San Pascual Academy of Ubay, Bohol Inc.

San Pascual, Ubay , Bohol, 6315 Philippines

Member: Bohol Association of Catholic Schools – Talibon
Catholic Educational Association of the Philippines

CREATIVE WRITING
Name of Learner: Grade Level & Section :
LRN : Date :
LEARNING ACTIVITY SHEET – WEEK 3 & 4
Elements of Creative Language
Learning Target: (a) Use imagery, diction, figures of speech, and specific experiences to evoke meaningful responses
from readers
Values Integration: Perseverance, Diligence, Prayer, and Patience
References: a. Creative Writing Teachers Wraparound Edition by Gasulas, Allen M., Gerardo Gabriel Q. Mantaring, etc.,
(Phoenix Publishing House), First Edition, 2017, pp. 15-33.
Concept Notes:
IMAGERY AND FIGURES OF SPEECH
Imagery is a figurative language used to represent objects, actions, and ideas in a manner that appeals to the
senses. It uses vivid descriptive language to add depth to the work. Imagery creates mental pictures in the reader as
he/she reads the texts.
Imagery uses vivid descriptive language to add depth to a literary work. It makes use of words appealing to the
five senses: sight, smell, hearing, taste, or touch.
Figures of Speech like simile, metaphor, onomatopoeia, personification, apostrophe, hyperbole, alliteration,
synecdoche, metonymy, oxymoron, and paradox, among many others are used to create mental pictures as one reads.
Imagery and figures of speech make writing beautiful and creative.
Simile is stated comparison (formed with “like” or “as”) between two fundamentally dissimilar things that have
certain qualities in common, while metaphor is an implied comparison between two unlike things that have something in
common.

Example of simile: Example of metaphor:

“Does it dry up “Hope’ is the thing with feathers—
like a raisin in the sun? That perches in the soul—
Or fester like a sore— And sings the tune without the words—
And then run? And never stops—
Does it stink like rotten meat? And never stops—at all—“
Or crust and sugar over— -Emily Dickinson, “Hope is the Thing with Feathers”
like a syrupy sweet?”
Hope is directly compared to feathers; it perches and
-Langston Hughes, “What Happens to a Dream Deferred?”
sings without a tune that never stops.
Comparison is done using the word “like.”

Onomatopoeia uses words that imitate sounds associated with objects or actions. Personification, on the other
hand, endows human qualities or abilities to inanimate objects or abstraction. Addressing an absent person or thing that is
an abstract, inanimate, or inexistent character is apostrophe.

Example of onomatopoeia: Example of personification: Example of apostrophe:

“How they tinkle, tinkle, tinkle, “Ah, William, we’re weary of weather,” “Death be not proud, though some
In the icy air of night! said the sunflowers, shining with dew. have called thee
“Our traveling habits have tired us. Mighty and dreadful, for, thou art not
To the tintinnabulation that so
Can you give us a room with a view?” soe,
musically wells
-William Blake, “Two Sunflowers Move in For, those, whom thou think’st, thou
From the bells, bells, bells, bells,
the Yellow Room” dost overthrow,
Bells, bells, bells—
The sunflowers are given the human Die not, poore death, nor yet canst
From the jingling and the tinkling of
ability to speak. thou kill mee.”
the bells.”
-John Donne, “Death Be Not Proud”[
-Edgar Allan Poe, “Bells”
Question: Who is addressed?
The sound of bells: tinkle,
tintinnabulation, jingling, tinkling.
Hyperbole is the use of exaggeration for the purpose of emphasis or exaggerated effect. When the initial
consonant sound is repeated, alliteration is used.
 Example of hyperbole:
“Till a’ the seas gang dry, my dear,
And the rocks melt wi’ the sun:
O will love thee still, my dear,
While the sands o’ life shall run.”
-Robert burns, “A Red, Red Rose”
What are the exaggerations used here?
A figure of speech in which a part is used to represent a whole is called synecdoche. When one word or phrase
is substituted for another with which it’s closely associated to or when something is described indirectly by referring to
things around it that is metonymy. Here are the sample verses:
Example of synecdoche:
“The western wave was all a-flame.
The day was well was nigh done!
Almost upon the western wave
Rested the broad bright Sun”
-Samuel Tayor Coleridge, “The Rime of the Ancient Mariner”
The wave was part of the ocean. The wave refers to the
whole ocean.
Oxymoron is a figure of speech where incongruous or contradictory terms appear side by side. Paradox is a
statement that appears to contradict itself.
Example of oxymoron:
“Why, then, O brawling love! O loving hate!
O anything, of nothing first create!
O heavy lightness! Serious vanity!
Misshapen chaos of well-seeming forms!
Feather of lead, bright smoke, cold fire, sick health!
Still-walking sleep, that is not what it is!
This love feel I, that feel no love in this.
Dost thou not laugh?”
-William Shakespeare, “Romeo and Juliet,” Act I, Scene I
ACTIVITY 1 – CLOSE READING
What does an ambulance
do?
A. Read the poem silently and answer the questions that follow.
Auto Wreck
by Karl Shapiro
Its quick soft silver bell beating, beating,
And down the dark one ruby flare
Pulsing out red light like an artery,
The ambulance at top speed floating down
Past beacons and illuminated clocks
Wings in a heavy curve, dips down,
And brakes speed, entering the crowd,
The doors leap open, emptying light;
Stretchers are laid out, the mangled lifted
And stowed into the little hospital.
Then the bell, breaking the hush, tolls once.
And the ambulance with its terrible cargo
Rocking, slightly rocking, moves away,
As the doors, an afterthought, are closed.
We are deranged, walking among the cops
Who sweep glass and are large and composed.
One is still making notes under the light.
One with a bucket douches ponds of blood
Into the street and gutter.
One hangs lanterns on the wrecks that cling,
Processing Questions:
1. Upon reading the word “ambulance,” what words or scenes did you associate with it?
Example of alliteration:
“When I see birches bend from left to right. . .
I like to think some boy’s been swinging them.”
-Robert Frost, “Birches”
The consonant sound b is repeated in the verse: birches,
bend and boy’s been
Example of metonymy:
“Friends, Romans, countrymen, lend me your ears.”
-William Shakespeare, “Julius Caesar” Act I
The word ears represents or is used to substitute for close
attention.
Example of paradox:
“My heart leaps up when I behold
A rainbow in the sky:
So was it when my life began;
So is it now I am a man;
So be it when I shall grow old,
Or let me die!
The Child is father of the Man”
William Wordsworth, “My Heart Leaps Up When I Behold”
Empty husks of locusts, to iron poles.
Our throats were tight as tourniquets,
Our feet were bound with splints, but now,
Like convalescents intimate and gauche,
We speak through sickly smiles and warn
With the stubborn saw of common sense,
The grim joke and the banal resolution.
The traffic moves around with care,
But we remain, touching a wound
That opens to our richest horror.
Already old, the question Who shall die?
Becomes unspoken Who is innocent?
For death in war is done by hands;
Suicide has cause and stillbirth, logic;
And cancer, simple as flower, blooms.
But this invites the occult mind,
Cancels our physics with a sneer,
And spatters all we knew of denouement
Across the expedient and wicked stone.
2. What do you think happened in the poem? Why was an ambulance present? Was there an emergency? What word or
phrase tells us it was an emergency?

3. Was there a patient? Did the patient live or die? What word or phrase tells us this?

4. What was the feeling of the onlookers? Were they happy or sad? What word or phrase tells us this?

5. Can you point out the line that tells us the cause of death? What is the attitude of the author toward death and its
cause? What word or phrase gives us a clue to this?

6. Have the figures of speech used helped you “picture” the scenario described in the poem? Explain.

7. What is the poem about?

ACTIVITY 2: LOOK AND SEE

Draw a symbolic representation of the poem. Theme of the Poem:

Explanation (of the symbolic representation):

Relationship (of the poem and the symbol):

ACTIVITY 3: WRITE IT!
1. Examine the picture below.
2. Describe the picture using any applicable imagery or figures of speech:
Figures of Speech Sentence
Simile

Metaphor

Personification

Onomatopoeia

Apostrophe

Hyperbole

Alliteration

Synecdoche

Metonymy

Oxymoron

Paradox

ACTIVITY 4: FROM THEORY TO PRACTICE

DIRECTIONS: The school paper is in need of new story writers and poets. You are confident that you will get the position
either as a short story writer or a poet.
You decided to write about the life of a person with disability and considered the following topics:
1. What life would it be like if you were on a wheelchair? Would you perseverant enough to keep on pushing forward?
2. How would you live if you were blind? Would your patience help you overcome your disability?
3. How would you manage daily life as a deaf-mute? Would your diligence in studying the Braille System help you?
4. What if you were in the shoes of someone with a terminal illness? Would your prayers heal you?

In preparation for the full story or poem, make short paragraphs or vignettes of at least 120 words one ach topic.
That which you consider as your best output shall be submitted and graded according to the following rubric:

Imaginative Writing Rubric: Figures of Speech and Imagery

Criteria 10 points 5 points 3 points
Language and More than three figures of Two or three figures of speech One figure of speech and
Style speech and imagery are and imagery are evident imagery is evident
evident
Writing No spelling or grammar error is One or two spelling/s or More than two spellings or
Standards detected grammar error/s is/are detected grammar errors are detected

“Don’t fear, because I am with you; don’t be afraid, for Prepared by:
I am your God. I will strengthen you, I will hold you
with my righteous strong hand.” APPLE MARIE B.
FELISILDA
- Isaiah 41:10 Creative Writing Teacher