Professional Documents
Culture Documents
Creative Writing
Quarter 1 – Module 1:
Imagery, Diction
and Figures of Speech
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.
This English Learning Kit is developed by the Schools Division of Iloilo and
to be utilized by DepEd Region VI - Western Visayas.
The English Learning Kit is developed to address the current needs of the
learner to continue learning in the comforts of their homes or learning centers. As the
learning facilitator, make sure that you give them clear instructions on how to study
and accomplish the given activities in the material. Learner’s progress must be
monitored.
The English Learning Kit is developed to help you, dear learner, in your
needs to continue learning even if you are not in school. This learning material aims
to primarily provide you with meaningful and engaging activities for independent
learning. Being an active learner, carefully read and understand to follow the
instructions given.
BEGIN
TARGET
9. What type of imagery is present in this sentence, “Silence was broken by the
peal of piano keys as the students practice for the ASEAN presentation.”?
A. auditory B. gustatory C. olfactory D. visual
10. What level of language uses words which are common to everyday speech?
A. colloquial B. formal C. informal D. slang
__________________ __________________
__________________ __________________
__________
You are talking to your best You are informing your teacher
friend about the person you that you will take a scholarship
admire. exam the next day.
3. Chicken-hearted fellow
EXPLORE
E
Amazing! You are done with the
series of warm up activities. You have
started to ignite your creative mind. Now,
let us continue by answering the questions
below in your Creative Writing notebook:
Writing creatively would mean activating the minds and imagination of the
readers effectively. One can tell that a literary piece like poem, essay, or a story is
effective when it is made to evoke meaningful responses and ideas from readers.
These responses or ideas can be best expressed using imagery, figurative
languages, and proper diction. These three are very essential for one to convey his
or her feelings and ideas creatively.
What is an Imagery?
Imagery is a descriptive language used to appeal to reader’s senses: touch,
smell, taste, sound, and sight. This language makes the work interesting.
The following are the types of imagery:
1. Visual Imagery – appeals to your sense of sight.
Ex: The crimson fruit glistening on the tree delights me.
2. Auditory Imagery – appeals to your sense of hearing.
Ex: The melodious chirping of birds awakens me every morning.
3. Olfactory Imagery. This appeals to your sense of smell.
Ex: The sweet scent of sampaguita on her newly washed fabrics made
the ambience more calming.
4. Gustatory Imagery appeals to your sense of taste.
Ex: The sweet and sour flavor of Chef Merly’s chicken satisfied our craving
taste buds.
5. Tactile Imagery appeals to your sense of touch.
Ex: The warmth of the sun that caresses her skin made her feel a little
more alive than ever.
Among many tools of writers, few are as important as imagery- words and
phrases that re-create sensory experiences for the reader. Although Shakespeare
often addresses philosophical themes in his sonnets, he breathes life into his ideas
by evoking sights, sounds, smell, and textures.
Activity 6: IMAGE’S MESSAGE
Directions: Read the following sonnet and look for language that appeals to your
Sonnet 18
by William Shakespeare
After analyzing the poem, answer the following questions in your Creative
Writing notebook.
1. According to the speaker, what makes the subject of the poem immortal in
lines 13-14?
2. What is generally described in the poem?
1
“Diction,” Literary Devices, accessed September 21, 2020, https://literarydevices.net/diction/.
Grade 11-Creative Writing
Competency: Use imagery, diction, figures of speech, and specific 7
experiences to evoke meaningful responses from readers
(HUMSS_CW/MP11/12-Ia-b-4)
The Four Types of Diction2:
1. Formal diction. This uses words in formal situations such as press conferences
and presentations.
2. Informal diction. This uses words and conversation such as writing or talking to
friends.
For you to understand how formal and informal diction affects the message,
consider the examples below:
Formal: Hello, young man. It is nice to see you. How are you today?
Informal: Hey, kid. Nice to meet ya. What's up?
In the first example, the speaker uses longer words such as "pleasure" and
"acquaintance" as well as longer sentences. By contrast, the informal speaker uses
words like "kid", slang like "ya" and very short sentences. Though both examples
convey the same information, they do so with different levels of formality.
3. Colloquial diction. This uses words common in everyday speech which may be
different in different regions or communities.
A. Words:
One famous colloquial difference in the United States is the way a someone
refers to a carbonated beverage. There are regional borders that separate the usage
of the words “soda”, “pop”, “soft drink”, and “Coke” (used as a generic term and not
just to refer to the brand). 3
2
“Diction Examples,” accessed September 21, 2020, https://examples.yourdictionary.com/diction-
examples.html.
3
“Colloquialism,” accessed September 21, 2020,
http://www.literarydevices.com/colloquialism/.
Grade 11-Creative Writing
Competency: Use imagery, diction, figures of speech, and specific 8
experiences to evoke meaningful responses from readers
(HUMSS_CW/MP11/12-Ia-b-4)
To see is to believe
4. Slang diction. This is the use of words that are newly coined, or even
impolite. Also, it is a language peculiar to a group of people.
One of the characteristics of slang is that it changes through time. Here are
the examples of modern slang terms:4
Allen (2010) stated that diction also includes both vocabulary (individual
words) and syntax (the order or arrangement of words. It is then important to know
the different words which are commonly mistaken in usage. This can be a guide for
one to have an enriched and grammatically correct well-written pieces. 5
Rico-Lopez et al. (ND) enumerated some words which are often misused:6
2. Adapt, adept, adopt. To adapt is “to change or adjust in order to deal with a
new condition or to make more suitable.” Adept means
“good at something”; handy; skillful. To adopt is “to take
or use one’s own: to endorse.”
4. Affect, effect. Affect (v.) means “to have an influence on, to effect a change.”
Effect, as a noun means “result”; as a verb, it means “to bring
about, accomplish, and produce”.
5
Janet Allen. Holt McDOUGAL. Literature (British Literature) (Houghton Mifflin Harcourt
Company, 2010), R109.
6
Merna Rico-Lopez, Study &Thinking Skills in English (M. Malones Printing Press), 394-412.
Grade 11-Creative Writing
Competency: Use imagery, diction, figures of speech, and specific 10
experiences to evoke meaningful responses from readers
(HUMSS_CW/MP11/12-Ia-b-4)
Being positive in times of pandemic has an effect in one’s life. (used as
noun)
5. All ready, already. All ready means “all set, all prepared”; already, means
“previously or by the designated time.”
Ex: All activities for this year’s gathering were all ready few weeks before the
schedule of the event.
The president has already approved the date of opening of classes.
Ex: Jane has not delivered the piece well also (or too). (wrong)
Jane has not delivered the piece well either.
8. Among, between. Use among for more than two, between for two.
Ex: Among the provinces in Panay, Iloilo has the highest number of business
establishments.
Between the two brothers, Frits is smarter.
12. Beside, besides. Beside means “alongside of”; it can also mean “other than”
or “aside from.” Besides means “in addition to” or
“moreover”.
13. Cite, site, quote. Cite, a verb, means “to mention.” Site, a noun, means
“location.” Use quote only when the exact language of the
source is given.
16. Emigrant, immigrant. Emigrants are individuals going out the country, and
Grade 11-Creative Writing
Competency: Use imagery, diction, figures of speech, and specific 12
experiences to evoke meaningful responses from readers
(HUMSS_CW/MP11/12-Ia-b-4)
immigrants are individuals coming into it.
17. Former, latter. Former means “the first of two”. Latter means “the second
of two”.
Ex. Jayvee and John Frances were student journalists. The former was
qualified for NSPC.
Jayvie and Jomel are the only remaining cartoonists in the school. The
latter is the older.
Ex. The teacher implied that the she is going to give an exam tomorrow.
The students inferred that the teacher will give the exam.
19. Oral, verbal. Oral means “uttered by the mouth or spoken; verbal means in
words either spoken or written.
G H I J L M T Q R S Z L P
C G F C D I C T I O N D K
S D I O T I O N C N S X Z
Z V E L M S N E Y U W R A
E T R L Q A T G X C N M W
A B C O F O R M A L N D V
E S E Q C G A Q M G D S Y
W G S U M A C R Y I W R S
D G K I D B T N A W B U R
T E W A E T I E P E R S W
B G P L F W O J H P O L Q
D A H Q U I N F O R M A L
N K K U G H Y P R W A N S
K B E G P D P Q I A N G F
Y L L V L O W R S D C Y H
R P D L E B L U M W E R D
U D R S A E A I P R P M W
ACROSS:
1. described as choice of words, often separates good writing from
poor writing
2. a type of diction used in classrooms and formal conferences
Grade 11-Creative Writing
Competency: Use imagery, diction, figures of speech, and specific 14
experiences to evoke meaningful responses from readers
(HUMSS_CW/MP11/12-Ia-b-4)
3. use informal words like talking to friends
4. informal term for “young man”
DOWN:
1. a modern slang usually attributed to Beyoncé which signifies a strong
independent person
2. uses words common in everyday speech which may be different in other
regions or cultural groups
3. doesn’t, aren’t and don’t are examples of _______________.
4.“You’re driving me up the wall.” is an example of ________________.
5. use of words that are newly coined
6. a combination of “brother” and “romance”
Activity 9: A-DICTION
Directions: Based on our lesson about diction, answer the following questions.
Write your responses in your CW notebook.
Does the author consider the target audience in this couplet? Why or why not?
Cherish your visions, cherish your ideals. Cherish the music that stirs in
your heart, the beauty that forms in your mind, the loveliness that drapes
your purest thoughts, for all of them will grow delightful conditions, all
heavenly environment; these, if you but remain true to them, your world will
at last be built.
-Excerpt from Visions and Ideals
7
Patrick Sebranek, Writers INC: A Student Handbook for Writing & Learning (Great Source
Education Group Inc., 2006), 420–422.
Grade 11-Creative Writing
Competency: Use imagery, diction, figures of speech, and specific 15
experiences to evoke meaningful responses from readers
(HUMSS_CW/MP11/12-Ia-b-4)
The following are the examples of Figures of Speech:
3. An indirect reference to a person, place, event of a literary work with which the
author believes the reader will be familiar.
1 12 12 21 19 9 15 14
4. A figure of speech which combines two seemingly, contradictory words for sharp
emphasis or effect.
15 24 25 13 15 18 15 14
8. This appears when two unlike things are explicitly compared. It is introduced by
words such as like, so, as etc.
19 9 13 9 12 5
11. It is meant for a change of name. It is a substitute of the thing names for the thing
meant.
13 5 20 15 14 25 13 25
12. A contrast between the situation and what is reality. This can be a difference
between the surface meaning of something that is said and the underlying
meaning.
9 18 15 14 25
Creative writing is a delightful task. It can help both teachers and learners to
experience things through words. It is therefore very important to learn about the
basic knowledge on the use of imagery, figurative languages and proper diction. This
would help in conveying clearer ideas to the readers and listeners. In this way,
interaction and communication would be more productive and effective.
Imagery is an author’s use of vivid and descriptive language to make a
literary text more colorful and appealing. This can be possible through using sensory
images to trigger and to deepen the reader’s understanding of a work. There are five
major types of imagery. (1) Visual imagery refers to graphics, visual scenes,
pictures, or the sense of sight. (2) Auditory imagery pertains to sounds, noise, music,
or sense of hearing. (3) Olfactory imagery refers to the sense of smell, odors,
aromas or scents. (4) Gustatory imagery pertains to the sense of taste and flavors.
(5) Tactile imagery refers to physical texture or sense of touch.
Diction can be determined by the choice of words of a speaker or writer. A
writer should see to it that the words he will use should be right and accurate,
appropriate to the context where they are used, and should be easily understood by
the listeners or readers. This has four major types. (1) Formal diction uses words
that are used in schools, press conferences and formal presentations. (2) Informal
diction is used when talking or writing to friends. (3) Colloquial uses words common
in everyday speech which may be different from other regions. (4) Slang diction is
the use of words that are newly coined. This is the language of peculiar group.
Figurative Languages or figures of speech are essential ingredients in
writing. These are indirect and connotative language expressions. Some of the
figures of speech include:
Simile Allusion
` Metaphor Synecdoche
Personification Oxymoron
Metonymy Pun
Hyperbole Irony
Paradox apostrophe
Grade 11-Creative Writing
Competency: Use imagery, diction, figures of speech, and specific 19
experiences to evoke meaningful responses from readers
(HUMSS_CW/MP11/12-Ia-b-4)
APPLY WHAT YOU HAVE LEARNED
2. How does proper diction able to evoke meaningful responses of your readers?
3. How will you effectively use figures of speech in your paragraph that could
help tickle your readers imagination and responses?
1. Your family
2. Your journey as a student
3. Your dream job
4. Technology
5. Online games
REFLECT
I LEARNED …
I HAVE RELEARNED…
LEARN MORE
Fortune on Wheels
They said the more, the merrier, but can you survive the hardship you can
get being a father of seven children and a good husband to a wife who has illness
when you are just a pedicab driver?
My father who is as hardworking as a carabao is the one who did
everything for our family who lived in a small nipa hut beside a wide rice field
together. All day long he worked as a pedicab driver, driving and finding
passengers with an unpredictable weather condition in order to gain income to
supply our family’s needs and in the evening. He provided us food to eat and
divided his income to our miscellaneous fees at school. He needs to work hard.
All of us were sent to school.
He once said that if he would be given a chance to have a better job, he
would go for it even though it means no resting. Sometimes he wants to give up
andWriting
Grade 11-Creative blame God for all the bad things that happened to him but every time he
Competency: Use imagery, diction, figures
sees us burning of speech,
midnight he got22
and specific
candle, inspired and all those negative vibes of
experiences to evoke meaningful responses from readers
him are being washed away.
(HUMSS_CW/MP11/12-Ia-b-4)
But who knows that being a pedicab driver can bring us to school and
SCORESHEET
Title of the Text: ____________________________________________
Category Score
Sensory Details
Word Choice
Figurative Language
REMARKS:
Total Score:
Scoring
Sensory Details - 5pts
Word Choice - 5pts
Figurative Language - 5pts
Sensory Details
5 –The text includes excellent number of descriptors in the different sensory details
—gustatory, tactile, auditory, visual, and olfactory.
4 – The text includes details to at least three descriptors of the five senses.
3 – The text includes details to at least only a few descriptors of the five senses.
2 – The text includes details to only one the five senses.
1 – The text includes no details to any of the five senses.
Word Choice
5 – The text has precise, vivid and interesting word choices.
Figurative Language
5 - Figurative language is used appropriately in the entire text which enhances
the reading experiences.
4 - Figurative language is used often which enhances the understanding of the text
3 - There is minimal use of figurative language in the text.
2 - Figurative language is barely used in the text and does not add to the
effectiveness of the text.
1 - Figurative language is not or incorrectly used in the text.
10. What level of language uses words that are suited in formal setting such as
business meeting and conferences?
GLOSSARY
Diction - is determined by the choice of words of a speaker or writer. This helps see
to it that the words used are right and accurate, appropriate to the context and
easily understood by the listeners or readers.
Imagery - are mental pictures. This is the author’s use of vivid and descriptive
language that helps make a literary text more colorful and interesting. This
done by using sensory images that trigger deepen a reader’s understanding
and appreciation of a work.
Irony - a contrast between the situation and what reality is.
Metaphor - an expression that compares two unlike things
Metonymy- the use of linked term to stand in for an object or concept
Oxymoron -two contradictory terms used together
Paradox - a statement that seems contradictory in ordinary experience but reveals
the hidden truth
Simile- a figure of speech that uses the word like, as to make comparison between
two unlike things
Synecdoche - a figure of speech that a part being represented by a whole or vice versa
ANSWER KEY
ACTIVITY 1
1.D 2.D 3.C 4.B 5.A
6.A 7.B 8.C 9.A 10.A
ACTIVITY 8
G H I J L M T Q R S Z L P
C G F C D I C T I O N D K
Grade 11-Creative Writing
S D diction,
Competency: Use imagery, I figures
O of Tspeech, and
I specific
O N 26 C N S X Z
experiences to Z V E L M
evoke meaningful responses from S
readers N E Y U W R A
(HUMSS_CW/MP11/12-Ia-b-4)
E T R L Q A T G X C N M W
A B C O F O R M A L N D V
ACTIVITY 9.A. Yes, the author considered the target readers who are the children.
The words the author used are suited to the level of the children.
B. Yes, words are properly used and chosen.
ACTIVITY 10
1. metaphor 7. personification
2. hyperbole 8. simile
3. allusion 9. paradox
4. oxymoron 10. synecdoche
5. pun 11. metonymy
6. apostrophe 12. irony
ACTIVITY 16
1. C 6. A
2. B 7. A
3. D 8. C
4. B 9. B
5. C 10. B
REFERENCES
Rico-Lopez, M. Study and Thinking Skills in English. Malones Printing Press, n.d.
.
Sebranek, Patrick. Writers INC: A Student Handbook for Writing & Learning. D.C.
Heath and Company, 1996.