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Creative Writing Module Quarter 1
Creative Writing Module Quarter 1
SHS
Writing
Quarter 1
Republic Act 8293, section 176 states that: No copyright shall
subsist in any work of the Government of the Philippines. However, prior
approval of the government agency or office wherein the work is created
shall be necessary for exploitation of such work for profit. Such agency
or office may, among other things, impose as a condition the payment of
royalties.
This module was carefully examined and revised in accordance with the
standards prescribed by the DepEd Region 4A and Curriculum and Learning
Management Division CALABARZON . All parts and sections of the module are
assured not to have violated any rules stated in the Intellectual Property Rights
for learning standards.
Creative Writing
Grade Twelve
Schools Division Office Management Team: Van Russel A. Robles, Paul Ian Louie
D. Robles
Creative Writing
Quarter 1
PIVOT IV-A Learner’s Material
First Edition, 2020
You are expected to assist the child in the tasks and ensure the
learner’s mastery of the subject matter. Be reminded that learners
have to answer all the activities in their own notebook.
Introductory Message
For the Facilitator:
This module was collaboratively designed, developed and reviewed by educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in
schooling.
This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to
help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances.
As a facilitator you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module.
The hand is one of the most symbolized part of the human body. It is often used to depict skill, action and purpose. Through our hands we may learn, create,
and accomplish. Hence, the hand in this learning resource signifies that you as a learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active learner.
What I Know
This part includes an activity that aims to check what you already know about the lesson to take. If
you get all the answers correct (100%), you may decide to skip this module.
What’s In
This is a brief drill or review to help you link the current lesson with the previous one.
What’s New
In this portion, the new lesson will be introduced to you in various ways such as a story, a song, a
poem, a problem opener, an activity or a situation.
What is It
This section provides a brief discussion of the lesson. This aims to help you discover and
understand new concepts and skills.
What’s More
This comprises activities for independent practice to solidify your understanding and skills of the
topic. You may check the answers to the exercises using the Answer Key at the end of the module.
What I Can Do
This section provides an activity which will help you transfer your new knowledge or skill into real
life situations or concerns.
This lesson was designed and written with you in mind. It is here to help you
master the Imagery, Diction, Figures of Speech, and specific experiences to evoke
1
meaningful responses. The scope of this module permits it to be used in many
different learning situations.
In this lesson, you will be learning the essential components such as its
characteristics, sensory experiences, and languages such as imagery and figures of
speech. I will also show sample works of well-known local and foreign writers.
At the end of this lesson, you will be producing short paragraphs or vignettes
using imagery, diction, figures of speech, and specific experiences.
What I Know
Directions: Read the statements carefully. Identify if the statement is TRUE or FALSE.
Write your answers on your answer sheet.
1. Imaging refers to the “pictures” which we perceive with our mind’s eyes, ears,
nose, tongue, skin, and through which we experience the “duplicate world”
created by poetic language.
2. Diction is the poet’s choice of words. The poet chooses each word carefully so that
both its meaning and sound contribute to the tone and feeling of the poem.
3. Informal diction is the use of sophisticated language, without slang or
colloquialisms. It sticks to grammatical rules and uses complicated syntax—the
structure of sentences.
4. Sensory imagery is a literary device which writers employ to engage a reader’s
mind on multiple levels. Sensory imagery explores the five human senses: sight,
sound, taste, touch, and smell.
5. Creative writing is any writing that goes outside the bounds of normal
professional, journalistic, academic, or technical forms of literature, typically
identified by an emphasis on narrative craft, character development, and the use
of literary tropes or with various traditions of poetry and poetics.
6. Litotes is figure of speech consisting of an understatement in which an affirmative
is expressed by negating its opposite.
7. Metonymy is a figure of speech in which a part is used to represent the whole.
Example: Tina is learning her ABC's in preschool.
8. Onomatopoeia is the use of words that imitate the sounds associated with the
objects or actions they refer to.
9. Assonance is the identity or similarity in sound between internal vowels in
neighboring words.
10. Persona is a figure of speech in which an inanimate object or abstraction is
endowed with human qualities or abilities.
What’s In
Learning Task 1: Life and Writing
Directions: Are the objects related to LIFE? Yes, you are correct! And just like
life, CREATIVE WRITING has different components and aspects. Using a Venn
Diagram, compare life to writing. Do this on your answer sheet.
What’s New
Learning Task 2: Creative Search for Words
Directions: Look for the words in the puzzle that can be associated to Creative Writing.
You may also put the meanings of the words that you have found. Write your found
words on your answer sheet.
What is It
In this part of
your journey, we
provide something for
you to deepen your
understanding
about creative writing
essential
elements.
Please
continue
reading with
comprehension
as you discover
further knowledge that
will help you out in
your quest on the
remaining
phases of this lesson.
Since our
course is Creative
Writing, we can deepen our understanding on the literary elements focusing on fictional genres
associating the three genres of literature namely, Prose, Poetry and Drama.
What is Creative Writing?
Creative writing is any composing that goes beyond ordinary expert, editorial, scholarly,
or specialized types of writing, normally distinguished by an accentuation on account make,
character advancement, and the utilization of abstract tropes or with different customs of verse
and poetics. It is workable for composing, for example, include stories to be viewed as
exploratory writing, despite the fact that they fall under news coverage, in light of the fact that
the substance of highlights is explicitly centered around account and character improvement.
Her phone signaled, immediately setting her teeth on edge. She looked at the broken
screen, saw his name, and slapped the phone back down on her desk.
Armani stretched across her couch, legs twitching excitedly, and he knew he must be
dreaming of the kittens he tries to capture every morning when he is at the dirty kitchen.
GUSTATORY IMAGERY engages the sense of taste. Flavors are the considerations in
gustatory imagery which includes the five basic taste such as sweet, salty, bitter, sour, and
umami—as well as the textures and sensations tied to the act of eating.
Erick sat alone at the bench nearest the main door so he wouldn't miss Via. The room
was noisy. The clang of heavy dishes glided from the kitchen. Ice tinkled as it settled in his
water glass. His watch read 9:30. She wasn't coming.
The scent of “latik” when my mother cooks rice cake is really nostalgic to me.
The street going to their house stinks of manure and the courtyard of urine, the stairwells
stank of moldering wood and rat droppings.
TACTILE IMAGERY engages the sense of touch. The feel, textures and many
sensations a human being experiences when touching something are associated in tactile
imagery. Differences in temperature is also a part of tactile imagery.
When we quickly plunge into the cool water, it took our breath away and raised goose
bumps to our arms. We had had been swimming in this pond since we were kids.
In other references, there is a sixth sense which called Kinesthetic imagery engages
the feeling of movement. This can be similar to tactile imagery but deals more with full-body
sensations, such as those experienced during exercise. Rushing water, flapping wings, and
pounding hearts are all examples of kinesthetic imagery.
Questions to Ponder: Among the sensory imagery, which was is easy to use in
writing? Which one is hard for you to use? What could be the barrier in using sensory
imageries well in writing?
Writers pick explicit words and expressions relying upon the result they're attempting
to accomplish. The motivation behind a bit of composing decides its expression. In writing and
fiction composing, authors regularly utilize casual lingual authority and interesting expressions
or words utilized for non-exacting implications, similar to comparisons and analogies. On the
off chance that a researcher is distributing a paper on their exploration, in any case, the
language will be specialized, succinct, and formal, composed for a particular crowd.
In composing a fiction, the language a creator utilizes bolsters the fundamental story
components, such as setting. Style sets up when and where a story is set by utilizing language
local to that time and spots.
1. Formal diction. Formal diction uses grammatical rules and uses proper syntax or the
formation of sentences. It is considered as a professional choice of words which can be found in
legal documents like business correspondences and academic articles.
2. Informal diction. Informal diction is more conversational and often used in narrative
literature. This casual vernacular is representative of how people communicate in real life,
which gives an author freedom to depict more realistic characters. Most of the short stories and
novels use informal diction to make it easier to understand by anyone especially if the target
audience is anyone.
3. Colloquial diction. These are expressions which are connected to informal. It is generally
representing a particular region or place or era or period. Contractions in American English
such as “ain’t” instead of isn’t is an example of colloquial expressions, the use of colloquialisms
make the writing more realistic.
4. Slang diction. Slang is very informal language or specific words used by a particular group
of people. You'll usually hear slang spoken more often than you'll see it put in writing, though
emails and texts often contain many conversational slang words.
5. Poetic diction. Poetic diction is driven by melodious words that identify with a particular
subject reflected in a sonnet, and make a musical, or agreeable, sound. It generally includes
the utilization of elucidating language, in some cases set to a beat or rhyme.
What’s More
Learning Task 3: Sense it!
Directions: Read the excerpts with understanding. Identify what sensory imagery is
used in each statement. Write your answers on your answer sheet. Identify too those
words used as descriptive in each excerpt. Copy the table and write your answers on
their proper column.
2.
My little horse must think it queer
To stop without a farmhouse near
Between the woods and frozen lake
The darkest evening of the year.
He gives his harness bells a shake
To ask if there is some mistake.
The only other sound’s the sweep
Of easy wind and downy flake.
(“Stopping by Woods on a Snowy Evening” by Robert Frost)
Imagery: _________________________
3. Outside, even through the shut window-pane, the world looked cold. Down in the
street little eddies of wind were whirling dust and torn paper into spirals, and though
the sun was shining and the sky a harsh blue, there seemed to be no colour in
anything, except the posters that were plastered everywhere. The black mustachioed
face gazed down from every commanding corner. There was one on the house-front
immediately opposite. BIG BROTHER IS WATCHING YOU, the caption said, while the
dark eyes looked deep into Winston’s own. Down at street level another poster, torn at
one corner, flapped fitfully in the wind, alternately covering and uncovering the single
word INGSOC. In the far distance a helicopter skimmed down between the roofs,
hovered for an instant like a bluebottle, and darted away again with a curving flight.
(1984 by George Orwell)
Imagery: _________________________
4. In the period of which we speak, there reigned in the cities a stench barely
conceivable to us modern men and women. The streets stank of manure, the
courtyards of urine, the stairwells stank of moldering wood and rat droppings, the
kitchens of spoiled cabbage and mutton fat; the unaired parlors stank of stale dust,
the bedrooms of greasy sheets, damp featherbeds, and the pungently sweet aroma of
chamber pots. The stench of sulfur rose from the chimneys, the stench of caustic lyes
from the tanneries, and from the slaughterhouses came the stench of congealed blood.
People stank of sweat and unwashed clothes; from their mouths came the stench of
rotting teeth, from their bellies that of onions, and from their bodies, if they were no
longer very young, came the stench of rancid cheese and sour milk and tumorous
disease. (Perfume: The Story of a Murderer by Patrick Suskind)
Imagery: _________________________
5. She ran her hand across the dark, concrete wall. It was cold as ice. When
she came to the middle of the room, she felt a thick, slimy substance actively
oozing down the wall.
Imagery: _________________________
It Matters because
______________________________________________________________________
What I Can Do
Learning Task 8: Read and Appreciate
Directions: There are millions of literary pieces. Each of them has its unique
characteristics and styles written by the effective and efficient writers. As Plato said
that literature must be Dulce et Utile which means that literature must have
beauty/aesthetics and moral/values to be earned. Here are some of the well-known
local and foreign literary pieces. Let's appreciate them.
1. When I was One-and-Twenty by Alfred Edward Housman
When I was one-and-twenty
I heard a wise man say,
“Give crowns and pounds and guineas
But not your heart away;
Give pearls away and rubies
But keep your fancy free.”
But I was one-and-twenty,
No use to talk to me.
Assessment
Writing Time! Directions: Now that you have learned about the essential lessons on
introduction to Creative Writing, you can now write your first ever output as your final
output in this module. Produce short paragraphs or vignettes using the learned
lessons on Imagery, Diction, Figures of speech using YOUR OWN specific experiences
while you are taking this module. Ask your teacher regarding the mode of submission
of your output
Vignette - a short descriptive literary sketch; a brief incident or scene
Creative Writing
Various elements, techniques, and
literary devices in specific
forms of poetry
Creative Writing – Specialized Subject
Alternative Delivery Mode
Quarter 1 – Lesson 2: Various elements, techniques, and literary devices in specific forms of poetry
First Edition, 2020
Introductory Message
For the Facilitator:
Welcome to the Creative Writing Alternative Delivery Mode (ADM) Module.
This module was collaboratively designed, developed and reviewed by educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in
schooling.
This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to
help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances.
As a facilitator you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module.
The hand is one of the most symbolized part of the human body. It is often used to depict skill, action and purpose. Through our hands we may learn, create,
and accomplish. Hence, the hand in this learning resource signifies that you as a learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:
What I Know
This part includes an activity that aims to check what you already know about the lesson to take. If
you get all the answers correct (100%), you may decide to skip this module.
What’s In
This is a brief drill or review to help you link the current lesson with the previous one.
What’s New
In this portion, the new lesson will be introduced to you in various ways such as a story, a song, a
poem, a problem opener, an activity or a situation.
What is It
This section provides a brief discussion of the lesson. This aims to help you discover and
understand new concepts and skills.
What’s More
This comprises activities for independent practice to solidify your understanding and skills of the
topic. You may check the answers to the exercises using the Answer Key at the end of the module.
What I Can Do
This section provides an activity which will help you transfer your new knowledge or skill into real
life situations or concerns.
Week
What I Need to Know
This lesson was designed and written with you in mind. It is here to help you master
2
the various elements, techniques, and literary devices in specific forms of poetry. The
scope of this module permits it to be used in many different learning situations.
In this module, you will be learning the essential elements, techniques and literary
devices in specific forms of poetry. I will also show sample works of well-known local
and foreign writers.
At the end of this lesson, you will be seeking for some literary pieces and identify the
elements, techniques and literary devices used.
After going through this lesson, you are expected to:
1. identify the various elements, techniques, and literary devices in specific
forms of poetry (HUMSS_CW/MP11/12c-f6)
2. appreciate some literary pieces which used various identify the various
elements, techniques, and literary devices.
What I Know
Directions: Read the statements carefully. Identify what is being defined in each number.
Choose the letter of the correct answer and write your answers on your answer sheet. This
is just a pretest. Your score in this part won’t be graded.
1. A third person point of view where the narrator knows about one character only
including his/her actions, thoughts and feelings is called __.
a. limited omniscient b. omniscient c. objective d. innocent eyes
2. A character, an action, a setting, or an object representing something else can be
a symbol. Most often, the symbol in a story is an object that represents its
owner’s character or situation, or both is called __.
a. theme b. moral c. irony d. symbolism
3. The repetition of elements with significant importance in the story which helps
the story on producing other narrative (or literary) aspects such as theme or
mood.
a. mood b. irony c. motif d. moral
4. A literary or linguistic technique that produces a specific effect, esp. a figure of
speech, narrative style, or plot mechanism is __.
a. Literary device b. Figure of speech c. element d. diction
5. Repeating a single word, line, or group of lines
a. Imagery b. Repetition c. Meter d. Form
6. It is the meaning of the poem, the main idea that the poet is trying to
communicate.
a. theme b. moral c. context d. tone
7. The feeling that the poet creates and that the reader senses through the poet’s
choice of words, rhythm, rhyme, style and structure is called __.
a. theme b. moral c. context d. tone
8. It is the systematic regularity in rhythm; this systematic rhythm (or sound
pattern) is usually identified by examining the type of "foot" and the number
of feet.
a. meter b. rhythm c. POV d. tone
9. It is the repetition of entire lines or phrases to emphasize key thematic ideas.
a. refrain b. rhyme c. tone d. theme
10.It is a poetic foot that has a pattern of weak syllable followed by strong
syllable with five pairs.
a. iamb b. dactyl c. anapest d. trochee
What’s In
Learning Task 1: Arrange to Know
Directions: Arrange the jumbled letter to identify the words that are relevant to
our topic. Definitions will help you to determine the hidden words. Write your answers
on your answer sheet.
What’s New
Learning Task 2: Use me to create
Directions: Using the formed words from the previous learning task, create two
sentences that will present your idea about the topic. Also, write your questions that
will be answered after taking the lesson. Do this on your paper.
Your sentences Your Questions
What is It
In this part of your journey, we provide something for you to deepen your
understanding about poetry and its elements, literary devices and techniques.
Please continue reading with comprehension as you discover further
knowledge that will help you out in your quest on the remaining phases of this
lesson.
What is Poetry?
Poetry is a form of literature which allows the writers who called to be
“poets” to express their thoughts, feelings, emotions, ideas about a particular
theme or topic.
When reading a poem, it is common that we get confuse between poet
and persona. Remember that poet is the author of the poem or literary piece
while persona is the SPEAKER or narrator of the poem.
Poetry is recognizable by its greater dependence on at least one more
parameter, the line, than appears in prose composition.
It will be easy for us to identify if the literary piece is under poetry. Poetry
is cast in lines. It uses forms and elements and does not use ordinary syntax.
We do not use ordinary sentence formation since there are elements and
techniques used by the poets.
Basically, poetry has significant elements that can be used by the poets
to strengthen their techniques and sustain it for recognition of poetic styles.
Elements will help the poets to address the message of the literary pieces to the
audience or readers.
Here are some of the elements of poetry as categorized into six sub-
elements namely, structure, sound, imagery, figurative language, fictional
elements, and poetic forms.
Theme is the lesson about life or statement about human nature that the poem
expresses.
– Though related to the concept of a moral, or lesson, themes are usually more
complicated and ambiguous.
– To describe the theme of a poem is to discuss the overarching abstract idea or
ideas being examined in the poem.
– A major theme is an idea that a writer repeats in his work, making it the most
significant idea in a literary work.
– A minor theme, on the other hand, refers to an idea that appears in a work
briefly and gives way to another minor theme.
Presentation of Themes
– the feelings of the main character about the subject written about
– through the thoughts and conversations of different characters
– the experiences of the main character in the course of a literary work
– the actions and events taking place in a narrative
Functions of Themes
– binds together various other essential elements of a poem
– is a truth that exhibits universality and stands true for people of all cultures
– gives readers better understanding of the main character’s conflicts,
experiences, discoveries, and emotions
– gives readers an insight into how the world works or human life can be viewed
Theme Vs Subject
– A poem’s subject is the topic of the poem, or what the poem is about
– The theme is an idea that the poem expresses about the subject or uses the
subject to explore
Example:
– So, for example, in the Edgar Allan Poe poem “The Raven”, the subject is the
raven, who continually repeats a single word in response to the speaker’s
questions.
– The theme of the poem, however, is the irreversibility of death—the speaker
asks the raven, in a variety of ways, whether or not he will see his dead beloved
again, to which the raven always replies “nevermore.”
Tone
In fact, it suggests two attitudes: one concerning the people you’re
addressing (your audience) and the other concerning the thing you’re talking
about (your subject).
That’s what the term tone means when it’s applied to poetry as well. Tone
can also mean the general emotional weather of the poem.
– the attitude expressed in a poem that a reader sees and feels
– the writer’s attitude toward the subject or audience
A. STRUCTURE
Form is the appearance of the words on the page of the reference. It may be different
nowadays since layout artist may simply adjust and create the desired form of poem.
Poetic Line or Line is a group of words that form a single line of poetry.
Example: “„Twas the night before Christmas, when all through the house” is the well-
known first poetic line of “A Visit from Saint Nicholas” by Clement Clarke Moore.
Almost all accentual-syllabic poetry in English, except for isolated lines in lyrics,
will have four or five feet in the line. Probably trimeter through hexameter will be
all the terms you will ever have to use.
Example: A couplet is a stanza of two lines. The first stanza from “Barbara Frietchie”
by John Greenleaf Wittier is a couplet:
Up from the meadows rich with corn,
Clear in the cool September morn,
Kinds of Stanza
Couplet = a two line stanza
Triplet (Tercet) = a three line stanza
Quatrain = a four line stanza – This is the usual kind of
stanza
Quintet = a five line stanza
Sestet (Sextet) = a six line stanza
Septet = a seven line stanza
Octave = an eight line stanza
The general rules of Capitalization and Punctuation in poetry are not always
followed; instead, they are at the service of the poet’s artistic vision.
Traditional Form
Poems with rhyme and with meter.
Free Verse:
Unlike metered poetry, free verse poetry does NOT have any repeating patterns
of stressed and unstressed syllables. Does NOT have rhyme.
Free verse poetry is very conversational - sounds like someone talking with you.
A more modern type of poetry.
Blank Verse:
Written in lines of iambic pentameter but does NOT use end rhyme.
With METER without end RHYME
B. SOUND
Rhythm is the basic beat in a line of a poem.
Example: “Whose woods these are, I think I know” is the first line from “Stopping by
Woods on a Snowy Evening” by Robert Frost. Notice that the accented words
(underlined) give the line a distinctive beat.
Meter is a pattern of stressed and unstressed syllables. Meter happens when the
stressed and unstressed syllables of the words in a poem are arranged in a repeating
pattern. In meter, when poets write, they need to count out the number of stressed
(strong) syllables and unstressed (weak) syllables for each line. They repeat the
pattern throughout the poem.
TYPES OF FEET
The types of feet are determined by the arrangement of stressed and
unstressed syllables.
TYPES OF FEET
1. trochee (adjective form, trochaic) stressed-unstressed
a. Never/ never/ never/ never/ never
b. In the/ spring a/ young man's/ fancy/ lightly/ turns to/ thoughts of/ love.
(In spite of a few feet where the stress is debatable, especially foot 3, this poem
is generally trochaic, as a look at the rest of it would show. It is very common to
omit the final unstressed syllable in this meter; see c. under accentual-syllabic
above.)
There are some other exotic feet such as the amphibrach (unstressed-stressed-
unstressed), but for all practical purposes, these six are the ones you need to know).
Rhythm is the beat created by the sounds of the words in a poem. It can be created
by meter, rhyme, alliteration, and refrain.
There are five types of rhythm, but we will just focus with Accentual-syllabic.
The number of syllables and the number of accents is both counted, and the stressed
and unstressed syllables are usually alternated in a consistent pattern. When we
think of poetry in English, this is the form we think of, and it is the most common
form from the time of Chaucer to the advent of free verse in the late nineteenth and
early twentieth centuries:
a. And justify the ways of God to men. (5 accents, 10 syllables)
b. And malt does more than Milton can (4 accents, 8 syllables)
To justify God's ways to man.
c. Wake: the silver dusk returning (4 accents, 8 syllables with final
Up the beach of darkness brims. unstressed syllables in lines 2 & 4
And the ship of sunrise burning omitted, a common variation)
Strands upon the eastern rims.
2. Because poets want their work to sound natural, the meter of a given line, or even
passage, may vary slightly from the basic pattern; therefore, you need to go over
several lines assigning the stresses where they would fall in normal conversation. If
you look at enough lines, a general pattern should emerge.
4. After you have found the stressed and unstressed syllables, you may then put
strokes between the feet to determine the meter. The meter depends on the Type and
Number of feet in a line. In the example below, the type of foot has an unstressed
syllable followed by a stressed, and there are five such feet. The meter would therefore
be labeled iambic pentameter (iambic for the type of foot and pentameter for the
number).
The cur/ few tolls/ the knell/ of part/ ing day.
End Rhyme has same or similar sounds at the end of words that finish different
lines.
Example: The following are the first two rhyming lines from “The King of Cats Sends a
Postcard to His Wife” by Nancy Willard:
Keep your whiskers crisp and clean,
Do not let the mice grow lean,
Internal Rhyme has same or similar sounds at the end of words within a line.
Example: A line showing internal rhyme from
Example: A quatrain – a stanza of four lines in which the second and fourth lines
rhyme – has the following rhyme scheme: abcb (see Quatrain).
The Germ by Ogden Nash
A mighty creature is the germ, a
Though smaller than the pachyderm. a
His customary dwelling place b
Is deep within the human race. b
His childish pride he often pleases c
By giving people strange diseases. c
Do you, my poppet, feel infirm? a
You probably contain a germ. a
Assonance is the repetition of vowel sounds within words in a line. Example: A line
showing assonance (underlined) from “A Visit from Saint Nicholas” by Clement Clarke
Moore:
The children were nestled all snug in their beds
Word Play is to play with the sounds and meanings of real or invented words.
Example: Two lines from the poem “Synonyms” by Susan Moger:
Claptrap, bombast, rodomontade,
Hogwash, jargon, and rant
Note: Imageries and Figures of Speech were already presented in the previous
module. Take a glimpse for you to recall it.
C. ELEMENTS OF FICTION
(Poems may contain some or all elements of fiction. For example, a narrative poem (a
poem that tells a story) may contain all elements.)
Setting is the time and place where a story or poem takes place.
Point of View / Narrative Voice is the person narrating a story or poem (the
story/poem could be narrated in first person (I, we), second person (you), or third
person limited or omniscient (he/she, they).
Tone and Voice are the distinctive, idiosyncratic way a narrator has of telling a
story or poem (tone and voice depend on the intended audience, the purpose for
writing, and the way the writer or poem feels about his/her subject).
Mood is the feelings and emotions the writer wants the reader to experience.
Theme and Message are the main topic of a story or poem, and the message the
author or poet wants to convey about that topic.
D. FORMS OF POETRY
1. Found poems are created through the careful selection and organization of
words and phrases from existing text. These take existing texts and refashion
them, reorder them, and present them as poems. The literary equivalent of a
collage found poetry is often made from newspaper articles, street signs, graffiti,
speeches, letters, or even other poems.
Source: https://spark.adobe.com/page/pFdRX0QqcJvw6/
2. Tanaga is a type of Filipino poem which consists of four lines with seven syllables
each with the same rhyme at the end of each line. It has a 7-7-7-7 syllabic verse, with
commonly an AABB rhyme scheme
1. “Oh be resilient you Stake
Should the waters be coming!
I shall cower as the moss
To you I shall be clinging.”
2. Inumit na salapi
Walang makapagsabi
Kahit na piping saksi
Naitago na kasi.
– Like the Japanese haiku, Tanagas traditionally do not have any titles.
– They are poetic forms that should speak for themselves.
– Most are handed down by oral history, and contain proverbial forms, morals,
and snippets of a code of ethics.
– A poetic form similar to the tanaga is the ambahan.
– Unlike the ambahan whose length is indefinite, the tanaga is a compact
seven-syllable quatrain.
3. Diona is an ancient form of poetry that is composed of 7 syllables for every
verse/line, 3 verses/lines for every stanza, and has a single rhyme scheme.
Sa kasalukuyan, tinatanggap ang diona bilang isang tulang may pitong pantig at
tatlong taludtod. Iisa ang tugmaan nito (pero may mga makabagong diona na hindi
na rin ito sinusunod). At sari-sari na ang tema.
1. Kung ang aso hinahanap
Pag nagtampo’t naglayas
Ikaw pa kaya anak.
– Ferdinand Bajado
2. Lolo, huwag malulungkot
Ngayong uugod-ugod
Ako po’y inyong tungkod
– Gregorio Rodillo
4. Haiku is a Japanese poem written in three lines followong the Five Syllables, Seven
Syllables and Five Syllables. Often focusing on images from nature, haiku
emphasizes simplicity, intensity, and directness of expression.
1. I call to my love
on mornings ripe with sunlight.
The songbirds answer.
2. An old pond!
A frog jumps in—
the sound of water.
5. An Acrostic poem is a poem where the first letters of each line spell out a word or
phrase vertically that acts as the theme or message of the poem. Sometimes a word
or phrase can also be found down the middle or end of the poem, but the most
common is at the beginning. A lot of people use these poems to describe people or
holidays, and lines can be made up of single words or phrases. Acrostic poems do
not follow a specific rhyme scheme, so they are easier to write.
A FRIEND
F is for the fun we had together
R is for the relaxing time we shared together
I is for the interesting moments we had
E is for the entertaining time we spent
N is for the never-ending friendship that we'll have
D is for the days we'll never forget
6. A sonnet is a poem that has 14 lines and follows a specific rhyme scheme. It comes
from the Italian word that means “little song.” There are various types of sonnets,
and each one is formatted a little differently, following various rhyme schemes. The
three main types are the Italian (or Petrarchan) sonnet, the English (or
Shakespearean) sonnet, and the Spenserian sonnet. They are named after the poets
who made them famous. These forms have been around since the sixteenth
century. The poem is written in three quatrains and ends with a couplet.
How Do I Love Thee?
By Elizabeth Barrett Browning
How do I love thee? Let me count the ways.
I love thee to the depth and breadth and height
My soul can reach, when feeling out of sight
For the ends of being and ideal grace.
I love thee to the level of every day's
Most quiet need, by sun and candlelight.
I love thee freely, as men strive for right;
I love thee purely, as they turn from Praise.
I love with a passion put to use
In my old griefs, and with my childhood's faith.
I love thee with a love I seemed to lose
With my lost saints, I love thee with the breath,
Smiles, tears, of all my life! and, if God choose,
I shall but love thee better after death.
9. Narrative Poem is a form of poetry that tells a story, often making the voices of
a narrator and characters as well; the entire story is usually written in metered
verse. Narrative poems do not need rhyme.
Sing, Goddess, Achilles' rage,
Black and murderous, that cost the Greeks
Incalculable pain, pitched countless souls
Of heroes into Hades' dark,
And left their bodies to rot as feasts
For dogs and birds, as Zeus' will was done.
Begin with the clash between Agamemnon-
The Greek warlord - and godlike Achilles.
- The Iliad by Homer
Questions: Which of the following poetic forms do you usually
encounter? How do you appreciate these forms?
What’s More
Learning Task 3: Feel and Tell!
Directions: Read the literary pieces with understanding. Identify the Theme and Tone
of the following excerpts. Use the table below and write your answers on your answer
sheet.
Kind of
Literary Piece Theme Tone Verse Type
Stanza
1
2
3
It Matters because
______________________________________________________________________
1
Maraming mga bagay, 2
3
Na sadyang lumalatay, Lolo, huwag malulungkot
Ang payong ko’y si inay
Isip ko’y walang malay, Ngayong uugod-ugod
Kapote ko si itay
Sa hiwaga ng buhay? Ako po’y inyong tungkod
Sa maulan kong buhay
5
Party
Happy, cheerful
4
singing, eating, playing 6
I love my kitten.
Mica’s eighteen birthday party An ocean voyage
She is so little and cute.
Perfect! As waves break over the bow
She has a pink tongue,
And lots of long whiskers too. The sea welcomes me
She purrs when I stroke her back.
Assessment
Critiquing Time! Directions: Using the template below, write your comments and
observations on the elements used in each literary piece presented in the previous
page. Write your answers on your answer sheet.
Essential Elements
Poetic Form
Figures of Speech
Imagery
VERLOST (SAVED)
Cristina Kyla C. Villagen
Voices keep on echoing inside my head
They want me dead
Bottles, blades and blood on my bed
Hang yourself, cut your wrist; they said
Haven’t looked at the mirror for years
For I’ve been swallowed by my fears
Of seeing cheeks stained by tears
And body that completely differs from my peers’
When will I be enough?
When will I be worthy of someone’s love?
I keep on asking, but they all just scoffed
I’m running out of hope as I stare up above
But the moment when I almost lost my sanity
You saw through me
When my world was filled with cold breeze
One warm embrace took away every trace of melancholy
You saved me, darling
From my thoughts and tears that kept me drowning
After years and years of failing
Through you, I have realized something
I need not to please anybody
And that my happiness should be my top priority
And other people’s opinion doesn’t define me
Above all, there’ll always be someone who’ll accept you—
Despite all your flaws and insecurities
Creative Writing
Writing a short poem applying the
various elements and
literary devices
exploring innovative techniques
Creative Writing – Specialized Subject
Alternative Delivery Mode
Quarter 1 – Lesson 3: Writing a short poem applying the various elements and literary devices
exploring innovative techniques
First Edition, 2020
Introductory Message
For the Facilitator:
This module was collaboratively designed, developed and reviewed by educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in
schooling.
This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to
help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances.
As a facilitator you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module.
The hand is one of the most symbolized part of the human body. It is often used to depict skill, action and purpose. Through our hands we may learn, create,
and accomplish. Hence, the hand in this learning resource signifies that you as a learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active learner.
What I Know
This part includes an activity that aims to check what you already know about the lesson to take. If
you get all the answers correct (100%), you may decide to skip this module.
What’s In
This is a brief drill or review to help you link the current lesson with the previous one.
What’s New
In this portion, the new lesson will be introduced to you in various ways such as a story, a song, a
poem, a problem opener, an activity or a situation.
What is It
This section provides a brief discussion of the lesson. This aims to help you discover and
understand new concepts and skills.
What’s More
This comprises activities for independent practice to solidify your understanding and skills of the
topic. You may check the answers to the exercises using the Answer Key at the end of the module.
What I Can Do
This section provides an activity which will help you transfer your new knowledge or skill into real
life situations or concerns.
Weeks
What I Need to Know
This module was designed and written with you in mind. It is here to help you master
3-4
the various elements, techniques, and literary devices in specific forms of poetry. The
scope of this module permits it to be used in many different learning situations.
In this module, you will be mastering the essential elements, techniques and literary
devices in specific forms of poetry. I will also show sample works of well-known local
and foreign writers.
At the end of this module, you will be producing a short, well-crafted poem.
What I Know
Directions: Using a mind map, present what have you known about Creative Writing and
how will you use your knowledge in writing outputs in Creative Writing. Do this on your
answer sheet.
What’s In
Learning Task 1:
Identify Your
Writing Preferences
Directions:
Knowing your writing
preferences will help you
be more successful
in your CREATIVE writing
process. To WRITING determine
your idiosyncratic
writing preferences,
answer the following
questions on your paper:
1. When do you like
to write?
Where do
you like to write?
2. What writing tools (paper, pens, pencils, laptop, dictionary, thesaurus, etc.) do
you need to write a document?
3. What genres do you prefer to write? Why?
4. How do you write your first draft? Are you a think-write writer or a write-write
writer?
5. What stages of the writing process do you use? Which are your strengths? And
which are your weaknesses?
What’s New
Learning Task 2: Fill Me In
Directions: Using your answers from the previous learning task, accomplish the writing process
cycle. Also, write your initial understandings that will be enhanced after taking the lesson. Do
this on your paper.
________
________ ________
The
Writing
Process
________ ________
What is It
In this part of your journey, we provide something for you to deepen your
understanding about writing process and how creative writing is different from the other types
of writing. This will help you to utilize your understandings in using the poetry elements,
literary devices, and techniques. Tips in crafting a poetry are also provided here.
Writing Preferences
Every author has his/her own inclinations when drafting a record. Regardless
of whether an individual is composing a story, a sonnet, a diary passage, a letter, or
an innovative genuine piece, the composing approach is peculiar, implying that it is
particular to the individual who is composing.
Some are think-compose journalists. They have to think and think and figure
some more until they can compose their first draft. At the point when they compose
their first draft, they need a huge square of time to get it down on paper. Their first
drafts feel like a completed item to the essayist since they've done the greater part of
their prewriting and updating in the reasoning procedure. In any case, these scholars
need to recollect that the primary draft is only that—a first draft. Modification is
fundamental.
Advantages Disadvantages
Once they’ve start writing, they finish They need time to think; they can’t
the draft easily. write under command or time pressure.
Starting the opening paragraph can be
difficult because they are still thinking.
The first draft can feel like a polished Revising their work is difficult because
final draft to the writer. They usually from their perspective a lot of the
finish drafts on time or earlier than the revision decisions were made in the
deadline. thinking process.
Different scholars have different styles in writing. They compose, cut, duplicate,
and rearrange their work just as discard and start once more—here and there
numerous occasions. They are continually prewriting, arranging, and modifying as
they go. They now and then battle with completing a last draft, and they have even
been known to erase a portion of their best work. These essayists need to make sure to
spare all drafts, with the goal that the best work is rarely lost.
Prewriting
Conceptualzing/
Publishing
Drafting
The
Writing
Process
Revising Revitalizing
Prewriting/Planning
This is the stage where the writer thinks of the possible concept or ideas.
Conceptualizing helps to determine the flow of the writeup.
Some writers keep a composing diary, a record of records and notes, possibly
drawings or photos, that at first grabbed their eye. Authors by and large are solid
eyewitnesses who record what they see, hear, taste, contact, and smell since it might
turn out to be a piece of a story, a sonnet, a true to life article, a play, and so on.
Scholars may convey a little journal with them for the duration of the day and set it on
the end table close to their bed around evening time. At that point, it is promptly
accessible when a thought a motivation catches their eye.
Writers make several decisions in the prewriting stage as well. They will answer
questions like the topic, readers/audience, the mode of delivering the context, the
genre, the point of view on how to tell the content and some factual information.
Conceptualizing
Drafting includes composing the primary draft of a report. A few journalists
compose their first draft with a pen and a note pad. Different essayists compose
legitimately on a PC or PC. The decision relies upon the inclination of the essayist.
Revitalizing
Time plays an important part in writing. Once you create your draft, you need
to have some break for you to unwind your mind in conceptualizing. This will help you
to rethink and reconceptualize for a new possible content or inputs. This allows
writers to have a new perspective when entering the revision stage. To do this,
journalists should be sorted out and time supervisors. The main draft must be done
early enough to save it for the suggested cooling time.
Revising
Revising literally means “to see again” not just once but multiple times.
Revision has two types of processes where the larger problems such as content and
organization and the smaller problems such as sentence structure, word choice, and
formatting shall both be considered in revising your output. Revising will help you to
notice the other elements of your writeup from the mechanics, structure, coherence of
the paragraphs and its core.
Some portion of updating may incorporate requesting that others read drafts
and make modification proposals. Eventually, it's consistently up to the author
whether those update suggestions will be actualized into the last draft.
Publishing
Publishing involves submitting final manuscripts to editors of print and online
journals and magazines, newspapers, or publishing companies.
Although it’s great to see one’s name in print, not all writers write for
publication. Some write their stories, poems, letters, diaries, etc. for the next
generations – their children, grandchildren, and great-grandchildren. They write to
record their personal history.
Questions to Ponder: Have you tried to follow the writing process? How
was it? Among the phases of the writing process, which is hard for you? How
do you surpass it?
Today, after learning what creative writing is and how to get started in it, we’re
going to compare the this to technical writing.
There are journalists everywhere throughout the world in the two classifications
– and it boggles the brain to hear that millions have been produced using both
experimental writing and specialized composition. Some have made fortunes. While
some have not made anything.
Delight can be picked up from the two sorts, yet most would agree that the two
of them fill various needs. The two of them have their own do's and don'ts and the two
of them have their own principles. Both are represented by language structure and
style. Both show up all over. So what's the distinction?
Creative writing has such huge numbers of sorts and sub-classes that they
merit an entire area of an article for themselves. It in some cases keeps a given
arrangement of rules, and once in a while tosses alert to the breezes and breaks every
one of them. In any case, ability is fairly an important fixing in the event that you need
to compose inventively. Obviously, composing can be improved by training. Be that as
it may, on the off chance that you don't have the fundamental ability, your composing
would not offer joy to anybody.
This, in a significant piece, is the principle contrast. In the start of this article, I
made my own case: right cerebrum versus Left mind.
Be that as it may, they merit their very own article, and not here. On the off
chance that you need to know more, you can generally do your own examination.
Questions to Ponder: Can you recall the reading texts that you have
read? Can you now categorize if these are creative or technical writing?
Knowing that after taking this module, you will be writing your own well-crafted
poem considering the elements, techniques and devices presented. You have also to
decide the form of the poetry, the diction, tone and other essential elements that you
have learned in the previous modules.
Learning how to write a poem is debatably one of the hardest forms of creative
writing to master—there are so many “rules”, but at the same time, no rules at all.
(Kidder, 2019)
Despite the challenge, writing poetry is a very fulfilling creative venue, and we
have exactly what you’re looking for to learn how to nail this art form.
Because poetry is so specific to the artist, knowing how to write a poem in your
own way can be tricky. Kidder had given several benefits of writing a poem.
Benefits of Learning How to Write a Poem
Even if you aren’t looking to become a full-time poet, or even attempt to publish a
single poem, writing poetry can be beneficial in several ways.
One, It fortifies your abilities recorded as a hard copy strong symbolism. Verse is a
very picture based type of composing, so rehearsing verse will improve your symbolism
in different structures also.
Poetry is concise and impactful because it uses strong language that is not literal.
Connotation is mostly used in writing a poem. Elements are being associated to attain
the aesthetics of the piece.
Poetry helps you to incorporate your thoughts, feelings and emotions in an effective
way. Other forms of writing have the plot to hide behind—with poetry, all you’ve got
are emotions.
You can become a professional poet and earn a living writing. Even if you just want
to enjoy poetry for the above reasons, you can also make a full-time income this way.
Fundamentals for How to Write a Poem
Poetry can often be subjective. Not every poem will speak to every person.
That being said, there are different attributes that you should learn if you want to
know how to write poetry well regardless.
Select the form of your poem
The structure of a poem can refer to many different things, but we’re going to
discuss some different forms of poetry, how to use punctuation, and last words.
Form of a Poem
The form of your poem is the physical structure. It can have requirements for rhyme,
line length, number of lines/stanzas, etc.
Here are different types of poetry forms that we have discussed in the previous
module:
Sonnet – A short, rhyming poem of 14 lines
Haiku – A poem of 3 lines where the first is 5 syllables, the middle is 7 syllables, and
the last is 5.
Acrostic – A poem where the first letter of each line spells a word that fits with the
theme of the poem or exposes a deeper meaning.
Couplet – This can be a part of a poem or stand alone as a poem of two lines that
rhyme.
Free verse – This type of poem doesn’t follow any rules and is free written poetry by
the author.
Most of the poets have explicitly less experienced ones, compose what's called
free stanza, which is a sonnet without a structure, or with a structure the writer has
compensated for that particular piece.
The writer may choose to have a specific rhyme conspire or may make their
sonnets syllabic. With a free refrain sonnet, you can set up any topic or example you
wish, or have none by any means. The extraordinary thing about verse is that you can
even beginning with a particular sonnet structure, and afterward decide to adjust it so
as to make it special and your own.
Poetry Punctuation
Writing a poem is difficult because you never know what the appropriate
punctuation is, because it can be different from punctuation when writing a book.
This means you use punctuation properly for every grammar rule; if you
removed the lines and stanzas, it would work as a grammatically correct paragraph,
and this even includes writing dialogue in your poem. Moerover, it implies you use
accentuation to serve the manner in which you might want the sonnet to be perused.
A comma shows a brief delay, a period demonstrates a more drawn out respite, a
scramble demonstrates an interruption with an association of contemplations.
Utilizing no accentuation at all would loan to a surged feeling, which you may need.
Your accentuation decisions will rely upon your objectives when composing a sonnet.
Sealer of your poem
The last word of a line, the last word of your poem, and the last line of your
poem are very important—these are the bits that echo in your reader’s head and have
the most emphasis.
The use of the imageries
The use of imagery as a literary device in your writing consists of descriptive
language that can function as a way for the reader to better imagine the world of the
piece of literature and also add symbolism to the work. Imagery draws on the five
senses, namely the details of taste, touch, sight, smell, and sound. Imagery can also
pertain to details about movement or a sense of a body in motion or the emotions or
sensations of a person, such as fear or hunger.Using imagery helps the reader develop
a more fully realized understanding of the imaginary world that the author has
created.
Taste: The familiar tang of his grandmother’s cranberry sauce reminded him of
his youth.
Sound: The concert was so loud that her ears rang for days afterward.
Sight: The sunset was the most gorgeous they’d ever seen; the clouds were
edged with pink and gold.
Smell: After eating the curry, his breath reeked of garlic.
Touch: The tree bark was rough against her skin.
The association of Sound Devices
The use of the auditory effect on your piece will also give aesthetics to your
piece not just the physical outlook of the piece but also on how to sound it when the
reader reads the piece. It gives additional impact to the reader and let him to
remember it. The use of figures of speech like Alliteration, Assonance, Consonance,
Onomatopoeia, rhyme and rhythm will surely help you to utilize siund aesthetics well.
Tell and Express the feelings
Structure, imagery, and sound work together to make up the technical
excellence of a poem. But if your words are empty of a deeper meaning, what’s the
point in writing a poem at all?
“Poetry is a form of storytelling. The key to writing is making the audience feel. Give
them something to remember and hold onto.” – Brookes Washington
Numerous new scholars lock onto buzzwords and tired points (peep that similar
sounding word usage) for their sonnets, since they imagine that is what they should
do. In any case, copying something another person has done, or some thought of what
you should figure a sonnet ought to be about, won't give you a certified, passionate
piece that others can interface with. So compose the sonnet that no one but you can
compose.
Considering at your own experiences will help you to establish your thought s
and emotions. What do you know? Since your experiences may be the first sources of
your concept, it will be easy for you to tell and share. Where could be the writers of
stories and poem, composers of songs get their thoughts? As you learn in literature
that personal experiences could be the substantial source of concepts. As a writer, all
you need to do is to transfer the concepts into words. Can you make that feeling an
image other people can see through your words? That is the poem you write.
Do not be so orinary, be unique to standout
There are many clichés you want to avoid when writing poetry. Nothing really
marks an amateur poet like clichés. The temptation, avoid cliché phrases. Go line by
line and make your language as crisp and original as you can. If there are pieces in
your poem that seem like you’ve read or heard them before, try to reword it in order to
make it more original.
If your poem seems long-winded to you, imagine what that would be like for
your reader. Be ready to edit your poem to get it down to its best form.
“Poetry is just word math. Every piece has mean something, and there can’t be any
extraneous bits otherwise it gets confusing. It just becomes a puzzle made out of all the
words that make you feel something.” – Abigail Giroir
Enhancing your poem using the Writing Cycle
The genuine enchantment of verse occurs in the reexamining and refining.
Amend the ever-living hell out of it. To summarize an old educator of mine: Don't be
reluctant to sit with it. For a considerable length of time, months, years—as long as
the sonnet needs.
It's incredible to have composing objectives and courses of events, yet don't
surge a sonnet before you know it's prepared.
Avoid abstractions. A word that can just allude to an idea or feeling—it is anything
but a solid, unmistakable thing. A few instances of this are freedom, love, servitude,
hostility. Reflections make each individual picture something other than what's
expected, so they are powerless words, and they will debilitate your sonnet.
Rather than utilizing a reflection, consider what symbolism you can use to pass
on that feeling or idea. Freedom can become chains breaking or winged creatures
flying. Love can be acquiring your life partner espresso bed, petting a canine, cleaning
a headstone.
Think about the best pictures to pass on your concept of that deliberation, so
every peruser can be on the same wavelength with you.
Try not to categorize yourself into a structure that will smother your
inventiveness, use symbolism and sound, have an importance and a reason for each
sonnet, and change until your fingers drain.
What’s More
Learning Task 3: Complete the Table
Directions: I. Complete the table. Supply the correct answers to complete the
comparison of Creative Writing and Technical Writing. Write your answers on your
answer sheet.
4.
Seeing the blue sky,
by:
Mary With birds flying in the air.
Vianney
Batan It was relaxing.
Elements of Poetry 1 2 3 4 5
Structure
Sound Devices
Essential Elements
Poetic Form
Figures of Speech
Imagery
It Matters because
______________________________________________________________________
Learning Task 10: Outline by using the elements (To be submitted next week)
Directions: With your learnings with the different tips in writing a poem, Do the
outlining or planning of your poems to be written. Do this on your answer sheet.
I. Theme:
II. Poetic Form:
III. Kind of Stanza:
IV. Meter:
V. Sound Devices:
VI. Imagery:
VII. Figures of Speech:
VIII. Message:
IX. Target Audience:
Assessment
Writing Time! Directions: Write two poems considering the elements, literary devices
and techniques presented in the previous module and your understanding in writing a
poem. You have the freedom to choose and utilize any of the elements, forms and
other essential topics about poetry. Do this output in a short bond paper. You may be
creative in presenting your poems. You will be guided by the rubrics in grading your
outputs.
Note: This will be submitted next week.
You have two weeks to create your poems.
POETRY WRITING RUBRICSs
Excellent Average Poor
(5 points) (3 points) (1 point)
Cohesiveness The poem goes The poem somewhat goes The poem does not
perfectly together. together but needs more go together. The
There is unity between cohesiveness. The poem’s poems lines and
lines and stanzas, which lines and stanzas sometimes stanzas sway from
connect with the topic. sway from the topic. the topic.
Use of poetic The poem uses 3 or The poem uses 1 or 2 poetic The poem uses no
elements more poetic elements to elements but they sometimes poetic elements.
enhance the poem and distract the reader.
the reader’s emotions.
Rhythm The poem uses rhythm The poem sometimes uses The poem does not
throughout, which rhythm but may waver in a have any noticeable
benefits the poetic way that distracts the reader rhythm.
tone. and negatively affects the
tone.
Creativity The poem uses 3 or The poem uses 1 or 2 unique The poem does not
more unique metaphors metaphors and similes to use unique
and similes to describe describe situations, objects, metaphors and
situations, objects, and and people. similes.
people.
Creative Writing
Various elements, techniques, and
literary devices in various
modes of Fiction
Creative Writing – Specialized Subject
Alternative Delivery Mode
Quarter 1 – Lesson 4: Various elements, techniques, and literary devices in various modes of Fiction
First Edition, 2020
Introductory Message
For the Facilitator:
This module was collaboratively designed, developed and reviewed by educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in
schooling.
This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to
help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances.
As a facilitator you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module.
The hand is one of the most symbolized part of the human body. It is often used to depict skill, action and purpose. Through our hands we may learn, create,
and accomplish. Hence, the hand in this learning resource signifies that you as a learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active learner.
What I Know
This part includes an activity that aims to check what you already know about the lesson to take. If
you get all the answers correct (100%), you may decide to skip this module.
What’s In
This is a brief drill or review to help you link the current lesson with the previous one.
What’s New
In this portion, the new lesson will be introduced to you in various ways such as a story, a song, a
poem, a problem opener, an activity or a situation.
What is It
This section provides a brief discussion of the lesson. This aims to help you discover and
understand new concepts and skills.
What’s More
This comprises activities for independent practice to solidify your understanding and skills of the
topic. You may check the answers to the exercises using the Answer Key at the end of the module.
What I Can Do
This section provides an activity which will help you transfer your new knowledge or skill into real
life situations or concerns.
Weeks
What I Need to Know
This lesson was designed and written with you in mind. It is here to help you
5-6
master the various elements, techniques, and literary devices in various modes of
fiction. The scope of this module permits it to be used in many different learning
situations.
In this lesson, you will be learning the essential elements, techniques and
literary devices in various modes of fiction. I will also show sample works of well-
known local and foreign writers.
At the end of this lesson, you will be seeking for some literary pieces and
identify the elements, techniques and literary devices used.
What I Know
Directions: Read the statements carefully. Identify what is being defined in each number.
Choose the letter of the correct answer and write your answers on your answer sheet. This
is just a pretest. Your score in this part won’t be graded.
What’s New
Learning Task 2: Use me to create
Directions: Using the formed words from the previous learning task, create two
sentences that will present your idea about the topic. Also, write your questions that
will be answered after taking the lesson. Do this on your paper.
Your sentences Your Questions
What is It
In this part of your journey, we provide something for you to deepen your
understanding about poetry and its elements, literary devices and techniques.
Please continue reading with comprehension as you discover further knowledge
that will help you out in your quest on the remaining phases of this lesson.
What is Literature?
Literature, in its broadest sense, is any written work; etymologically the term
derives from Latin literatura/litteratura "writing formed with letters", although some
definitions include spoken or sung texts. More restrictively, it is writing that possesses
literary merit, and language that foregrounds literariness, as opposed to ordinary
language.
Importance of Literature
Serves as an art form used for expression
preserves cultural ideals, customs, and morals.
gives us a deeper context into the lives and livelihood of people distinct
from ourselves.
"Literature adds to reality, it does not simply describe it. It enriches the necessary
competencies that daily life requires and provides; and in this respect, it irrigates the
deserts that our lives have already become."
- C.S. Lewis, a British scholar and novelist.
What is a genre?
What is Prose?
Prose is a form of language that possesses ordinary syntax and natural speech
rather than rhythmic structure; in which regard, along with its measurement in
sentences rather than lines, it differs from poetry.
Normal everyday speech is spoken in prose, and most people think and write in
prose form. Prose comprises of full grammatical sentences, which consist of
paragraphs, and forgoes aesthetic appeal in favor of clear, straightforward language. It
can be said to be the most reflective of conversational speech. Some works of prose do
have versification, and a blend of the two formats that is called “prose poetry.”
Prose Form
“The woods look lovely against the setting darkness and as I gaze into the
mysterious depths of the forest, I feel like lingering here longer. However, I have pending
appointments to keep, and much distance to cover before I settle in for the night, or else I
will be late for all of them.”
Function of Prose
While there have been numerous basic discussions over the right and
substantial development of composition, the explanation behind its selection can be
credited to its inexactly characterized structure, which most authors feel great
utilizing when communicating or passing on their thoughts and considerations. It is
the standard style of composing utilized for most spoken exchanges, anecdotal just as
effective and genuine composition, and talks. It is additionally the normal language
utilized in papers, magazines, writing, reference books, broadcasting, theory, law,
history, technical studies, and numerous different types of correspondence.
Prose in Speeches
Prose used in speeches often expresses thoughts and ideas of the speaker.
Example #3: Nobel Peace Prize Acceptance Speech (By Mother Teresa)
“The poor are very great people. They can teach us so many beautiful things.”
Example #4: Equal Rights for Women speech (By U.S. Congresswoman Shirley
Chisholm)
“As for the marriage laws, they are due for a sweeping reform, and an excellent
beginning would be to wipe the existing ones off the books.”
These prose examples have been taken from speeches where the writing is often crisp
and persuasive and suits the occasion to convey a specific message.
Prose in Plays
Prose written in plays aims to be dramatic and eventful.
Questions to Ponder: Can you recall some of your favorite prose literary
pieces way back in elementary and junior high school? Can you identify if it is
a story in a novel or a short story or a speech or a script of a play? What is the
common elements that you can recall about particularly in Fiction?
I. SETTING - The time and location in which a story takes place is called the setting.
There are several aspects of a story's setting to consider when examining how setting
contributes to a story (some, or all, may be present in a story):
a) place - geographical location.
b) time - When is the story taking place?
c) weather conditions - Is it rainy, sunny, stormy, etc?
d) social conditions - What is the daily life of the characters like?
e) mood or atmosphere - What feeling is created at the beginning of the story?
II. CHARACTER
– People who take part in the story
– Individuals that do the action in the story
– The representation of a person in the story
– Is revealed by the tone of voice
– Occasionally, it could be an animal or object given human qualities
– There are two meanings for the word character:
The person in a work of fiction.
The characteristics of a person.
Ways to do Characterization
– Direct presentation
– the author makes explicit/outright statements or explanations about the
characters
Examples:
As the years passed, Makato grew tall and handsome.
He never idled. He never complained and was always satisfied.
He did every kind of work—carrying heavy things, clearing away the forest,
or feeding pigs.
– Indirect presentation
– the author reveals the characters through actions and dialogues
Example:
“I would like to go on a journey for an adventure,” said Makato.
III. PLOT
The plot is the logical arrangement of events in a story or play. The plot is a
organized. logical series of events having a beginning, middle, and end.
Kinds of Plot
1. Linear Plot
In literature, a linear plot begins at a certain point, moves through a series of
events to a climax and then ends up at another point.
Also known as the plot structure of Aristotle, it is possible to represent a linear
plot line with the drawing of an arc.
The primary advantage of using a linear plot is that the reader knows, or at
least has an idea, of where the plot goes next, and the reader is guaranteed to get a
beginning and ending.
a) Introduction - The beginning of the story where the characters and the setting is
revealed.
b) Rising Action - This is where the events in the story become complicated and the
conflict in the story is revealed (events between the introduction and climax).
c) Climax - This is the highest point of interest and the turning point of the story.
The reader wonders what will happen next; will the conflict be resolved or not?
d) Falling action - The events and complications begin to resolve themselves. The
reader knows what has happened next and if the conflict was resolved or not (events
between climax and denouement).
e) Denouement - This is the final outcome or untangling of events in the story.
2. Modular Plot
Nonlinear narrative, disjointed narrative or disrupted narrative is a narrative
technique, sometimes used in literature, film, hypertext websites and other narratives,
where events are portrayed, for example out of chronological order, or in other ways
where the narrative does not follow the direct causality pattern of the events featured,
such as parallel distinctive plot lines, dream immersions or narrating another story
inside the main plot-line. It is often used to mimic the structure and recall of human
memory, but has been applied for other reasons as well.
It is a story that does not follow a linear narrative. That is, it doesn’t move in a
chronological order, instead jumping around within the story or between different
stories. Sometimes, the different sections don’t even feature the same characters or
world. Instead, they are united by thematic meaning.
3. Episodic Plot
Made up of a series of chapters or stories linked together by the same
character, place, or theme but held apart by their individual plot, purpose, and
subtext.
IV. CONFLICT - Conflict is essential to plot. It is the opposition of forces which ties
one incident to another and makes the plot move. Within a short story there may be
only one central struggle, or there may be one dominant struggle with many minor
ones.
1) Man vs. Man (physical) - The leading character struggles with his physical strength
against other men, forces of nature, or animals. A character struggles with another
character.
Protagonist vs. Antagonist
The classic “good guy” vs. “bad guy” situation.
Example: - Spiderman. This is the story of Peter Parker who is nerdy high-schooler.
One day while on an excursion to a laboratory a runway radioactive spider bites
him... And his life changes in a way no one could have imagined. Peter acquires a
muscle-bound physique, clear vision, ability to cling to surfaces and crawl over walls,
shooting webs from his wrist... But the fun isn’t going to last.
An eccentric millionaire Norman Osborn administers a performance enhancing
drug on himself and his maniacal alter ego Green Goblin emerges. Now Peter Parker
has to become a Spider-Man and take Green Goblin to the task... Or else Goblin will
kill him. They come face to face and the war begins in which only one of them will
survive at the end
2) Man vs. Circumstances (classical) - The leading character struggles against fate,
or the circumstances of life facing him/her.
3) Man vs. Nature - A character struggles with a force of nature (natural disaster,
desolation, animal, etc.) Usually, the character is struggling to survive.
Example: San Andreas. In the movie, A series of massive earthquakes hits Nevada and
California. Caught in the middle is a helicopter rescue pilot, Raymond Gaines. Flying
his helicopter, he must first rescue his ex-wife, Emma, and his daughter, Blake.
Meanwhile, a pre-eminent seismologist, Dr Lawrence Hayes, is trying to predict where
the next earthquake will hit.
4) Man vs. Society - In this conflict, a character, or a group of characters fight against
the society in which they live. The character fights against social traditions or rules
(fight for freedom, rights, for a cause etc.) Society becomes a “character” of its own.
Usually used to comment on positive or negative aspects for real society. (SATIRE)
Example: Avatar. In the movie Avatar a man is put into an army to get rid of a
civilization of blue creatures. They want the civilization to move to another location
cause their town is built over rich treasures. But the civilization prays to their God in
that one location. Jake Scully (main character) is told to go into a replica of a body
from civilization. After getting used to how they live he wants to help them fight for
their land, so he starts a war to help keep their land.
5) Man vs. Self - The character’s Struggle takes place in his/her own mind.
Usually has something to do with a choice (choosing between right or wrong), or it may
have to do with overcoming emotions or mixed feelings.
Example: Tangled (Rapunzel). In the movie Tangled Rapunzel, experiences man vs.
Self throughout the movie. She cannot decide if she want to stay in the tower or defy
her “mother’s wishes and leaved the tower. When she finally decides to leave, she is
very hesitant and does not know if what her “mother” has told her is true or not. She
goes back and forth with herself wondering what will happen if she continues.
6) Man vs. Supernatural - is a conflict between a character and something that is not
normal in some way. Supernatural elements include ghosts, omens, and superstitions.
Example: Predator
- The U.S government hires a team of commandos. The group of goes to
Guatemala. There they battle and invisible extraterrestrial with superhuman strength.
7) Man vs. Fate - This type of Conflicts occurs when is trapped by an inevitable
destiny, freedom and free.
Example: Example: Fahrenheit 451
-In part of Fahrenheit 451, “Burning Bright,” Montag’s Fate is to be hunted and killed.
The Hound, programmed to kill Montags, is chasing him, and has the TV says, “The
Mechanical Hound never fails” (page numbers vary by edition)..
V. POINT OF VIEW
Point of view, or P.O.V., is defined as the angle from which the story is told.
1. Third Person P.O.V – The narrator does not participate in the action of the story
as one of the characters but let us know exactly what the characters feel. (uses third
personal pronoun he, she, it, they)
2. First Person - The story is told by the protagonist or one of the characters who
interacts closely with the protagonist or other characters (using pronouns I, me, we,
etc).
The reader sees the story through this person's eyes as he/she experiences it and only
knows what he/she knows or feels.
3. Omniscient- A narrator who knows everything about the characters is all knowing
or omniscient.
a) Omniscient Limited - The author tells the story in third person (using pronouns
they, she, he, it, etc). We know only what the character knows and what the author
allows him/her to tell us. We can see the thoughts and feelings of characters if the
author chooses to reveal them to us.
b) Omniscient Objective – The author tells the story in the third person. It appears a
camera is following the characters, going anywhere, and recording only what is seen
and heard. No interpretations are offered. The reader is placed in the position of
spectator without the author there to explain. The reader must interpret events on his
own.
VI. THEME - The theme in a piece of fiction is its controlling idea or its central
insight. It is the author's underlying meaning or main idea that he is trying to
convey. The theme may be the author's thoughts about a topic or view of human
nature. The title of the short story usually points to what the writer is saying, and he
may use various figures of speech to emphasize his theme, such as: symbol, allusion,
simile, metaphor, hyperbole, or irony.
Some simple examples of common themes from literature, TV, and film are:
- things are not always as they appear to be
- Love is blind
- Believe in yourself
- People are afraid of change
- Don't judge a book by its cover
VII. TONE
• When you speak, your tone of voice suggests your attitude.
• In fact, it suggests two attitudes: one concerning the people you’re addressing
(your audience) and the other concerning the thing you’re talking about (your
subject).
• That’s what the term tone means when it’s applied to poetry as well. Tone can
also mean the general emotional weather of the poem.
Example: “And the trees all died. They were orange trees. I don’t know why they died,
they just died. Something wrong with the soil possibly or maybe the stuff we got from
the nursery wasn’t the best. We complained about it. So we’ve got thirty kids there,
each kid had his or her own little tree to plant and we’ve got these thirty dead trees. All
these kids looking at these little brown sticks, it was depressing.”
Questions to Ponder: Can you still recall the novel that you have
analyzed when you were taking the 21 st Century Literature in the Philippines
and the World? How was the storyline? Was the author used effectively the
elements?
Plot Device - an object, character or a concept introduced into the story by the author
to introduce its plot.
1. Flashing arrow- technique used to focus the reader’s, but not the characters’
attention on an object, or location.
Example: The Shutter
A man wonders on his consistent neck ache without knowing that he is
carrying the ghost all those times.
2. Red herring- it distracts the reader’s attention from the plot twist. It is used to
maintain tension and uncertainty.
Example: Professor Snape of Harry Potter
In Harry Potter and the Philosopher's Stone, Severus Snape is a red herring,
sneaky and behaving suspiciously but not, eventually guilty. In fact, Snape's
chequered path through the books is littered with red herrings. Less
ambiguously, Sirius Black is painted as an evil character, to be feared, which is
undermined when he finally meets Harry.
3. Deathtrap- device that the villain uses to try to kill the protagonist and satisfy
his own sadistic desires.
Example: Different Death scenes in Final Destination stories
4. Reverse chronology- is a technique where the story begins at the end and
works back toward the beginning.
Example: The White House Story where the story begins at the end and
progressed the story while taking the story backward.
5. ‘In medias res’- the narrative starts in the middle of the story instead of from
its beginning. Other events are often introduced through a series of flashbacks.
Example: The Odyssey of Homer. The story started in the middle instead of the
beginning of the story. Flashbacks were used to introduce the initial events in
the story.
VISION - character share with the reader visions of the past or the future to explain a
character’s motives.
1. Dream sequence- series of dreams which allows the character to see events
that occur or have occurred in another time
Example: The Christmas Carol by Charles Dickens
Ebenezer Scrooge had a series of dreams which allowed him to see the events
happened in another time with the help of the Christmas ghosts of the past, present
and future and led him to change his attitude.
2. Analepsis (flashback)- prevents events from before the current time frame.
Flashbacks are usually presented as characters’ memories and are used to
explain their background.
Example: Titanic. The story used Rose, the main character, to tell the events
happened to Titanic.
3. Prolepsis (flash-forward)- presents events that will occur in the future.
Example: Final Destination seeing what will happen in the future.
4. Prophecy- is often used in science fiction to underline their futuristic
structures.
Example: Breaking Dawn’s Final Rival Scene between the Volturi and Bella Swan
and Edward Cullen’s family. Alice who has a premonition supernatural presented
the prophecy, the possible event that can be happened once the action will be
continued.
5. Foreshadowing- is a premonition, muck like a flash-forward, but only hints at
the future.
Example: Toy Story 2. The use of Buzz’s glass space helmet to ignite the rocket
string was foreshadowed when Buzz was accidentally burnt because of the glass
lens.
What’s More
Learning Task 3: Read and Tell!
Directions: Read the statements with understanding. Identify the Theme, Subject and
Tone of the following excerpts. Use the table below and write your answers on your
answer sheet.
1. The space travelers were travelling to the moon, when their spaceship suddenly
ran out of fuel. They were all frightened to learn that they wouldn’t be able to
return to Earth and could only land on the moon.
2. Their marriage ceremony was taking place in a grand hotel. All the eminent
people of the city were invited, the reason that the celebration was excellent.
3. The teacher said that she hoped all of her students would pass with good
grades.
4. The politician was delivering a speech on the need for peace between two
neighboring states. He said through peace they could achieve what not possible
through war.
5. The general commanded his troops to open fire at the enemy, and to kill each
and every soldier of the combatants.
1. Kaitlin wants to buy a puppy. She goes to the pound and begins looking
through the cages for her future pet. At the end of the hallway, she sees a
small, sweet brown dog with a white spot on its nose. At that instant, she
knows she wants to adopt him. After he receives shots and a medical check,
she and the dog, Berkley, go home together.
2. Scott wants to be on the football team, but he’s worried he won’t make the team.
He spends weeks working out as hard as possible, preparing for try outs. At try
outs, he amazes coaches with his skill as a quarterback. They ask him to be their
starting quarterback that year and give him a jersey. Scott leaves the field,
ecstatic!
“I think about the choice I made everyday. I play it in my mind, but I still chose
you. Every year we come here not just because she died on this day. But because it
should remind us that the hard choices in life. The ones that come at a great sacrifice,
always have the best reward.” He looks down at his partner, “If there’s one thing she
taught me it would be to never give up Hope. Do you understand sweetheart?” His
partner looks up at him and smiles her candy smile.
“Yes daddy.”
It Matters because
______________________________________________________________________
What I Can Do
Learning Task 9: End it on your own way!
Directions: Go back with the story of Broken Hope, if you could change the ending of
the story, how would you end it? Write your ending part on your answer sheet.
Also, determine the Plot Device and Vision used in the story. Use the table below.
Plot Device of the Story Vision of the Story Your Own Ending
Assessment
Identifying Time! Directions: Read the story with understanding and appreciation.
Using the outline below, identify the elements, literary devices and techniques used by
the writer of the story. Write your answers on your answer sheet.
Introductory Message
For the Facilitator:
This module was collaboratively designed, developed and reviewed by educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in
schooling.
This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to
help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances.
As a facilitator you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module.
The hand is one of the most symbolized part of the human body. It is often used to depict skill, action and purpose. Through our hands we may learn, create,
and accomplish. Hence, the hand in this learning resource signifies that you as a learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active learner.
What I Know
This part includes an activity that aims to check what you already know about the lesson to take. If
you get all the answers correct (100%), you may decide to skip this module.
What’s In
This is a brief drill or review to help you link the current lesson with the previous one.
What’s New
In this portion, the new lesson will be introduced to you in various ways such as a story, a song, a
poem, a problem opener, an activity or a situation.
What is It
This section provides a brief discussion of the lesson. This aims to help you discover and
understand new concepts and skills.
What’s More
This comprises activities for independent practice to solidify your understanding and skills of the
topic. You may check the answers to the exercises using the Answer Key at the end of the module.
What I Can Do
This section provides an activity which will help you transfer your new knowledge or skill into real
life situations or concerns.
Weeks
What I Need to Know 7-8
This lesson was designed and written with you in mind. It is here to help you master
the various elements, techniques, and literary devices in specific forms of fictional
prose. The scope of this module permits it to be used in many different learning
situations.
In this lesson, you will be mastering the essential elements, techniques and literary
devices in specific forms of fictional prose. I will also show sample works of well-known
local and foreign writers.
At the end of this lesson, you will be producing a short, well-crafted journal entries or
short compositions.
What I Know
Directions: Using the provided acrostic, present what have you known about the previous
lesson about the elements of fiction. Consider the provided clue on each letter of the
acrostic. Do this on your answer sheet.
S – SCENARIO
T – TALKING
CHARACTERS
O – OOPS! A
PROBLEM!
R – ATTEMPTS TO
RESOLVE THE
PROBLEM
Y – YES, THE PROBLEM IS SOLVED!
What’s In
Learning Task 1: Recall the Elements
Directions: Knowing your writing preferences will help you be more successful
in your writing process. The use of elements of fiction will help you to retell the story
effectively. Answer the following questions on your paper.
1. What fiction genre do you prefer to write? Why?
2. How will you use your learned elements of fiction?
What’s New
Learning Task 2: Say Something!
Directions: Tell something about the provided pictures. Write your statements on your
paper.
1. ______________ 2. ___________________ 3.
4. ________________ 5. _____________________ 6.
What is It
In this part of your journey, we provide something for you to deepen your
understanding about writing process considering the different genres of fiction and
some tips in writing a story. This will help you to utilize your understandings in using
the fictional elements, literary devices, and techniques.
Fictional Genres
There are general rules to follow, for example, manuscript length, character
types, settings, themes, viewpoint choices, and plots. Certain settings suit specific
genres. These will vary in type, details, intensity, and length of description. The tone
employed by the author, and the mood created for the reader, must also suit the
genre.
Why Does Genre Matter?
Genres are great because they fulfil reader expectations. We purchase certain
books since we have appreciated comparative stories previously. Perusing these books
gives us a feeling of having a place, of plunking down with an old companion and
knowing we're on recognizable ground. There is additionally a brotherhood between
readers who follow similar classes.
Journalists can utilize this for their potential benefit on the grounds that their
limits are models on which to base stories. Sorts reflect patterns in the public arena,
and they advance when authors push the limits. At last choose if the trial has worked
by purchasing these books.
The most significant piece of sort fiction, however, is that it satisfies our human
requirement for classic narrating. We some of the time need stories we can depend on
to dull the unforgiving real factors of life.
These are some of the fictional genres that you may encounter while reading a
story or watching a film. But, let us focus only with some of the most common fictional
genres that you may select in writing your own fictional story.
1. FANTASY
A story that is imaginative but could never really happen. The setting may be of
another world. Characters might be magical like talking animals, sorceries, witches
and wizardry. It is a genre of imaginative fiction involving magic and adventure,
especially in a setting other than the real world.
Other times magic is spoken, chanted, or ripples through land and landscape.
Element 1: Magic
The word magic comes from the Greek magikos, from magos. This means ‘one of
the members of the learned and priestly class’. This explains how magic, in fantasy, is
often associated with learning, with complex books and rituals.
Magic in great books takes many forms. The apprentice wizards in J.K.
Rowling’s Harry Potter duel with wands. In C.S. Lewis’ Narnia series, a witch casts a
spell over the Kingdom of Narnia, plunging it into eternal winter. She also destroys a
secondary world by speaking ‘the Deplorable Word’.
Element 2: Adventure
Adventure in fantasy is common, from bands of travelling, questing heroes (like
Frodo and friends in Tolkien’s The Lord of the Rings) to girls who fall down magical
rabbit holes (Alice in Wonderland).
Adventure in fantasy often features another meaning of magic:
‘A quality of being beautiful and delightful in a way that seems remote from
daily life.’
Adventure does indeed take us to places that seem remote from daily life, full of
new joys and discoveries (or dangers). In Frodo’s adventures, he finds both the
dazzling land of the elves, Lothlorien, and the foul, stinking lands of Mordor where the
story’s villain resides.
Adventure means ‘an unusual and exciting or daring experience’, as well as
‘excitement associated with danger or the taking of risks.’
Element 3: Struggle for mystery
Themes of struggle and mastery are found in many forms throughout many
fantasy novels. Part of this is due to fantasy’s origins in ideas of arcane, ‘special’, yet
volatile and dangerous knowledge. The initiate often must learn to control the
unpredictable surges of ‘wild’ magic, to trace or utter the ‘right’ thing to achieve the
desired effect.
This process of struggle and mastery is often shown in character development.
Sometimes characters use power irresponsibly. For example, a character tries to ruin
a magical game of the airborne sport Quidditch in Rowling’s fantasy series. Struggle in
fantasy fiction includes:
Struggle for mastery of self: Understanding and using one’s own power
effectively or wisely
Conflict between those who use their own magical mastery for positive or
destructive ends
Element 4: Setting
Because of its exploration of the otherworldly and the supernatural, place is a
key aspect of many fantasy novels. Some places are created through magic. The lion
Aslan sings the Kingdom of Narnia into being in C.S. Lewis’ lore. (A Christian
mythology parallel to the Creation in the Bible.) By contrast, Jadis, the White Witch,
destroys a whole world by speaking a powerful word.
In fantasy, we often strongly experience both characters’ effects on their world,
and their worlds effects and influence on them.
2. HISTORICAL FICTION
A story that takes place in a historically accurate time and setting. The
characters and some events are fictional.
Element 1: Character – whether real or imagined, characters behave in
keeping with the era they inhabit, even if they push the boundaries. And that means
discovering the norms, attitudes, beliefs and expectations of their time and station in
life.
Element 2: Dialogue - is cumbersome and difficult to understand detracts
from readers’ enjoyment of historical fiction. Dip occasionally into the vocabulary and
grammatical structures of the past by inserting select words and phrases so that a
reader knows s/he is in another time period.
Element 3: Setting – setting is time and place. More than 75% of participants
in a 2013 reader survey selected ‘to bring the past to life’ as the primary reason for
reading historical fiction. Your job as a writer is to do just that. Even more critically,
you need to transport your readers into the past in the first few paragraphs. Consider
these opening sentences.
Element 4: Plot – the plot has to make sense for the time period. And plot will
often be shaped around or by the historical events taking place at that time. This is
particularly true when writing about famous historical figures. When considering
those historical events, remember that you are telling a story not writing history.
Element 5: Conflict – the problems faced by the characters in your story. As
with theme and plot, conflict must be realistic for the chosen time and place. Readers
will want to understand the reasons for the conflicts you present. An unmarried
woman in the 15th century might be forced into marriage with a difficult man or the
taking of religious vows. Both choices lead to conflict.
These are some of the literary pieces under historical fiction genre:
3. SCIENCE FICTION
A story that is typically set in the future or on other planets. It is based on the
impact of actual, imagined, or potential science. It is a type of imaginative literature. It
provides a mental picture of something that may happen on realistic scientific
principles and facts. This fiction might portray, for instance, a world where young
people are living on Mars. Hence, it is known as “futuristic fiction.” It dramatizes the
wonders of technology, and resembles heroic fantasy where magic is substituted with
technology.
Often called “sci-fi,” is a genre of fiction literature whose content is imaginative, but
based in science. It relies heavily on scientific facts, theories, and principles as
support for its settings, characters, themes, and plot-lines, which is what makes it
different from fantasy.
1. The Avengers
2. Frankenstein, or, The Modern Prometheus by Mary Wollstonecraft Shelley
3. Nineteen Eighty-Four by George Orwell
4. Fahrenheit 451 by Ray Bradbury
5. The Time Machine by H. G. Wells
6. Men in Black 3 by Barry Sonnenfeld
7. Planet of the Apes by Franklin J. Schaffner
8. The Matrix by Wachowski brothers
4. MYSTERY FICTION
Mystery (pronounced mis-tuh-ree, ) is a genre of literature whose stories focus
on a puzzling crime, situation, or circumstance that needs to be solved. The term
comes from the Latin mysterium, meaning “a secret thing.” stories can be either
fictional or nonfictional, and can focus on both supernatural and non-supernatural
topics. Many mystery stories involve what is called a “whodunit” scenario, meaning the
mystery revolves around the uncovering a culprit or criminal.
Importance of Mystery
Mysteries began to gain popularity in the Victorian era, mostly in the form of
gothic literature, which was primarily for women. Since then it has developed in both
form and reach, and has become a widely read genre among male and female readers
of all ages. Mysteries are important because they feature topics that are usually both
fascinating and troubling to the human mind—unsolved crimes, unexplained
questions and events in natural and human history, supernatural curiosities, and so
on.
The late 1800’s gave rise to the iconic fictional character Sherlock Holmes, a
detective who is featured in a series of mystery novels and short stories written by Sir
Arthur Conan Doyle. Most of the stories are told from the perspective of Dr. Watson,
Holmes’s assistant and companion. Holmes is an independent detective based in
London with eccentric personality and highly logical reasoning skills. Below is a short
selection from the novel The Hound of Baskerville:
Another item had been added to that constant and apparently purposeless
series of small mysteries which had succeeded each other so rapidly. Setting
aside the whole grim story of Sir Charles’s death, we had a line of
inexplicable incidents all within the limits of two days, which included the
receipt of the printed letter, the black-bearded spy in the hansom, the loss of
the new brown boot, the loss of the old black boot, and now the return of the
new brown boot. Holmes sat in silence in the cab as we drove back to Baker
Street, and I knew from his drawn brows and keen face that his mind, like
my own, was busy in endeavouring to frame some scheme into which all
these strange and apparently disconnected episodes could be fitted.
Here, Watson is running through some of the clues to the victim’s death in his
head. He also expresses his familiarity with Holmes’ character and skills by telling the
audience that he knows the detective is finding the connections between all of these
clues in his mind; which will inevitably lead to the solving of the mysterious murder.
These are some of the literary pieces under Mystery Fiction genre:
1. The Girl with the Dragon Tattoo, Stieg Larsson
A run-away bestseller, The Girl with the Dragon Tattoo has everything a
mystery requires. Murder, family ties, love in the air, and financial
shenanigans. What happened to Harriet Vanger who disappeared forty years
ago? Mikael Blomkvist, a disgraced journalist, and Lisbeth Salander, a tattooed
and pierced hacker genius, are on the case. They uncover family iniquity and
corruption at the top of Sweden’s industrial ladder.
2. And Then There Were None, Agatha Christie
Ten people, strangers, gather on a private island as weekend guests of an
unseen eccentric millionaire. These strangers have secrets to keep, but one by
one they are murdered. They all have something in common, though—they each
have a wicked past they’re hiding, a secret that seals their fate. Only the dead
are above suspicion.
3. The Curious Incident of the Dog in the Night-Time, Mark Haddon
Christopher John Francis Boone’s logical mind can find patterns and
rules for everything but has little time or inclination for understanding human
emotions. When his neighbor’s dog, Wellington, is killed, he starts a quest to
find the killer using Sherlock Holmes as his model.
5. REALISTIC FICTION
A story that seems real or could happen in real life. It is set in present day
and includes modern day problems and events.
1. Realistic fiction stories tend to take place in the present or recent past.
2. Characters are involved in events that could happen.
3. Characters live in places that could be or are real.
4. The characters seem like real people with real issues solved in a realistic way
(so say goodbye to stories containing vampires, werewolves, sorcerers, dragons,
zombies, etc.).
5. The events portrayed in realistic fiction conjure questions that a reader could
face in everyday life.
Realistic fiction attempts to portray the world as it is. It contains no fantasy,
no supernatural elements, and it usually depicts ordinary people going about the
business of daily living, with all its joys, sorrow, successes, and failures.
Over the past 150 years, children's literature has gradually moved from a
romantic view of the world toward a more realistic view (*Note: "Romance" refers to the
fiction portraying a world that seems happier than the one we live in). Subjects that
were once taboo in realistic fiction are now commonplace, and language and character
development are presented with greater candor and boldness.
6. HORROR
The horror genre in literature dates back to Ancient Greece and Ancient Rome,
where horror stories explored themes related to death, demons, evil spirits, and the
afterlife. Examples include the ancient Greek tragedy Hippolytus by Euripides, a
gruesome story about how jealousy and a lack of empathy can lead to tragedy; and
Parallel Lives by Plutarch, a series of biographies highlighting the many moral failures
of man.
The gothic novel, a genre of horror that focuses specifically on death,
originated in the eighteenth century and is exemplified by the author Edgar Allan Poe.
Horror literature in the nineteenth century and twentieth centuries often focused on
tales involving occult ideas, like Mary Shelly’s Frankenstein (1818) or Bram Stoker’s
Dracula (1897).
Modern horror novels have expanded the genre to include new elements and
contemporary themes, like serial killers and slasher stories—Stephen King’s The
Shining (1977) is a perfect example—as well as genre mashups that combine horror
with historical fantasy, and modern interpretations of fantastical creatures, like
ghosts, vampires, werewolves, and witches.
Knowing that after taking this module, you will be writing your own well-crafted
poem considering the elements, techniques and devices presented. You have also to
decide the form of the poetry, the diction, tone and other essential elements that you
have learned in the previous modules.
What’s More
Learning Task 3: What genre am I?
Directions: I. Read the synopsis of the literary pieces. Identify their fictional genre.
Note that some of the literary pieces might have more than one genre. Write your
answers on your answer sheet.
1. Travis Shaw is a ladies' man who thinks a serious relationship would cramp his
easygoing lifestyle. Gabby Holland is a feisty medical student who's preparing to
settle down with her long-term boyfriend. Fate brings the two together as Gabby
moves next door to Travis, sparking an irresistible attraction that upends both
of their lives. As their bond grows, the unlikely couple must decide how far
they're willing to go to keep the hope of love alive.
2. 84 years later, a 100 year-old woman named Rose DeWitt Bukater tells the
story to her granddaughter Lizzy Calvert, Brock Lovett, Lewis Bodine, Bobby
Buell and Anatoly Mikailavich on the Keldysh about her life set in April 10th
1912, on a ship called Titanic when young Rose boards the departing ship with
the upper-class passengers and her mother, Ruth DeWitt Bukater, and her
fiancé, Caledon Hockley. Meanwhile, a drifter and artist named Jack Dawson
and his best friend Fabrizio De Rossi win third-class tickets to the ship in a
game. And she explains the whole story from departure until the death of
Titanic on its first and last voyage April 15th, 1912 at 2:20 in the morning.
3. A student named Tine wants to get rid of a gay admirer. His friends recommend
getting a pretend boyfriend, Sarawat, who plays hard to get, until he finally
agrees. The two become close and intense emotions soon erupted.
4. Bella Swan has always been a little bit different. Never one to run with the
crowd, Bella never cared about fitting in with the trendy girls at her Phoenix,
Arizona high school. When her mother remarries and Bella chooses to live with
her father in the rainy little town of Forks, Washington, she doesn't expect
much of anything to change. But things do change when she meets the
mysterious and dazzlingly beautiful Edward Cullen. For Edward is nothing like
any boy she's ever met. He's nothing like anyone she's ever met, period. He's
intelligent and witty, and he seems to see straight into her soul. In no time at
all, they are swept up in a passionate and decidedly unorthodox romance -
unorthodox because Edward really isn't like the other boys. He can run faster
than a mountain lion. He can stop a moving car with his bare hands. Oh, and
he hasn't aged since 1918. Like all vampires, he's immortal. That's right -
vampire. But he doesn't have fangs - that's just in the movies.
5. Our friendly neighborhood Super Hero decides to join his best friends Ned, MJ,
and the rest of the gang on a European vacation. However, Peter's plan to leave
super heroics behind for a few weeks are quickly scrapped when he
begrudgingly agrees to help Nick Fury uncover the mystery of several elemental
creature attacks, creating havoc across the continent.
6. As the film begins, we see Owen and Mariella are fighting in a car by a lake. It
appears that Owen has left his wife to be with Mariella, and is angry that
Mariella is not willing to make the same sacrifice. The fight turns violent, and
Owen has hit Mariella through the car window. Mariella tries to escape from the
car, and the scene cuts to flashback. We see Mariella telling her husband, Ivan,
that her best friend, Samantha needs company and she drives off into the
night. Later that evening, their daughter Angel comes to Ivan looking for her
mother, and Ivan tells Angel that her mother has gone away. There is a car that
passes by in the area where a bloody Mariella is looking for help, in the middle
of a rainstorm. The driver and his passenger are singing Christmas carols in the
car, Mariella knows she is dead.
7. Oscar Diggs (James Franco), a small-time circus magician with dubious ethics,
is hurled away from dusty Kansas to the vibrant Land of Oz. At first he thinks
he's hit the jackpot-fame and fortune are his for the taking. That all changes,
however, when he meets three witches, Theodora (Mila Kunis), Evanora (Rachel
Weisz), and Glinda (Michelle Williams), who are not convinced he is the great
wizard everyone's been expecting. Reluctantly drawn into the epic problems
facing the Land of Oz and its inhabitants, Oscar must find out who is good and
who is evil before it is too late. Putting his magical arts to use through illusion,
ingenuity-and even a bit of wizardry-Oscar transforms himself not only into the
great and powerful Wizard of Oz but into a better man as well.
Learning Task 9: Outline by using the elements (To be submitted next week)
Directions: With your learnings with the different tips in writing a fictional story, Do
the outlining or planning of your story to be written. Do this on your answer sheet.
I. Characters (Consider the kinds of characters)
II. Setting (Consider the elements of setting)
III. Plot (Identify the five parts of a plot)
IV. Theme, Tone, Subject, Motif
V. Conflict and Point of View
VI. Plot Device, Vision and Finale used in the story
VII. Imagery:
VIII. Figures of Speech:
IX. Message:
X. Target Audience:
Assessment
Writing Time! Directions: Write one journal entry or other short composition or story
exploring key elements of fiction considering the elements, literary devices and
techniques presented in the previous module and the genre that you have chosen
considering your created outline. You have the freedom to choose and utilize any of
the elements, forms, and other essential topics about fictional prose. Do this output in
a yellow paper. You may be creative in presenting your output. You will be guided by
the rubrics in grading your outputs.
Note: This will be submitted next week.
You have two weeks to create your output.
SHORT STORY WRITING RUBRICS
CATEGORY Exceptional Good Fair Poor
Setting Many vivid, descriptive Some vivid, descriptive The reader can figure The reader has trouble
words are used to tell words are used to tell the out when and where the figuring out when and
when and where the audience when and story took place, but the where the story took
story took place. where the story took author didn't supply place.
place. much detail.
Characters The main characters are The main characters are The main characters are It is hard to tell who the
named and clearly named and described. named. The reader main characters are.
described. Most readers Most readers would have knows very little about
could describe the some idea of what the the characters.
characters accurately. characters looked like.
Problem/ It is very easy for the It is fairly easy for the It is fairly easy for the It is not clear what
Conflict reader to understand the reader to understand the reader to understand the problem the main
problem the main problem the main problem the main characters face.
characters face and why characters face and why characters face but it is
it is a problem. it is a problem. not clear why it is a
problem.
Solution/ The solution to the The solution to the The solution to the No solution is attempted
Resolution character's problem is character's problem is character's problem is a or it is impossible to
easy to understand, and easy to understand, and little hard to understand. understand.
is logical. There are no is somewhat logical.
loose ends.
Dialogue There is an appropriate There is too much There is not quite It is not clear which
amount of dialogue to dialogue in this story, enough dialogue in this character is speaking.
bring the characters to but it is always clear story, but it is always
life and it is always which character is clear which character is
clear which character is speaking. speaking.
speaking.
Organization The story is very well The story is pretty well The story is a little hard Ideas and scenes seem to
organized. One idea or organized. One idea or to follow. The transitions be randomly arranged.
scene follows another scene may seem out of are sometimes not clear.
in a logical sequence place. Clear transitions
with clear transitions. are used.
Creativity The story contains The story contains a few The story contains a few There is little evidence
many creative details creative details and/or creative details and/or of creativity in the story.
and/or descriptions that descriptions that descriptions, but they The author does not
contribute to the contribute to the reader's distract from the story. seem to have used much
reader's enjoyment. The enjoyment. The author The author has tried to imagination.
author has really used has used his/her use his/her imagination.
his/her imagination. imagination.
Mechanics The story contains no The story contains few The story contains many The story contains so
errors in grammar, minor errors in grammar, and/or serious errors in many errors in grammar,
usage, or mechanics. usage, or mechanics. grammar, usage, or usage, and mechanics
mechanics; may interfere that errors block reading.
with reading.
Requirements All of the written Almost all (about 90%) Most (about 75%) of the Many requirements were
requirements (typed, the written requirements written requirements not met.
double spaced, # of were met. MLA format were met, but several
pages, font, margins) were not. MLA format
were met. MLA Format
References
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diction-learn-8-different-types-of-diction-in-writing-with-examples#3-examples-of-
diction-in-literature
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ending-explained/
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https://en.wikipedia.org/wiki/Titanic_(1997_film)
“Image of Avengers End Game”. Retrieved July 23, 2020 from
https://thenewsfetcher.com/one-thing-in-common-with-the-avengers-endgames-
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“Image of A Walkf to Remember”. Retrieved July 23, 2020 from
https://www.rottentomatoes.com/m/walk_to_remember
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Patel, I. (2019). Writing Preferences. Retrieved July 19, 2020 from
http://www.writerstreasure.com/creative-writing-introduction/
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https://www.writerswrite.co.za/the-17-most-popular-genres-in-fiction-and-why-they-
matter/
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https://elsapla.files.wordpress.com/2011/08/poetry-elements-partial-list.pdf
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to-college/
“Sensory Imageries”. Retrieved July 15, 2020 from
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Answer Key
Lesson 1:
Pre-assessment: 1. T 2. T 3. F 4. T 5. T 6. T 7. F 8. T 9. T. 10. F
Learning Tasks 1 to 5: Answers may vary
Learning Task 6: 1. Personification, 2. Alliteration, 3. Hyperbole and Alliteration,
4. Metaphor, 5. Simile and Metaphor
Learning Tasks 7-9: Answers may vary
Assessment: Answers may vary
Lesson 4:
Pre-assessment: 1. A, 2. C, 3. C, 4. C, 5. A, 6. B, 7. B, 8. D, 9. C, 10.C
Learning Task 1: Fiction, Intertextuality, Genre, Plot, Device
Learning Tasks 2-5: Answers may vary
Learning Task 6: 1. 5 2. 4 3. 3 4. 2 5. 1
Learning Task 7: 1. Third Person, 2. Third Person Omniscient, 3. Linear Plot,
4. Flashing Arrow, 5. Dream Sequence, 6. In Medias Res, 7. Flashbacks
8. Deus Ex Machina, 9. Internal, 10. Theme
Learning Tasks 8-10: Answers may vary
Assessment: Answers may vary
Lesson 5:
Pre-assessment: Answers may vary
Learning Tasks 1-2: Answers may vary
Learning Task 3:
1. Realistic Fiction
2. Historical Fiction
3. Realistic Fiction
4. Fantasy
5. Fantasy
6. Horror
7. Fantasy
8. Fantasy
Learning Tasks 4-10: Answers may vary
Assessment: Answers may vary
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