Creative Writing Grade12 senior HIgh school, Quizzes of English

Download Creative Writing Grade12 senior HIgh school and more Quizzes English in PDF only on Docsity! ai Creative Writing Quarter 1 PIV) LEARNER’S MATER a 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. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. 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 Imagery, Diction, Figures of Speech, and specific experiences to evoke meaningful responses Creative Writing — Specialized Subject Alternative Delivery Mode Quarter 1— Lesson 1: Imagery, Diction, Figures of Speech, and specific experiences to evoke meaningful responses 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 lamers 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 leamers' progress whike 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 For the Leamer: Welcome to the Creative Writing Alternative Delivery Mode (ADM) 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 leaming 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: ‘nat I Need to Know ‘This will give you an idea of the skills or competencies you are expected to lea in the module. hat 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 fhat'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 hat is Tt ‘This section provides a brief discussion of the lesson. This aims to help you discover and understand new concepts and skill 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 Have Learned ‘This includes questions or blank sentence /paragraph to be filled in to process what you learned from the lesson. nat I Can Do ‘This section provides an activity which will help you transfer your new knowledge or skill into real life situations or concerns What I Need to Know 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 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. After going through this lesson, you are expected to: 1. use imagery, diction, figures of speech, and specific experiences to evoke meaningful responses from readers (HUMSS_CW/MP11/12-Ia-b-4) 2. analyze the imagery, diction, figures of speech, and specific experiences of the specific literary pieces. 3. write 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. ZA VUrVUP2SmMnAVMOmMmNAMmMom NROPALMXALZFPALZC0N OOPO<vVI<=EUPUrPZ0N LUMECRTIVEHHNOZ424z0 HO4AP4moms<r700Ono2 CM<NAZPPONPOAVOHA FCrOAMMNTHe2<Hnemn PCONH<NNZ0ArFULUPOOH uPOmMeN2ZPOSr<cz<<90n MW bPAVZOx+4APaAmMAH+eers HCPVOWXPOMADMCAZPA AZ4OOS<HTOOULEXEH HNEUTONDZNLOOVZPO I<OMVruVP<LTS041rz0z2 NOSANPPmeoan<maxd 2O0ANMHSm0<OO S04eH OGROZ<MANFOxXrxexg 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. Different Types of Diction in Writing Different styles of diction impact how different ideas are expressed. 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. Questions: In what references or reading materials do you see Formal Diction? What about the informal, colloquial and slang? What do you think is the proper diction in creative writing? Will there be an impact to writing? What is Figure of Speech? A figure of speech is a rhetorical device that achieves a special effect by using words in a distinctive way. Though there are hundreds of figures of speech, here we'll focus on 20 top examples. You'll probably remember many of these terms from your English classes. Figurative language is often associated with literature and with poetry in particular. Whether we're conscious of it or not, we use figures of speech every day in our own writing and conversations. Some Figures of Speech Using original figures of speech in our writing is an approach to pass on implications in new, surprising ways. They can enable our readers to comprehend and remain puzzled by what we need to state. 1. Alliteration: The repetition of an initial consonant sound. Example: Betty Botter bought some butter. 2. Anaphora: The repetition of the same word or phrase at the beginning of successive clauses or verses. Example: Unexpetedly, we were in the wrong event at the wrong time on the wrong day. 3. Antithesis: The combination of two different elements to attian equillibrium or balance. Example: As Abraham Lincoln said, "Folks who have no vices have very few virtues." 4. Apostrophe: Directly stating or calling a nonexistent person or an inanimate object as though it were a living being. It commonly uses an apostrophe as a punctuation. Example: "Oh, rain! Rain! Where are are you? Rain, we really need you right now. Our town needs you badly.” 5. Assonance: It is the repetition of the vowel sounds in the structure of sentences or lines. Example: We shall meet on the beach to reach the “Meach” Concert. 6. Chiasmus: A sentence or line structure where the half of the statement is balanced against the other half. Example: The noble teacher said teachers should live to teach, not teach to live. 7. Euphemism: The use of subtle and nonoffensive words to conceal or to replace the offensive words in a statement. Example: "We're teaching our toddler how to go potty," Bob said. The use of the word potty is euphemism. 8. Hyperbole: An overstatement; the use of exaggerated terms for the purpose of emphasis or heightened effect. Example: I have a ton of homework to do when I get home. I need to go home now. 9. Irony: It is a statement or situation where the meaning is contradicted by the appearance or showing the concept. The use of words to convey the opposite of their literal meaning is the highlight of irony. Example: Thalia received a very high grade in her quiz resulting that her mother got mad. 10. Litotes: An understatement in which an affirmative is expressed by opposing its counterpart. Example: A million pesos is no small chunk of change. 11. Metaphor: An implied comparison between two dissimilar things that have something in common. Example: "All the world's a stage.” of As You Like It 12. Metonymy: A word or phrase is substituted for another with which it is closely associated; Linking words that are related to the word to be replaced. Example: The use of the word vow instead of wedding, the pen stands for "the written word. 13. Onomatopoeia: The use of words that imitate the sounds associated with the objects or actions they refer to. Example: The clap of thunder went bang and scared my poor dog. 14. Oxymoron: It is the combination of contradictory or incongruous words such as cruel kindness; Example: “bitter sweet” 15. Paradox: a statement or proposition that, despite sound (or apparently sound) reasoning from acceptable premises, leads to a conclusion that seems senseless, logically unacceptable, or self-contradictory. Example: "This is the beginning of the end," said Eeyore, always the pessimist. 16. Personification: The utilization of inanimate objects or abstraction to associate with human qualities or abilities. Example: The leaves of the Fire tree are dancing with the wind during dry season in our country. 17. Pun: A statement with a double meaning, in some cases on various faculties of a similar word and here and there on the comparative sense or sound of various words. Example: I renamed my playlist of The Titanic, so when I plug it in, it says “The Titanic is syncing.” 18. Simile: The comparison between two fundamentally dissimilar things that have certain qualities in common using like or as. Example: Michael was white as a sheet after he walked out of the horror movie. 19. Synecdoche: A figure of speech in which a part is used to represent the whole. Example: Mark is asking for the hand of our daughter. 20. Understatement: A figure of speech employed by writers or speakers to intentionally make a situation seem less important than it really is. Example: You win 10 million pesos in a lottery. Questions: Which of the following figures of speech are familiar to you? Which from them is mostly used in literary pieces? Can you look for some examples? Learning Task 5: Celebr8! Directions: Create a paragraph about Fiesta in the Philippines. Choose only one type of diction in writing. Write your paragraph on your answer sheet. Learning Task 6: Figure me out! Directions: Write which technique is being used on the line. There may be more than one correct answer; you may write more than one answer. Then, explain how you know your answer on your answer sheet. Slashes represent line breaks. Example: This falling spray of snow-flakes is / a handful of dead Februaries What technique is being used? Personification and Alliteration Choices: Alliteration, Rhyme, Onomatopoeia, Idiom, Simile, Metaphor, Hyperbole, or Personification 1. The moon is faithful, although blind What technique is being used? Choices: Alliteration, Rhyme, Onomatopoeia, Idiom, Simile, Metaphor, Hyperbole, or Personification 2. children sleeping softly in their bedroom bunks What technique is being used? Choices: Alliteration, Rhyme, Onomatopoeia, Idiom, Simile, Metaphor, Hyperbole, or Personification 3. They chained themselves to subways for the endless ride from Battery Park to the Bronx What technique is being used? Choices: Alliteration, Rhyme, Onomatopoeia, Idiom, Simile, Metaphor, Hyperbole, or Personification 4. Time is a green orchard. What technique is being used? Choices: Alliteration, Rhyme, Onomatopoeia, Idiom, Simile, Metaphor, Hyperbole, or Personification 5. At dusk there’s a thin haze like cigarette smoke / ribbons What technique is being used? Choices: Alliteration, Rhyme, Onomatopoeia, Idiom, Simile, Metaphor, Hyperbole, or Personification 15 What I Have Learned Learning Task 7: “T-M-L Phrase Complete the following phrases. The Topic was about It Matters because Ive Learned today that 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. When I was one-and-twenty I heard him say again, “The heart out of the bosom Was never given in vain; ’Tis paid with sighs a plenty And sold for endless rue.” And I am two-and-twenty, And oh, ’tis true, ’tis true. 16 2. Richard Cory by Edwin Arlington Robinson Whenever Richard Cory went down town, We people on the pavement looked at him: He was a gentleman from sole to crown, Clean favored, and imperially slim. And he was always quietly arrayed, And he was always human when he talked; But still he fluttered pulses when he said, ‘Good-morning,' and he glittered when he walked. And he was rich - yes, richer than a king - And admirably schooled in every grace: In fine, we thought that he was everything To make us wish that we were in his place. So on we worked, and waited for the light, And went without the meat, and cursed the bread; And Richard Cory, one calm summer night, Went home and put a bullet through his head. 3. The Rhodora by Ralph Waldo Emerson 4. In May, when sea-winds pierced our solitudes, I found the fresh Rhodora in the woods, Spreading its leafless blooms in a damp nook, To please the desert and the sluggish brook. The purple petals fallen in the pool Made the black water with their beauty gay; Here might the red-bird come his plumes to cool, And court the flower that cheapens his array. Rhodora! if the sages ask thee why This charm is wasted on the earth and sky, Tell them, dear, that, if eyes were made for seeing, Then beauty is its own excuse for Being; Why thou wert there, O rival of the rose! I never thought to ask; I never knew; But in my simple ignorance suppose The self-same power that brought me there, brought you. Ito na ang Huling Tula na Isusulat ko Para Sa'yo by Juan Miguel Severo see the youtube video on https://www. youtube. com/watch?v=tejS6M3NAdq . KPL: Kung Pwede Lang Thesis Rants by Vincentiments see the youtube video on https://www.youtube.com/watch?v=nIGxyIRXOhI 17 What I Need to Know 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 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. Acharacter, an action, a setting, or an object representing something else can be asymbol. 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. 20 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. TSEEUQCNHI a way of carrying out a task, especially the execution or performance of an artistic work or a scientific procedure. A literary work in which special intensity is given to the YTOPER expression of feelings and ideas using distinctive style and rhythm MOFR The physical structure and system of a poem NMLEEET A part or aspect of something abstract, especially one that is essential or characteristic AOTDRTAIINL A synonym of conventional 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. 21 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 - Apoem’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.” 22 2. anapest (anapestic) unstressed-unstressed-stressed a. It was man/y and man/y a year/ ago (The variation in the last foot is common.) b The Assyr/ian came down/ like a wolf/ on the fold, And his co/horts were gleam/ing in purp/le and gold. 3. dactyl (dactylic) stressed-unstressed-unstressed a. This is the/ forest pri/meval, the/ murmuring/ pines and the/ hemlocks (The two stressed syllables in the last foot are required by the classical Greek form of the epic, which Longfellow is imitating.) b. What ifa/ much of a/ which of a/ wind 4. spondee (spondaic) stressed-stressed The spondee appears in isolated feet and never as a dominant meter in an entire poem. It is a convenient way of describing feet in which it is hard to determine which syllable is stressed (e. g., young man's and hemlocks above) and of describing passages like the following from sonnets, where Donne uses the spondees to hammer home the woes people can face in life and Hopkins uses them along with internal rhyme, assonance, and alliteration for an unusual sound effect. a. All whom/ war, death,/ age, ag/ues, tyr/annies, Despair,/ law, chance,/ hath slain,/ and you/ whose eyes Shall be/hold God b. Crushed. Why/ do men/ then now/ not reck/ his rod? 5. pyrrhic (pyrrhic) unstressed-unstressed. See 6 d. below for an example. At the/ round earth's/ ima/gined cor/ners blow. The beginning of this line from Donne has a Pyrrhic Foot followed by a Spondee. This combination (called a Double or Ionic Foot) often appears at the beginning of a line. 6. iamb (iambic) unstressed-stressed The iamb is far and away the most common foot in English, comprising as much as 90-95 percent of English verse. It is also the most conversational of the feet and therefore the most flexible and most susceptible to variations. One such variation, as illustrated in the previous two quotes, is the substitution of spondees for iambs. Others are listed below: a. Five years/ have passed,/ five sum/mers with/ the length Of five/long wint/ers!... In addition to the spondees in the first line, the word with receives what is called a courtesy accent; that is, it must be given more than normal conversational stress to fill out the line. Critics have argued that the basic rhythm of spoken English usually dictates about four stresses per line (the form of Old English verse) and that lines of poetry with five feet will therefore contain one courtesy accent. This example also shows how a poet can manipulate meter for effect. Wordsworth stresses the sense of the time lapse by repeating five and long (and its noun form length) and stressing these words in normally unstressed positions. b. Scoffing/ his state/ and grin/ning at/ his pomp. In addition to the courtesy accent in the fourth foot, Shakespeare includes a trochee in the first foot. A trochee in an iambic line is called a reversed foot. In iambic pentameter verse, a reversed foot occurs frequently in the first foot, sometimes in the third and fourth, and almost never in the second and fifth. c. To be/ or not/ to be;/ That is/ the question. The extra unstressed syllable at the end of the line, though not common, is still a possible variation in an iambic line. Note the fourth foot is reversed (unless you 25 startle people by saying "That IS the question," as Peter O'Toole is said to have done in one production of Hamlet). d. At the/ round earth's/ ima/gined cor/ners blow. The beginning of this line from Donne has a Pyrrhic Foot followed by a Spondee. This combination (called a Double or Ionic Foot) often appears at the beginning of a line. e. Of all/ that in/solent Greece/ or haught/y Rome, An anapest in an iambic line is more common in some ages and poets (here, Jonson) than in others. f. And my/ tears make/ a heaven/ly Lethe/an flood. This line by Donne shows such a wide range of variations that we might not call it iambic if it were not in a sonnet with other iambic lines. As a clergyman, Donne almost certainly pronounced heaven as one syllable (the way it is in hymns), and he appears to have stressed the second syllable of Lethean. The line thus contains three regular feet, a spondee, and an anapest. Donne generally makes his "Holy Sonnets" very irregular to combine powerful emotion and a oratorical effect as in a sermon. But the point is that knowing what the regular meter was supposed to be helps us identify and describe the effect Donne creates. 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. HOW TO FIND A METER IN ACCENTUAL-SYLLABIC VERSE 1. Find syllables that would ordinarily be accented in a dictionary and in conversation. In the line "And justify the ways of God to men," for example, the first syllable in justify and the syllables comprising ways, God, and man would receive stress in normal conversation. There is a problem: although in the dictionary and in analyzing meter, we usually talk as if there were only two levels of stress (stressed and unstressed), linguists suggest that there may be as many as four in actual spoken English. Thus, in the word justify, the just is stressed more than ior fy, but fy is stressed more than i. Nevertheless, if you look at enough lines, you should be able to get an overall sense of the meter. The important thing to remember is that skillful poets will have a meter, which fits a pattern, but which is also true to the actual rhythms of spoken English; their work should sound natural. 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 26 several lines assigning the stresses where they would fall in normal conversation. If you look at enough lines, a general pattern should emerge. 3. A stressed syllable will be accompanied by some unstressed syllables, and in English they usually (though not always) come before the stressed syllable. A stressed syllable and the unstressed syllable(s), which go with it, are called a Foot. If you look at several lines, it should become clear whether the unstressed syllables precede or follow the stressed. 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, Hector the Collector Collected bits of string. Collected dolls with broken heads And rusty bells that would not ring. Internal Rhyme has same or similar sounds at the end of words within a line. Example: A line showing internal rhyme from When they said the time to hide was mine, “The Rabbit” by Elizabeth Maddox Roberts Once upon a midnight dreary, while I pondered weak and weary. - “The Raven” by Edgar Allan Poe Rhyme Scheme is a pattern of rhyme in a poem. A rhyme scheme is a pattern of rhyme (usually end rhyme, but not always). Example: A quatrain — a stanza of four lines in which the second and fourth lines rhyme — has the following rnyme scheme: abch (see Quatrain). The Germ by Ogden Nash A mighty creature is the germ, Though smaller than the pachyderm. His customary dwelling place Is deep within the human race. His childish pride he often pleases By giving people strange diseases. Do you, my poppet, feel infirm? You probably contain a germ. ppeoooey ® 27 249 g and this lonely man. For after all they were p I a dog?” And at that the q@ his bare arm out of the n wait for some “But what are or he saw that ‘ome and in my ‘ut I certainly wor “You are wrong, e held him back. “Y ealm but mine, and herg Jall me aleve you lik\ bE ax) mi my place? Things have life, you poor wretch; first pan stepped on you.” been stepped on heard ed completely. “What is . “Whe glse see one badly for ae beast bit you a When the ma arathustra’s namé appening to me?” he & te any more in this life 9 ad that one beast whi or the leech’s sake I lay| fisherman, and my arm, sheeyHeresthething-Yerremrspencthetrert five hours or five days beating me to dust, bute-deor- feelit-Netanymere?’ | let him 45-te-get in one last asheek, bit aehiehandinecestowardnie, | erable thowtist —istsesyouden-yeu will never do that again.” AHtortteepeetittework-berttheremiistbe something in my voice, because-hesuddenk-drepe-his- eemebeay-te-Mom—Sersawe worried everyone. Nieletot pies an Fiat Hou —bvtit-forictatherto-coneatterine: Instead of locking Che door sarebperrbting-thedredserctettentte bit, Tleave it open. I wait fommymetherte-cheel-onmer But no one comes beeasse, in the end,thisiey rotsepbichmenns-yorrdemtge-ontetyormrnyte engage: srope-they-re-nettoe-trard-orryer: I wish that hadn’t happened, but+-der-tregretanything-that seamebefere: you-see-your-ded? I dent regret it-either, even though +hwish-vwe-could- ge-hack-and-getmehome -werth; you showed me semething,-Ulravielet— there is such a thing as a perfect day. iNew!) Source: https://spark.adobe.com/page/pF dRXOQqcJvw6/ 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 30 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. lisa 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. 31 A FRIEND F is for the fun we had together R is for the relaxing time we shared together 1 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. ° x am my own way everything 6. Concrete Poem is a poem that winette SE. uses words to form the shape of even ineiae the the subject of the poem (also ilke theses inages” known as a “shape poem”). 32 Sonnet 18 BY WILLIAM SHAKESPEARE Shall I compare thee to a summer’s day? Thou art more lovely and more temperate: Rough winds do shake the darling buds of May, And summer’s lease hath all too short a date; Sometime too hot the eye of heaven shines, And often is his gold complexion dimm'd; And every fair from fair sometime declines, By chance or nature’s changing course untrimm'd; But thy eternal summer shall not fade, Nor lose possession of that fair thou ow’st; Nor shall death brag thou wander’st in his shade, When in eternal lines to time thou grow’st: So long as men can breathe or eyes can see, So long lives this, and this gives life to thee. Learning Task 4: What Feet am I? Directions: Read the statements carefully. Identify the type of foot in meter being defined in each sentence. Choose among the given options. Write your answers on your answer sheet. Choices: a. trochee b.anapest c. spondee d. iamb e. dactyl 1. It is a weak syllable followed a strong syllable. Words like 'guitar' and phrases like 'to sleep'. 2. These are two weak syllables followed by one strong syllable. Words like ‘understand' and phrases like 'in the dark. 3. It is one strong syllable followed by two weak syllables (the exact opposite of an anapest). Words like ‘camera’ and phrases like ‘This is a...' 4. It is a strong syllable followed by a weak syllable (the exact opposite of an iamb). Words like 'baseball' and phrases like ‘Thank you'. 5. It is a metrical foot consisting of two long syllables, as determined by syllable weight in classical meters, or two stressed syllables in modern meters. Learning Task 5: Count and Measure Directions: Read and understand the following lines. Analyze the lines according to its meter foot by putting the marks (x - unstressed and / - for stressed). Then, identify what kind of meter foot was used in each sentence. Write your answers on your answer sheet. Note: / — is used for division of pairs. Shall I / com pare / thee to / asum / mer’s day? In the midst / of his laugh / ter and glee, Cannon to / left of them, Tell me / not in / mournful / numbers And we / will all / the plea / sures prove Learning Task 6: Go Back with Three PAR ENS Directions: Go back with the three literary pieces in Learning Task 3. Identify the following sound elements used in each literary piece. Use the table below and write your answers on your answer sheet. 1 2 3 Learning Task 7: Element Time Directions: Read the statements carefully. Identify the element of poetry being described in each sentence. Write your answers on your answer sheet. 1. The repetition of sounds within different words, either end sound, middle or beginning is called _. 2. Something that represents something else through association, resemblance or convention is called _. 3. It is the meaning of the poem, the main idea that the poet is trying to communicate. 4. 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 _. 5. It 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. 6. It 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. 7. 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. 8. It is the repetition of vowel sounds (anywhere in the middle or end ofa line or stanza) - Tilting at windmills 9. It is the repetition of entire lines or phrases to emphasize key thematic ideas. 10. It is a poetic foot that has a pattern of weak syllable followed by strong syllable with five pairs What I Have Learned Learning Task 8: “T-M-L Phrase Complete the following phrases. The Topic was about It Matters because Ive Learned today that What I Can Do Learning Task 9: Read and Identify Directions: Read the statements carefully. Identify the type of poetry of the given literary pieces. Write your answers on your answer sheet. 1 Maraming mga bagay, 2 3 Na sadyang tumalatay, 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 4 Happy, cheerful I love my kitten. dine eating, play ng 6 She is so little and cute. fica’s eighteen birthday party An ocean voyage Perfect! As waves break over the bow She has a pink tongue, And lots of long whiskers too. She purrs when I stroke her back. The sea welcomes me Learning Task 10: Try to Read some! Directions: Read and list down five literary pieces from the local and foreign writers. Appreciate the elements, literary techniques and forms used by the authors. Write your general comments and reactions about the poems. Do this on your answer sheet. 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. Elements of Poetry Verlost (Saved) Structure Sound Devices Essential Elements Poetic Form Figures of Speech Imagery What I Need to Know This module 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 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. After going through this module, you are expected to: 1. write a short poem applying the various elements and literary devices exploring innovative techniques (HUMSS_CW/MP11/12c-f10) 2. use some of the learned elements, techniques, and literary devices. 3. appreciate literary pieces written by local and foreign writers. 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. Od-s-z n S Cy > What’s In Learning Task 1: Identify Your Writing Preferences Directions: Knowing your writing preferences will help you be more successful in your writing process. To determine your idiosyncratic writing preferences, answer the following questions on your paper: 1. 2. 3. 4. 5. When do you like to write? Where do you like to write? What writing tools (paper, pens, pencils, laptop, dictionary, thesaurus, etc.) do you need to write a document? What genres do you prefer to write? Why? How do you write your first draft? Are you a think-write writer or a write-write writer? 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. 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. 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. Is experimental writing a workmanship or a specialty? Obviously, the discussion will never wrap up. Yet, I do accept that it is both. In this manner, it is something unique of a craftsmanship and an art. Disregard definition. Utilize your own imagination and locate your own one of a kind importance of experimental writing. Someone said that scholars have a blessing. Particularly innovative essayists. Creative writers have the ability to engage somebody, to make somebody snicker, to make somebody cry. To make somebody think. In any subject, ideas must be comprehended by models. Fiction, verse, and true to life are altogether instances of exploratory writing. We'll see them in detail in future portions of this arrangement. For the time being, we should perceive what establishes experimental writing. Writing Preferences and The Writing Process 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 the draft easily. They need time to think; they can’t 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 final draft to the writer. They usually finish drafts on time or earlier than the deadline. Revising their work is difficult because from their perspective a lot of the revision decisions were made in the 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. The Writing Process Every piece of writing goes through a process of stages: prewriting (also sometimes called planning), drafting, cooling, revising, and publishing. These steps do not always follow one another in succession. Instead, they are recursive, meaning 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 is written to entertain and educate. We enjoy reading novels and stories, not because they are necessary to read or helpful for us, just because we get a certain pleasure from reading them, the pleasure which can’t be got from reading technical writing. 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. Technical writing is wholly written to inform and sometimes to trigger the person reading into making an action beneficial to the one of the writer. Technical writing isn't composed to entertain. It has its own arrangement of rules, shows, do's and don'ts, magnum opuses and bits of garbage. There is an entire craftsmanship to acing specialized composition, despite the fact that it also is fanned: online specialized composition and disconnected specialized composition. Actually, I believe that on the off chance that you need to ace specialized composition, you should initially ace brief and attractive composing that attracts the critics whether or not it's inventive or specialized. Illustrations on the Comparison and Contrast of Creative Writing and Technical Writing Technical Writing Creative Writing Hee Factual, straight-forward Imaginative, symbolic, metaphoric Specific General Inform, instruct, persuade Entertain, provoke, captivate Style Formal, standard, academic Informal, artistic, figurative objective subjective Vocabulary specialized General, evocative Organization Sequential, systematic Arbitrary, artistic The contrasts between exploratory writing and specialized composing are that creative writing is composed basically to engage with the inventiveness of the brain and specialized composing is composed chiefly to advise in a conventional way or to induce to make an activity, for example, buy the author's item. 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. 12 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? Tips in Creative Writing —- Writing a Poem 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. 13 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 14 What’s More Learning Task 3: Complete the Table Directions: 1.Complete the table. Supply the correct answers to complete the comparison of Creative Writing and Technical Writing. Write your answers on your answer sheet. Vine nits . 2. fey 1. w General Purpose 4. 5. a Sai Informal, artistic, figurative ioe) objective 7. Vocabulary 8. 9. Coe Sequential, systematic 10. Learning Task 4: Creative Search for Words. Directions: Loop the words that can be found in the word puzzle. After finding the words, on your paper, draw a table with 2 columns (one for imaginative writing and one for technical writing). Place the found words into its proper column to determine the examples of the two types of writing. HMEMOTIRZYCBESI DISSERTATIONUU PNOQCHRQGTOONM MUNLEEARMDKVRB ATGSPSNAYJAEWB GEITOPZSJEINLZU QSRHRTLAANAENC JTERUXAYYULRWO VTAXCITAMHYUMS RBIELWILLUSHBC KEYRTEOPDTIVMQ YFLPIMNLOJSCODT EGXNNGPRTNNXSC NCQOZAYOODSNIC Learning Task 5: React with the Literary Pieces Directions: Go back with your previous literary pieces that you have searched for in the previous module. Choose 1 and react with the elements used by the author. DO this on your notebook. Elements of Poetry | Title: Structure Sound Devices Essential Elements Poetic Form Figures of Speech Imagery Learning Task 6: Read and Give Directions: Read the following lines of different literary pieces. Give the appropriate title of the literary pieces considering the content, theme, and message of the poems. Do this on your answer sheet. Title Content of the poem 1. Once I failed, Everyone feels disappointed When I did mistake by: It seems like, I’m in the end Lovely Thus, I can't stop asking myself Jaime Why is this happening in our environment? Why do some people, full of judgement? In this world, that no one's perfect All of us are different Has their own version, skills, and talent We have weaknesses and strengths We got failures and achievements So you, me, and all of us Can be the version, we wish to have We may live a life we dream With contentment, acceptance, love and not a fear Therefore, I have realized I shouldn't let anyone dictate my life No matter what other talked about me I will always show the real me, that I wanted to be 18 St. Francis of Assisi Fre scribbled Bropped [schoolboy penned Everyone is magnificently beautiful, You and I are beautiful, by: No matter what other say, Rafael We are gorgeous in our own way. Gonzales Hey pretty! Don’t you ever feel that you are not perfect, Cause God makes no mistakes, He made us beautifully. There is nothing wrong with you, Putting labels are just people do, Insecurities, doubt will kill, But confident and trust makes you steel. Go around along the crowd, Show them that you got a crown, So hold your head up and go far And shine like a bright star. Seeing the blue sky, by: Mary With birds flying in the air. Vianney Batan It was relaxing. 19 Cohesiveness Use of poetic elements Rhythm Creativity POETRY WRITING RUBRICSs (5 points) The poem goes perfectly together. There is unity between lines and stanzas, which connect with the topic. The poem uses 3 or more poetic elements to enhance the poem and the reader's emotions. The poem uses rhythm throughout, which benefits the poetic tone. The poem uses 3 or more unique metaphors and similes to describe situations, objects, and people. (3. points) The poem somewhat goes together but needs more cohesiveness. The poems lines and stanzas sometimes sway from the topic. The poem uses 1 or 2 poetic elements but they sometimes distract the reader. The poem sometimes uses rhythm but may waver in a way that distracts the reader and negatively affects the tone. The poem uses 1 or 2 unique metaphors and similes to describe situations, objects, and people. 22 (1 point) The poem does not go together. The poems lines and stanzas sway from the topic. The poem uses no poetic elements. The poem does not have any noticeable rhythm. The poem does not use unique metaphors and similes. 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: 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 leamers into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help leamers 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 For the Learner: Welcome to the Creative Writing Alternative Delivery Mode (ADM) 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 skill 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 whike being an active learner. ‘This module has the following parts and corresponding icons ‘nat I Need to Know ‘This will give you an idea of the skills or competencies you are expected to learn in the module. hat I Know ‘This part inchudes 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 yhat's In ‘This is a brief drill or review to help you link the current lesson with the previous one fhat'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 hat is Tt ‘This section provides a brief discussion of the lesson. This aims to help you discover and understand new concepts and skill 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 Have Learned ‘This includes questions or blank sentence /paragraph to be filled in to process what you learned from the lesson. 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 23 What I Need to Know 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 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. After going through this lesson, you are expected to: 1. identify the various elements, techniques, and literary devices in various modes of fiction (HUMSS_CW/MPIg-1-11) 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. __ is an element of a short story or prose which is the vantage point, perspective, or angle from which the story is told. a. Point of view b. character c. plot d. setting 2. __is a type of character who is central to the story with all major events having some importance to this character. a. narrator b. antagonist _c. protagonist d. reader 3. __is the series of events of a story. Freytag’s Pyramid is the other term for this. It is a planned, logical series of events having a beginning, middle, and end. a. Point of view b. character c. plot d. setting 4. Itis a kind of plot where the story starts with an introduction of the characters and setting and involves the development of the story. a. Modular/episodic b. verbal c. linear d. dramatic 5. A Plot device technique used to focus the reader’s, but not the characters’ attention on an object, or location is called _. a. Flashing arrow b. Red Herring c. Deathtrap d. In medias res 6. A plot device that distracts the reader's attention from the plot twist. It is used to maintain tension and uncertainty is _ a. Flashing arrow b. Red Herring c. Deathtrap d. In medias res 7. A Vision Technique where series of dreams which allows the character to see events that occur or have occurred in another time is called _. a. Prophecy b. Dream Sequence cc. Analepsis d. Prolepsis 8. It is an abrupt ending that leaves the plot incomplete, without denouement, it often leaves characters in a precarious or difficult situation which hint at the possibility of a sequel. a. Deus ex Machina b. Happy Ending c. Twist Ending d. Cliff Hanger 9. It is the general emotional weather of the literary piece. 24 The above paragraph is conveying a similar message, but it is conveyed in ordinary language, without a formal metrical structure to bind it. 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. Some Common Types of Prose Nonfictional Prose: A literary work like essays, biographies and autobiographies that are mainly based on fact, though it may contain fictional elements in certain cases. Fictional Prose: Holistically or partially imagined stories like novels and stories. Heroic Prose: A literary work that might be recorded or recounted, and which utilizes a significant number of the standard articulations found in oral custom. Models are legends and stories. Epics and Legends may be examples of this. Prose Poetry: A literary work that shows poetic characteristics and nature and utilizing passionate impacts and elevated symbolism. However these are written in exposition rather than section. Examples of Prose in Literature Prose in Novels This is usually written in the form of a narrative and may be entirely a figment of the author’s imagination. Example #1: David Copperfield (By Charles Dickens) “Whether I shall turn out to be the hero of my own life, or whether that station will be held by anybody else, these pages must show.” Example #2: Anna Karenina (By Leo Tolstoy) “Happy families are all alike; every unhappy family is unhappy in its own way.” These examples of prose have been taken from novels, where the writers have employed their imaginations. They are examples of fictional prose. 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.” 27 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. Example #5: Cat on a Hot Tin Roof (By Tennessee Williams) “You can be young without money, but you can’t be old without it.” Example #6: As You Like It (By William Shakespeare) “All the world’s a stage, And all the men and women merely players.” Prose in plays is frequently in conversational mode and is conveyed by a character. Notwithstanding, its style remains the equivalent all through the play as indicated by the character of the character. Fiction incorporates short stories, books, fantasies, anecdotes, sentiments, and legends. For the most part, center around one or a couple of significant characters that manage issues or challenges in their lives. 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 storyin 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? A. Elements of Fictional Prose 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. Protagonist — the chief figure who struggles against opposing forces Antagonist — the force, most often another character, that opposes the protagonist Dynamic Character — one whose attitudes and values are affected by the events in the story Flat Character — a character having only a single trait or quality Round Character — a multi-dimensional or a complex character 28 Static Character — one whose personality, attitudes, and beliefs remain fixed, no matter what kinds of situations he encounters Characterization - The development of characters as done by the short story writer. The way in which an author presents and reveals his/her characters. Ways to do Characterization - Direct presentation - the author makes explicit/outright statements or explanations about the characters Examples: e As the years passed, Makato grew tall and handsome. e 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: ¢ “Twould like to go on a journey for an adventure,” said Makato. Ill. PLOT The plot is the logical arrangement of events in a story or play. The plotis a organized. logical series of events having a beginning, middle, and end. Climax... \the peak of action and ‘conflict 1 the portion of the|story _ where the conflict % increases Se \the portion of the story cs: \where the conflict S ets Conflict _ a struggle between opposing forces that drives the action of the story Exposition ——_- Resolution ithe introduction of the characters and ‘the outcome of the t \the basic situation conflict 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. 29 -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).. 8) Man vs. Technology - The protagonist must overcome a machine or technology. Most often the encounter with the machine or technology is through the character's own doing. For example, it may be technology or a machine that they created, purchased, or owned with the assumption that it would make their life easier. Over time the protagonist must overcome the technology, in some instances, even destroying it before it destroys them. Example: The Matrix. Thomas A. Anderson is a man living two lives. By day he is an average computer programmer and by night a hacker know as Neo. Neo has always questioned his reality, but the truth is far beyond his imagination. Neo finds himself targeted by the police when he is contacted by Morpheus, a Legendary computer hacker branded a terrorist by the government. 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 Presenting the theme of the prose: * the feelings of the main character about the subject written about + through the thoughts and conversations of different characters 32 * the experiences of the main character in the course of a literary work + the actions and events taking place in a narrative Theme Vs. Subject * Apoem’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.” Motifs + Look for meaningful repeated elements in the poem, or motifs. * An example from the poem “The Raven” is the repeated word “nevermore.” « Whenever an element is repeated in a poem, you should assume it is both intentional and meaningful. + Motifs are often connected to the theme of the poem, as is the case with “nevermore.” This connection is so close that many people use the words “theme” and “motif” interchangeably. 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 21st Century Literature in the Philippines and the World? How was the storyline? Was the author used effectively the elements? B. TECHNIQUES AND LITERARY DEVICES A literary device is a technique that shapes narrative to produce an effect on the reader. It is a literary or linguistic technique that produces a specific effect, esp. a figure of speech, narrative style, or plot mechanism. 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. 33 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. ENDING - refers to story endings 1. Cliff-hanger- an abrupt ending that leaves the plot incomplete, without denouement, it often leaves characters in a precarious or difficult situation 34 with bright vibrant colors, full of sounds of happiness and joy. The Doctor would walk down the hall full of pride. Standing straight a grin of true content on his face. New fathers would greet him with thank you and handshakes. And the mothers, while thankful could not bear to tear their gaze from their new child’s face. They just mumbled thank you as they cried tears of joy. The nurses would give him flirtatious looks, and he would send them right back. The interns looked at him like he was a Rockstar, their hero. But not today, today was different. He’d been sitting in his office, about to go see a patient, he was happy. When he received an email from his friend, a doctor in the oncology department. He’d consulted him to help with the test result for a patient. The patient he was going to see, Cora Broehain and her husband Euston. He picked up a doughnut sitting on his desk and took a bite while opening the file. He scanned over it looking for one word humming the song Hero by Enrique Iglesias while looking. When he found the one word he abruptly stopped, and his doughnut slipped from his hand. He read the word over and over again and again, Hoping, praying that it was a mistake. He called his friend, but their was none. All of the sudden he was being stared in the face by the only part of his job that he hated. His shoulders slumped his happiness and content gone. He slowly rose from his chair and walked down the hallway that he usually loved so much. But today, the hallway was different. He wasn’t smiling, he walked slowly drained of purpose. The walls were a grey and bleak. His footsteps echoing down the hall making it sound as if he was being followed, haunted by ghosts. As the doctor neared the end of the hall he came upon the door. He pauses at the door listening to the sounds of laughter, joy, and love inside. All of this he was about to ruin, he took a deep breath, knocked once, and walked inside. Our lives were perfect, my wife Cora Broehain was laying on her back in a hospital bed. Her swollen stomach exposed; her eyes fixed on the screen. Her mouth parted as she took in our daughter, Hope. Still trapped in Cora’s stomach, waiting to be released. “Ohhhh Euston she’s perfect,” her voice choked with tears as she looks toward her husband. “Just like her mama,” I lean down and kiss her forehead. Then I kiss her belly. “Euston stop,” I keep going and she goes from giggling to laughing. She’s still laughing when we hear the knock on the door. That single knock signaling the end of good times. Followed by Dr. Kevorkian sweeping in, his coat flapping like the robes of Death himself. “Hey Doc,” I rose and extended my arm to shake his hand but freezing when I saw him flinch. He started sweating and his eyes shifted between Cora and me. I knew that look, the look a deer gives when trapped in headlights. A look of impending doom, my heart grew heavy and I took my wife's hand. She looked me in the eye trying to discern what's wrong before finally piecing it together. Her shoulder stiffened and her lips pursed, a tear already welling up in her eye. “Euston, Cora I’m afraid I have some bad news,” He paused taking a breath composing himself. “Your tests came back..... It’s Cancer.” “No, No, No please God No,” Cora cry’s out screeching clawing into her husband’s arms. Euston gathers her shaking form barely holding on himself. 37 “Please Doctor Kevorkian tell me there’s something we can do, anything please.” Euston’s words frantic taking Dr. Kevorkian by the shoulders shaking him. Eyes mad with grief searching his face but seeing the hard lines of bad news yet to come. “There’s more the treatment for your cancer,” his eyes nervously darted to Cora’s. “Is extremely aggressive, you would normally have a high success rate.” Then she'll be okay right she has to be ok. Cora reaches out and touches his hand Looking the doctor hard in the face. “You said normally, what’s different here?” Dr. Kevorkian looked at her in grief and unbearable pain. “What's different here is Hope, you can survive the treatment, but she can’t. I’m sorry but you have to make a choice.” Wait what do you mean we have to make a choice. Euston stands face red in anger, what kind of choice. Cora’s eyes fall down already knowing the truth before the Dr. says it. “If your wife gets the chemo Hope will die, but if she doesn’t your wife will die. “How do we save her?” “What are you talking about Cora you’re not gonna die.” Euston yelling at her grabbing her gently tugging. Fully conscious of her condition. “You aren’t dying, we can, we can have other kids.” Euston chock’s out stammering between tears. “No baby we can’t, because I can’t let Hope die. We’ve been trying for years we lost faith until God gave us this..... This hope. You have to hold onto her.” “Don’t say that,” Eustons grief torn screech echoes out. “Don’t say that I have to take care of her as if it’s already been decided.” He kneels down by her and rests his head on her stomach. “Don’t talk like you’re already dead. Please you’re all I have.” He’s racked with sobs as he hugs her swollen belly. Cora looks at the ceiling trying to make the tears fall silently. “Can you hear her?” She whispers silently her voice breaking. “Can you feel her heartbeat? Remember the time I woke up and punched you because I thought you kicked me?” Euston laughs through his tears choking on them. “Not even born yet and still making us fight.” He keeps chuckling making Cora smile. Cora grabs his head and looks him right in the eye’s. Tears pouring down her face. “Baby you know what I want, and I know what you want, but you have to make the decision. But before you do. Just think of all the moments of happiness she’s already given us, Choose.” Euston starts crying again before steeling himself. He looks at Dr. Kevorkian who had been shifting awkwardly the whole time. “I choose...... The hill was moving as the pair climbed it. The wind blowing the grass every direction. They walked to the lone headstone and kneeled before it. The man appearing older than he was. Weathered by the storm of pain that makes up the world. He stared at the tombstone no longer prey to tears, but forever filled with grief. He squeezes the hand of his partner. 38 “] 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.” Learning Task 6: Go Back with the Fifth Directions: Go back with the story in the previous learning task. After reading the story, arrange the sequence of events to create the plot the story. Use number 1-5 and write your answers on your answer sheet. ___ 1. They are in the cemetery visiting her wife and telling her child the great sacrifice and choice that people will get through. ___ 2. They have to decide who will live, whether Cora will get chemo and the child will die or Cora will die, and the Hope will save. Then Euston chose. ___ 3. Cora and Euston were on the Hospital and waiting for the result of the test. When the doctor arrived and tell the result they were shocked knowing that Cora has a cancer. ___ 4. The doctor received an email from a friend to help in a test. The doctor was going to see Cora Broehain and her husband Euston to deliver the news. When he read the result, he was shocked, and he thought it was just a mistake. He walked at the hallway in a sad mood. ___5. The story starts by introducing and on discussing the job of the doctor. The feeling of saving people’s life and the happiness he brought to a mother and father’s face. Learning Task 7: Element Time Directions: Read the statements carefully. Identify the element of fictional prose being described in each sentence. Write your answers on your answer sheet. 1. A point of view where the narrator is not included in the story. He is not one of the characters and uses the pronouns she, he, it, they is called __. 2. A third person point of view where the narrator told as though a camera is following the characters, going anywhere and everywhere and recording only what is seen and heard is called _. 3. It is a kind of plot that follows a conventional arrangement of the events where the story may begin in any part of the plot. 4. A Plot device technique used to focus the reader’s, but not the characters’ attention on an object, or location is called _. 39 pharmacopoeia look silly. Your little lady has made up her mind that she's not going to get well. Has she anything on her mind?" "She - she wanted to paint the Bay of Naples someday." said Sue. "Paint? - bosh! Has she anything on her mind worth thinking twice - a man for instance?" "A man?" said Sue, with a jew's-harp twang in her voice. "Is a man worth - but, no, doctor; there is nothing of the kind." “Well, it is the weakness, then," said the doctor. "I will do all that science, so far as it may filter through my efforts, can accomplish. But whenever my patient begins to count the carriages in her funeral procession, I subtract 50 per cent from the curative power of medicines. If you will get her to ask one question about the new winter styles in cloak sleeves, I will promise you a one-in-five chance for her, instead of one in ten." After the doctor had gone Sue went into the workroom and cried a Japanese napkin to a pulp. Then she swaggered into Johnsy's room with her drawing board, whistling ragtime. Johnsy lay, scarcely making a ripple under the bedclothes, with her face toward the window. Sue stopped whistling, thinking she was asleep. She arranged her board and began a pen-and-ink drawing to illustrate a magazine story. Young artists must have their way to Art by drawing pictures for magazine stories that young authors write to pave their way to Literature. As Sue was sketching a pair of elegant horseshow riding trousers and a monocle of the figure of the hero, an Idaho cowboy, she heard a low sound, several times repeated. She went quickly to the bedside. Johnsy's eyes were open wide. She was looking out the window and counting - counting backward. “Twelve," she said, and little later "eleven"; and then "ten," and "nine"; and then "eight" and "seven", almost together. Sue look solicitously out of the window. What was there to count? There was only a bare, dreary yard to be seen, and the blank side of the brick house twenty feet away. An old, old ivy vine, gnarled and decayed at the roots, climbed halfway up the brick wall. The cold breath of autumn had stricken its leaves from the vine until its skeleton branches clung, almost bare, to the crumbling bricks. “What is it, dear?" asked Sue. "Six," said Johnsy, in almost a whisper. "They're falling faster now. Three days ago, there were almost a hundred. It made my headache to count them. But now it's easy. There goes another one. There are only five left now." "Five what, dear? Tell your Sudie." “Leaves. On the ivy vine. When the last one falls, 1 must go, too. I've known that for three days. Didn't the doctor tell you?" 42 “Oh, I never heard of such nonsense," complained Sue, with magnificent scorn. "What have old ivy leaves to do with your getting well? And you used to love that vine so, you naughty girl. Don't be a goosey. Why, the doctor told me this morning that your chances for getting well real soon were - let's see exactly what he said - he said the chances were ten to one! Why, that's almost as good a chance as we have in New York when we ride on the street cars or walk past a new building. Try to take some broth now, and let Sudie go back to her drawing, so she can sell the editor man with it, and buy port wine for her sick child, and pork chops for her greedy self." "You needn't get any more wine," said Johnsy, keeping her eyes fixed out the window. "There goes another. No, I don't want any broth. That leaves just four. I want to see the last one fall before it gets dark. Then I'll go, too." "Johnsy, dear," said Sue, bending over her, "will you promise me to keep your eyes closed, and not look out the window until I am done working? I must hand those drawings in by to-morrow. I need the light, or I would draw the shade down." “Couldn't you draw in the other room?" asked Johnsy, coldly. "I'd rather be here by you," said Sue. "Besides, I don't want you to keep looking at those silly ivy leaves." "Tell me as soon as you have finished," said Johnsy, closing her eyes, and lying white and still as fallen statue, "because I want to see the last one fall. I'm tired of waiting. I'm tired of thinking. I want to turn lose my hold on everything, and go sailing down, down, just like one of those poor, tired leaves." "Try to sleep," said Sue. "I must call Behrman up to be my model for the old hermit miner. I'll not be gone a minute. Don't try to move 'til 1 come back." Old Behrman was a painter who lived on the ground floor beneath them. He was past sixty and had a Michael Angelo's Moses beard curling down from the head of a satyr along with the body of an imp. Behrman was a failure in art. Forty years he had wielded the brush without getting near enough to touch the hem of his Mistress's robe. He had been always about to paint a masterpiece but had never yet begun it. For several years he had painted nothing except now and then a daub in the line of commerce or advertising. He earned a little by serving as a model to those young artists in the colony who could not pay the price of a professional. He drank gin to excess, and still talked of his coming masterpiece. For the rest he was a fierce little old man, who scoffed terribly at softness in anyone, and who regarded himself as especial mastiff-in-waiting to protect the two young artists in the studio above. Sue found Behrman smelling strongly of juniper berries in his dimly lighted den below. In one corner was a blank canvas on an easel that had been waiting there for twenty-five years to receive the first line of the masterpiece. She told him of Johnsy's fancy, and how she feared she would, indeed, light, and fragile as a leaf herself, float away, when her slight hold upon the world grew weaker. Old Behrman, with his red eyes plainly streaming, shouted his contempt and derision for such idiotic imaginings. "Vass!" he cried. "Is dere people in de world mit der foolishness to die because leafs dey drop off from a confounded vine? I haf not heard of such a thing. No, I will 43 not bose as a model for your fool hermit-dunderhead. Vy do you allow dot silly pusiness to come in der brain of her? Ach, dot poor leetle Miss Johnsy." "She is very ill and weak," said Sue, "and the fever has left her mind morbid and full of strange fancies. Very well, Mr. Behrman, if you do not care to pose for me, you needn't. But I think you are a horrid old - old flibbertigibbet." "You are just like a woman!" yelled Behrman. "Who said I will not bose? Go on. Icome mit you. For half an hour I haf peen trying to say dot I am ready to bose. Gott! dis is not any blace in which one so goot as Miss Johnsy shall lie sick. Someday I vill baint a masterpiece, and ve shall all go away. Gott! yes." Johnsy was sleeping when they went upstairs. Sue pulled the shade down to the windowsill, and motioned Behrman into the other room. In there they peered out the window fearfully at the ivy vine. Then they looked at each other for a moment without speaking. A persistent, cold rain was falling, mingled with snow. Behrman, in his old blue shirt, took his seat as the hermit miner on an upturned kettle for a rock, When Sue awoke from an hour's sleep the next morning, she found Johnsy with dull, wide-open eyes staring at the drawn green shade. "Pull it up; I want to see," she ordered, in a whisper. Wearily Sue obeyed. But, lo! after the beating rain and fierce gusts of wind that had endured through the livelong night, there yet stood out against the brick wall one ivy leaf. It was the last one on the vine. Still dark green near its stem, with its serrated edges tinted with the yellow of dissolution and decay, it hung bravely from the branch some twenty feet above the ground. "It is the last one," said Johnsy. "I thought it would surely fall during the night. I heard the wind. It will fall to-day, and I shall die at the same time." "Dear, dear!" said Sue, leaning her worn face down to the pillow, "think of me, if you won't think of yourself. What would I do?" But Johnsy did not answer. The lonesomest thing in all the world is a soul when it is making ready to go on its mysterious, far journey. The fancy seemed to possess her more strongly as one by one the ties that bound her to friendship and to earth were loosed. The day wore away, and even through the twilight they could see the lone ivy leaf clinging to its stem against the wall. And then, with the coming of the night the north wind was again loosed, while the rain still beat against the windows and pattered down from the low Dutch eaves. When it was light enough Johnsy, the merciless, commanded that the shade be raised. The ivy leaf was still there. Johnsy lay for a long time looking at it. And then she called to Sue, who was stirring her chicken broth over the gas stove. 44 What I Need to Know 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. After going through this lesson, you are expected to: 1. write journal entries and other short compositions exploring key elements of fiction (HUMSS_CW/ MPlg-i-13) 2. use some of the learned elements, techniques, and literary devices. 3. appreciate literary pieces written by local and foreign writers. 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. [sit oR ¢| S - SCENARIO T —- TALKING CHARACTERS O —- OOPS! A PROBLEM! R-ATTEMPTS TO RESOLVE THE PROBLEM Y - YES, THE PROBLEMIS 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? 47 What’s New Learning Task 2: Say Something! Directions: Tell something about the provided pictures. Write your statements on your paper. 4. 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. 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. 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. 48 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. Many fantasy novels involve adventure as a key feature. Characters may discover portals to other worlds or discover hidden magic, wonder and surprise in our own world. Novels from C.S. Lewis’s classic Chronicles of Narnia series to J.K. Rowling’s Harry Potter series populate imaginary worlds with mythical beasts, power-seeking tyrants and more. Characters adventure through worlds where the impossible is possible. Exploring the ‘impossible’ is another common element in fantasy. Magical wands may weave spells that defy the laws of physics as we know them. 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). 49 e to explore what could happen if certain events or circumstances came to be or * suggest consequences of technological and scientific advancements and innovation. Historically it has been a popular form for not only authors, but scientists as well. In the past 150 years, science fiction has become a huge genre, with a particularly large presence in film and television—in fact, the TV network “SciFi” is completely devoted to science fiction media. It is a particularly fascinating and mind-bending genre for audiences because of its connection to reality. These are some of the literary pieces under Science Fiction genre: The Avengers Frankenstein, or, The Modern Prometheus by Mary Wollstonecraft Shelley Nineteen Eighty-Four by George Orwell Fahrenheit 451 by Ray Bradbury The Time Machine by H. G. Wells Men in Black 3 by Barry Sonnenfeld Planet of the Apes by Franklin J. Schaffner The Matrix by Wachowski brothers SNATRONYE 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 52 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: . 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. . 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. 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. Characteristics of Realistic Fiction A quick way to classify a story or novel as realistic fiction is to identify the following characteristics within that literary work: AONE Realistic fiction stories tend to take place in the present or recent past. Characters are involved in events that could happen. Characters live in places that could be or are real. 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.). 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 53 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. In good realistic fiction, the characters are engaging and believable. the dialogue is believable. the plot is fresh and original. the setting is true to life. the problems faced by the characters are honestly portrayed. the resolution makes sense. the theme grows naturally out of the action and characters - the writer does not preach at us. These are some of the literary pieces under Mystery Fiction genre: 1. The Fault in Our Stars by John Green John Green’s fourth novel, The Fault in Our Stars, has gained a following among tween and teen readers. This is partly due to its tragic love story, but may also be due to its thought-provoking subject matter. The book explores philosophical questions about the meaning of life, death, and suffering. While adults may find the topics in this novel heavy and too mature for children, Green believes that young readers are probably already thinking about them. 2. Diary of a Wimpy Kid by Jeff Kinney Diary of a Wimpy Kid, a realistic fiction novel, humorously describes the troubles of being in middle school and trying to fit in with integrated text and drawings. This is the first book in the immensely popular Diary of a Wimpy Kid series. 3. A Walk to Remember by Nicholas Sparks Every April, when the wind blows from the sea and mingles with the scent of lilacs, Landon Carter remembers his last year at Beaufort High. It was 1958, and Landon had already dated a girl or two. He even swore that he had once been in love. Certainly the last person in town he thought he’d fall for was Jamie Sullivan, the daughter of the town’s Baptist minister. A quiet girl who always carried a Bible with her schoolbooks, Jamie seemed content living in a world apart from the other teens. She took care of her widowed father, rescued hurt animals, and helped out at the local orphanage. No boy had ever asked her out. Landon would never have dreamed of it. Then a twist of fate made Jamie his partner for the homecoming dance, and Landon Carter’s life would never be the same. Being with Jamie would show him the depths of the human heart and lead him to a decision so stunning it would send him irrevocably on the road to manhood. ONAN RONY 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 54 6. Choose a point of view. Decide which point of view makes most sense for your story: first person; second person; third person, either limited or the omniscient. You have known the different types of Point of View. Consiodering the applicability of the point of view and the effectiveness of it in telling a story. 7. Don’t be too predictable. While a lot of fiction proceeds along very familiar lines -- consider how many stories are about heroic quests or 2 people who initially hate each other but learn to love each other -- you don’t want to lapse into formulaic storytelling. If your reader can predict everything that’s going to happen, they won’t care about finishing your story. For example, you could have a romance novel in which it’s hard to see how the characters will end up happily ever after because of the situations they’re in or their personality flaws. The surprise for readers will be how things do end up working out in the end, despite all appearances to the contrary. 8. Give your characters motivations. If you’re having trouble fleshing out your characters, continually ask yourself in each scene, “What does this character want?” Say this out loud enough, and soon someone nearby will ask why you keep repeating that. Do not reply, but simply keep questioning aloud, “What does this character want?” Eventually you'll be committed to an asylum. Asylums are great places to think without the distractions of the modern world. I’m sure you'll figure out that pesky protagonist in no time. 9. Start writing what you know. You may want to try pen and paper instead of the computer for the first draft. If you're sitting at a computer and there's one part that you just can't seem to get right, you could find yourself sitting there for ages trying to figure it out, typing and re-typing. With pen and paper, you just write it and it's on paper. If you get stuck, you can skip it and keep going. Just start wherever seems like a good place and write. Use your outline when you forget where you're going. Keep on going until you get to the end. If you're more of a computer person, a software program like Scrivener may help you get started. These programs let you write multiple little documents, such as character profiles and plot summaries, and keep them all in the same place 11. No tears for the writer, no tears for the reader. If you’re not moved by your story, don’t expect your reader to be. Therefore, sob uncontrollably as you compose. Slice onions to abet the process. 12. Revise, revise, revise. This gos without saying. Follow the Writing Process that you have learned. Revision literally means to re-view something, to look at it again. Look at your fiction from the point of view of your readers, not you as a writer. If you had paid money to read this book, would you be satisfied? Do you feel a connection to your characters? Revision can be incredibly hard; there’s a reason why in the writing business it’s often talked about as “killing your darlings.” 57 Don't be afraid to cut out words, paragraphs, and even entire sections. Most people pad their stories with extraneous words or passages. Cut, cut, cut. That is the key to success. 13. Trust yourself. Ultimately, you should value your own judgment over that of others. Except for this list of writing rules. It is completely accurate. Questions: Which of the following tips in writing of a story do you really consider? Can you follow these tips in writing your own story? 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. Astudent 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 58 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. 8. Miser Ebenezer Scrooge is awakened on Christmas Eve by spirits who reveal to him his own miserable existence, what opportunities he wasted in his youth, his current cruelties, and the dire fate that awaits him if he does not change his ways. Scrooge is faced with his own story of growing bitterness and meanness, and must decide what his own future will hold: death or redemption. Learning Task 4: Go back with the Third! Directions: Go back with the previous learning tasks. Using the given synopses, try to supply the information about the literary pieces dealing with the elements of fictional story. Do this on your answer sheet. Literary Piece 1: 59 It Matters because Ive Learned today that What I Can Do Learning Task 8: Be Inspired by Reading (to be done for two weeks) Directions: Read some of the existing stories in various resources. It may be found in the internet, existing literature books, newspapers and other reading materials or even your own created stories before. Appreciate the elements used by the author for you to use it in accomplishing the next learning task. 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. Characters (Consider the kinds of characters) . Setting (Consider the elements of setting) Ill. Plot (Identify the five parts of a plot) Vv. Theme, Tone, Subject, Motif V. Conflict and Point of View VI. Plot Device, Vision and Finale used in the story VII. Imagery: VII. Figures of Speech: x. 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. 62 SHORT STORY WRITING RUBRICS CATEGORY Exceptional Good Fair Poor Setting Many vivid, descriptive | Some vivid, descriptive | The reader can figure out | The reader has trouble words are used to tell words are used to tell the | 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/ Itis 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 itis 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 alittle 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 afew | The story contains afew | 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, double spaced, # of pages, font, margins) were met. MLA Format the written requirements were met. MLA format written requirements were met, but several were not. MLA format not met. 63 References “Diction”. Retrieved July 15, 2020 from https://www masterclass .com /articles /what-is-diction- learn-8-different-types-of- diction-in-writing-with-exam ples #3-exam ples- of-diction-in- literature Henry, O. The Last Leaf. Retrieved July 21, 2020 from https://americanenglish state.gov /files / ae /resource_files /the-last-leaf.pdf “Image of Detective Conan”. Retrieved July 23, 2020 from https ://tvtropes .org /pmwiki/pmwiki.php/Manga/DetectiveConan “Image of Frozen”. Retrieved July 23, 2020 from https: //www.denofgeek.com /movies /frozen-2- ending-explained/ “Image of Titanic”. 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