SENIOR HIGH SCHOOL

Learning Module
in
creative NONFICTION
by: JEPTE C. DAGUM

(week 5 & 6)
(Weeks No.5 & 6)
LESSON 5
LITERARY CONVENTIONS OF GENRE
(Continuation)
Learning competency/ies: Learning competency/ies: 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

Objectives
This lesson aims to:

a. compare and contrast fiction and nonfiction genres;

b. deconstruct a sample literary piece by applying well-chosen pointers; and
c. write a draft of fiction or nonfiction piece using literary conventions.

Review
MIND-MAPPING THE GENRES
Directions:
Create a mind-map using the word “GENRE” as the head brain fiber.
Make and add your connections as many as you can.

GENRE

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Pre-assessment
1. Which of the following is not the main genre of literature?
a. poetry
b. drama
c. myth
d. prose
2. Which of the following doesn’t have the genre?
a. poetries
b. sonnets
c. hairstyle
d. movies
3. How is style related to genre?
a. Genres are not related to style
b. Genre is a type of style
c. A style is a type of genre
d. Genres are characterized by different styles
4. Which of the following doesn’t belong to the group?
a. style
b. content
c. form
d. structure
5. Which of the following is not a catalytic event?
a. a stolen cattle
b. a friend’s death
c. a melted ice cream
d. a deadly pandemic
6. A tone could be any of the following except
a. engrossing
b. realistic
c. fantastic
d. enervating
7. Which of the following is an important narrative style especially if
you are retelling a past event?
a. foreshadowing
b. flashback
c. back story
d. flashforward
8. What is the other name of fantasy?
a. science fiction
b. historical fiction
c. flash fiction
d. speculative fiction

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 9. “The scholars who research happiness suggest that more money stops
making people happier at a family income of around seventy-five
thousand dollars a year. After that, what economists call “diminishing
marginal returns” sets in. If your family makes seventy-five thousand
and your neighbor makes a hundred thousand, that extra twenty-five
thousand a year means that your neighbor can drive a nicer car and
go out to eat slightly more often. But it doesn’t make your neighbor
happier than you, or better equipped to do the thousands of small and
large things that make for being a good parent.” What is the genre of
this written text?
a. article
b. memoir
c. biopic
d. blog
10. What is the genre of the work of Lewis Caroll, entitled Alice
Through the Looking Glass?
a. fantasy
b. legend
c. mystery
d. animation

Introduction
On this lesson, the discussion about genre will be continued and it will
focus on some of the important pointers that a writer should remember. A
good writer should be able to choose the topic properly, formulate an inclusive
thesis statement, and organize and develop ideas. Also, he or she should be
able to use literary conventions appropriate to the chosen genre and ensure
that the theme and technique being used are all effectively develop.
Additionally, some genres (action-adventure, animation, art, biopic or
biographical, comedy, crime, cult, disaster, documentary, docudrama, drama,
epics, film noir, gangster, historical, horror, love story or romance, martial
arts, melodrama, mocumentary, musical, propaganda, science fiction,
fantasy, satire, serial, series, sports, teen, thriller, tragedy, tragicomedy,
western, war, and underground) will also be compared and contrasted, so as
to give a full view of what really are the similarities and differences of these in
the context of learning literature in the larger aspect. For us to be adept with
the right literary knowledge, we have to remember that in any piece of writing,
an author can actually discover more than one genre specifically to writings
with complex narratives.

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 Content
Genre

Genres may be determined by literary technique, tone, content, or even

(as in the case of fiction) length. The distinctions between genres and
categories are flexible and loosely defined, often with subgroups.

The most general genres in literature are (in loose chronological order)
epic, tragedy, comedy, and creative nonfiction. They can all be in the form of
prose or poetry. Additionally, a genre such as satire, allegory or pastoral might
appear in any of the above, not only as a sub-genre, but as a mixture of
genres.

Genre has four elements or parts and these are character, story, plot,
and setting. A simple formula for remembering the genre is: Story (Action)
+ Plot + Character + Setting = Genre. This the best method to remember the
components of genre.

Finally, they are defined by the general cultural movement of the

historical period in which they were composed. Genre should not be confused
with age categories, by which literature may be classified as either adult,
young-adult, or children's. They also must not be confused with format, such
as graphic novel or picture book.

Fictional Versus Nonfictional Genres

Source: https://www.tes.com/lessons/asy9IxldNIo32Q/fiction-versus-non-fiction

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Pointers to Remember in Literary Conventions of Genre

1. Choosing a topic
Picking the right topic for an essay can save any writer time and
can help set up the essay for potential success before beginning. A
bad topic will do the opposite and can lead to a frustrating writing
experience. With this in mind, here are a few elements a writer
should always consider when considering a potential essay topic:

A. Pick a topic that interests you: The more interested you

are, as the writer, in the topic, the easier it will be to write
about. If the essay requires research and the use of outside
sources, pick a topic that you are interested in learning more
about to make the research process more interesting.
B. Pick a topic that you have experience with: Having
experience with a particular subject provides a foundation
that can be expanded upon through the writing process. The
more experience you have with a particular topic, the
better. However, keep in mind that having experience with a
particular subject is not the same as being an expert (although
you may, in fact, be one), but some form of experience provides
a basis for writing and possible research.
C. Pick a topic that will interest the reader: If the topic
interests you but doesn’t interest others, it may not be worth
writing about. Remember that good writers consider their
audience throughout the process, even at this early
stage. This often means avoiding topics that have been written
about extensively and, instead, choosing topics that are more
current.
D. Make sure the topic fits the guidelines for the essay: Even
if your paper is interesting and well written, if it doesn’t fit the
guidelines established by the teacher, the end result will not
be successful. When in doubt, discuss the topic with your
teacher and make sure it is appropriate before beginning.
E. If outside sources must be used, make sure there are
enough credible sources available: If you must perform and
incorporate research into your essay, do some of this research
before committing to the topic. Starting to organize or write
and later finding out that there aren’t enough sources to use
can waste a lot of time. To avoid this, make sure that there
are enough credible sources to use before committing to a
topic and beginning the actual writing.

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2. Formulating a thesis statement
A thesis statement is a sentence or group of sentences that
present the main idea, or the focus, of an essay.
Steps to Follow in Writing a Thesis Statement
2.1. Look over your prewriting for ideas that might grow into a
focusing statement or main idea. Try writing one or two sentences
here that capture your main idea or argument.
2.2. Compare your thesis to your prewriting notes. How well does it
capture and combine your ideas? Are there any important ideas or
themes in your notes that are not expressed—or at least hinted at—
in your thesis?
2.3. A good thesis is an assertion or opinion that needs explanation,
support, and development through the essay. Does your thesis
statement clearly state a viewpoint like this? If your thesis is too
bland or unforceful, how can you make it more direct and forceful?
2.4. Review your answers to #2 and #3, then try to rewrite your thesis
statement accordingly. Remember, you want to capture your main
idea as well as give readers some preview of the rest of the essay.
3. Organizing and developing ideas
Here are five ways you can organize ideas in your writing and be certain
that your readers will get it:
A. Chronological Order
What it is: This is a very common way to organize ideas as a writer or
storyteller that basically involves dishing out ideas or details in order of
time, first to last.
When to use it: It is often used in expository writing (narrative that
informs or explains) – particularly when describing an event or series of
events.
Example: Think about when you were a kid and trying to explain to the
principal why you shouldn’t be left in detention until the end of time. Yup!
You described the events carefully and in order, because that’s how you
make sure your listener/reader understands the context and details of a
narrative.
Transition words are important with every framework you use, to help
your readers navigate the process smoothly. In the chronological
framework, some commonly used transitional word and phrases are: first,
then, next, last, finally, etc.

B. Logical Order
What it is: exactly what it sounds like. This framework is used to avoid
confusion in the reader.

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When to use it: You should organize ideas in this framework if your reader
needs to understand one point before being capable of understanding the
next.
Example: Before talking about Robert Frost’s famous poem about
decisions – The Road Not Taken – I told the story about the biggest decision
I had made thus far in my life. The audience will be able to take the logical
leap to understanding the true nature of the poem after hearing about the
process of decision making.
Transition words and phrases: first you should understand, keep that
in mind while I explain, remember when I said.

C. Climactic Order
What it is: In this framework, you generally keep the most important or
exciting point until the last of the piece.
When to use it: Use this framework when you want to build excitement in
a piece or really emphasize one point as the pinnacle of the piece. It is often
used in persuasive essays (argument-winners, as my high school students
would have said), rankings or lists of things or illustration of a major
problem or usable solution.
Example: When you are proving that your landlords need to fix the
plumbing in the bathroom, you may start with the incessant dripping tap,
to the waste of hot water in the leaking shower, and then landing on the
punchline of the toilet being blocked up (because we all know that is the
WORST). Leaving that final – and awful – point to resonate with your reader
or listener will add more weight to the other points, and keep the most
important one at the forefront of their mind.
Transition Words: first of all, more importantly, just as importantly,
finally.

D. Random Order
What it is: Just as it seems, this un-framework allows you to order your
ideas based on whim and whimsy more than any specific or logical
progression.
When to use it: Organize ideas in this way when your points all have equal
value or importance and can sit independently of one another in
understanding.
Example: All of these ways to organize ideas have the same value and
need no chronological or logical order to make them clear, so TA DA!
Random!
Transition Words: Use association of ideas between points to transition
from one to the next, rather than stock transition terms.

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E. Spatial Order
What it is: Describing a scene as things are arranged in a physical space
– either by moving from one detail to the next, or as viewed from one
stationary vantage point.
When to use it: This one is so cool! You can use it whenever you want
your readers to visualize a space, or if you want to evoke a scene using the
senses.
Example: Use this arrangement to organize ideas when you are describing
your workspace, a product use or place description. It’s also a great way
to slow down a story when it’s getting extremely intense and you want to
add a little pacing for suspense: take a page to do a point-of-view
description of the setting in the moment.
Transition words: just to the left/right, behind, between, across from,
rising out of, to the North/South etc., a little further, a few
cm/inches/metres/feet (basically all prepositions).

F. Using any literary conventions of a genre

Common Features of Genre
a. The nature of the protagonist
b. The nature of the antagonist
c. The shape of the dramatic action
d. Catalytic event
e. The Resolution
f. Narrative Style
g. Narrative shape
h. Tone

G. Ensuring that theme and technique are effectively developed

(Refer to the discussion in literary elements)

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 Self-Check Activities
A-Z BRAINSTORMING
Directions: Using the A-Z Brainstorming, construct a list of do’s and don’t’s
in writing literary pieces under the realm of nonfiction.

Key Concepts
 Genres may be determined by literary technique, tone, content, or
even length.
 There are certain conventions to follow in writing and these are:
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

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Evaluation
Read the open letter below. Underline portion which you think needs
deconstruction. Also, include annotations and footnotes, if needed.

An Open Letter to Our Government

by: Justin Abrams

Dear Sir or Madam,

I come to you from a place of love, empathy and gratitude.

I am having a hard time understanding and justifying the actions of our country's current leadership, focused
on the matter of the environment. It feels like sheer negligence. From what I can see, it feels like the
government is so rabid for economic growth in direct spite of the environment and its well being. I love our
country. I am grateful every single day that I am an American. We come from one of the most spectacular
places on earth, with lands, wildlife, and history as rich and as important as any other. I am incredibly
empathetic to any American that has a different experience.

I lead an organization called Cause of a Kind. We exist to socialize the earth's greatest environmental maladies
and facilitate partnerships between people and environmental non-profits who are actively working to take
back tomorrow. We work around the clock to find people around the world, dedicating their lives and attention
to actively making the world a better place. We look for people pursuing extraordinary goals and pair their
efforts with environmental organizations that are on the frontlines working to truly secure our future.

Do you not see the confluence of your actions? You are constantly expanding oil and gas exploration at the
expense of our critical aquifers and public lands. You are relaxing rules on trophy hunting, putting our rare and
endangered wildlife at further risk above and beyond their current habitat challenges, which humans are largely
responsible for. You backed out of the Paris Agreement and have been the only world leader to do so, further
straining our reputation and position of power. You drive industry that supports deforestation and ecosystem
destruction for continued real estate development, mining, and corporate gain. You acknowledge
unsustainable shortages of fossil fuels but offer no scalable renewable energy alternatives. Marine and oceanic
negligence causing rifts in the food chain and irreversible damage, such as the death of the Great Barrier Reef.
Do you realize that there are many more issues as well that are threatening our home, let alone the entire
globe? We have one earth. The United States are supposed to lead the world. We are designed to set an
example to every other country and be a symbol for hope and innovation. That is simply what leaders do. In
our recent past, we have failed at this critical role.

I write to you in desperate concern for our future. I do not have children yet, but I am incredibly concerned that
they will not experience the world the way that I did. What else do the people of this country have to do to
make you realize that we need massive change? How could there even be a debate? This is your home too.
I find it hard to believe that you are not personally concerned with the availability and quality of drinking water,
or the preservation of public lands, or even proper sanitation systems. Your children and their children are at
risk. Restoration of the damage done takes a tremendous amount of time, global effort and money. But let's
agree; you are making it worse. The citizens of the free world need our governments support. We need bold
leadership that is willing to stand up for our future and make significant strides towards sustainability. We need
to start caring about tomorrow or there will not be a tomorrow to care about.

With love and in mission,

Justin Abrams

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 Enrichment Activities
WRITING A BLOG
Directions: Write a blog on the subject regarding proper management of social
media accounts. Make it sure that you will include precautions, ethics,
handling techniques, and other relevant information from the chosen subject.

Bibliography
Books

Jacobs, D. & Campbell, J.L. (2000). Genres in Context. Harcourt Custom

Publishers and Harcourt College Publishers. United States of America.

Solmerano, E.T. et. al (2017). Creative Nonfiction. Fastbooks Educational

Supply. Sampaloc, Manila, Philippines.

Websites

Abrams, J. (2017). An Open Letter to our Government. Retrieved from:

https://www.causeofakind.com/take-back-tomorrow/an-open-letter-to-our-
government
Windley, K. (2014). Five Ways for Writers to Organize Ideas. Retrieved from:
https://www.withakwriting.com/organize-ideas/

Blogs and Articles without Author and Date

Formulating a Thesis Statement. Retrieved from:

https://wwnorton.com/college/english/write/we/ch1/thesis.htm. Retrieval
Date: June 20, 2020

Finding a Topic: Retrieved from: https://www.aims.edu/student/online-writing-

lab/process/topic#:~:text=Online%20Writing%20Lab&text=Pick%20a%20t
opic%20that%20interests,the%20research%20process%20more%20interesting.
Retrieval Date: June 20, 2020

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