Senior High School

Creative Writing
Module 3
Applying Various Elements,
Techniques, and Literary Devices
in Poetry

AIRs - LM

LU_CreativeWriting_Module3
CREATIVE WRITING
Module 3: Applying Various Elements, Techniques, and Literary Devices in Poetry
Second Edition, 2021

Copyright © 2021
La Union Schools Division
Region I

All rights reserved. No part of this module may be reproduced in any form without written
permission from the copyright owners.

Development Team of the Module

Author: Michael Stephen R. Gracias

Content Reviewer: Reynosa S. Acosta
Language Reviewer: Reynosa S. Acosta
Editor: SDO La Union, Learning Resource Quality Assurance Team
Illustrator: Ernesto F. Ramos Jr.
Design and Layout: Jackielyn G. Calderon

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Schools Division Superintendent
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 Senior High School

Creative Writing
Module 3
Applying Various Elements,
Techniques, and Literary Devices
in Poetry

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Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear
learners, can continue your studies and learn while at home. Activities,
questions, directions, exercises, and discussions are carefully stated for you
to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you
step-by-step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in

each SLM. This will tell you if you need to proceed on completing this module
or if you need to ask your facilitator or your teacher’s assistance for better
understanding of the lesson. At the end of each module, you need to answer
the post-test to self-check your learning. Answer keys are provided for each
activity and test. We trust that you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are
also provided to our facilitators and parents for strategies and reminders on
how they can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on
any part of this SLM. Use a separate sheet of paper in answering the exercises
and tests. And read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in

answering the tasks in this module, do not hesitate to consult your teacher
or facilitator.

Thank you.

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 Target

It is a great way to think that after studying and working on all activities in this
module, you will be able to:
Write a short poem applying the various elements, techniques, and literary devices
(HUMSS_CW/MP11/12c-f-10)

This learning material, Reading and Writing Poetry is meant to be used by senior
high school students to encourage them to appreciate and understand the poem 's
thought and imagination, as well as through their interest in writing the poem's rhythm
and style, and in training the students' emotions, feelings and imagination. The learning
material aims to help the learners write a short poem applying the various elements,
techniques, and literary devices.

Note to the Teacher

This SLM is strategically designed for independent learning.
However, as the teacher or facilitator of learning, you are highly
encouraged to engage with your learners as they go along. Some learners
may find the activities difficult and would require you to explain
instructions and lesson contents for them to be able to understand and
successfully finish the module.
Your support in the success of teaching-learning is very important.

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 Lesson Applying Various

3 Elements, Techniques,
and Literary Devices in
Poetry

Jumpstart

Activity
Direction: Each question represents a concept or an idea which is about to be discussed
in this lesson. Answer the pre-test in a separate sheet of paper.

1. Following the rules on writing poetry can make a poem too technical wherein it loses
its
own creative style.
A. False B. Maybe C. Never D. True
2. In projecting your goal, this must be taken first.
A. audience B. number of stanzas C. purpose D. Rhyme
3. This is a metaphor or simile that has become so familiar from overuse that the
vehicle…
no longer contributes any meaning whatever to the tenor.
A. cliché B. imagery C. sentimentality D. sonnet
4. It is dominated by a blunt appeal to the emotions of pity and love.
A. cliché B. imagery C. sentimentality D. techniques
5. It is a figurative language that pretends one thing is really something else.
A. hyperbole B. metaphor C. personification D. simile
6. It is a statement where you say one object is similar to another object.
A. allusion B. flashback C. metaphor D. simile
7. These are words that describe things that people experience with their senses.
A. abstract B. concrete C. definite D. indefinite
8. Theme is the topic of a literary piece.
A. false B. maybe C. never D. true
9. The first completed draft of your poem is only the beginning.
A. false B. maybe C. sometimes D. true
10. These are sometimes referred to as words that refer to concepts or feelings.
A. abstract B. concrete C. definite D. indefinite
11.…and every time a truck passed by, the house rocked like a hammock. What is the
underlined phrase about?
A. allusion B. metaphor C. personification D. simile
12. Which of the following shows an innovative topic for poetry writing?
A. The nature of dalagang Filipina
B. The effects of World War II to the Philippines.
C. The dictatorship of President Ferdinand Marcos.
D. Korean language studies in Philippine Educational curriculum is such a burden
and not that important.

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13. New poetries involve the following:
A. poetries of romantic modern love
B. poetries of technical and aesthetic innovation
C. poetries of technology and commerce as theme
D. poetries of free verse and wide varieties of theme
14. Which of the following does NOT show cliché?
A. blind as bat B. lips smile like a bow
C. hardworking as carabao D. quick as a venomous snake
15. Which of the following is taken as if it is ordinary?
A. Their robot dog has been fed since early in the morning.
B. People walk along the bridge everyday
C. They used their time machine to view the past.
D. Because of the traffic, their car flies away to the sky.

Discover

WRITING POETRY
Beginning with the modernist aesthetic revolution, poetry has continuously
shown a stubborn resolve to respond to social, political and cultural shifts and crises
with technical innovation. Such innovativeness speaks of the resilience of poetry, as
genre, as it refuses to succumb to various announcements of its death or cultural
irrelevance.

Tips on How To Write Poetry

Writing poems may sometimes be too expressive. There are times also that you
need to consider certain rules which makes it sound too technical. With this, you as a
writer need to communicate well with your reader. Below are some of the innovative
techniques on writing poetry:

1. Know your goal. If you don’t know where you’re going, how can you get there? You
need to know what you are trying to accomplish before you begin any project.
Writing a poem is no exception.
2. Avoid clichés. A work full of clichés is like a plate of old food: unappetizing. Clichés
dull meaning. Because clichéd writing sounds so familiar, people can complete
finish whole lines without even reading them.
3. Avoid Sentimentality. When readers have the feeling that emotions like rage or
indignation have been pushed artificially for their own sake, they will not take the
poem seriously.
4. Use images. Poetry should stimulate six senses: Sight, Hearing, Smell, Touch,
Taste, and Motion
5. Use Metaphor and Simile. Use metaphor and simile to bring imagery and concrete
words into your writing.
6. Use concrete words instead of abstract words. Concrete words describe things
that people experience with their senses like orange, warm, cat and others.
Abstract words refer to concepts or feelings like liberty, happy, love and the likes.
7. Communicate Theme. Poetry has a theme. Theme is not just a topic, but an idea
with an opinion. This also sows what the poet thinks about a given event. The

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 poet must strive to show the reader his/her theme during the entire poem, making
use of literary techniques.
8. Subvert the ordinary. Poets’ strength is the ability to see what other people see
every day in a new way. You don’t have to be special or a literary genius to write
good poems–all you have to do is take an ordinary object, place, person, or idea,
and come up with a new perception of it.
9. Rhyme with extreme caution. Rhyme and meter (the pattern of stressed and
unstressed words) can be dangerous if used the wrong way. Remember sing-song
nursery rhymes? If you choose a rhyme scheme that makes your poem sound
sing-song, it will detract from the quality of your poem.
10. Revise, revise, revise. The first completed draft of your poem is only the
beginning. Poets often go through several drafts of a poem before considering the
work “done.”
11. Tricks with language. Repeating a word or phrase to emphasize its importance/
create a regular rhythm.
12. Use personification. Describe an object/idea as though it were alive. Giving it
human qualities.
13. Use the idea of “contrast”. The poets place 2 very different things side by side to
emphasize something important towards the subject.
14. Use symbolism. It is a word that becomes a sign of something other than simply
itself. This is a powerful device because it encourages the reader to read deeper
layers of meaning into the poem.
15. Ambiguity. This is where words/ sentences have more than one meaning/ are
open to numerous interpretations.

CONVENTIONAL, FREE VERSE AND EXPERIMENTAL POETRY

1. CONVENTIONAL POETRY
Conventional poetry is often called the “traditional poetry”. This follows certain
format like the usage of meter, which is a regular pattern of stressed and unstressed
syllables that forms a beat like in music. It often uses rhyme as well.

Forms of Conventional Poetry

The forms of conventional poetry are different in format, rhyme scheme and
subject matter. We will focus on the four (4) forms namely: Tanaga, Diona, Haiku and
Sonnet.
1. Tanaga is an indigenous type of Filipino poem, which is used traditionally in the
Tagalog language. This uses four (4) lines, each line having seven (7) syllables only.
The art exemplifies teachings, idioms, feelings and ways of life. It contains many
figures of speech. It is traditionally do not have any titles, however modern poet
opt to give one. This is a kind of rhymed poem usually follows AABB or AAAA
rhyme scheme. This poem follows a syllabic rhythmic pattern.
Example
“Palay”
by Ildefonso Santos

Palay siyang matino,

Nang humangi’y yumuko;
Ngunit muling tumayo
Nagkabunga ng ginto.

Source:http://www.google.com/amp/s/burubudoy.wordpress.com/2008/07/15
/pinoy-haiku-tanaga-dalit-at diona/amp/
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 2. Diona is another indigenous type of Filipino poem. It is popular during the pre-
Hispanic period. It has been labeled by some Filipino literary enthusiast as the
Pinoy Haiku. This poem is consisting of three (3) lines with seven (7) syllables in
each line that all rhyme with one another. It often expresses ways of life and native
culture. Like Tanaga, this poem follows a syllabic rhythmic pattern.

Example
Ang payong ko’y si inay
Kapote ko si itay
Sa maulan kong buhay.

- Raymond Pambit
Source:http://www.google.com/amp/s/burubudoy.wordpress.com/2008/07/15/pin
oy-haiku-tanaga-dalit-at diona/amp/

3. Haiku is a traditional Japanese fixed poetic form. One of the most famous
practitioners of the haiku is Matsou Basho. It is composed of three (3) non-
rhyming lines. The first and third lines have five (5) syllables each and the second
line has seven (7) syllables. It often expresses feelings and thoughts about nature;
however, you could write a poem about any subject that you would like to in this
form. This is a kind of unrhymed poem that doesn’t follow any specific rhythmic
pattern.

Example
The Old Pond
by Matsuo Basho

An old silent pond

A frog jumps into the pond,
Splash! Silence again.
Source:http://www.google.com/amp/s/burubudoy.wordpress.com/2008/07/15/pino
y-haiku-tanaga-dalit-at diona/amp/

4. Sonnet is a single-stanza lyric poem containing fourteen lines. In some

formulations, the first eight (8) lines (octave) pose a question or dilemma that is
resolved in the final six (6) lines (sestet). It often expresses romantic love. There
are three (3) predominant sonnet forms.
a) Italian or Petrarchan sonnet: Developed by the Italian poet Petrarch,
this sonnet is divided into an octave with the rhyme scheme
ABBAABBA or ABBACDDC and a sestet with the rhyme scheme
CDECDE or CDCCDC.
b) Shakespearean sonnet: Also called the English son net or Elizabethan
sonnet, this poetic form, which Shakespeare made famous, contains three
quatrains and a final couplet. The rhyme scheme is ABAB CDCD EFEF
GG.
c) Spenserian sonnet: A variant that the poet Edmund Spenser developed from
the Shakespearean sonnet. The Spenserian sonnet has the rhyme
scheme ABAB BCBCCDCD EE.

Meter: This is a kind of rhymed poem written in iambic pentameter. An iamb is

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 a rhythmic unit that includes an unstressed syllable followed by a stressed
one. It has the rhythm bah-BAH, as in the words "about," or "predict," or
"parade." Iambic pentameter is a line of poetry consisting of five iambs.

Example
Sonnet 130 by William Shakespeare

(a) My Mistress' eyes are nothing like the sun;

(b) Coral is far more red than her lips' red;
(a) If snow be white, why then her breasts are dun;
(b) If hairs be wires, black wires grow on her head.
(c) I have seen roses damasked, red and white,
(d) But no such roses see I in her cheeks;
(c) And in some perfumes is there more delight
(d) There in the breath that from my mistress reeks.
(e) I love to hear her speak; yet well I know
(f) That music hath a far more pleasing sound
(e) I grant I never saw a goddess go;
(f) My mistress, when she walks, treads on the ground
(g) Any yet, by heaven, I think my love as rare
(g) As any she belied with false compare.
Source: http://www.poetryfoundation.org

Table 1 The Common Rhythmic Units

Rhythmic Description
Units
Iamb Consists of an unstressed syllable followed by a stressed syllable
Trochee Consists of a stressed syllable followed by an unstressed syllable
Dactyl Consists of a stressed syllable followed by two unstressed syllables
Anapest Consists of Two (2) unstressed syllables followed by a stressed
syllable
Spondee Consists of two (2) successive syllables with strong stresses

2. FREE VERSE POETRY

Free verse is a literary device that can be defined as poetry that is free from
limitations of regular meter or rhythm, and does not rhyme with fixed forms. Such
poems are without rhythm and rhyme schemes, do not follow regular rhyme
scheme rules, yet still provide artistic expression. In this way, the poet can give his own
shape to a poem however he or she desires. However, it still allows poets to
use alliteration, rhyme, cadences, and rhythms to get the effects that they consider are
suitable for the piece. (www.literarydevices.net) Free verse poems have no regular meter
or rhythm. They do not follow a proper rhyme scheme; these poems do not have any set
rules. This type of poem is based on normal pauses and natural rhythmical phrases, as
compared to the artificial constraints of normal poetry. Free verse makes use of line
breaks to accent and break up the words. The line break may occur mid-clause,
creating enjambment, a term that literally means 'to straddle'. Enjambment tends to
increase the pace of the poem. Free verse is somewhat like prose written rich in imagery
and broken up with line breaks.

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 Here are some of the most common types according to Hood,2013:
1. Narrative poem. The poet tells a story. Often, there is rising action, climax, and
resolution, like a short story. The poet composes the narrative by using simile,
metaphor, imagery, vivid description, line breaks, and so forth.

Example:
"The Raven"
Edgar Allan Poe
An excerpt from The Raven
Once upon a midnight dreary, while I pondered, weak and weary,
Over many a quaint and curious volume of forgotten lore—
While I nodded, nearly napping, suddenly there came a tapping,
As of some one gently rapping, rapping at my chamber door.
“’Tis some visitor,” I muttered, “tapping at my chamber door—
Only this and nothing more.”
Source: http://www.poetryfoundation.org

2. Anecdote. The poet describes some incident or experience or event that is humorous
or interesting, and ends the poem with some insight. Poets also use anecdotes to
illustrate a truth.

Example:
“Jack”
Maxine Kumin
An excerpt from Jack
That spring, in the bustle of grooming
and riding and shoeing, I remember I let him go
to a neighbor I thought was a friend, and the following
fall she sold him down the river. I meant to
but never did go looking for him, to buy him back…
Source: http://www.poetryfoundation.org

3. Meditative poem. The poet begins by describing a scene. This scene triggers a
meditation in the mind of the poet. The poet then returns to the initial scene with better
understanding or resolution. The poet composes the poem using line break, simile,
metaphor, and so forth.
Example:
Ecclesiastes
King Solomon
Ecclesiastes 4:4 “And I have seen how much effort and skillful work
spring from rivalry between people; this too is futility, a chasing after the
wind.
Source: http://www.poetryfoundation.org

4. Lyrical poem. A traditional form adopted by many modern/contemporary poets. The

poet writes a poem expressing personal thoughts and feelings about an idea, person,
experience. The poet uses imagery and description to create a mood. The poet also
uses sound effects to make the poem sound lyrical, like music. These sound effects
include alliteration, assonance, onomatopoeia, internal or end rhyme.

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 Example:
"Praise Song for the Day"
Elizabeth Alexander’s
An excerpt from Praise Song for the Day
"Say it plain: that many have died for this day.
Sing the names of the dead who brought us here,
who laid the train tracks, raised the bridges,
picked the cotton and the lettuce, built
brick by brick the glittering edifices…”
Source: http://www.poetryfoundation.org

5. Confessional poem. A poem that is autobiographical. The poet writes about

personal thoughts, feelings, and experiences. Instead of looking outward,
observing the world, and then writing about it, the poet peers inward to the
psyche, writes about the world in relation to themselves. The poet composes the
poem using line break, simile, metaphor, and so forth.

Example:
“One Art”
Elizabeth Bishop
An excerpt from One Art
—Even losing you (the joking voice, a gesture
I love) I shan’t have lied. It’s evident
the art of losing’s not too hard to master
though it may look like (Write it!) like disaster.
Source: http://www.poetryfoundation.org

6. Elegy. A traditional form adopted by some modern/contemporary poets. A poem

that laments the death of a loved one, such as a friend. The poet composes the
poem using line break, simile, metaphor, and so forth.

Example:
"A Dirge"
Christina Rossetti’s
An excerpt from A Dirge
"Why were you born when the snow was falling?
You should have come to the cuckoo’s calling,
Or when grapes are green in the cluster,
Or, at least, when lithe swallows muster
For their far off flying
From summer dying."
Source: http://www.poetryfoundation.org

3. EXPERIMENTAL TEXT POETRY

Experimentation is one aspect of all Modernist and Postmodernist poetry,
but experimental poetry makes a special point of innovation. This type often breaks
traditional writing rules. Most of the forms of this poetry is commonly understood by the
term, and has therefore to be judged on different grounds, most commonly those of the
graphic arts, which it increasingly resembles. (Holcombe, 2015)

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Forms Of Experimental Text Poetry

1. Typography (Concrete Poetry). Typography has been used for thousands of years
to elucidate and expand upon the narrative of a literary text. Concrete poetry is one in
which the typographical arrangement of words is as important in conveying the intended
effect as the meaning of words, rhythm, rhyme and so on. It is sometimes referred to as
VISUAL POETRY, a term that has now developed a distinct meaning of its own. Concrete
poetry relates more to the visual than to the verbal arts and there is a considerable
overlap in the kind of product to which it refers. Historically, however, concrete poetry
has developed from a long tradition of shaped poems in which the words are arranged in
such a way as to depict their subject.
Example:
SWAN AND SHADOW
John Hollander

Source: http://www.poetryfoundation.org
2. Prose Poetry. This is classified as genre-crossing or hybrid genre— a genre in
fiction that blends themes and elements from two or more different genres. Prose
poetry is not written in verse and contains poetic attributes, such as rhythm and
metaphors. It looks like prose which is written in paragraphs. It contains language
play, such as repetition. In a prose poem, the writing is continuous and without
line breaks. The piece may be of any length and may be divided into paragraphs.
A single sentence or sentence fragment can be a prose poem, as can multiple
paragraphs. The natural rhythm of thought can lead to rhythmical cadences in a
prose poem. Internal rhyme and alliteration and repetition can be used. It lies
between free verse and prose.

Example:
'I discovered a journal' (Gary Young)

'I discovered a journal in the children's ward, and read, I'm a mother, my
little boy has cancer. Further on, a girl has written, this is my nineteenth
operation. She says, sometimes it's easier to write than to talk, and I'm
so afraid. She's offered me a page in the book. My son is sleeping in the
room next door. This afternoon, I held my whole weight to his body while
a doctor drove needles deep into his leg. My son screamed, Daddy, they're
hurting me, don't let them hurt me, make them stop. I want to write, how
brave you are, but I need a little courage of my own, so I write, forgive
me, I know I let them hurt you, please don't worry. If I have to, I can do
it again.'
Source: http://digitalcommons.providence.edu.org

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 3. Performance Poetry. Spoken word is a performance art that is word based. It
is an oral art that focuses on the aesthetics of word play and intonation and
voice inflection. It covers poetry slams, poetry readings, and prose
monologues.

Example:
Mga Basang Unan
Juan Miguel Severo

Excerpt from Mga Basang Unan

“Noong iwan mo ako ng walang pasabi,
o pangako ng pagbabalik, umiyak ako buong gabi.
Umiyak ako nang sobrang tindi; kinailangan kong ibilad sa araw ang unan ko
kinabukasan. “
Source: http://www.wattpad.com

Explore

Activity 1: Arrange the jumbled words in corresponding to the given statements in each
item. Place your answer in a separate sheet of paper.
1. E R F E V R E E S
This is a poetry that doesn’t follow metrical patterns or any rhyme scheme.

2. Y R L C A L I O P E R Y T
This is one of the common types of free verse poetry which uses sound effects to
make the poem sound lyrical, like music.
3. N J M E B A M N E T
This term literally means 'to straddle'. It is used to increase the pace of the
poem.
4. L G E Y E
This is one of the common types of free verse used for lamentation.
5. A W T L H I W M T A N
He is known as the father of free verse in English poetry.

Activity 2: State the following as True or False based on the reading of the forms of
experimental poetry. Place your answer in a separate sheet of paper.
1. In a concrete poetry, the words are arranged in the form of its subject.
2. Prose poetry is also known as visual poetry.
3. Prose poetry has a combined elements of prose and poetry.
4. A type of poetry that has blended elements of two literary genres is called Hybrid
genre.
5. Spoken word poetry is classified as performance poetry.

Activity 3: Based on the reading, complete the notes given.

1. Experimental text poetry often breaks _________ writing rules.
2. Concrete poetry relates more to the _________ than to the verbal arts.
3. Prose poetry looks like prose which is written in __________.
4. Performance poetry is an oral art that focuses on the aesthetics of __________ and
intonation and voice inflection.
5. Concrete poetry has developed from a long tradition of ________ poems.
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 Deepen

Activity 1: Compose a conventional poem and place it in a separate sheet of

paper with the following format:

Criteria Points Your Score

It must follow ABAB rhyme 5 points
scheme
It must be four-line stanza 5 points
The topic must be focused on 5 points
nature

Activity 2. After learning about the free verse poetry, it is time to apply what you have
learned by using your creativity in composing one with the following criteria
in a separate sheet of paper:

Rubric for the Free Verse Poetry

Criteria 5 4 3 2
Organization The form of The form of The form of The form of
and Overall the poem is the poem is the poem the poem is
Impact appropriate to appropriate to should be not
the subject. the subject. more appropriate to
The poem The poem appropriate to the subject
enables the enables the the subject The poem does
reader to see, reader to see, The poem not enable the
hear, level, or hear feel or enables the reader to see
think about think about reader to see, hear, feel, or
the subject in the subject. hear, feel, think about
a more potent or think about the
way than ever the subject, subject
before. but this is
accomplished
through
clichés, worn-
out images or
other
predictable
choices
Elements of Sensory Sensory Sensory There is no
Poetry details and details and details and use or
figurative figurative high consistently
language language figurative confusing or
create vivid contribute to language may Inappropriate
images that the meaning of be overused, use or sensory
contribute the poem; underused or details
significantly to sound devices, inappropriate figurative

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 the meaning of such as
in the subject; language or
the poem: rhyme, sound devices, sound devices.
sound devices, alliteration, or
such as Words may be
such as onomatopoeia,
rhyme, misused or
rhyme, are used
alliteration, or unclear
alliteration, or effectively and
onomatopoeia
onomatopoeia, contribute to
, may be
are used the meaning of
overused,
effectively and the poem.
underused or
contribute to Most word
they may fall
the meaning of choices are
to add to the
the poem. precise. meaning of the
Word choice is poem. Word
vivid and exact choice may be
throughout. vague,
repetitive, or
imprecise.
Grammar, There are few There are The poem is The poem is
Usage, or no errors in some errors in difficult to consistently
Mechanics mechanics, mechanics, understand at difficult to
and Spelling usage, usage, times because understand
grammar, or grammar, or of errors in because of
spelling. spelling. mechanics, errors in
usage, mechanics,
grammar, or usage,
spelling. grammar, or
spelling.
Source: https://washington.dbqschools.org

Gauge

Direction: Read each item carefully. Write the letter of your answer on a separate
sheet of paper.

1. Which among the following types of poetry follows a predictable pattern or

conventional structure?
A. Concrete B. Conventional C. Free Verse D. Hyperpoetry
2. How many lines must a sonnet have?
A. Four B. Fourteen C. Seven D. Ten
3. This element of conventional poetry produces the beat of stressed and unstressed
syllables in a line of verse.
A. Foot B. Rhyme C. Rhyme scheme D. Rhythmic pattern
4. Sonnet follows iambic pentameter for its rhythmic pattern. What do we mean by iamb?
A. Consists of two successive stressed syllables
B. Consists of unstressed syllable followed by stressed syllable
C. Consists of stressed syllable followed by unstressed syllable
D. Consists of stressed syllable followed by two unstressed syllables
5.Which among the following types of poetry is free from limitations of regular meter
or rhythm, and does not rhyme with fixed forms?
A. Conventional B. Free verse C. Haiku D. Sonnet
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6. If you want to make a poem for your dead loved one, which among the following are
you going to make?
A. Elegy B. Lyrical poem C. Narrative poem D. Prose poem
7. The poet of this poem uses sound effects to make the poem sound lyrical, like music.
A. Elegy B. Image poem C. Lyrical poem D. Meditative poem
8. Which among the following is not a part of the experimental text poetry?
A. Elegy B. Performance poetry C. Prose poetry D. Typography
9. Typographical arrangements of words is important in conveying the intended effect of
a concrete poetry. The statement is ____.
A. False B. Faulty C. Slightly correct D. True
10. Which among the following best describes prose poetry?
A. This is an oral art B. Arranged with shape
C. It has no line breaks D. It focuses on the visual arts
11. What should we use to bring imagery and concrete words into our writing?
A. abstract words B. alliteration C. clichés D. metaphor/simile
12. What is meant by subvert the ordinary?
A. being special and extraordinary
B. taking ordinary object, person or idea
C. being able to understand others always
D. coming up with a new perception of things
13. This is using words or sentences with more than one meaning and are open to
numerous interpretations.
A. ambiguity B. revising C. symbolism D. using
contrast
14. Which of the following is NOT a characteristic of Tanaga?
A. follows a syllabic rhythmic patter
B. uses four lines, each line having seven (7) syllables only
C. it exemplifies teachings, idioms, feelings and ways of life
D. a writer could choose to write about any subject that he would like to
15. This is the reason why poets use anecdotes.
A. to tell a story B. to describe a scene
C. to observe the world D. to illustrate a truth

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14
Jumpstart
Activity
1. A 6. D 11. D
2. C 7. B 12. D
3. A 8. A 13. B
4. C 9. D 14. B
5. CB 10. A 15. B
Explore
Activity 1 Activity 2 Activity 3
1. Free Verse 1. True 1. Traditional
2. Lyrical poetry 2. False 2. Visual
3. Enjambment 3. True 3. Paragraph
4. Elegy 4. True 4. Oral art
5. Walt Whitman 5. True 5. Shape
Deepen
Activity 1, Activity 2, and Activity 3 (Answers may vary)
Gauge
1. B 6. A 11. D
2. B 7. C 12. D
3. D 8. A 13. A
4. B 9. D 14. D
5. B 10. C 15. D
Answer Key
References
Ballard, J. (2017, January 31). www.docuri.com. Retrieved May 2020, from
www.google.com: https://docuri.com/download/04-c-creative-writing-
exercises_59c1dc4af581710b2868898f_pdf

Budoy, D. (2008, july 15). Wordpress. Retrieved May 11, 2020, from
burubudoy.wordpress.com: http://www.google.com/amp/s/burubu
doy.wordpress.com/2008/07/15/pinoy-haiku-tanaga-dalit-at diona/amp/

Craven, Jackie. (2020, February 12). Lyric Poetry: Expressing Emotion Through Verse.
Retrieved from https:// www.thoughtco.com/lyric-poem-definition-examples-
4580236\\

Garofalo, M. P. (2020, February 15). www.gardendigest.com. Retrieved May 2020, from

http://www.gardendigest.com/concrete/concr21.htm

Holcombe, C. J. (2015). www.textetc.com. Retrieved May 2020, from www.google.com:

http://www.textetc.com/modernist/experimental-poetry.html

Hood, D. (2013, March 17). WordPress.com. Retrieved May 2020, from

https://davehood59.wordpress.com/2013/03/27/writing-
free-verse-poetry-an-overview/

LiteraryDevices Editors. (2013). literarydevices.net. Retrieved May 2020, from

www.google.com: http://literarydevices.net/free-verse/

Literary Devices. (2017, May 1). www.literarydevices.com. Retrieved June 2020, from
www.google.com: http://www.literarydevices.com/anecdote

Rey, M. V. (2019, July 19). PhilNews. Retrieved May 11, 2020, from PhilNews.ph:
http://philnews.ph

Voutiritsas, T. (2019, April 18). Retrieved May 11, 2020, from readpoetry.com:
https;//www.readpoetry.com/10-vivid-haikus-to-leave-you-breathless/

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LU_CreativeWriting_Module3
 For inquiries or feedback, please write or call:

Department of Education – SDO La Union

Curriculum Implementation Division
Learning Resource Management Section
Flores St. Catbangen, San Fernando City La Union 2500
Telephone: (072) 607 - 8127
Telefax: (072) 205 - 0046
Email Address:
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LU_CreativeWriting_Module3