Learning Activities for Module 1 in Creative Writing

Learning Objectives:
Projected towards an end-goal, the activities for this module have come to fruition for the fulfillment
of the following objectives:

1. Illustrate imagery on a sense experience.

2. Produce a real – life scenario / event with sense experience focus on diction; and,
3. Construct a memorable event in one’s life using the figures of speech with the proper diction
and vivid imagery.

Written Work #1
The dawn of the COVID-19 Pandemic pushed man to embark on a journey in meaning-making. The quest to
reinvent intentionality in this period of bleak and uncertainty has become imperative to console the
human soul from forlornness. Coping with this rather bleak and futile days of the pandemic has become an
offset for individuals to avert from plunging into the darkness and anxiety. Albeit seemingly hopeless,
even the slightest of ray of light will be enough to illuminate man towards the stream of salvation.
From this point on, comes creative writing to everyone’s disposal. An artistic and creative outlet to
release the tension of anxiety and meaninglessness caused by this period of confinement. While many
harbor doubts about their writing capabilities, creative writing is an opportunity to shed light on the
writing prowess within every student.

To crystallize what you have learned from the module provided to you, your tasked is to answer the
following activities found in each lesson. Your answers must be written in a separate 1 whole sheet of
yellow paper. Moreover, it must be neatly done and must be comprehensive. These are as follows:

1. Lesson 1(Sensory Experience): Activity 2

2. Lesson 2 (Diction): Activity 6
3. Lesson 3 (Imagery): Activity 10
4. Lesson 4 (Figures of Speech): Activity 14

Performance task #1
More than any other event in recent history, COVID-19 confronts humanity with an undeniable,
unprecedented crisis. Although by prima facie, the extremity of this human condition has plunged many,
if not all into the abyss of the meaninglessness of life. In the most unlikely of this occurrence
however, man is beset towards revitalizing one’s own course of life, by facing it honestly and with
human dignity. As what Jean-Paul Sartre famously expressed, “Life is nothing until it is lived. It is
we who give it meaning, and value is nothing more than the meaning we give it.” Thus, we have
encountered things beyond our comprehension that has made us become true to ourselves as individuals. In
light if this, using the lessons (1-4) you have learned from the module provided to you, you are tasked
to make a reflective essay about your experience as a student amid this infectious period of the
Pandemic. Your reflective essay must manifest what you have learned from lesson 1 (sensory experience)
to lesson 4 (figures of speech). Indicated hereafter are the specifications for your guide:

Specific Instruction:

1. 3-paragraph essay; each paragraph must have at least 3-5 sentences

2. The essay must manifest sensory experience, diction, imagery, and figures of speech.
3. Must be creatively done; neat; and comprehensive.
4. Must be written in 1 long bond paper.

Traits 10 8 6 4
Forms and There is one clear, well- There is one clear, well- There is one clear, well- There is no clear, well-
focused topic. Main ideas focused topic. The focused topic. The focused topic. The
Details are clear, and the conditions provided conditions provided conditions provided are
conditions are manifest. partially manifest. partially manifest and not manifest in the work,
lacks in detail.

Organization The introduction is The introduction states The introduction states There is no clear
inviting, states the main the main topic and the main topic. A introduction, structure,
topic, and provides and provides an overview of conclusion is included. or conclusion.
overview of the paper. the paper. A conclusion
Information is relevant is included.
and presented in a
logical order. The
conclusion is strong.

Voice The Author’s purpose of The Author’s purpose of The Author’s purpose of The Author’s purpose of
writing is very clear, writing is somewhat writing is somewhat writing is unclear.
and there is strong clear, and there is some clear, and there is
evidence of attention to evidence of attention to evidence of attention to
audience. The author’s audience. The author’s audience. The author’s
extensive knowledge knowledge and/or knowledge and/or
and/or experience with experience with the topic experience with the topic
the topic is/are evident. is/are evident. is/are limited.

Word Choices The Author uses vivid The Author uses vivid The Author uses words The Author uses a limited
words and phrases. The words and phrases. The that communicate clearly, vocabulary. Jargon may be
choice and placement of choice and placement if but the writing lacks present and distract from
words seems accurate, words are inaccurate at variety the meaning.
natural, and not forced. times and seems overdone.

Traits 10 8 6 4
Forms and There is one clear, well- There is one clear, well- There is one clear, well- There is no clear, well-
focused topic. Main ideas focused topic. The focused topic. The focused topic. The
Details are clear, and the conditions provided conditions provided conditions provided are
conditions are manifest. partially manifest. partially manifest and not manifest in the work,
lacks in detail.

Organization The introduction is The introduction states The introduction states There is no clear
inviting, states the main the main topic and the main topic. A introduction, structure,
topic, and provides and provides an overview of conclusion is included. or conclusion.
overview of the paper. the paper. A conclusion
Information is relevant is included.
and presented in a
logical order. The
conclusion is strong.

Voice The Author’s purpose of The Author’s purpose of The Author’s purpose of The Author’s purpose of
writing is very clear, writing is somewhat writing is somewhat writing is unclear.
and there is strong clear, and there is some clear, and there is
evidence of attention to evidence of attention to evidence of attention to
audience. The author’s audience. The author’s audience. The author’s
extensive knowledge knowledge and/or knowledge and/or
and/or experience with experience with the topic experience with the topic
the topic is/are evident. is/are evident. is/are limited.

Word Choices The Author uses vivid The Author uses vivid The Author uses words The Author uses a limited
words and phrases. The words and phrases. The that communicate clearly, vocabulary. Jargon may be
choice and placement of choice and placement if but the writing lacks present and distract from
words seems accurate, words are inaccurate at variety the meaning.
natural, and not forced. times and seems overdone.