turn to underline/write the words/phrases that evoke sensory experience
through imagery.
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Siargao Island is Surigao Del Norte's "last frontier" facing the Pacific
Ocean. The island boasts of quite a number of untapped natural
resources that tourists marvel. Aside from the white beaches that abound,
the seas of Siargao are the fishermen's choice to catch fish and other
marine products. This year, under the administration of Gov. Robert
Lyndon Barbers, Siargao's infrastructure development got the much
needed "shot in the arm" with its people seeing and feeling the
improvements where during the previous provincial leaderships, "it was
only but a dream," so they said.
Are you ready for island hopping? There are islets where you'll find
fine white sand beaches and crystal clear waters comparable to Boracay
Paradise. The three favorites - Guyam, Daku and Naked Islands are close
to General Luna and can be visited by renting your own banca for only
P1,000.00. Traveling around the town makes easier with habal-habal, a
motorcycle that can load up to 7 passengers to that will bring you to
different destinations in town.
What I Can Do
Activity 6. Think of a song that abounds in imagery. Write/secure the lyrics of the
song and underline the words/phrases that employ imagery. Label the underlined
words/phrases with the type of imagery utilized; write the label above the underlined
words/phrases. Use VI if it is visual imagery; AI for auditory imagery; OI for olfactory
imagery; TI for tactile imagery and GI for gustatory imagery. An example is given for
you.
Example:
Your Love (by Alamid)
Chorus:
VI VI
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VI & OI
What’s New
CLOSE READING. Read the short story ‘The Flowers’ by Alice Walker and do the
activity to follow.
(1) It seemed to Myop as she skipped lightly from hen house to pigpen to
smokehouse that the days had never been as beautiful as these. The air held a
keenness that made her nose twitch. The harvesting of the corn and cotton, peanuts
and squash, made each day a golden surprise that caused excited little tremors to run
up her jaws.
(2) Myop carried a short, knobby stick. She struck out at random at chickens
she liked, and worked out the beat of a song on the fence around the pigpen. She felt
light and good in the warm sun. She was ten, and nothing existed for her but her song,
the stick clutched in her dark brown hand, and the tat-de-ta-ta-ta of accompaniment.
(3) Turning her back on the rusty boards of her family's sharecropper cabin,
Myop walked along the fence till it ran into the stream made by the spring. Around the
spring, where the family got drinking water, silver ferns and wildflowers grew. Along
the shallow banks pigs rooted. Myop watched the tiny white bubbles disrupt the thin
black scale of soil and the water that silently rose and slid away down the stream.
(4) She had explored the woods behind the house many times. Often, in late
autumn, her mother took her to gather nuts among the fallen leaves. Today she made
her own path, bouncing this way and that way, vaguely keeping an eye out for snakes.
She found, in addition to various common but pretty ferns and leaves, an armful of
strange blue flowers with velvety ridges and some sweet suds bush full of the brown,
fragrant buds.
(5) By twelve o'clock, her arms laden with sprigs of her findings, she was a
mile or more from home. She had often been as far before, but the strangeness of the
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land made it not as pleasant as her usual haunts. It seemed gloomy in the little cove
in which she found herself. The air was damp, the silence close and deep.
(6) Myop began to circle back to the house, back to the peacefulness of the
morning. It was then she stepped smack into his eyes. Her heel became lodged in the
broken ridge between brow and nose, and she reached down quickly, unafraid, to free
herself. It was only when she saw his naked grin that she gave a little yelp of surprise.
(7) He had been a tall man. From feet to neck covered a long space. His
head lay beside him. When she pushed back the leaves and layers of earth and debris
Myop saw that he'd had large white teeth, all of them cracked or broken, long fingers,
and very big bones. All his clothes had rotted away except some threads of blue denim
from his overalls. The buckles of the overall had turned green.
(8) Myop gazed around the spot with interest. Very near where she'd
stepped into the head was a wild pink rose. As she picked it to add to her bundle she
noticed a raised mound, a ring, around the rose's root. It was the rotted remains of a
noose, a bit of shredding plowline, now blending benignly into the soil. Around an
overhanging limb of a great spreading oak clung another piece. Frayed, rotted,
bleached, and frazzled--barely there--but spinning restlessly in the breeze. Myop laid
down her flowers.
Source: https://bit.ly/2Zb7Q0l
Retrieved: August 16, 2019
What’s More
Activity 7.
Be imagery-fic! Choose a paragraph in the story ‘The Flowers’ that
you like the most. Draw a vignette that depicts the images portrayed
in that paragraph.
What I Can Do
Activity 8.
Imagine introducing the most influential person in your life to a person
who is both deaf and mute. Since that person cannot hear nor speak,
think and draw the best image that best represents the person whom
you consider the most influential person in your life.
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Lesson LANGUAGE: DICTION
3
What I Know
Let’s do a Self-Audit. Please assess the following sentences. Are they correctly
written? If yes, write Y; if not, write N.
If any of
your
answer is
‘N’, you
If all your answers better
are ‘Y’, then your read
assessment is what lies
commendable. ahead of
you!
You deserve a Enjoy!
star! Still, read on!
20
What Is It
A diction error is a “wrong word” error. Diction error is a word that almost
sounds right. For instance, if an employer says “We interviewed perspective
candidates”, she has committed an error in diction. Instead, ‘prospective’, not
‘perspective’ should be used. Perspective means point of view, but prospective
means potential.
Thus, “We interviewed prospective candidates”, is more appropriate.
‘There’ is misplaced in the sentence. Thus, the better way of writing it is:
“That woman there is our teacher.”
‘Accept’ means to take, receive or admit. Considering the context, the sentence
means that all boys except for one. Thus:
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“In this class, all except one boy passed.”
Assessment
Activity 9. Correcting Diction Error. Rewrite the following sentences to correct the
diction error.
22
Lesson LANGUAGE: FIGURES OF
3 SPEECH
At the end of this lesson, you are expected to use figures of speech.
(HUMSS_CW/MP11/12-Ia-b-4).
What I Know
Let’s do a Self-Audit. Answer the following questions to assess how much you know
about figures of speech. Read closely the sentences below then identify the figures of
speech employed in each sentence. Choose your answers from the words inside the
box below.
8. Our cat meows and our dog barks loudly when the stranger passes by in the middle
of the night.
9. The trees sway as the strong wind blows.
10. Oh! With this hunger I have, I could eat a horse!
11. I am feeding 11 mouths at home.
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What’s New
What’s New
Close Reading. What does an ambulance do? Read the poem silently
and answer the questions that follow.
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The grim joke and the banal resolution.
The traffic moves around with care,
But we remain, touching a wound
That opens to our richest horror.
Already old, the question Who shall die?
Becomes unspoken Who is innocent?
Source: https://bit.ly/2KClEsH
Retrieved: August 16, 2019
What Is It
Example:
“Does it dry up like a raisin in the sun? or fester like a sore-
And then run?
Does it stink like rotten meat?
Or crust and sugar over –
Like a syrupy sweet?”
-Langdon Hughes, “What Happens to Dream Deferred?”
In here, two unlike things are under comparison through the use of
the word “like”.
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Metaphor comes from the Greek word meta and trans which mean across;
phor and fer which mean carry. Hence, metaphor treats something as if it were
something else. It is a means of comparing things that are essentially unlike; the
comparison however is implied unlike simile – that is, the figurative term is substituted
for or identified with the literal term.
Example:
Onomatopoeia or sound words uses words that imitate sounds associated with
objects or actions.
Example:
26
Personification, on the other hand, endows human attributes, qualities or abilities
to inanimate objects or abstractions.
Example:
Example:
27
Example:
Alliteration is the repetition of the initial (first) consonant sound (not letter) in a
series of words/phrases.
Example:
The initial consonant /p/ sound is repeated all over the text.
Synecdoche is the use of the part for the whole or the whole for the part.
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Metonymy is the use of something closely related to substitute the thing
actually meant or when something is described indirectly by referring to things around
it.
Example:
Example:
Example:
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What’s More
Activity 11.
Closer Look
Deeper Look
1. Upon reading the word ‘ambulance’, what words or scenes did you associate it
with?
2. What do you think happened in the poem? Why was an ambulance present?
Was there an emergency? What word or phrase tells us this?
3. Was there a patient? Did the patients live or die? What word or phrase tells us
this?
4. What was the feeling of the onlookers? Were they happy or sad? What word or
phrase tells us this?
5. Can you point out the line that tells us the cause of death? What is the attitude
of the author toward death and its cause? What word or phrase gives us a clue
to this?
6. Have the figures of speech used helped you ‘picture’ the scenario described in
the poem? Explain.
7. What is the poem about?
Let’s Summarize!
2. Imagery on the other hand refers to words and phrases that create vivid sensory.
It is categorized into five (5) - visual imagery, auditory imagery, olfactory imagery,
tactile imagery and gustatory imagery.
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3. Diction is the author’s choice or selection of words or vocabulary; the artistic
arrangement that words constitute. Inappropriate use of diction is called diction
error.
4. There are countless figures of speech but there are those which are commonly
used by authors - simile, metaphor, onomatopoeia, personification, apostrophe,
hyperbole, alliteration, synecdoche, metonymy, oxymoron and paradox.
Assessment
Write your own sentence demonstrating the figure of speech being asked in each
item.
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1. Simile
2. Metaphor
3. Hyperbole
4. Synecdoche
5. Metonymy
6. Alliteration
7. Oxymoron
8. Paradox
9. Onomatopoeia
10. Personification
11. Apostrophe
Additional Activity
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Explanation (of the symbolic
representation):
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