NOTRE DAME OF SALAMAN COLLEGE INC.

Founded in 1965 by the Oblates

Owned by the Archdiocese of Cotabato
Managed by the Diocesan Clergy of Cotabato (DCC)
“Service for the Love of God through Mary”
(B.E.S.T)
Amare Est Servire

CREATIVE NONFICTION
HUMSS 101 – BEED/BSED 2 Bridging Class
Week 9 and 10

Course Instructor : Rosalie M. Blanca

rosaliemallorca0485@gmail.com
Mobile #09300351868

Week 9
Unit 2: Principles, Elements, Techniques, and Devices of Creative Nonfiction
Lesson 6: Scene and Dialogue
Learning Objectives:
The learner is expected to:
 describe the scene and the dialogue as literary devices of creative nonfiction
 analyze a sample text according to scene and dialogue

A. Look at the following comic strips below.

Fi

B. What would you tell the following people given the following situations:
1. your parents after you lost the money you were supposed to use for tuition
2. a beggar asking for the piece of bread you were eating
3. the office staff workers who were telling you that they could not process your papers because
they were having an early lunch

Comparing Notes
According to Cristina Pantoja Hidalgo (2003,98), “the chief distinction between traditional reportage and
creative is the use of scenes or dramatic writing.” The text should not simply be an impersonal, bare narration
HUMSS 101 Creative Nonfiction
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of events; it should be actually narrated in such away as to make the reader feel as if the events, to borrow a cliché, were
unfolding before his/her very eyes. The creative nonfiction text should, therefore, contain believably realistic and
descriptive imagery.
The scene becomes more interesting and animated with the use of dialogue, which refers to the verbal exchange
between the characters. When adding dialogue, one should imagine the characters themselves speaking to each other to
make the dialogue as realistic as it should be. The challenge is bigger when one is writing in English because the
utterances are supposed to sound natural. Moreover, the dialogue should often be brief because that is how exchanges are
in real life. American writer and Nobel Prize recipient Ernest Hemingway is a master of the concise dialogue.

Reader’s Corner
A Pre-reading
1.Do you have a sibling? If yes, how is your relationship with him/her? On a scale of 1 to 10
(with 10 as the highest), rate your relationship and explain your answer.
2.Explain the saying, “Blood is thicker than water.” You may cite examples in your
explanation.

B.Cultural-Historical Background
Next to Rizal, Bonifacio is arguably the best-known hero of the country. But it was Bonifacio of Tondo, and not
Rizal of Laguna, who led the Revolution of the 1890s. Bonifacio’s fate, however could be considered more tragic. The
founder of Kataas-taasan, Kagalang-galangang Katipunana ng mga Anak ng Bayan or KKK did not dies in the hands
of the colonizers from whom he attempted to salvage the country. He was killed by fellow revolutionaries who wrested
authority from the Father of the Revolution.
By several accounts, the attempts to isolate the Supremo started at the Tejeros Convention. The delegates elected
someone in absentia, Director of the Interior, to the KKK’s leader. Like rubbing salt in the wound, an Aguinaldo
sympathizer questioned the Supremo’s qualification for the post, prompting the latter to declare the election result void.
When the official of the incipient government got wind of the Supremo’s plans to put up a rival government,
they had him apprehended but only after a scuffle that almost snuffled the life out of the uprising’s leader. With his
brother, Andres Bonifacio was executed in Mount Buntis near Maragondon, Cavite.

C. Previewing/ Read the selection “BROTHERS” on page…. to answer the following questions below.
Scan for the answers to the following questions:
1. How many soldiers came to arrest the Supremo?
2. Who were their leaders?
3. Who was the Supremo’s brother?

D. Vocabulary Building
Give the meaning of the underlined word based on the context clues. The bolded questions are added to serve as
additional clues.
1.The Supremo could not sleep. He endured the mind-wrenching pain from his wounds throughout the night. Were the
wounds slightly or terribly painful?
2. The skirmish ended with the deaths of at least two soldiers and the wounding of two more, including the Supremo. Was
it a negotiation or a battle?
3. His response to the query was sardonic and should not be taken literally. Was the response sincere or sarcastic?
4. Kapitan Miong was the leader of the incipient revolutionary government. Was the government already old or just
starting?

E. Reading
The selection below is a reconstructed account of the last few days of the Revolution’s Supremo, Andres
Bonifacio, and his brother Procopio. Based on actual events, the details reveal the complexity of the Revolution of which
the Supremo was once the prime over. Find out how some details sound quite” contemporary” vis-à-vis present-day
political culture.

BROTHERS
Lianne Bunao

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 It was about 11 in the evening. The Supremo was still bleeding profusely a day after he, together with
younger brother Procopio, had been taken prisoner. The Supremo was grappling with mind-wrenching pain
from a gunshot wound on his arm and a stab wound on his neck. Since the confrontation, his wounds had not
been nursed. Procopio, while not wounded, was in no way better-he had bruises on his face and his body and his
left leg was fractured. The siblings had been given food only once since the beginning of their captivity.
*********
The day before, the Supremo and his brother were in Limbon, making new plans for the revolution
especially in the wake of the supremo’s defeat in the Tejeros Convention, when about twenty soldiers under
Colonels Agapito Bonzon and Jose Paua came with a warrant of arrest signed by Kapitan Miong, the leader of
the incipient revolutionary government. The air suddenly became tense and smelled of blood.
After informing the Supremo arrival, the aides within the vicinity kept the arresting officers at bay. Citing
his leadership of the revolution, the Supremo refused to yield, insinuating that he would rather be killed than go
with the arresting soldiers. “ Bangkay nyo akong dadalhin )I’ll die first before I go with you),” he said. The
two colonels were likewise willful-they would not leave the place empty-handed. Curses and angry words were
flying thick and fast when suddenly, four shots rang out. Two of the Supremos aides had been felled by bullets
from the arresting soldiers. The Supremo tried to grab his pistol, but he, too was shot by Banzon. Not content,
Paua quickly drew his dagger and thrust it into the fallen leader’s neck. Procopio ventured to come to his
brother’s rescue, but he was met with hard rifle blows which almost made him lose consciousness. The
Supremo’s aides, hopelessly outnumbered, took leave of their battle-ready toughness and could not do anything
but watch the arresting soldiers gang up on their leaders. When the Skirmish ended, the Supremo was placed in
a hammock and carried to a house in Maragondon. Procopio was tied up and despite the limp, was forced to
walk. That was the siblings’ last day as freemen.
While in captivity, the Supremo did not receive proper treatment for his wounds, just a ragged piece of
cloth over his neck to help stop the bleeding. He was lying in a bed and was too weak to even stand up. He was
also running a fever and would slip in and out of consciousness. Procopio, his hands still tightly bound behind
his back, was sitting next to his brother. Just a few steps from the bed, in the darker corner of the room, sat two
soldiers who were also in the group that arrested them that day before. Both were holding rifles. One of them,
exuding an air of arrogance unbecoming a soldier in a time of war, was smoking a stodgy Ilocos cigar and
drinking local wine from a wooden cup.
“Mga kapatid, nasaan si Kapitan Miong (Brothers, where is Kapitan Miong)?” he continued, “Nais ko
siyang makita (I want to see him).” He asked the question two more times, his voice rising every time if only to
compel their captors to respond.
“Finally, the guard with the cigar budged. “Ang heneral ay abala sa paglaban sa guerra. (The general is
busy fighting a war),” he said, referring to Kapitan Miong. The tone was sardonic, “Wala siyang panahon sa
iyo o sa kapatid mo mong malapit ng mamatay. (He has no time for you or your dying brother.
On hearing these words. Procorpio blurted out, “Mga hayup, pagkalabas ko ay hahanap ako ng
katarungan… At kayong traidores ay mapupunta sa dapat ninyong kalallagyan. Mga duwag, kalagan ninyo at
nang makita ninyo! (Rascals . I shall seek justice when I go out…. And traitors like you will go where you
deserve to be. Cowards, untie me and I’ll show you!)
Agitated, the sentinel with the cigar mumbled some vulgarities, cocked his gun, and prepared to shoot at
Procopio. Promptly, he was stopped by the other soldier.
At that point, the Supremo, mustering just enough strength to talk, called his brother. “Procopio…
Procopio… magpahinga ka…kapatid (Rest, brother.)” The Supremo’s appearances was wan-deathly wan-fresh
blood still flowing generously from his wounds.
“Hindi ako makapagpahinga, Manong. (I cannot rest, Manong), “said Procopio without looking at his
brother, his gaze still on the soldiers “Paano ako makapagpahinga kung tayo’y bihag? Silang mga opputunista
na ang magmamando ng rebolusyon. Silang taksil! (How can I rest if we’re being held captive? The
opportunists have taken over the revolution. Those traitors!)
“Ay Hindi pa tapos and rebolusyon, mahal kong kapatid. Magtiwala ka… (The revolution is not over, dear
brother. Have faith).” said the Supremo as he closed his eyes, choosing to endure his pain in silence. Procorpio

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took a look at his wounded brother, as if wanting to embrace him if his hands were not tied. Suddenly, he began
to weep, his tears falling onto his blood-drenched camisa.
Outside, the night was generally peaceful. Peals of laughter alternated wit the peeps and thrills of distant
fowl.

F. Questions for Discussion

1. Describe the scene of the Supremo’s arrest.
2. Was it right for the Supremo’s aides to just watch their leader being taken away? Why or why not?
3. The Supremo cited his leadership of the revolution when was he was being arrested. Do you think he should have
simply submitted to the authority of the new government? Why or why not?
4. Describe the dialogue between Procopio and the guard. Who do you suppose “won” the exchange?
5. Which elements of contemporary political culture are reflected in the account of the Supremo’s isolation, arrest,
and eventual execution?

Writer’s Bloc
It is alleged that Emilio Aguinaldo, president of the First Philippine Republic, also had a hand in the death of
Antonio Luna, one of the ablest generals of the revolution. Do further research on the matter. Then, print or
write it on a long bond paper or on your activity notebook.
Criteria Proficient Nearly Proficient Attempted Proficiency
(8-10 pts) (5-7pts) (0-4pts)
Clarity All ideas are expressed Some ideas are expressed Many ideas are confusing.
clearly. clearly.
Vividness All ideas are articulated Some ideas are articulated The manner in which ideas are
convincingly. convincingly. articulated is not convincing
enough.
Organization All ideas are presented in an Details mostly evince a sense of Details are not organized
organized way. organization. properly.

Correctness Grammar, Syntax, and Grammar, syntax, and The composition is riddled
mechanics are correct, with mechanics are largely correct, with errors (six or more).
just one or two errors. with three to five errors.

“A scene has to have a rhythm of its own, a structure of its own.”

-Michelangelo Antonioni
END OF THE LESSON

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 Week 10
Unit 3: Reading and Writing Creative Nonfiction
Lesson 1: A life Worth Narrating: The Autobiography
Learning Objectives:
The learner is expected to:
 describe point of view and angle as elements of creative nonfiction
 analyze a sample text according to angle and grammatical point of view
 write a short paragraph describing a place

Using one gadget (preferably a camera phone with wide screen. Request three family member to take
pictures of your living room from three points of view or angles: (1) sitting in the middle of the living
room taking a picture at mother/sister in front of the television; (2) standing in front of the window
taking picture of father/brother sitting on the sofa/chair;(3) standing in front of the door taking a picture of the
mother/sister and father/brother inside the living room. Print the pictures that have been taken and answer the table
below.

Photographer’s Location Description of the Picture

Chair in the middle of the living room
In front of the window
By the door of the house

A. Questions to Ponder:
1. What are the major differences among the three pictures?
2. Based on the picture-taking activity, what did you learn about angles and point of view?

Comparing Notes
According to Christina Pantoja Hidalgo (2003.32) point of view has to do with perspective. When writing
your essay, you ask yourself the following questions: Whose story is this? Who can best tell this story? What is the
relation of the point of view character, the narrator, to the events narrated? These questions should be answered
adequately before proceeding with writing.
The most commonly used point of view in a personal essay is the first person. In an older school of
writing, you may notice that the writer is using the third person to refer to himself or herself (with phrases like “this
columnist” or “this writer”). Today, using the first-person point of view even in an academic lecture of paper is
acceptable. In fact, it is becoming common.
A distinction should be made here between perspective and point of view. Perspective answers the
question from whose angle the story is being told, while point of view refers to whether the story is told in the first,
second, or third person. In a piece, the writer may be using the first person-using “I,” “me”, “my”, or “mine” in narrating-
while the perspective may be that of a minor or major character.

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 When writing a creative nonfiction piece, the general rule of thumb should be this: It should reveal” the
writer’s unique perspective on, or attitude toward, the subject” (Kneel, 1991,6).

Reader’s Corner
A. Pre-reading
Using the Internet, research on the island of Lagen and what it is known for. You may also download and print
some pictures. Share the information and pictures you have searched in a personal narrative way.

B. Cultural-Historical Background
In a previous lesson, you learned about an example of Palawan’s natural beauty. The Philippines is one
country in which such wonders are seemingly boundless. While the country may not be among the world’s or for that
matter, even this region’s top economies, it boasts of a long list of “world-class” wonders of nature. Many of the country’s
natural wonders, unfortunately, remain untapped. Worse, their beauty is compromised by people who do not have enough
appreciation of our natural resources even before the rest of the world gets to know about them. The good thing is that,
efforts are now being made by concerned individuals and groups to preserve nature’s beauty and with it, a sense of
ecological balance. Nonetheless, the responsibility of taking acre of nature is not limited to such groups and people. All of
humanity, as a matter of fact, regardless of socio-economic status, culture, or geographical location, should raise the alarm
and take appropriate action over environmental issues whenever they see one.

C. Previewing
Scan the selection to complete each sentence below.
1. The lights of Lagen do not look like diamonds, but___________________.
2. As soon as I entered the room, I could sense the presence of ________________.
3. When I opened the French windows to the verandah, I was greeted by ________________.
D. Vocabulary Building
Using a dictionary, look for the meaning of the following words. Words have contexts, meaning, their
usage has an effect on their meaning. In the dictionary, a word may have several meanings. So, in choosing the meaning,
consider how a particular word is used in the selection. Be ready to use these words correctly in sentences for class
recitation. In your activity notebook, use the table that follows.

Words Meanings Sentences

aroma
deposit
exotic
rebellion
rug
tourist

F. Reading
The selection below is about a journey to one of the country’s proverbial “Last Frontiers.” While reading,
identify the sensory images and figure out how they contribute to the overall effect of the text. Identify also the angle and
grammatical point of view in the text.

LONGING FOR LAGEN

John Iremil E. Teodoro
The moment I saw the lights of the Ten Knots resort in Lagen from our boat, I immediately knew that I would
love the place and will be longing for it after our brief visit.
Sunset had brought cool breeze when we boarded a big bumboat from Lio beach for the 45-minute trip to the
island Lagen. The fiery colors of the silently changing sky were painfully beautiful. The silhouettes of dozens of island in
Bacuit Bay were like gentle giants lying and sitting on the water, listening to the ancient song of the sea wind. The dusk,
and the whole world, was waiting for the appearance of the last blue moon of the millennium.
From a distance, the lights of Lagen do not look like diamonds, but tiny balls of gold. Their brilliance is not
intimidating, like the light from the lamp of a lover waiting by the seashore. Their glow is like a beacon calling you home,
promising a blissful and restful sleep to the tired traveler.

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 Lagen is perfect for writing. As soon as I entered the room, I could sense the presence of the Muses of Metaphors.
I couldn’t help but sit down and scribble lines and lines of prose and poetry in my diary. It was like my pen and my hands
had acquired their own creative mind.
Perhaps, they can also hear the giggling of the green sea turtles in the pastel painting hanging on the wall by an
artist named Raralio. I was certain it is the portrait of the same turtle that greeted us that morning when our boat from
Malampaya Sound entered Bacuit Bay. I could hear the faint but familiar giggle.
The night, after a sumptuous dinner, I washed the tiredness from the previous day’s travel that clung to my skin
like dust, in the surprisingly warm water of the pool. While swimming and floating noiselessly like a turtle, I watched the
blue moon perfecting its shape before the invisible bell of midnight tolls.
When I laid my head on the pillow, I fell asleep thinking of the seafeathers gracefully swaying beneath the blue
waters of El Nido when we arrived that afternoon. The blueness of the water was a blessing to my tired soul.
I woke up early the next day. When I opened the French windows to verandah, I was greeted by the twittering of
dozens of birds inhabiting the trees and the crevices of the massive limestone cliffs that embrace the landscape of Lagen.
From my knapsack, I took out a copy of my latest acquisition- a book of love poems. I sat on the rattan lounging
chair and read the poems aloud to myself, and for the tress and the birds to hear.
The next time around, I would like to stay in Lagen for a longer period. And when I sit down in my room guarded
by Raralio pastel sketches of seascapes and marine lives, I will remember that moment when I was floating on the warm
water of the pool, watching the quick maturing of the blue moon, and that morning when I read poetry to feed my soul.
For now, I will just cherish in my heart the sweet sadness of my longing for the beauty of Lagen.

E. Questions for Discussion

1. What is the point of view in the selection? its grammatical point of view?
2. How would you describe the feelings of the narrator during his/her journey?
3. Pick out the images from the text. What do they suggest about the narrator?
4. Why did the narrator say that “Lagen is perfect for writing?”
5. Have you ever had the same feeling as the narrator’s in any of your journeys?
6. What do you think is the central message of the text? Express it in one sentence.

Writer’s Bloc
The ending eloquently sums up the text, “For now, I will just cherish in my heart the sweet sadness of my
longing for the beauty of Lagen.” Think of a place that you have visited before and want to visit again. Write a short, first-
person paragraph describing the place, including the aspects that make it special and unique. Add sensory images to make
your description compelling. Be guided by the rubric below.

Criteria Proficient Nearly Proficient Attempted Proficiency

(8-10 pts) (5-7pts) (0-4pts)

Clarity All ideas are expressed Some ideas are expressed Many ideas are confusing.
clearly. clearly.
Vividness All ideas are articulated Some ideas are articulated The manner in which ideas
convincingly. convincingly. are articulated is not
convincing enough.

Organization All ideas are presented in an Details mostly evince a sense Details are not organized
organized way. of organization. . properly.

Correctness Grammar, Syntax, and Grammar, syntax, and The composition is riddled
mechanics are correct, with mechanics are largely with errors (six or more).

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 just one or two errors. correct, with three to five
errors.

“An author knows his landscape best; he can stand around, smell the wind, get a feel for his place.”
- Tony Hillerman

END OF THE LESSON

-Ma’am Blanca

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