SENIOR HIGH SCHOOL

Creative Writing
Quarter 2 – Module 4
The Different Orientations
of Creative Writing

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Creative Writing – Grade 12
Alternative Delivery Mode
Quarter 2 – Module 4: The Different Orientations of Creative Writing
Second Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
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over them.

Published by the Department of Education – Division of Misamis Oriental.

Development Team of the Module

Writers: Rheza Mae M. Pacut

Dionnita D. Paderanga
Jeremy C. Subaldo
Subject Area Specialists: Dionnita D. Paderanga
Beverly Hazel T. Saligumba
School Principal II
Language Specialists: Junalie E. Galarroza
Cynthia Rosa H. Ordinan
Illustrator: Ariel A. Tarucan

Development Team:
Chairperson: Dr. Arturo B. Bayocot, CESO III
Regional Director

Co-Chairpersons: Dr. Victor G. De Gracia Jr. CESO V

Assistant Regional Director
Jonathan S. dela Peña, PhD, CESO V
Schools Division Superintendent
Nimfa R. Lago, PhD, CESO VI
Assistant Schools Division Superintendent
Mala Epra B. Magnaong, Chief ES, CLMD

Members: Maria Emerald A. Cabigas,PhD EPS-LRMS; Bienvenido U. Tagolimot, Jr., PhD,

EPS-ADM; Erlinda G. Dael, PhD, CID Chief; Maria Teresa M. Absin, PhD SGOD
Chief; Celieto B. Magsayo, LRMS Manager; Loucile L. Paclar, Librarian II; Kim
Eric G. Lubguban, PDO II

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 12

Creative Writing
Quarter 2 – Module 4
The Different Orientations
of Creative Writing

iii
 TABLE OF CONTENTS

Page No.

OVERVIEW
What I Need To Know 1
Things to Remember To Get Through 1
Remember This 2

Lesson 1- Write a Craft Essay

What I Need To Know 3
What I Know 3
What's New 5
What Is It 5
What's More 10
Assessment 11

Lesson 2 – Creating Online Portfolio

What I Need To Know 12
What's In 12
What I Know 12
What's New 14
What Is It 14
What's More 15
Assessment 16
What I Can Do 16
Additional Activities 17

References 18

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 WHAT I NEED TO KNOW

This learning module contains the last part of creative writing. It tackles about
the different orientations of creative writing where learners can produce a craft essay
on the personal creative process deploying a consciously selected orientation of
creative writing. This may also further their talent to develop their practical and creative
skills in reading and writing.
In this module, the learners create and design an online portfolio or group blog
on the outputs produced in poetry, fiction, scripts in a play or drama, applying ICT skills
or any appropriate multimedia forms.

After studying this module, the learners will be able to:

1. write a craft essay demonstrating awareness of and sensitivity to the
different literary and/or sociopolitical contexts of creative writing;
2. create an online portfolio or group blog on the outputs produced in
poetry, fiction, and script writing; and
3. have an understanding of the different orientations of creative writing

THINGS TO REMEMBER TO GET THROUGH

GET THROUGH

To learn and benefit from this module, follow the following steps:

1. Read the module title and the module introduction to get an idea of what the
module covers. Specifically, read all the sections of this module carefully. The
first section tells you what this module is all about while the second section tells
you of what you are expected to learn.

2. Never move on to the next page unless you have done what you are expected
to do in the previous page. Before you start each lesson, read first the
INSTRUCTIONS.

3. Work on the activities. Take note of the skills that each activity is helping you to
develop.

4. Take the Post-Test after you are done with all the lessons and activities in the
module.

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 5. Communicate with your teacher. Ask him/her about any difficulty or confusion
you have encountered in this module.

6. Finally, prepare and gather all your outputs and submit them to your teacher.

7. Please write all your answers of the tests, activities, exercises, and others on
your separate activity notebook.

REMEMBER THIS

The most basic skill that a good student in creative writing has is a clear
understanding of what creative writing is all about and a thorough understanding of
the fundamental techniques of writing short paragraphs, poetry, fiction, and drama.

GOOD LUCK AS YOU BEGIN THIS MODULE!

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LESSON 1 WRITE A CRAFT ESSAY

Competency: Write a craft essay demonstrating awareness of and sensitivity to the

different literary and/or socio-political contexts of creative writing.
HUMSS_CW/MPIIc-f-23 (2 hours)

WHAT I NEED TO KNOW

At the end of this lesson, the learners are expected to:

1. define the word “essay”;
2. describe the structure of an essay; and
3. write a craft essay creatively.

WHAT I KNOW

Instructions: Recall what you learned in the past lessons. Read and answer the
following statements. Write the letter of your answer in your activity notebook.

1. The setting of the short story “Footnote to Youth” is _________.

a. City b. Village c. Farm d. School

2. He is the author of the short story “Footnote to Youth”?

a. Jose Rizal b. Jose Garcia Villa c. Jose Villanueva d. Juan Luna

3. It is defined as a note at the foot of the page, often used to give additional
information to the reader regarding certain words or phrases in the text.
a. Page b. Footnote c. Bibliography d. Footer

4.Essay is a piece of writing, usually from an author’s personal point of view.

a. True b. False

5. It is something that suggests more than its literal meaning. Objects are used to
signify another level of meaning.
a. Insight b. Moral
c. Symbol d. Point-of-View

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6. A structure of an essay where it should have a good opening paragraph.
a. the Body b. the Introduction
c. Conclusion d. None of the choices

7. Speeches, journalism, blogging, and free writing are examples of what type of
writing?
a. Technical writing b. Script writing
c. Imaginative writing d. None of the choices

8. It is the main idea that the writer is trying to put across to the reader and it is the
important aspect that unifies a story.
a. Plot b. Setting c. Tone d. Theme

9. It is the reference to or application of a literary, media, or social “text” within another

literary, media, or social “text”.
a. Essay b. Intertextuality
c. Novel c. Dialogue

10. An interruption of the order of events of events that describe or present an incident
that occurred prior to the main time frame of a work’s action.
a. foreshadowing b. recall
c. flashback d. None of the choices

11. It is used to describe differences between groups of people relating to their political
beliefs, social class, etc.
a. social status b. sociopolitical
c. social d. political

12. A feeling of uncertainty as to the outcome of the story, and it is used to build
interest and excitement on the part of the audience.
a. conflict b. exposition c. suspense d. None of the choices

13. The structure of an essay which presents a strong argument or evidence to be

more convincing to the readers.
a. the introduction b. the Body
c. the conclusion d. All of the above

14. It requires knowledge in creative writing.

a. research paper b. essay c. term paper d. thesis

15. It is a literary device in which a writer or dramatist gives an early hint of what is to
come later in the story
a. Flashback b. Foreshadowing c. Plot d. theme

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 WHAT’S NEW

Think of a current issue or a socio-political situation that is very relevant in our

society today. Identify the most important aspect of that issue. This will be your focus
as we go along with our lesson.

V WHAT IS IT

What is Essay?
The word essay is defined as a piece of writing, usually from the author’s
personal point of view, on a particular subject or issue. Essays are non-fictional but
often subjective and can also include narrative.

Writing an essay means fashioning a coherent set of ideas into an argument.

Because essays are basically linear—they suggest one idea at a time—they must
present their ideas in the order that makes most sense to the reader. Successfully
constructing an essay means attending to a reader's logic.

The emphasis of such an essay predicts its structure. It commands the

information readers need to know and the order in which they need to receive it. Thus,
the structure of your essay is necessarily unique to the main claim you are making.

Craft essay is done through freewriting, expressing ones ideas and

interpretations of a situation.

Here is an example of a craft essay: (you may also check on this link for more
samples of craft essay, https://appalachianreview.net/tag/craft-essay/)

Bearing Witness
20 September 2019 ♦Robert Erle Barham ♦ Summer 2019

When I was a boy, the bayou Bonne Idee flooded. I remember because my father and
I walked on water. We had driven to the edge of our farm and discovered that the flood had
enveloped our fishing dock, and when my father crossed the wooden deck just below the
bayou’s surface, I followed beside him. We moved slowly, fearing the boards might have fallen
away, but with every step, the pier met our feet and buoyed us across the silty opacity. Looking
back toward the bank, we stood atop the bayou with the cold spring water swirling around us.
The incongruity was thrilling.

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 One square mile. When I think of my hometown, it seems much larger than its physical
size. As with this memory of the Bonne Idee (the “good thought” that its name recalls), all of
it is familiar, and I can map the landmarks and contours of the land—south from our farm into
town, down Oak Street, over the rise of the railroad tracks, past the churches, Newtown
Service Station, the Baptist cemetery and out of town across miles of farmland.

Now I live hundreds of miles away from where I grew up. My parents no longer live
there, and the place is transformed in just one generation. Yet my memory is populated with its
people and places. Like the mnemonic landscapes from classical antiquity, all of it is
immediately accessible and very real in recollection.

It’s odd how something that no longer remains—at least not as it was—can have such
reality in memory. I think of my great-grandparents’ home that no longer exists, but that I
remember in totality: its dimensions, textures, rooms, and furnishings, the view from each
window. It was full of sensory associations like the thick smell of bacon and biscuits that filled
the house in the early mornings; the sting of showers on sunburned skin in their brightly
colored bathroom; the taste of watermelon with salt, the way my German-American great-
grandfather prepared it, which I ate standing barefoot on their patio in the evening, the
concrete still warm from the summer sun. If I close my eyes, I can pace the floors, see the
pictures on the walls, feel the carpet under my feet.

Another illustration: when I took a teaching job after graduate school, I boxed the most
valuable books I owned—including a signed collection of poems from a friend lost to cancer,
a worn Augustine biography from a favorite teacher’s student days, a book on classical rhetoric
that had wonderful marginalia in a beautiful and obscure hand—all of them cherished for one
reason or another. After I mailed the package, it broke open in transit, and I arrived at my new
apartment to find an empty box on my doorstep. With a feeling of disbelief and nausea, I knelt
and ran my hand along the broken cardboard, realizing the books were gone.

I can still remember all the covers, the look and feel of each one, and the bookcase in
my tiny grad-school library carrel where they sat until being boxed for oblivion. Sometimes
without thinking, I will search for one of those books and then recognize, painfully, its absence.

The Roman rhetorician Quintilian says that the classical memory method—mentally
putting items in familiar spaces and recalling them in sequence—comes from the power of
place to prompt recollection. In a kind of reversal of Quintilian’s point, when I recall childhood
memories, they take me to a particular place. My hometown was the setting for all my earliest
experiences, the ones that Vladimir Nabokov says are sweet and strange to ponder, and like
a geologic map, it was layered with memories; the terrain I knew by heart.

Some of my first recollections are from my grandparents’ house, and when I think of it,
I recall the room at the back of the house where my siblings, cousins, and I played as kids.
The room had a pool table in the center, and it was lined with glass gun cases filled with rifles,
shotguns, and one small pistol. My grandfather was a gunsmith, and often there were parts
strewn about, and always the smell of gun oil and cigar smoke in the air. When I was fourteen,
my grandfather gave me a shotgun, complete with a case, two silver snap caps for dry-firing,
and a cleaning rod and oil. Opening the case now with its redolent contents produces a burst
of associations—the transgressive thrill of handling my grandfather’s pistol when no one was
around; smoking one of his cigars in the woods behind our house; crushing it out in a delirium
of tobacco and guilt, with my mouth tasting like the gun room.

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 My hometown featured remarkable people, all living in proximity and accommodating
one another’s eccentricities. When I teach Southern literature at the college where I now work,
the students see the stories as strictly fictional creations—as if such people and places could
not exist. Demographic trends suggest that rural life is much less common, which perhaps
explains their disbelief. Our college sits at the edge of a city with a metro population of half a
million, and my neighborhood alone is bigger than the town where I grew up. But as I tell the
students, the communities that William Faulkner, Flannery O’Connor, and Eudora Welty depict
are deeply recognizable based on my experience. When we read Faulkner’s “A Rose for
Emily,” I usually start by telling them about Miss Sadie who drove around our town with only
limited eyesight. When people saw her coming, they would simply pull to the side of the road.
The comparison to Faulkner’s heroine may seem incongruous—Emily Grierson is a murderer
and a necrophiliac after all—but the narrator’s sympathy is familiar.

Flannery O’Connor said that the South is not so much Christ-centered as Christ-
haunted. Home’s version of this haunting certainly “cast strange shadows,” to use her phrase.
Waiting to sing “Happy Birthday” at a friend’s party, all of us sweaty from skating to Starship’s
“Nothing’s Gonna Stop Us Now” at the Rayville skate rink, my friends and I received an
impromptu homily from one of the staff before she lit the candles: “Twelve years old—you’re
at the age of accountability now: your sins are on your own head.”

In a kind of reversal of this moment when our fun was punctured by grim doctrine, my
first kiss happened at a local revival. Since the preaching went on for hours, we were mercifully
free to play outside for portions of each service. Flushed from playing chase, Esther and I
stood at either end of the music room of the church annex. I remember her Buster Brown
haircut, matted against her forehead, and the muted sounds of the revival as we stood amidst
instruments and music stands. Wordlessly, we crossed the room, kissed, and left by separate
exits.

Describing memories of her Mississippi childhood in One Writer’s Beginnings, Eudora

Welty portrayed the subjective experience of time as a “continuous thread of revelation.” In
my experience, this thread includes tragic moments as well. Our region was beset with
suicides, and each self-destruction followed a terrible precedent, each one commemorated by
communal grief and reckoning with the strange, sudden absence of a friend or family member.
No one was unaffected. Recently my parents gave me some old family movies, including
footage from community events—church suppers, Christmas programs, birthday parties—and
I was struck by the people on film who are now gone, and all the families shaped by this
horrible form of loss.

When I was in graduate school, my grandfather called, and he was unusually talkative.
We spoke for nearly half an hour, and I imagined him sitting at the wooden table in their kitchen
where my cousins, siblings, and I always sat for family meals. At the end of the conversation,
we talked about the weather—sublimating only God knew what. Reflecting on our
conversation, I heard the alcohol beneath his garrulity, but not the pain. Only days later, he
took his own life.

His death remains an emphatic aspect of his life, irrepressible for those who knew him,
but it obscures so much about the man—above all that he loved and was loved. When I
remember him, I think of his diffidence, and the time he saw me and then crossed a crowded
visitation room, full of mourners for my father’s mother, just to tell me how sorry he was. It was
the only time I remember his wearing a suit.

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 What is the purpose of reminiscences like these, evoked as they are by place and
shaped according to the prompts of association? Just a cursory tour of memoirs suggests that
our lives are so full, replete with meaning that we can’t see in the moment, and it takes
retrospection to sort things out, a testament to the fullness of the present. It is bracing to
recognize in the exfoliation of memories something like the truth of the thing.

But what about memoir’s risks? Reading works in this genre, one can get the
impression that an eloquent rendering of the past may obscure the very object of its attention.
Despite the power of prose to clarify, the artistry can seem vain, as if the narrative shaping,
anecdotes freighted with import, and figurative portrayals are divorced from their point of
origin. Worse even than obscuring the past is falsifying it—and doing so unwittingly. David
Foster Wallace distrusted what he called “abreactive memoirs,” works with the “unconscious
and unacknowledged” agenda of glorifying their authors. Since memories are malleable and
can change in the handling, Wallace illuminates the subtle danger of narcissistic recollection.

Despite the difficulties of formal reminiscence—despite even the benefits of

retrospective clarity—my own purpose is less about understanding. It’s something closer to
bearing witness. Home is so full of life in my memories, but I look up to find that it doesn’t quite
exist anymore, at least as I knew it, even as it continues to shape my understanding of the
present. All of us are carrying a world of memories—like standing atop a bayou called Bonne
Idee, the taste of salty fruit and a gunroom, a first kiss during a summer revival, a beloved
grandfather sequestered by pain. My impulse to write comes from a desire to give account of
the past, as if to hold it up to God and say, “I saw these things.”

Toward the end of the Confessions, Augustine muses on memory, a capacity that he
represents as physical locations, and he marvels at its mysterious immensity: “I run through
all these things, I fly here and there, and penetrate their working as far as I can. But I never
reach the end. So great is the power of memory, so great is the force of life in a human being
whose life is mortal.” His last clause is striking, a declaration of human vitality nevertheless
bounded by mortality.

Today, prompted by the present—the joy I find in my son’s toddling gait, his delight in
looking at himself in the glass of our barrister bookcase, the smile of recognition when he sees
me over his shoulder—I think of all the evanescent moments of his childhood. I recall the
delirium of his first summer when I rocked him outside as we both stared up through the limbs
of the giant oak tree in our yard and he slept in my arms for what seemed like hours each day;
or that second summer when he first learned hello and goodbye so that we were always
greeting and parting in different rooms of our house.

Parts of an Essay

Introduction
The introduction leads your reader into the paper by presenting the topic. It
should begin with a hook that catches the interest of the readers. This hook could be
a quote, a question, or an analogy. After getting the attention of the readers, the
introduction should give some background information on the topic. The concepts and
ideas within the introduction should be general enough for the reader to know the main
claim and increasingly become more specific to lead into the thesis statement.

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Thesis Statement
The thesis statement concisely and clearly states the main idea or argument of
the essay, sets limits on the topic, and can indicate the organization of the essay. The
thesis works as a road map for the whole essay, showing the readers what you have
to say and which key points you will use to support your ideas.

Body
The body of the essay supports the main points presented in the thesis and
should be orderly. Each point is developed by one or more paragraphs and supported
with precise details. These details may contain support from research and
experiences. In addition to this support, the author’s own analysis and discussion of
the topic draws ideas together and form conclusions that support the thesis. The body
must present strong arguments or evidences to be more convincing.
Transitions
Transitions join paragraphs to each other and to the thesis. To help the paper
flow from one topic to the next, transitions are used within and between paragraphs.
These transitions can be one or two words (“first,” “next,” “in addition,” etc.) or one or
two sentences that bring the reader to the next main idea. The theme or topic sentence
of a paragraph often serves as a transition.

Conclusion
In the conclusion, it brings together all the main points of the essay. It refers
back to the thesis statement and leaves readers with a final thought and sense of
closure by resolving or determining any ideas brought up in the essay. It may also
address the implications of the argument clearly. In the conclusion, new topics or ideas
that were not developed and included in the paper should not be introduced. Again,
conclusion should restate the thesis statement and must have a closure.

Introduction

Thesis Statement

Main Idea

Main Idea

Main Idea

Conclusion

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 WHAT’S MORE

Pre-Activity: In your notebook, answer the following questions in your own

words.

1.) Explain in three to five sentences the three (3) important parts or structure of
an essay.

Note to the teacher:

Have your own assessment on the above “What’s More” activity. Also,
you may decide on the scoring of this activity.
Thank you.

ACTIVITY 1
Divide the class into five (5) groups. Each group is given one marker and manila
paper. The name of the activity is carousel writing. Each group will write one sentence
every time the manila paper will come to their table. The teacher will give instruction
when to start writing the introduction, the body and the conclusion until a whole
composition will be developed. The class will be writing about their feelings or
experiences on the first day of being in Grade 11.

Each group will express their ideas freely but must also observe continuity.

Note to the teacher:

1. You may give further instruction/s through a video so the learners will
thoroughly understand what is being asked.
2. Give your own rubric as a guide to your students.

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 ASSESSMENT

Instruction: Write a short 150-word craft essay about a current issue or a socio-
political situation that is very relevant in our society today. Refer to the idea or issue
you have in mind in the What’s New section of this module. Write your craft essay with
a title on a short bond paper in Arial size 12 font. In your creative work, demonstrate
or apply awareness of and sensitivity to the different literary and /or socio-political
contexts of creative writing.

RUBRIC FOR WRITING COMPOSITION

Performance Very Good
Areas 10-8
Content Article has specific
central idea that is clearly
stated in the opening
paragraph, appropriate,
concrete details.
Organization Article is logically
organized and well-
structured
Research Cited research
information, introduced
personal ideas to
enhance article
cohesiveness
Style Writing is smooth,
coherent and consistent
Mechanics Written work has no
errors in word selection
and use sentence
structure, spelling,
punctuation, and
capitalization
Good Needs
7-5 Improvement
4-1
Central idea is vague; Unable to find
not supportive to the specific supporting
topic; lacks emphasis details
or focus
Writing somewhat Central point and
digresses from the flow of article is lost;
central idea lacks organization
and continuity
Some research of the Did little or no
topic was done but gathering of
was inconclusive to information on the
support topic; cited topic, did not cite
information was vague specific information
Sentences are varied Lacks creativity and
and inconsistent with focus. Unrelated
central idea word choice to
central idea
Written work is Written article has
relatively free of errors several errors in
in word selection and word selection and
use, sentence use.
structure, spelling,
punctuation and
capitalization (some
have errors)

Congratulations! You are now done with Lesson 1.

Now, Let’s proceed to Lesson 2.

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 CREATING ONLINE
LESSON 2
PORTFOLIO
Competency: Create an online portfolio or group blog on the outputs produced in
poetry, fiction, script writing, applying ICT skills or any appropriate multimedia forms.

WHAT I NEED TO KNOW

At the end of this lesson, you will be able to:

1. create an online portfolio (or group blog) on the outputs produced in
poetry, creative fiction, and script;
2. apply ICT skills or any appropriate multimedia forms in creating an online
portfolio; and
3. produce a suite of poems, a full and completed short story or a script for
a one-act play, with the option of staging.

4.
5.
6. WHAT’S IN

In Lesson 1, you learned about craft essay, its structure and how a subject or
an issue influences the author’s point of view. Now in lesson 2, you will learn on how
to create an online portfolio or a group blog where you can post your poems, your
completed short stories, including the written script of your play or drama.

WHAT I KNOW

Instruction: Read and answer each item carefully. Write the letter of your answer
in your activity notebook.
1. It is a specific mode of fiction represented through a performance or recital.
a. poetry b. short story c. drama d. short paragraph

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2. The narrator tells the story and is a character in the story.
a. First person POV b. second person POV
c. Third person POV d. fourth person POV

3. It is an intensification of the conflict in a story or play.

a. exposition b. rising action
c. complication d. falling action

4. It is the sequence or order of events in a story.

a. setting b. point of view c. plot d. theme

5. A kind of staging modality with only two sides of seats. This style of staging is almost
like a catwalk and commonly used for fashion shows.
a. theater-in-rounds b. arena stage
c. traverse stage d. thrust stage

6. The audience sits on all four sides of the acting area.

a. arena stage b. promenade stage
c. thrust stage d. end on stage

7. A type of drama in which the protagonist meets a calamitous end.

a. tragedy b. comedy c. melodrama d. fantasy

8.It is a struggle between opposing forces in a story or play usually resolved by the
end of the work.
a. exposition b. rising action c. resolution d. conflict

9. The mode of expression or delivery of lines

a. speaking style b. diction c. facial expression d. gesture

10. Any movement of the actor’s head, shoulders, arms, hand leg or foot that is done
to convey meaning.
a. gesture b. facial expression c. diction d. speaking style

11. It is a genre of fiction that is kept secret or remains unexplained or unknown.

a. mythology b. horror c. fantasy d. mystery

12. The “Tortoise and the Hare”, and “The Fox and the Crow” are examples of what
type of fiction?
a. Science fiction b. Fables
c. Historical fiction d. suspense

13. A literary work expressed in verse, measure, rhythm, sound and imaginative
language, and creates an emotional response to an expression, feeling or fact.
a. prose b. poetry c. fiction d. Nonfiction

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14. The Father of English drama.
a. Edgar Allan Poe b. William Blake
c. William Butler d. William Shakespeare

15. This term is used to describe websites that maintain an ongoing chronicle of
information.
a. search engine b. blog
c. website d. URL

WHAT’S NEW

Let the students create an online portfolio where they can place all their own
creations in poetry, fiction, short stories, and script of a play or drama. This can be
done by creating a blog of their own or of their group.

V WHAT IS IT

What is a Blog?

A blog (a shortened version of “weblog”) is a regularly updated website or web

page, typically one that is run by an individual or a small group, that which is written in
an informal or conversational style. It is a platform or an avenue where a writer or a
group of writers share their views on an individual subject. Similarly, it is a term used
to describe websites that maintain an ongoing chronicle of information. A blog features
diary-type commentary or notes and links to articles on other websites, usually
presented as a list of entries in reverse chronological order. Blogs range from personal
to the political and can focus on one narrow or specific subject or a whole range of
subjects.

The following are common features that a typical blog will include:

• Header that contains the navigation bar or menu.

• Main content area containing highlighted or latest blog posts.
• Sidebar containing social profiles, favorite content, or call-to-action.
• Footer with relevant and appropriate links like a disclaimer, privacy policy,
contact page, etc.

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What is the purpose of a blog?

There are a number of reasons to start a blog for personal use and only a
handful of strong ones for business blogging. With the absence of blogging, your
website would remain invisible, whereas running a blog makes you searchable and
competitive. So, the main purpose of a blog is to connect you to the relevant and
appropriate audience. Another one is to boost your circulation and send quality leads
to your website.

The more frequent and better your blog posts are, the higher the chances for
your website to be seen and discovered by your target audience. This describes that
a blog is an effective lead generation tool.

What is a website?

A site or website is a main location of web pages that are linked and accessed
by visiting the home page of the website using a browser. For example, the Computer
Hope website address URL (Uniform Resource Locator)
is https://www.computerhope.com. From this home page, you could get access to any
of the web pages contained on its website.

What differentiates blogs from websites?

Blogs need frequent updates. One good example of this include a food
blog sharing meal recipes or a company writing about their industry innovations. Blogs
also promote reader engagement. Readers have a chance to comment based on their
observation and voice their different concerns and thoughts to the community. Static
website owners rarely update their pages. Blog owners update their site with new blog
posts on a frequent and regular basis.

WHAT’S MORE

Let the students do the sign-up process and let them make their own blog
using internet.

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 ASSESSMENT

Instruction: Read the statements below carefully. Choose from the terms inside the
box the correct answer to what is being asked in each item. Write your answer in your
notebook.

Website
Webmail
Search engine
Blog
Forum
Chat

1. A website that is often created by an individual to keep a list of entries that

interests them.

a. text
2. an area where users share thoughts, ideas, or help by posting Anthony Tan .
messages
b. Joey Ayala
3. A cloud-based service provided by certain companies, and these c. Aida Riveraallow
services Ford
users to access their e-mail over the Internet without thed.need Ivy Alvarez
of software
installation, unlike Microsoft Outlook or Thunderbird.. e. Manuel Arguilla
f. Merlie M. Alunan
4. A software accessedg.on Lourd de Veyra
the Internet that searches a database of information
h. Ralph
according to the user's query. Semino Galan
i. Internet
j. blogs
5. It is a page or a collection of pages in the World Wide Web that covers specific
k. Sen. Alan Peter
information which was all provided Cayetano
by one person or entity and traces back to
l. magazines
a common Uniform Resource Locator (URL).
m. Suzette Severo Doctolero

WHAT I CAN DO

Create an online portfolio or a blog where you can place all your outputs in
poetry, fiction, short stories, written script of your play or drama, and even the video
on the play or drama presentation of your family, applying ICT skills or any multimedia
forms.

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 ADDITIONAL ACTIVITIES

Look closely on the image below. Make a script based on the image
demonstrating awareness and sensitivity to the different literary and/or socio-political
contexts of creative writing. The group will perform the drama on stage using your
written script.

https://www.freepik.com/free-photos-vectors/line”>Line vector by pch.vector – www.freepik.com</a>

You are now done with the 2 lessons for Module 4.

Congratulations in completing the 4 modules in Creative Writing!
Keep going!

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REFERENCES

Internet Sources:
Retrieved from URL

https://appalachianreview.net/2019/09/20/bearing-witness/
https://appalachianreview.net/tag/craft-essay/
https://firstsiteguide.com/what-is-blog/
https://wordpress.org/support/article/introduction-to-blogging/
https://writingcenter.fas.harvard.edu/pages/essay-structure
https://www.computerhope.com/jargon/f/forum.htm
https://www.computerhope.com/jargon/i/isp.htm
https://www.computerhope.com/jargon/s/searengi.htm
https://www.computerhope.com/jargon/w/webmail.htm
https://www.computerhope.com/jargon/w/website.htm
http://www.contentcustoms.com/blog-writing-services
https://www.fastweb.com/student-life/articles/essay-tips-7-tips-on-writing-an-
effective-essay
https://www.uvu.edu/writingcenter/docs/handouts/writing_process/basicessayformat.
pdf
https://www.yourdictionary.com/website
https://www.youtube.com/watch?v=7gf71u-b-
xo&list=PLJ3XONqz6onJ1TcEl3EueexImSrZ2Rlw0
https://www.youtube.com/watch?v=dFa8BNlD0gI&list=PLJ3XONqz6onJ1TcEl3Euee
xImSrZ2Rlw0&index=4
https://www.youtube.com/watch?v=f4Rl40Hj51U&list=PLJ3XONqz6onJ1TcEl3Eueex
ImSrZ2Rlw0&index=5
https://www.youtube.com/watch?v=SIX2ji6U8Ys&list=PLJ3XONqz6onJ1TcEl3Eueex
ImSrZ2Rlw0&index=6
https://www.youtube.com/watch?v=y1ftl-
ClRbM&list=PLJ3XONqz6onJ1TcEl3EueexImSrZ2Rlw0&index=2

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 19
LESSON 1
WHAT I KNOW
1. C 6. B 11. B
2. B 7. C 12. C
3. B 8. D 13. B
4. A 9. B 14. B
5. C 10. C 15. B
LESSON 2
WHAT I KNOW
1. C 6. A 11. D
2. A 7. A 12. B
3. C 8. D 13. B
4. C 9. A 14. D
5. C 10. A 15. B
ASSESSMENT
1. BLOG
2. FORUM
3. WEBMAIL
4. SEARCH ENGINE
5. WEBSITE
ANSWER KEY
For inquiries or feedback, please write or call:
Department of Education – Division of Misamis Oriental
Office Address: Del Pilar corner Velez Street, Brgy. 29, Cagayan de
Oro City 9000
Telefax: (088) 881-3094 | Text: 0917-8992245 (Globe)
E-mail Address: misamis.oriental@deped.gov.ph

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