CREATIVE NONFICTION

WEEK 5 - 6
COLLEGE OF ST. JOHN – ROXAS
Member: Association of LASSSAI- Accredited Superschools (ALAS)

SELF- LEARNING MODULE AND ACTIVITY SHEETS

Learning Area: CREATIVE NONFICTION Semester: SECOND Inclusive Dates: 01-17-21, 2021
Learning Content: WRITING A SHORT DRAFT
LESSONS AND COVERAGE:
In this module, you will examine these questions when you take this lesson:
WHAT ARE THE TECHNIQUES ONE SHOULD REMEMBER WHEN WRITING A FICTION OR
NONFICTION ARTICLE?

Essential Questions
Why are literary elements necessary in crafting creative nonfiction?
Most Essential Learning Competency:
Write a draft of a short piece (Fiction, Poetry, Drama, etc.) using any of the literary
conventions of genre following these pointers:
1. Choosing a topic
2. Formulating a thesis statement
3. Organizing and developing ideas
4. Using any literary conventions of a genre
5. Ensuring that theme and technique are effectively developed

Learning Objectives
The learners should be able to:

1. Identify a topic to be used for a short draft

2. Write a short draft following literary conventions learned from previous lessons
3. Use elements of fiction in writing creative nonfiction entry
4. Appreciate the value of literary elements in crafting creative nonfiction through
an activity

EXPECTED SKILLS
To do well in this module, you need to remember and do the following:
1. Invoke God’s presence by praying the Lasallian Prayer.
2. Read the instruction carefully before starting anything.
3. Complete all the activities and worksheets given.
4. Explain the different functions of communication
5. Identify situations where a certain function of communication takes place
6. Review the criteria in the rubrics and evaluate your work using the provided checklist.
7. Make a timetable for your study. Do not force yourself to answer everything if you are
are already tired. Give yourself time to relax.
TOPIC 1

**As a drill, before you move on to starting this module, please always start with a
prayer.**

Try this!

ACTIVITY # 1
CHOOSE ONE SONG AND WRITE ITS LYRICS ON THE PROVIDED SPACE BELOW.
IDENTIFY THE LITERARU ELEMENT FOUND.

___________________________________________________________________________
___________________________________________________________________________

GET ENGAGE!

WHAT IS IT?
CHOOSING A TOPIC
There are many ways to brainstorm or come up with a topic to write about:

Listing - Come up with a list of ideas that you can think about relating to topics you are
considering to explore. Do this quickly and set the list aside. Go back to the list and do it all
over after eliminating or combining ideas.

Cubing - The technique helps one to look at an idea in six different points of view or
perspectives: describing; comparing with another; associating with related issues/ ideas;
analyzing good and bad; applying to real-life context and arguing for or against it.

Journalistic Questions - Think of your topic according to the 5 W’s 1 H questions: who,
what, where, when, why and how.
What? So What? Now What? - In exploring your idea, you begin by writing or
describing what it is; what you can do with the idea and where you want to go next with it
or what else should be considered.

Example: What? Drug addiction

So what? Increase in criminality etc. Now
what? What government should do?

Defining Terms - Simply giving a working definition of concepts and comparing the same
with those from the dictionary or other sources.

Summarizing - You can begin with a summary of what you know to establish essential
understanding before going into analysis or synthesis of new ideas. One can also summarize
readings by individual article or by combining those with the same perspective or position.

Metaphor/ Simile - a comparison may help others to understand your idea better using
metaphors or similes. You may have to explain the use of either.

Applying Ideas to a Personal Circumstance or Common Situation - Applying an idea to

common or familiar occurrences helps to analyze it according to context and experience so
that explaining other related circumstance will be much easier.

⚫After deciding what you want to write about, it is crucial to also determine the form you
will be writing it in whether it will be as a created fiction story, an expression of feelings or
describing experience through poetry, recreating through drama or sharing facts, analyzing
history or current events through a nonfiction. 6
⚫For nonfiction, one should combine facts with literary prose, telling a story in an
engaging way using literary devices, in the same way that writers employ literary devices in
other formats.
⚫Purpose should be a foremost consideration just as audience and the medium should
be. For children, fiction stories and videos might be the most interesting while writing for
those in the academe may need more sophisticated medium such as print/ newspaper
articles. Young adults may prefer blogs, testimonials or spoken poetry
 THE THESIS STATEMENT

The thesis statement is the central/ controlling idea which is one’s interpretation of a
question or subject at hand.

⚫A thesis could be one-sentence long and appears towards the end of the
introductory paragraph. It is specific on one to three points of an idea further
explained in the body.
⚫It is not a summary but a dissection of an issue. It should identify an argument on an
issue (climate change may be big; one can specify the issue in the context of local initiatives
about it).
⚫A preliminary or working thesis statement may be modified as a writer outlines the
points and evidences for his essay. You can either broaden or narrow down your working
thesis statement to come up with a clearer, more focused development of your body and
concluding paragraph; reflecting closely what has been discussed.

⚫The elements of a good thesis statement include:

1. Specificity - concentrated/ focused on a specific area of a general topic

2. Precision - coherent argument and focused on a topic to be dissected.
3. Arguability - presents relevant and specific argument; contains a point of view that can
be supported by evidence.
4. Demonstrability - provides reasons and examples of one’s opinion; rely on personal
observation, research and other sources to validate arguments
5. Forcefulness/ Assertiveness - tone is firm, assertive and forceful on taking a stance that
others might oppose about.
6. Confidence - authoritative, persuasive; refrain from using phrases such as “I believe,” “I
feel,” or “In my opinion,” as it reduces credibility.

⚫What Makes a Weak Thesis Statement:

1. when it is simply a declaration of the subject or a description of what will be
discussed
2. when it makes unreasonable, outrageous claim or insult towards the opposing side
3. when it contains obvious fact instead of a debatable statement or argument
4. when statement is too broad and unspecified

ORGANIZATION OF IDEAS
⚫The connection between the thesis statement and the body of supporting
details and evidences is best achieved by how the essay is structured. Prior to making an
outline, the writer should decide on what organizational pattern to use:

1. Chronological order - sequenced according to how it happened such as relating history, a

story or experience or explaining procedure.

2. Spatial order - create a picture using sensory appeal: sight, smell, taste, sound, touch to
help others visualize objects, places, events as you want them to. Transition words such as
between, across, to the left/right; towards and a little farther, among others may be used.

3. order of importance - ranking or setting ideas in the order of importance,

significance or significance. It is most appropriate for persuasion. Some transition words to
use are foremost, most importantly, more or least important.

⚫Topic outline uses words or phrase to make it brief and easier to comprehend.

⚫Sentence outline uses complete sentences for clarity purposes.

⚫Main ideas including the introductory paragraph with your controlling idea or thesis
statement; at least three (3) body paragraphs that contain main ideas and arguments; and a
concluding paragraph that wraps up or summarize your points, restate your thesis
statement, make suggestions or throw another related issue should be indicated by Roman
Numerals (I, II, III, IV, V).
Supporting details and evidences for each main idea such as data, facts and examples
should be assigned letters in upper case (A, B, C). Sub-points to further dissect supporting
details may also be included, designating Arabic numerals to indicate the same (1, 2, 3).
⚫Information under each Roman numeral corresponds to one paragraph. The writer may
break up the paragraph with an additional one as he sees fit due to its length. In this case,
the writer may have to re-number his main ideas.

Rather than using plain language, writers use literary techniques or devices to
emphasize their messages and let them stand out. Writers share their ideas,
opinions, views and observations in a creative manner; making sure to convey a timeless
universal theme drawn from human experiences that serve to remind us of life truths and
realities. For whatever purpose or form a literary work takes, it is certain to relate to some
human condition or aspect of human nature.

⚫Universal theme refers to the commonality of experiences that transcends age, culture,
gender or geography. It means the feeling or human truth conveyed is the same one for all
in whatever genre this might have been expressed or in what particular experience. A
disappointment a child might feel for a parent missing his game is the same one a
grandmother would feel with her children failing to see her on her birthday. Stories of
different characters may differ or their responses as well but these stories point to the
same themes as frustration, love, hope or determination.

⚫With a specific purpose in mind, a writer integrates themes using literary

techniques and tools. He can choose to use a specific genre as he sees most
appropriate.

⚫Diction or the choice of words and style of expression can impact the tone,
representation of characters, setting and dialogue among others. It allows inference to the
motivation of the character, persona or writer.

⚫Themes are perspective, specific opinion or expression of life truths of a subject and
may be explored through analyzing characterization, plot or literary devices used. Literary
works may have a major theme and minor themes.
⚫The major theme is the main idea repeated throughout or is developed within the
literary piece while minor themes are those that may appear briefly or may be suggested
within a literary work.

Sum Up
In three words, sum up what you learned today and elaborate it in one sentence on the line
below the three shorter lines.

WORD 1 WORD 2 WORD 3

___________________ ___________________ ___________________

EXPLANATION
___________________________________________________________________________
 ACTIVITY SHEETS FOR CREATIVE NONFICTION
Name: ______________________________Grade Level/Strand: ________________

GUIDELINES FOR THE ACTIVITIES:

 Read instructions carefully. Follow what is asked.
 All answers should be in word format. You may also write in a clean piece of paper.
Make your handwriting neat and legible. Anything that I cannot read, I will not give a
grade. Take a clear picture of your work. Make sure there are no cut sides.
 Name, Date, Week #, Activity # should be indicated on your work.
 Better if you make a compilation of your work through folders for easier access.
 To come up with a precise and better work for essay / research activities, refer to the
rubrics provided.
 Always put your references and URL’s where your answers were gotten.
 You may send your work on the following accounts:
marriza_delogar@csjr.ph.education
Marriza Javier Delogar- Messenger Account

SELF
CHECK
ACTIVITY 1: CONTINUATION OF JOURNAL
Directions: Using the platform you used last week, continue writing your journal. Be
creative for this will be included in your exhibit for the culminating activity. Attach the
link in this module.

ACTIVITY 2:
Directions: Using what you learned from the module, write a topic outline of what you
are planning to write.

TOPIC:
RATIONALE OF THE TOPIC:

THESIS STATEMENT:
ORGANIZING OF IDEAS DEVELOPMENT STYLE:

OUTLINE

I. TOPIC SENTENCE
a.
b.
c.

II.TOPIC SENTENCE
a.
b.
c.

III. TOPIC SENTENCE

a.
b.
c.

CONCLUSION

note: a,b,c should contain the assumptions and evidences

ACTIVITY 3

Directions: Using the outline you made, write a short draft or paper focusing on your
topic and arguments pointed on your topic sentences. Limit your essay into 500 – 1000
words. This will be your performance task for creative nonfiction.

INSTROSPECTION TIME
Directions: Fill up the template below in not less than 3 sentences each.
WHAT DO I KNOW WHAT HAVE I LEARNED WHAT DO I WANT TO KNOW
MORE

RUBRICS
Journal Reflection Rubric
Criteria Unsatisfactory- Developing
Beginning
Content 0-34 points 35-39 points
Reflection Reflection lacks critical Reflection demonstrates
thinking. Superficial limited critical thinking
connections are made with in applying, analyzing,
key course concepts and and/or evaluating key
course materials, activities, course concepts and
and/or assignments theories from readings,
lectures, media,
discussions, activities,
and/or assignments
Minimal connections
made through
explanations,
inferences, and/or
examples.
Personal 0-13 points 14-15 points
Growth Conveys inadequate Conveys limited
Accomplished Exemplary Total
40-44 points 45-50 points /50
Reflection demonstrates Reflection demonstrates a
some degree of critical high degree of critical
thinking in applying, thinking in applying,
analyzing, and/or analyzing, and evaluating
evaluating key course key course concepts and
concepts and theories theories from readings,
from readings, lectures, lectures, media,
media, discussions discussions activities,
activities, and/or and/or assignments.
assignments. Insightful and relevant
Connections made connections made through
through explanations, contextual explanations,
inferences, and/or inferences, and examples.
examples.
16-17 points 18-20 points /30
Conveys evidence of Conveys strong evidence of
 evidence of reflection on
own work in response to the
self-assessment questions
posed. Personal growth and
awareness are not evident
and/or demonstrates a
neutral experience with
negligible personal impact.
Lacks enough inferences,
examples, personal insights
and challenges, and/or
future implications are
overlooked.
Writing 0-13 points
Quality Poor writing style lacking in
standard English, clarity,
language used, and/or
frequent errors in grammar,
punctuation, usage, and
spelling. Needs work.
Timelines Deduct 11 points-overall
s failing
Journal reflection is
submitted 2-3 days (49-72
hours) after the deadline.
Date Accomplished: ___________________________ Date Submitted: ____________________________
Signature of Student: ________________________ Signature of Parent: __________________________
over Printed Name
evidence of reflection reflection on own work reflection on own work
on own work in with a personal response with a personal response
response to the self- to the self-assessment to the self-assessment
assessment questions questions posed. questions posed.
posed. Demonstrates Demonstrates Demonstrates significant
less than adequate satisfactory personal personal growth and
personal growth and growth and awareness awareness of deeper
awareness through few through some inferences meaning through
or simplistic inferences made, examples, inferences made,
made, examples, insights, and challenges. examples, well developed
insights, and/or Some thought of the insights, and substantial
challenges that are not future implications of depth in perceptions and
well developed. current experience. challenges. Synthesizes
Minimal thought of the current experience into
future implications of future implications.
current experience.
14-15 points 16-17 points 18-20 points /20
Average and/or casual Above average writing Well written and clearly
writing style that is style and logically organized using standard
sometimes unclear organized using standard English, characterized by
and/or with some errors English with minor errors elements of a strong
in grammar, in grammar, punctuation, writing style and basically
punctuation, usage, and usage, and spelling. free from grammar,
spelling. punctuation, usage, and
spelling errors.
Deduct 6-10 points Deduct 1-5 points 0 points deducted /--
Journal reflection is Journal reflection is Journal reflection is
submitted 1-2 days (25- submitted within 1 day submitted on or before
48 hours) after the (24 hours) after the deadline.
deadline. deadline.
TOTAL POINTS (sum of 4 Criteria) /100
over Printed Name
PREPARED BY:
MARRIZA J. DELOGAR
Teacher