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2 Creative Writing
Quarter 3 – Module 1
Use Imagery, Diction, Figures of Speech, and
Specific Experiences to Evoke Meaningful
Responses from Readers
Creative Writing– Grade 12
Alternative Delivery Mode
Quarter 3 – Module 1: Use Imagery, Diction, Figures of Speech, and
Specific Experiences to Evoke Meaningful Responses from Readers
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 module 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 owners. 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: Jess Reille D. Espinas

Editors: GRACIA RODEL B. DELORIA
Reviewer: Gracia Rodel B. Deloria
Illustrator: None
Layout Artist/Typesetter: Josephine V. Austero
Management Team: Senen Priscillo P. Paulin, CESO V Rosela R. Abiera
Fay C. Luarez, TM, EdD, PhD Maricel S. Rasid
Nilita L. Ragay, EdD Elmar L. Cabrera
Anna Lee A. Amores, EdD

Printed in the Philippines by ________________________

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: negros.oriental@deped.gov.ph
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CREATIVE WRITING
Quarter 3 – Module 1
Use Imagery, Diction, Figures of
Speech, and Specific Experiences to Evoke
Meaningful Responses from Readers
Introductory Message

For the Facilitator:

Welcome to the Creative Writing Alternative Delivery Mode (ADM) Module 1

on Using Imagery, Diction, Figures of Speech, and Specific Experiences
to Evoke Meaningful Responses from Readers.

This module was collaboratively designed, developed and reviewed by

educators both from public and private 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.
In addition to the material in the main text, you will also see this box in the
body of the module:

“Writing is the painting of

the Voice”
Voltaire

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.

For the Learner:

Welcome to the Creative Writing Alternative Delivery Mode (ADM) Module 1

on Using Imagery, Diction, Figures of Speech, and Specific Experiences
to Evoke Meaningful Responses from Readers.

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.

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This module has the following parts and corresponding icons:
What I Need to Know
This will give you an idea of the skills or
competencies you are expected to learn in
the module.
What I Know
This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip
this module.
What’s In
This is a brief drill or review to help you
link the current lesson with the previous
one.
What’s New
In this portion, the new lesson will be
introduced to you in various ways; a
story, a song, a poem, a problem opener,
an activity or a situation.
What is It

This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.
What’s More
This comprises activities for independent
practice to solidify your understanding
and skills of the topic. You may check the
answers to the exercises using the
Answer Key at the end of the module.
What I Have
Learned This includes questions or blank
sentence/paragraph to be filled in to
process what you learned from the
lesson.
What I Can Do
This section provides an activity which
will help you transfer your new
knowledge or skill into real life situations
or concerns.

Assessment
This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

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 Additional
In this portion, another activity will be
Activities
given to you to enrich your knowledge or
skill of the lesson learned.

Answer Key This contains answers to all activities in

the module.

At the end of this module you will also find:

References This is a list of all sources used in developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part
of the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you
are not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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 WHAT I NEED TO KNOW

Dear students, welcome to C reative Writing ! This module will serve as

your introduction to this course. In this module you will get to see how
language variations work through diction, imagery and specific sensory
experience, as well as figures of speech. Your understanding of these topics is
essential in creating your own examples, solving mysteries through producing
a descriptive paragraph and preparing for the future through letter
composition.

Learning Competency

Use imagery, diction, figures of speech, and specific experiences to evoke

meaningful responses from readers

Learning Objectives

At the end of the module, you should be able to:

1. Define imagery, diction, figures of speech, and specific

experiences;
(Cognitive)
2. Write a brief descriptive paragraph and informal letter
incorporating imagery, figures of speech and specific experiences;
(Psychomotor)
3. Perceive a positive outlook about the future. (Affective)

WHAT I KNOW

Task1
Directions: Choose the letter of the correct answer for every item.

1. This refers to a way of writing, typically fiction or poetry, which displays

imagination or invention.
a. Diction c. Creative writing
b. Figures of speech d. Imagery
2. This refers to the choice and use of words in writing.
a. Diction c. Creative writing
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 b. Figures of speech d. Imagery
3. Which among the choices could be used in replacement of the
underlined word in the sentence?
“Because she is the creative genius behind the series, Anna is getting
paid as much as the actors.”
a. Intellectual c. Expertise
b. Brilliance d. Wisdom
4. Which among the choices could be used in replacement of the
underlined word in the sentence?
“You should record all your expenses during your trip.”
a. Data c. Document
b. Information d. History
5. This refers to the use of figurative language to represent objects,
actions, and ideas in such a way that it appeals to our physical
senses.
a. Diction c. Creative writing
b. Figures of speech d. Imagery
6. What sense is used in the following sentence to convey imagery?
“The rough cloth prickled my skin.”
a. Sense of sight c. Sense of taste
b. Sense of smell d. Sense of touch
7. What sense is used in the following sentence to convey imagery?
“Give me that big red grammar book.”
a. Sense of sight c. Sense of taste
b. Sense of smell d. Sense of touch
8. This refers to a word or phrase using figurative language that has
other meaning than its literal definition.
a. Diction c. Creative writing
b. Figures of speech d. Imagery
9. What figure of speech is used in the following sentence?
“Lightning danced across the sky.”
a. Simile c. Hyperbole
b. Irony d. Personification
10. What figure of speech is used in the following sentence?
“The beautiful bouquet blossomed in the bright sun.”
a. Assonance c. Alliteration
b. Onomatopoeia d. Consonance

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 WHAT’S IN

Task 2

Directi ons: Identify ten (10) words that are related to Creative Writing from

the puzzle either vertically or horizontally.

1. _________________________ 2.
_________________________ 3.
_________________________ 4.
_________________________
5. _________________________
6. _________________________
7. _________________________
8. _________________________
9. _________________________
10. _________________________

C O M P O S I T I O N
A U T H O R S H I P W
F A N T A S Y S M R U
I M A G I N A T I O N
C O A T Y Q S O V S L
T E X T K U W R Z E Z
I M P O E T R Y X O T
O L I T E R A T U R E
N B H J L P T R Y N R

WHAT’S NEW
Task 3
Directions: Read the following text conversations. Identify the type of figure of
speech used by the underlined message and write its meaning

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 WHAT IS IT

WHAT IS CREATIVE WRITING?

Creative writing is a form of writing where creativity is at the forefront of its

purpose through using imagination, creativity, and innovation in order to tell
a story through strong written visuals with an emotional impact, like in poetry
writing, short story writing, novel writing, and more.

Creative writing uses senses and emotions in order to create a strong visual
in the reader’s mind whereas other forms of writing typically only leave the
reader with facts and information instead of emotional intrigue. (Source:
(Pope, Self-Publishing School, 2019))

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VARIATIONS ON LANGUAGE

Words have both denotative and connotative meanings. The denotative

meaning of a word is that which is found in the dictionary. It is also known as
the literal meaning of a word. On the other hand, the connotative meaning of
a word is that which is assigned by the writer to a word as it is used in the
context of his text. It is also known as the figurative meaning of a word.

Variation is a characteristic of language that allows a writer to express more

than one way of saying the same thing. This could be achieved in writing
through diction, imagery and sensory experience, and figures of speech.

Diction

Diction is the careful selection of words to communicate a message or

establish a particular voice or writing style. For example, flowy, figurative
language creates colorful prose, while a more formal vocabulary with concise
and direct language can help drive home a point. Writers choose specific words
and phrases depending on the outcome they’re trying to achieve. (Source:
(MasterClass, 2020))

• Formal Diction is writing that establishes a professional tone, such as

business writing or formal essays. It involves choosing descriptive,
precise words that are polite and proper. Sentences in formal diction are
often longer.
• Informal Diction is a conversational or friendly writing style. It often
assumes that the reader already knows what you’re talking about and
generally uses shorter words. Sentences may be incomplete or ignore
some finer points in grammar and usage.

Sample 1:

Formal: Would you care to explain the reasoning behind your decision to leave
the gathering early?
Informal: Why’d you leave the party so soon?

Sample 2:

Formal: Hello, young man. It is a true pleasure to make your acquaintance .

How are you feeling today?
Informal: Hey, kid. Nice to meet you. What’s up?

Source: ( (Jennifer Gunner, Diction Examples, 2020))

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Imagery and Sensory Experience

Imagery is the creation of a picture or images in the mind of the reader by

the use of words that appeal to the senses. To create imageries, a writer
makes use of his sensory experiences. He/she recalls what he perceives
through his eyes, ears, nose, tongue, hands, skin, and other sensory organs.

• Visual Imagery
The imagery produced using words that appeal to the sense of sight.
• Auditory Imagery
The imagery produced using words that appeal to the sense of hearing.
• Olfactory Imagery
The imagery produced using words that appeal to the sense of smell.
• Gustatory Imagery
The imagery produced by the use of words that appeal to the sense of
taste.
• Tactile Imagery
The imagery produced using words that appeal to the sense of touch.

Sample:

Visual Imagery: The moonlight shone over the lake and reflected in her big,
dark eyes.
Auditory Imagery: She awoke to the chirping of birds and the soft whisper of a
breeze as it passed through her window.
Olfactory Imagery: The sweet aroma of the freshly baked cookies wafted from the
kitchen to the living room.
Gustatory Imagery: As he bit into the juicy burger, a variety of spices danced
upon his tongue.
Tactile Imagery: the tree bark was rough against her skin.

Source: ( (Barron, 2020))

Figures of Speech

Figures of speech are connotative presentations of words to produce a

literary effect. These are classified into figures of comparison, contrast,
representation or reference, order, omission, addition, substitution,
repetition, and order.

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 Kind Definition Example
Figures of Comparison
Simile A figurative comparison Life is like a game.
with the use of as or
like
Metaphor A figurative comparison Life is a game.
without the use of as or
like
Figures of Contrast
Oxymoron Placing side by side of Blinding darkness
two contrasting words
Paradox A seemingly self- The more you hate, the
contradictory statement more you love.
which can be proven to
be true
Irony A statement of one idea, You’re so lovely today;
the opposite of which is you look like a
meant Christmas tree.
Figures of Representation/Reference
Metonymy A figurative The subjects pay taxes
representation of one to the Crown (for King or
thing for another Queen).
Synecdoche A figurative I feed seven mouths (for
representation of a part persons).
for a whole or of a whole
for a part
Personification A figurative attribution The flowers are dancing
of personal or human under the smiling sun.
qualities to things that
are not human
Apostrophe A direct address to an Car, please get me to
inanimate object, a dead work today!
person (as if living), an
absent
person, or an idea
Figures of Order

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Climax Arrangement of words or I came. I
ideas in an ascending saw. O
order of importance conquered.

Anticlimax Arrangement of words or In elementary, she

ideas in a descending graduated valedictorian;
order of importance in high school,
salutatorian; and in
college, cum laude.

Figures of Sound

Alliteration Repetition of the initial Pedro Parerno picked a

letter or sound in a pack of pad paper.
succession of words
Onomatopoeia Use of a word to In the field, birds chirp,
indicate a sound cows moo, dogs bark,
cat’s meow, snakes hiss.

Assonance Repetition of the vowel Haste makes waste.

sound (not necessarily
the initial sound) in a
succession of words
Consonance Repetition of the Ninety-nine nannies
consonant sound (not renewed their contracts.
necessarily the initial
sound) in a succession
of words
Other Figures

Hyperbole An exaggeration or The orphaned child cried

overstatement for an ocean of tears.
literary effect

Source: (Jesus Z. Menoy, 2016)

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 WHAT'S MORE

Task 4 .

Directions: Play this Creative Writing Tic Tac Toe. Perform the activities where
you belong based on the rules below.

TIC TAC TOE

3. Use your
1. Write a
2. Write a sense of taste to
twoline poem
onesentence write a
using Simile or
informal text onesentence
Metaphor in
message to your description of
describing your
neighbor. your favorite
best friend
food.
4. Using 5. Using
personification,
hyperbole, write
write a
a one-sentence onesentence
description of description of
how you are your favorite
feeling now. thing/object.
8. Use your
6. Write a 7. Look for a
sense of sight to
one-line lyric
twosentence write a
from a song
formal text onesentence
incorporating
message to your description
alliteration in
teacher. about your
the lyrics
favorite place
Rules:
1. If your first name starts with letter A, B, C, D, E, F or
G, perform activity numbers 1 and 8.
2. If your first name starts with letter H, I, J, K, L, M or N,
perform activity numbers 2 and 7.
3. If your first name starts with letter O, P, Q, R, S or T,
perform activity numbers 3 and 6.
4. If your first name starts with letter U, V,W,X,Y, or Z,
perform activity number 4 and 5.

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 For example, if your name is Maria (it starts with letter M), you are going
to perform activity number 2 (Write a one-sentence informal text message
to your neighbor) and number 7 (Write a two-line song incorporating
alliteration in the lyrics)

WHAT I HAVE LEARNED

Task 5
Directions: Write your refle ction in your notebook by completing the
unfinished statements below.

Today, I have learned that _________________________________________________

___________________________________________________________________________
This lesson made me realize that __________________________________________
___________________________________________________________________________
This lesson made me feel _________________________________________________
___________________________________________________________________________
This lesson will be useful when ____________________________________________
___________________________________________________________________________

WHAT I CAN DO

Task 6

Directions: Help solve the mystery by writing a three-to-five sentence

description of the robber. With a formal language, used imagery and/or figures
of speech to describe the physical appearance of the thief.
Follow these standards:

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 15 10 5
Diction Description is Description is written Description is written
written formally. All formally. somewhat formally.
sentences are Most sentences are Most
complete. Rules of complete. Some sentences are
grammar are minor errors in rules incomplete. Frequent
followed. No of grammar, errors in rules of
mistakes in capitalization, grammar,
capitalization, spelling, and capitalization,
spelling, and punctuation are spelling, and
punctuation. found. punctuation are
found.
Imagery The writer shows The writer shows a The writer shows no
several examples of few examples of examples of writing
writing that allow the writing that allow the that allow the reader
reader to see, hear, reader to see, hear, to hear, touch, taste,
touch, taste, or smell touch, taste, or smell or smell in their
in their imagination in their imagination imagination what the
what the writer is what the writer is writer is trying to
trying to describe. trying to describe. describe.
Figure of Speech Used a minimum of Used a one example Did not use any
two different of figurative example of figurative
examples of language. language.
figurative language.

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 ASSESSMENT
Task 7
Directions: Write a ten-sentence informal letter to your future self. In your
letter, describe where you would want to be ten years from now, what you are
doing and who you are. Write your dreams for your future self creatively by
incorporating imagery and figures of speech.

Dear Future, Me,

_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
________________________________ .

Follow this standard:

30 20 10
Imagery The writer shows five The writer shows The writer shows no
examples of three examples of examples of writing
writing that allow the writing that allow the that allow the reader
reader to see, reader to see, to hear, touch, taste,
hear, touch, taste, or hear, touch, taste, or or smell in their
smell in their smell in their imagination what
imagination what imagination what the writer is trying to
the writer is trying to the writer is trying to describe.
describe. describe.
Figures of Speech Used a minimum of Used a minimum of Uses a one example
five different three different of figurative
examples of examples of language.
figurative language. figurative language.
Conventions The spelling and The spelling and Much of the spelling
punctuation are punctuation are and punctuation is
correct. The letter mostly correct. The not correct. The
contains 10 letter contains 8-9 letter contains 6-7
sentences. sentences. sentences.

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ANSWER KEYS

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 REFERENCES

Barron, K. (2020). What is Imagery? Retrieved from TCK Publishing.Com:

https://www.tckpublishing.com/imagery/

Gunner, J. M. E. (n.d.). Retrieved from Your Dictionary:

https://examples.yourdictionary.com/diction-examples.html

Gunner, J. M. E. (2020). Diction Examples. Retrieved from Your Dictionary:

https://examples.yourdictionary.com/diction-examples.html

MasterClass. (2020, November 8). MasterClass Articles. Retrieved from

MasterClass: https://www.masterclass.com/articles/what-is-
dictionlearn-8-different-types-of-diction-in-writing-with-
examples#what-isdiction-in-writing

Menoy, J.Z. P. D. (2016). Creative Writing. Mandaluyong City: Books Atbp.

Publishing Corp.
(n.d.). Retrieved from Introduction to Creative Writing:
https://courses.lumenlearning.com/atd-
distanceminnesotacreativewriting/chapter/lesson-3-elements-of-a-
fiction/

Pope, B. R. (2019, September 20). Retrieved from Self-Publishing School:

https://self-publishingschool.com/creative-writing/

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For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros

Oriental
Kagawasan, Avenue, Daro, Dumaguete City, Negros
Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net

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