Republic of the Philippines

Department of Education
Region I
SCHOOLS DIVISION OFFICE OF URDANETA CITY

Subject Area and Grade level: Creative Writing 12 Quarter 1: Week 5

LEARNING COMPETENCY:
Use imagery, diction, figures of speech, and specific experiences to evoke meaningful responses from
readers (HUMSS_CW/MP11/12-Iab-4)
Subject Matter: Sensory Details, Diction, and Figures of Speech.
References: Creative Writing K-12 Compliant Worktext

Points to Remember
Sensory Details
- Gives strength to writing by allowing the readers to have a vivid sensory experience. it concretely
describes the subject by using words or phrases that appeal to the five senses – sight, smell, taste,
hearing, and touch. Sensory detail is essential in creative writing for it captures and sustains the
interest of the readers by giving them a clear view of the subject or the scene being describes. It
exercises one’s imagination.
Figures of Speech
- Writer’s use figures of speech and figurative language to create images that would deepen the
reader’s comprehension of a text. Figures of speech and figurative language create the so-called
figurative images which increase reading pleasure.
Figures of Speech/Figurative Definition Sample Text
Language
Simile Indirect comparison of two things “Then she burst into view, a girl
using “like” or “as” lovely as morning and just as
fair…”
(Waywaya, F. Sionil Jose)
Metaphor Direct comparison between two “Everything that exists, aromas,
objects light, metals, were little boats
that wait for me…”
(If you Forget Me, Pablo Neruda)
Personification Attribution of human qualities to “Because I could not stop for
a thing Death, he kindly stopped for me;
The carriage held but just
ourselves And Immortality.”
(Because I Could Not Stop For
Death, Emily Dickinson)
Hyperbole Exaggeration “Well now, one winter it was so
cold that all the geese flew
backward and all the fish moved
south and even the snow turned
blue”
(Babe, the Blue Ox,
retold by S.E Schlosser)
Alliteration Repetition of the first consonant “Leap up, like that, like that, and

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 Republic of the Philippines
Department of Education
Region I
SCHOOLS DIVISION OFFICE OF URDANETA CITY

of neighboring words land so lightly.”

(Home Burial, Robert Frost”)
Allusion Use of person, place, or thing as “The morning wind forever
reference blows; the poem of creation is
uninterrupted, but few are the
ears that hear it. Olympus is but
the outside of the earth
everywhere”
(Walden, Henry David Thoreau)
onomatopoeia Use of words that mimic sounds “Boy, I rang that doorbell fast
when I got to old spencer’
home.”
(The Catcher in The Rye,
J.D Salinger)

Diction
- This refers to language and word choice of the writer. It shows the level of formality of a text which
helps in shaping the perception of view of the readers. There are three levels of diction. These are
formal, informal, and colloquial.
Levels Characteristics
Formal Diction Academic/Scholarly Language
Informal Diction Conversational Language
Colloquial Diction Slang language; Captures regional dialect

Activity 1: Sensory Images

Direction: Write the sensory details that you can come up with the pictures below.

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 Republic of the Philippines
Department of Education
Region I
SCHOOLS DIVISION OFFICE OF URDANETA CITY

SIGHT SMELL TOUCH HEARING

Activity 2: Figures of Speech

Direction: Write a sentence that corresponds to the figurative languages enumerated below.

Figurative Language Sentence

Simile

Metaphor

Personification

Hyperbole

Alliteration

Allusion

Activity 3: Diction
Direction: Think of three words and write the words in formal, informal and slang diction.
Excerpt 13. Huwag na sa LTO kasi hanggang ngayon, panahon pa ni Hesukristo yung
first plate nila, hanggang ngayon wala pa

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 Republic of the Philippines
Department of Education
Region I
SCHOOLS DIVISION OFFICE OF URDANETA CITY

Excerpt 13. Huwag na sa LTO kasi

hanggang ngayon, panahon pa ni
Hesukristo yung
first plate nila, hanggang ngayon
wala pa.
Formal Diction Informal Diction Colloquial/ Slang Diction

Ex. Father Dad My Old man/Amang