Senior High School

Creative Writing
Quarter 3 – Module 1
Imagery, Diction, Figures of Speech and
Variations on Language
Creative Writing – Grade 12

Alternative Delivery Mode

Quarter 3 – Module 1: Imagery, Diction, Figures of Speech and Variations on
Language

First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders. Every
effort has been exerted to locate and seek permission to use these materials from their
respective copyright owner. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Ace Benedict P. Lacap
Editor: Ellaine F. See
Reviewer: James V. Henson
Illustrator: Name
Layout Artist: Jaime Agustin G. Garong IV
Management Team: SDS Zenia G. Mostoles, EdD, CESO V
ASDS Leonardo C. Canlas, EdD, CESE
ASDS Rowena T. Quiambao, CESE
CID Chief, Celia R. Lacanlale, PhD
SGOD Chief, Arceli S. Lopez, PhD
June D. Cunanan, EPS-I, English
Ruby M. Jimenez, EPS-I, LRMDS

Published by the Department of Education, Schools Division of Pampanga

Office Address: High School Boulevard, Brgy. Lourdes, City of San Fernando, Pampanga
Telephone No: (045) 435-2728
E-mail Address: pampanga@deped.gov.ph
 Introductory Message
For the Facilitator:

Welcome to the Creative Writing Alternative Delivery Mode (ADM) Module on

Diction, Imagery, and Figures of Speech.

This module was collaboratively designed, developed and reviewed by educators

from public institutions to assist you, the teacher or facilitator in helping the learners
meet the standards set by the K to 12 Curriculum while overcoming their personal,
social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also aims
to help learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

Answers are written at the back of this module. Inculcate to the learners the
value of honesty while answering this module.

For the Learner:

Welcome to the Creative Writing Alternative Delivery Mode (ADM) Module on
Diction, Imagery, and Figures of Speech.

Writing has been a form of human communication ever since it has set visible marks
that are related and understood to some particular structural level of language. Creative
Writing, on the other hand, will assist you in recognizing the power of the written word
and how it can change the way you see life. Creative writing will help you discover and
put into practice your own strategies to live a more creative life in words. Gathering
ideas for, writing prose and poetry (which may be fictional or non-fictional), critical
reading, and revising are just some of the strategies which you can learn from this
module.

This subject will make you consider your writing as a ―work in progress‖. A portfolio of
your collection of poems, stories and acts will be your final output by the end of the
semester.

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
 What I Need to Know

This module is about IMAGERY, DICTION, FIGURES OF SPEECH AND

SPECIFIC EXPERIENCES. It will help you understand better how fun it is to craft
paragraphs using imagery, diction and figures of speech.
It is about time that you master them! This module will help you appreciate more
how these could make your statements more appealing and interesting.
Start your journey in identifying what you already know about imagery, diction,
and figures of speech. Along the way, you may also discover new things about them. At
the end, you are expected to use them in meaningful sentences.

Choice of words is very important. You may confuse or even hurt others when
you are not careful of your words. On the other hand, the use of imagery helps us craft
creative outputs, making our statements more vivid. And lastly, the use of figures of
speech makes our statements achieve special effect and evoke powerful feelings and
emotions.
In Creative Writing, you are expected to craft your own masterpieces. Hence,
mastering these could be your advantage.

At the end of this module, you are expected to:

1. Define Imagery and Diction

2. Differentiate the types of Imagery
3. Use different types of imagery and correct diction in creative writing
4. Identify the different examples of Figures of Speech

What I Know

I. Look around you. Answer the following questions. Write your answers on your notebook.

1. Which is harder: Using and answering modules or going to school and have
face to face interaction and/or discussion?
2. Describe your surroundings. How is it different from your classroom?
II. Read each of the following sentences. Identify which of the given body parts is/are used.
Write only the letters of your answers on your notebook.

1. Charles is wearing a loose blue shirt.

a. ears c. nose
b. eyes d. tongue
2. I can‘t stay here anymore. This place stinks because of the rotten goods.
a. ears c. nose
b. eyes d. tongue
3. Lawrence was disappointed because the chocolates which were given to him
were bitter.
a. ears c. nose
b. eyes d. tongue
4. Francheska has smooth skin. She uses water-based lotion.
a. ears c. nose
b. eyes d. tongue
 5. Stephanie was startled when the bell rang.
a. ears c. nose
b. eyes d. tongue

Lesson
Use of Imagery, Diction, Figures of Speech
1
People are drawn to reading masterpieces that are creatively written. As they
assert, ―writers aren't born, they're created. They bounce back after they browse a lot of
books and acquire a lot of information and experiences‖.
Once perfected the art of using mental imagery, diction, and figures of speech,
you're one step nearer in crafting a literary masterpiece!

What’s In

Differentiate each of the following pairs of sentences Write your answers on your
notebook.

1. a. Anna‘s hair was long.

b. Anna‘s hair was like the threads of gold.

2. a. The test is a piece of cake.

b. The test is very easy.

3. a. I could not tolerate the pungent smell of jackfruit.

b. I hate the smell of jackfruit.

What’s New

Read the selection. Answer the questions that follow on your notebook:

When the House is Empty

By: C.S Lewis

No one ever told me that grief felt so like fear. I am not afraid, but the sensation
is like being afraid. The same fluttering in the stomach, the same restlessness, the
yawning. I keep on swallowing.

At other times it feels like being mildly drunk, or concussed. There is a sort of
invisible blanket between the world and me. I find it hard to take in what anyone
says. Or perhaps, hard to want to take it in. It is so uninteresting. Yet I want the others
to be about me. I dread the moments when the house is empty. If only they would talk
to one another and not to me…
 There are moments, most unexpectedly, when something inside me tries to
assure me that I don‘t really mind so much, not so very much, after all. Love is not the
whole of a man‘s life. I was happy before I ever met H. I‘ve plenty of what are called
‗resources‘…One is ashamed to listen to this voice but it seems for a little to be making
out a good case. Then comes a sudden jab of red-hot memory and all this
‗commonsense‘ vanishes like an ant in the mouth of a furnace…

And no one ever told me about the laziness of grief…

Not only writing but even reading a letter is too much. Even shaving. What does
it matter now whether my cheek is rough or smooth? They say an unhappy man wants
distractions – something to take him out of himself. Only as a dog-tired man wants an
extra blanket on a cold night; he‘d rather lie there shivering than get up and find one.

Questions:
1. How does an empty house describe grief in this piece?
2. The selection relates grief with fear. Explain the connection.
3. Identify some sensory images in the piece. Are they visual, auditory, olfactory,
gustatory or thermal?
4. If you will write about the same theme, what images object will you use as a
descriptive detail?

What is It
Imagery
Imagery is language used by poets, novelists and other writers to create images in the
mind of the reader. Imagery includes figurative and metaphorical language to improve
the reader‘s experience through their senses.

The use of imagery appeals to how you see, hear, smell, taste, touch and feel the things
that you are writing about.

1. VISUAL
Imagery that focuses on something that is concrete and can be seen.

Examples: dilapidated shanty, fair complexion, lengthy essays

2. AUDITORY
Imagery that uses sounds

Examples: screeching wheels, the irritating cry of a baby, the birds chirping

3. OLFACTORY
Imagery that uses scent

Examples: The aroma of the freshly brewed coffee, the stench of the week-old
garbage in the bin
 4. GUSTATORY
Imagery that uses taste

Examples: Luscious whipped cream, bitter dark chocolate, bland vegetables

5. TACTILE
It is something that you can touch through your mind‘s skin.

Examples: soft, velvety feel of silk, his calloused rough hands

6. THERMAL
It is something that depicts temperature.

Examples: scorching heat of summer, a sudden gush of December

Diction
Diction refers to the choice of words especially with regard to correctness, clearness, or
effectiveness.

The following are things that will help you use words effectively in writing:

1. Use strong and exact verbs.

Avoid linking verbs and verbs used in the passive voice.

Examples:
(Linking verb): Athena‘s Halloween costume was terrifying to the children.
(Action verb): Athena‘s Halloween costume terrified the children

(Passive): The sun was covered by big, lonely clouds.

(Active): Big, lonely clouds covered the sun.

2. Use specific words.

Use specific words to convey meaning. Choose the right word, particularly when
choosing a synonym for a word.

Example:
Look (watch, stare, gaze, ogle, squint, observe, glare, glance, gape, scrutinize)

a) The teacher stared (to look intently) at the students who were not paying
attention to the discussion.
b) The child squinted (to look with difficulty) at the sun, which was a little painful
to the eyes.
c) The cooperating teacher observed (to look as to examine) how his
cooperating student taught the lesson about tenses of verbs.
d) I glanced (to look hurriedly) at the wall clock to check if it is already time for
lunch break.

3. Select words with best connotations.

Connotation refers to what a word suggests or implies.

Denotation refers to the direct specific meaning of a word.

 4. Avoid clichés.

Use new and direct expressions.

Cliché: When Marithe finally said ―yes‖ to his proposal, Charles was on cloud
nine.

Revised: When Marithe finally said ―yes‖ to his proposal, Charles was overjoyed.

5. Avoid wordiness.

Write simple sentences. Do not make lengthy statements.

Examples:
Wordy: To reach our goal, we need suggestions that are fresh and at the same
time effective.

Concise: To reach our goal, we need fresh and effective ideas.

Figurative Language
A figure of speech is a word or phrase using figurative language—language that has
other meaning than its normal definition. Figures of Speech rely on suggested meaning,
rather than a definition from the dictionary.
Figures of speech are used both in oral and written forms of communication.
Functions:

1. To clarify a vague idea or thought

2. To highlight important point
3. To stimulate unlikely associations
4. To evoke powerful feelings and emotions
5. To embellish dull paragraphs and stanzas

Types of Figures of Speech

1. Simile – It compares two objects belonging to different classes. It is usually

connected through the use of the words ―like‖ and ―as‖.

Example: Our new teacher is as fierce as a lion.

2. Metaphor – It makes a direct comparison between two unlike things or ideas

without using the words ―like‖ and ―as‖.

Example: My mother is an angel in disguise.

3. Personification – It gives human qualities to non-living things or ideas.

Example: The leaves danced gracefully with the wind.

4. Hyperbole – It is the deliberate exaggeration of a fact or truth for the sake of

emphasis.

Example: I am thirsty that I could drink a tank of water!

 5. Metonymy – It is the substitution or replacement of the name of a concrete
object or thing that is closely associated for the word or concept itself.

Example: I could not do this alone. I need a hand.

6. Synecdoche – It is the naming of a part to signify the whole.

Example: I live with my parents in one roof.

7. Oxymoron – It is the juxtaposition or combination of adjacent words that have
meanings that are opposite, contradictory, or incongruous.

Example: I could not take this deafening silence anymore!

8. Irony – It occurs when there's a marked contrast between what is said and what
is meant, or between appearance and reality.

Example: How thoughtful of you to forget my birthday!

9. Euphemism – It is a mild, indirect, or vague term that often substitutes a harsh,

blunt, or offensive term.

Example: 'A little thin on top' instead of 'going bald.'

10. Understatement – It occurs when something is said to make something appear

less important or less serious.

Example: It's just a scratch - referring to a large dent

What’s More

Independent Activity 1
Choose correct connotation. Replace the underlined words with better synonym. You
may use a dictionary or thesaurus. Write your answers on your notebook.

1. Brownie barked happily when it saw Henry opening the gate.

2. Life is an interesting teacher because it gives you the tests first; the lesson
afterwards.
3. The varsity player asked the registrar about the changes made in his curriculum.
4. You should be fast in jotting down notes if you want to write everything about the
discussion.
5. The autumn motif is okay in this room.
Independent Assessment 1

Eliminating wordiness: Remove unnecessary and redundant words in the sentences

and rewrite them on your notebook.

1. Anyone who is interested to join the Communicators‘ Club should visit the library,
which is located at the second floor.
2. Nathan found the information that he was looking for, which is found in the
Humanities section, and found under the Filipiniana shelf.
3. The mountains have slowly eroded and this erosion has urged local officials to
demand government action.
4. The school‘s varsity volleyball team, which was coached by Mrs. Cudal,
experienced a training that was quite successful.
5. The students paid respect to their teachers during Teachers‘ Day by actually
offering flowers.

Independent Activity 2

Identify the TYPE OF IMAGERY utilized in each phrase and/or statement. Write your
answers on your notebook.

1. The bittersweet chocolate and slightly sweet but salty caramel blended together on
her tongue.
2. The night was dark as ever, but bright, glimmering stars lit up the sky.
3. The rumbling sound of clouds indicated the start of monsoon.
4. The sweet scent of maple syrup wafted through the room.
5. She served a bland sea shell pasta with sweet marinara sauce.
6. The rooster crowed at early dawn, a sign that it was time to start the day.
7. The comfort of a nice fuzzy blanket on a rainy weather is what I really miss.
8. I was awakened by the inviting aroma of the freshly brewed coffee.
9. I don‘t want to get out because of the scorching heat of the sun.
10. Have you ever experienced running your fingertips on satin fabric?

Independent Assessment 2

Describe the following using the given type of imagery enclosed in parentheses. Write
the descriptions on your notebook.

A. Angel Locsin (Visual)

B. Thunder (Auditory)
C. Durian (Olfactory)
D. Coffee Jelly (Gustatory)
E. Polished surface (Tactile)
F. Baguio Stroll in February (Thermal)
Independent Activity 3

Identify the figures of speech used in each of the following statements. Write your
answers on your notebook.

1. You‘re such an excellent student! You‘re the only one who did not pass the test.
2. My brother who was convicted for 8 years was just released from the big house.
3. The car complained as the key was roughly turned in its ignition.
4. I have a ton of things to do when I get home.
5. The world is a big stage and we are the actors.
6. Reymark was as white as a sheet of paper when he walked out of the cinema after
watching ―The Nun‖.
7. Charles is driving his new wheels.
8. Pregnancy termination is illegal in the Philippines.
9. The comedian was seriously funny.
10. The weather is cooler today, as she refers to sub-zero temperature.

Independent Assessment 3

Narrate and describe the “New Normal” using either DICTION, IMAGERY, and
FIGURES of SPEECH. Write your answer on your notebook.

Note: It must be written in at least 3 paragraphs with a total of 12 to 15 sentences.

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 What I Have Learned

What have you learned regarding Diction, Imagery, and Figures of Speech in this
module? Explain in 4 to 5 sentences. Write your explanation on your notebook.

What I Can Do

Imagine you live in the year 3000. Describe it using IMAGERY, DICTION, and
FIGURES of SPEECH. Write your answer on your notebook.
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 Assessment

A. Emphasize how the following words differ by using them in meaningful

sentences. You may use your dictionary. Write the statements on your notebook.

1. say –
2. speak –
3. state –
4. talk –
5. tell –

B. Identify the figure of speech defined in each of the following sentences. Write
your answers on your notebook.

6. It gives human qualities to non-living things or ideas.

7. It is a mild, indirect, or vague term that often substitutes a harsh, blunt, or
offensive term.
8. It is the substitution or replacement of the name of a concrete object or thing that
is closely associated for the word or concept itself.
9. It is the juxtaposition or combination of adjacent words that have meanings that
are opposite, contradictory, or incongruous.
10. It occurs when there's a marked contrast between what is said and what is
meant, or between appearance and reality.

Additional Activities

Describe your crush using either imagery or figures of speech. Write at least five
(5) descriptions on your notebook.
Example: Dianne‘s hair is as dark as the night.
1.
2.
3.
4.
5.
 What I have learned
Student‘s own answers
What I can do
Student‘s own answers
Assessment
A. 1-5 Student‘s own answers
B. 6. Personification
7. Euphemism
8. Metonymy
9. Oxymoron
10. Irony
Additional Activity
Student‘s own answers
Independent Activity 2 What I know
1. Gustatory I.* Answers may vary
2. Visual Independent Assessment #1 II. (B,C,D,C,A)
3. Auditory
4. Olfactory 1. Anyone who is interested to What’s In
5. Gustatory join the Communicators‘ Club should *Answers may vary
6. Auditory visit the library located at the second
7. Tactile What’s New
floor.
8. Olfactory *Answers may vary
9. Thermal
2. Nathan found the
10. Tactile Independent Activity #1
Independent Assessment 2 information that he was looking for in
*Answers may vary the Humanities section under the 1. cheerfully
Filipiniana shelf. 2. riveting/fascinating
Independent Activity 3 3. inquired/questioned
1. Irony 3. The mountains have slowly 4. quick
2. Metonymy eroded. This has urged local officials 5. fine/admirable
3. Personification to demand government action.
4. Hyperbole *students may use or provide other
5. Metaphor 4. The school‘s varsity synonyms
6. Simile volleyball team coached by Mrs.
7. Synecdoche Cudal, experienced a successful
8. Euphemism training.
9. Oxymoron
10. Understatement 5. The students paid respect
to their teachers by offering flowers
Independent Assessment 3 during teachers‘ day.
*Answers may vary
Answer Key
References
:

“Literary Terms.” Literary Terms. Accessed November 27, 2019.

https://literaryterms.net/.

https://examples.yourdictionary.com/figure-of-speech-examples.html

https://brainly.in/question/11361126

Ace Benedict P. Lacap

Guillermo D. Mendoza NHS

For inquiries or feedback, please write or call:

Department of Education – Schools Division of Pampanga, Learning

Resource Management System

High School Boulevard, Brgy. Lourdes, City of San Fernando

Pampanga, Philippines 1200

Telephone No: (045) 435-2728

Email Address: pampanga@deped.gov.ph