Creative Writing Quarter 2 Module 3, Cheat Sheet of English

Download Creative Writing Quarter 2 Module 3 and more Cheat Sheet English in PDF only on Docsity! DepED DEPARTMENT [? EDUCATION Creative Writing / Malikhaing Pagsusulat Quarter 1 — Module 1 Creative Writing  Creative Writing/Malikhaing Pagsulat-Senior High School Alternative Delivery Mode 2020 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. Published by the Department of Education Secretary: Undersecretary: Assistant Secretary: Development Team of the Module Authors: Geralyn J. Acero, Stifanny S. Panoril, Andresito S. Sorongon, Jr., Alma L. Calibo, Rowena A. Guioguio Lorly L. Miquiabas, Noriza J. Esteban. Icel Jane H. Bete, Jessriel N. Bayucot, and Marevel B. Caburnay Editor: Stiffany S. Panoril, George B. Temonio, and Grace B. Ganceña Reviewers: Illustrator: Layout Artist: Management Team: Printed in the Philippines by ___________________________ ______________________________________________________________________ Office Address: _____________________________________ _____________________________________ Telefax: _____________________________________ E-mail Address: _____________________________________ Development Team of the Module: Authors: Geralyn J. Acero, Stifanny S. Panoril, Andresito S. Sorongon, Jr., Alma L. Calibo, Rowena A. Guioguio, Lorly L. Miquiabas, Noriza J. Esteban. Icel Jane H. Bete, Jessriel N. Bayucot, Marevel B. Caburnay Editors: Stiffany S. Panoril George B. Temonio Grace B. Ganceña Illustrator: Jay Michael A. Calipusan Management Team: Chairperson: Dr. Arturo B. Bayocot, CESO III Regional Director Co-Chairpersons: Dr. Victor G. De Gracia Jr., CESO V Asst. Regional Director Mala Epra B. Magnaong CES, CLMD Members: Dr. Bienvenido U. Tagolimot, Jr. Regional ADM Coordinator Dr. Angelina B. Buaron EPS, English Printed in the Philippines by: Department of Education – Regional Office 10 Office Address: Zone 1, Upper Balulang Cagayan de Oro City 9000 Telefax: (088) 880-7071, (088) 880-7072 E-mail Address: region10@deped.gov.ph OVERVIEW Welcome to this module! You must be very eager to start with the learning activities. The activities in this module have been designed to provide you with rich and stimulating learning experiences that will help you communicate better in English! Familiarize yourself with the different sections of this module. This module has six lessons:  Lesson 1: Imaginative Writing Versus Technical Writing  Lesson 2: Sensory Details  Lesson 3: Image and Imagery  Lesson 4: Diction  Lesson 5: Figurative Language At the end of this module, you are expected to: 1. Differentiate imaginative writing from among other forms of writing (HUMSS_CW/MP11/12-Ia-b-1); 2. Cull creative ideas from experiences (HUMSS_CW/MP11/12-Ia-b-2); 3. Utilize language to evoke emotional and intellectual responses from readers (HUMSS_CW/MP11/12-Ia-b-3); 4. Use imagery, diction, figures of speech, and specific experiences (HUMSS_CW/MP11/12-Ia-b-4); 5. Read closely as writers with a consciousness of craft (HUMSS_CW/MP11/12- Ia-b-5) ; and MODULE 1 CREATIVE WRITING Before you go further, you should remember the following:  do not put some markings on this Module as there are still other students who will be using it. Use a separate notebook as a REFLECTIVE JOURNAL to keep your answer in each activity. Be sure to LABEL your work according to the Module, lessons and the date you work on it;  each Module has a brief instruction and followed by a list of objectives. Read them and follow instructions carefully;  before going over the activities, answer the PRE-TEST first then find out how well you did by checking your answers given in the self-assessment activity. Each activity must be according to the objectives of this Module. Note the skills or strategies you tried to develop;  after each activity, you need to go over the items which you think you failed. Take the POST TEST when you think you have mastered all the activities. . o General Instruction 2 What I Need to Know At the end of this lesson, you are expected to differentiate imaginative writing from technical writing. (HUMSS_CW/MP11/12-Ia-b-1) What I Know Direction: Write a check mark inside the box before the item if it is an example of creative writing. If not, write an X mark instead. 1. novels 2. Songs 3. Business letter/plan 4. Action plan 5. Fable 6. Speeches 7. Annual Reports 8. Student’s handbook 9. Movie scripts 10. Proposals 11. Personal essay 12. Editorial 13. Advertisement 14. Short story 15. Book review What’s New A. Create your own answer of the following ‘what if’ questions. Write your answer on the blank provided/on your answer sheet. 1. What if you are a super hero, who would you save first? ______________________________________________________________ Lesson 1 IMAGINATIVE WRITING VERSUS TECHNICAL WRITING 3 What I Need to Know At the end of this lesson, you are expected to differentiate imaginative writing from technical writing. (HUMSS_CW/MP11/12-Ia-b-1) What I Know Direction: Write a check mark inside the box before the item if it is an example of creative writing. If not, write an X mark instead. 1. novels 2. Songs 3. Business letter/plan 4. Action plan 5. Fable 6. Speeches 7. Annual Reports 8. Student’s handbook 9. Movie scripts 10. Proposals 11. Personal essay 12. Editorial 13. Advertisement 14. Short story 15. Book review What’s New A. Create your own answer of the following ‘what if’ questions. Write your answer on the blank provided/on your answer sheet. 1. What if you are a super hero, who would you save first? ______________________________________________________________ Lesson 1 IMAGINATIVE WRITING VERSUS TECHNICAL WRITING 2. What if your parents let you name yourself when you were born, what would your name be? ______________________________________________________________ 3. What if you could have a full scholarship to any university, what would you choose to study? ______________________________________________________________ B. Read, evaluate and arrange the following instructions in making a lemonade. Write only the number in each blank. 7 Steps in Making a Lemonade _____Add a very small amount of water to your container. _____Squeeze all the juice out of it that you can. _____Serve and enjoy. _____Cut the lemon in half. _____Pour the juice into the container with ¼ sugar. _____Fill up the container with water and ice. _____Stir the solution until sugar dissolves. What Is It LESSON 1.1. What is creative writing? “Creative Writing” is additionally called the “art of constructing things up”. It's any writing that doesn't follow the traditional skilled, print media, tutorial or technical types of literature, usually known by a stress on narrative crafts, character development and therefore the use of literary tropes or with numerous traditions of poetry and literary study. It's wherever the aim of writing is to specific thoughts, feelings and emotions instead of to feed information. Creative Writing vs. Technical Writing Let’s look at the fundamental differences between creative and technical writing. Creative Writing Technical Writing  Fictional & Imaginative  Factual 4 _______ 8. School absenteeism is an alarming problem for administrators, teachers, parents, society in general, and pupils in particular. Unaccepted absences have a negative effect on peer relationships, which can cause further absences. Action Research on Student and Pupil Absenteeism in School (Source: https://owlcation.com/academia ) _______ 9. The Intruder is a 2019 American psychological thriller film directed by Deon Taylor and written by David Loughery. The film stars Michael Ealy and Meagan Good as a couple who buy a house in the country, only to realize its previous owner refuses to let it go. - The Intruder Movie (Source : https://en.wikipedia.org/wiki ) _______ 10. “Who am I, that the Lord of all the earth Would care to know my name, Would care to feel my hurt? - Who am I by Casting Crowns (Source : https://www.azlyrics.com ) ASSESSMENT Arrange the following terms into their proper type of writing. Write the correct word in either Creative Writing or Technical Writing. personal research formal inform story Serious entertaining instructional conversational informal CREATIVE WRITING TECHNICAL WRITING 7 _______ 8. School absenteeism is an alarming problem for administrators, teachers, parents, society in general, and pupils in particular. Unaccepted absences have a negative effect on peer relationships, which can cause further absences. Action Research on Student and Pupil Absenteeism in School (Source: https://owlcation.com/academia ) _______ 9. The Intruder is a 2019 American psychological thriller film directed by Deon Taylor and written by David Loughery. The film stars Michael Ealy and Meagan Good as a couple who buy a house in the country, only to realize its previous owner refuses to let it go. - The Intruder Movie (Source : https://en.wikipedia.org/wiki ) _______ 10. “Who am I, that the Lord of all the earth Would care to know my name, Would care to feel my hurt? - Who am I by Casting Crowns (Source : https://www.azlyrics.com ) ASSESSMENT Arrange the following terms into their proper type of writing. Write the correct word in either Creative Writing or Technical Writing. personal research formal inform story Serious entertaining instructional conversational informal CREATIVE WRITING TECHNICAL WRITING 8 What I Need to Know At the end of this lesson, you are expected to cull creative ideas from experiences and utilize language to evoke emotional and intellectual responses from readers (HUMSS_CW/MP11/12-Ia-b-3 and HUMSS_CW/MP11/12-Ia-b-2) What I Know Direction: Write TRUE if you agree with the statement. Otherwise, write FALSE. Write the answer in each blank. _______ 1. Sensory details are used in any great story, literary or even in movie. _______ 2. Writers employ the 4 senses in writing to engage a reader’s interest. _______3. When sensory details are used, readers can not personally experience what you want them to experience. _______ 4. In using the sensory details, the writer is able connect with readers personally. _______ 5. Without sensory details, stories would still come to life. What’s New Using the five senses (sight, sound, touch, taste or smell) in your writing to show details, fill in the blanks with the appropriate sensory information in every situation given. 1. I saw a bird in the tree. I was amazed with its _____________________wings. 2. The boy shouted and the sound irritated my ears. The sound was so ________________. 3. The ice cream was excellent. It tasted _________________________________. 4. I walked along the sand on the beach. The sand felt ___________________. 5. Her perfume seemed friendly in my nose. It was fragrant and smelled like ________________. Lesson 2 SENSORY DETAILS What Is It LESSON 1.2. Sensory Details in Writing: Definition & Examples The writer’s ability to produce a strong and memorable story has much to do with appealing our five senses. Writers use the sense of sight, sound, touch, smell and taste to arouse a reader’s interest. When sensory details are being added to writings, your readers can personally experience whatever you are trying to describe, let them remember of their own experiences, giving the writing a universal feel. Without using sensory details, stories would fail to come to real life. Let’s look at the sensory details in action. Compare the following two passages describing a trip to the grocery store. Here is the passage without sensory details: “I went to the store and bought some flowers. Then I headed to the meat department. Later I realized I forgot to buy bread.” Now, this doesn’t give an impact on you. There’s nothing to bring you into the writer’s world. Read this with the addition of sensory details: “Upon entering the grocery store, I headed directly for the flower department, where I spotted colorful daisies. As I tenderly rested the daisies in my rusty shopping cart, I caught a familiar enchanted scent, so I added the fragrant bouquet of roses to my cart. While heading for the meat department, I smelled the stinky of seafood, which made my appetite disappear. Later I realized I forgot to buy bread. “ See how the additional details made that situation come to life? Writing with the 5 senses is an important part of writing very well. Adjectives excite writing to life and bring the reader into the text and help activate his or her imagination. Sensory details make the reader feel like he or she was there and create more close connection to the writer and a greater understanding of the text. (Source : https://study.com/academy) 9 12 What I Need To Know At the end of this lesson, you are expected to be able to use imagery. (HUMSS_CW/MP11/12-Ia-b-4) What I Know Let’s do a Self-Audit. Answer the following questions to assess how much you know about imagery. Write only the letter of your answer. 1. What are the words or phrases that enable a reader to create vivid sensory experiences? A. Imagery B. Image C. Sensual words 2. What are the words that trigger the sense of sight of the reader? A. Olfactory imagery B. Visual imagery C. Tactile imagery 3. What are the words that trigger the sense of hearing of the reader? A. Gustatory imagery B. Auditory imagery C. Olfactory imagery 4. What are the words that trigger the sense of smell of the reader? A. Gustatory imagery B. Tactile imagery C. olfactory imagery 5. What are the words that trigger the sense of touch of the reader? A. Tactile imagery B. Olfactory imagery C. Auditory imagery 6. What are the words that trigger the sense of taste of the reader? A. Auditory imagery B. Visual imagery C. Gustatory imagery Lesson 3 LANGUAGE: IMAGERY What’s New 1. What do you see, hear, feel, touch and smell at home? 2. What do you see, hear, feel, touch and smell in the streets? 3. What do you see, hear, feel, touch and smell along the halls of the school? 4. What do you see, hear, feel, touch and smell inside the classroom? CLOSE READING What do you give/offer to the one you love? Read the poem silently and complete the activity to follow. The Passionate Shepherd to His Love (1599) Christopher Marlowe Source: https://bit.ly/2OZcoD5 Come live with me and be my love, And we will all the pleasures prove That valleys, groves, hills, and fields, Woods, or steepy mountain yields. And we will sit upon rocks, Seeing the shepherds feed their flocks, By shallow rivers to whose falls Melodious birds sing madrigals. And I will make thee beds of roses And a thousand fragrant poises, A cap of flowers, and a kirtle Embroidered all with leaves of myrtle; 13 What’s New 1. What do you see, hear, feel, touch and smell at home? 2. What do you see, hear, feel, touch and smell in the streets? 3. What do you see, hear, feel, touch and smell along the halls of the school? 4. What do you see, hear, feel, touch and smell inside the classroom? CLOSE READING What do you give/offer to the one you love? Read the poem silently and complete the activity to follow. The Passionate Shepherd to His Love (1599) Christopher Marlowe Source: https://bit.ly/2OZcoD5 Come live with me and be my love, And we will all the pleasures prove That valleys, groves, hills, and fields, Woods, or steepy mountain yields. And we will sit upon rocks, Seeing the shepherds feed their flocks, By shallow rivers to whose falls Melodious birds sing madrigals. And I will make thee beds of roses And a thousand fragrant poises, A cap of flowers, and a kirtle Embroidered all with leaves of myrtle; 14 A gown made of the finest wool Which from our pretty lambs we pull; Fair lined slippers for the cold, With buckles of the purest gold; A belt of straw and ivy buds, With coral clasps and amber studs; And if these pleasures may thee move, Come live with me, and be my love. The shepherds’ swains shall dance and sing For thy delight each May morning: If these delights thy mind may move, Then live with me and be my love. What I Can Do Activity 4. Complete the Sense Chart. Write inside the circle the words/phrases found in the poem that trigger your five (5) senses. Smell Siargao Island is Surigao Del Norte's "last frontier" facing the Pacific Ocean. The island boasts of quite a number of untapped natural resources that tourists marvel. Aside from the white beaches that abound, the seas of Siargao are the fishermen's choice to catch fish and other marine products. This year, under the administration of Gov. Robert Lyndon Barbers, Siargao's infrastructure development got the much needed "shot in the arm" with its people seeing and feeling the improvements where during the previous provincial leaderships, "it was only but a dream," so they said. Are you ready for island hopping? There are islets where you'll find fine white sand beaches and crystal clear waters comparable to Boracay Paradise. The three favorites - Guyam, Daku and Naked Islands are close to General Luna and can be visited by renting your own banca for only P1,000.00. Traveling around the town makes easier with habal-habal, a motorcycle that can load up to 7 passengers to that will bring you to different destinations in town. What I Can Do Activity 6. Think of a song that abounds in imagery. Write/secure the lyrics of the song and underline the words/phrases that employ imagery. Label the underlined words/phrases with the type of imagery utilized; write the label above the underlined words/phrases. Use VI if it is visual imagery; AI for auditory imagery; OI for olfactory imagery; TI for tactile imagery and GI for gustatory imagery. An example is given for you. Example: Your Love (by Alamid) Chorus: VI VI Your love is like the sun that lights up my whole world TI I feel the warmth inside 17 Siargao Island is Surigao Del Norte's "last frontier" facing the Pacific Ocean. The island boasts of quite a number of untapped natural resources that tourists marvel. Aside from the white beaches that abound, the seas of Siargao are the fishermen's choice to catch fish and other marine products. This year, under the administration of Gov. Robert Lyndon Barbers, Siargao's infrastructure development got the much needed "shot in the arm" with its people seeing and feeling the improvements where during the previous provincial leaderships, "it was only but a dream," so they said. Are you ready for island hopping? There are islets where you'll find fine white sand beaches and crystal clear waters comparable to Boracay Paradise. The three favorites - Guyam, Daku and Naked Islands are close to General Luna and can be visited by renting your own banca for only P1,000.00. Traveling around the town makes easier with habal-habal, a motorcycle that can load up to 7 passengers to that will bring you to different destinations in town. What I Can Do Activity 6. Think of a song that abounds in imagery. Write/secure the lyrics of the song and underline the words/phrases that employ imagery. Label the underlined words/phrases with the type of imagery utilized; write the label above the underlined words/phrases. Use VI if it is visual imagery; AI for auditory imagery; OI for olfactory imagery; TI for tactile imagery and GI for gustatory imagery. An example is given for you. Example: Your Love (by Alamid) Chorus: VI VI Your love is like the sun that lights up my whole world TI I feel the warmth inside 18 VI & OI Your love is like a river that flows down through my veins TI I feel the chill inside What’s New CLOSE READING. Read the short story ‘The Flowers’ by Alice Walker and do the activity to follow. The Flowers (1973) Alice Walker (1) It seemed to Myop as she skipped lightly from hen house to pigpen to smokehouse that the days had never been as beautiful as these. The air held a keenness that made her nose twitch. The harvesting of the corn and cotton, peanuts and squash, made each day a golden surprise that caused excited little tremors to run up her jaws. (2) Myop carried a short, knobby stick. She struck out at random at chickens she liked, and worked out the beat of a song on the fence around the pigpen. She felt light and good in the warm sun. She was ten, and nothing existed for her but her song, the stick clutched in her dark brown hand, and the tat-de-ta-ta-ta of accompaniment. (3) Turning her back on the rusty boards of her family's sharecropper cabin, Myop walked along the fence till it ran into the stream made by the spring. Around the spring, where the family got drinking water, silver ferns and wildflowers grew. Along the shallow banks pigs rooted. Myop watched the tiny white bubbles disrupt the thin black scale of soil and the water that silently rose and slid away down the stream. (4) She had explored the woods behind the house many times. Often, in late autumn, her mother took her to gather nuts among the fallen leaves. Today she made her own path, bouncing this way and that way, vaguely keeping an eye out for snakes. She found, in addition to various common but pretty ferns and leaves, an armful of strange blue flowers with velvety ridges and some sweet suds bush full of the brown, fragrant buds. (5) By twelve o'clock, her arms laden with sprigs of her findings, she was a mile or more from home. She had often been as far before, but the strangeness of the land made it not as pleasant as her usual haunts. It seemed gloomy in the little cove in which she found herself. The air was damp, the silence close and deep. (6) Myop began to circle back to the house, back to the peacefulness of the morning. It was then she stepped smack into his eyes. Her heel became lodged in the broken ridge between brow and nose, and she reached down quickly, unafraid, to free herself. It was only when she saw his naked grin that she gave a little yelp of surprise. (7) He had been a tall man. From feet to neck covered a long space. His head lay beside him. When she pushed back the leaves and layers of earth and debris Myop saw that he'd had large white teeth, all of them cracked or broken, long fingers, and very big bones. All his clothes had rotted away except some threads of blue denim from his overalls. The buckles of the overall had turned green. (8) Myop gazed around the spot with interest. Very near where she'd stepped into the head was a wild pink rose. As she picked it to add to her bundle she noticed a raised mound, a ring, around the rose's root. It was the rotted remains of a noose, a bit of shredding plowline, now blending benignly into the soil. Around an overhanging limb of a great spreading oak clung another piece. Frayed, rotted, bleached, and frazzled--barely there--but spinning restlessly in the breeze. Myop laid down her flowers. (9) And the summer was over. Source: https://bit.ly/2Zb7Q0l Retrieved: August 16, 2019 What’s More Activity 7. Be imagery-fic! Choose a paragraph in the story ‘The Flowers’ that you like the most. Draw a vignette that depicts the images portrayed in that paragraph. What I Can Do Activity 8. Imagine introducing the most influential person in your life to a person who is both deaf and mute. Since that person cannot hear nor speak, think and draw the best image that best represents the person whom you consider the most influential person in your life. 19 22 “In this class, all except one boy passed.” Assessment Activity 9. Correcting Diction Error. Rewrite the following sentences to correct the diction error. 1. Oh, I ate two much! 2. Janet doesn’t work hear anymore. 3. No thanks, I don’t want none of that cake. 4. The man which stole the car was caught. 5. My book is their on the table. What I Need To Know At the end of this lesson, you are expected to use figures of speech. (HUMSS_CW/MP11/12-Ia-b-4). What I Know Let’s do a Self-Audit. Answer the following questions to assess how much you know about figures of speech. Read closely the sentences below then identify the figures of speech employed in each sentence. Choose your answers from the words inside the box below. 1. Oh, my love is like a red, red rose. 2. I am silver and exact. I have no preconceptions. 3. Oh flat 1! Why play hard to get? 4. If somebody throws stones at you, throw him bread. 5. Seize the throne! 6. Lake Pinatubo is a beautiful disaster. 7. Pitter, Patter, Pitter, Patter. Softly it falls. Hurry home quickly before mother calls 8. Our cat meows and our dog barks loudly when the stranger passes by in the middle of the night. 9. The trees sway as the strong wind blows. 10. Oh! With this hunger I have, I could eat a horse! 11. I am feeding 11 mouths at home. Simile metaphor onomatopoeia personification Apostrophe hyperbole alliteration synecdoche Metonymy oxymoron paradox Lesson 3 LANGUAGE: FIGURES OF SPEECH 23 24 What’s New Activity 10. If I Were… Complete the statement, “If I were an inanimate object, I would be a/n ____________” and explain why. What’s New Close Reading. What does an ambulance do? Read the poem silently and answer the questions that follow. Auto Wreck (1942) Karl Shapiro Its quick soft silver bell beating, beating, And down the dark one ruby flare Pulsing out red light like an artery, The ambulance at top speed floating down Past beacons and illuminated clocks Wings in a heavy curve, dips down, And brakes speed, entering the crowd. The doors leap open, emptying light; Stretchers are laid out, the mangled lifted And stowed into the little hospital. Then the bell, breaking the hush, tolls once. And the ambulance with its terrible cargo Rocking, slightly rocking, moves away, As the doors, an afterthought, are closed. We are deranged, walking among the cops Who sweep glass and are large and composed. One is still making notes under the light. One with a bucket douches ponds of blood Into the street and gutter. One hangs lanterns on the wrecks that cling, Empty husks of locusts, to iron poles. Our throats were tight as tourniquets, Our feet were bound with splints, but now, Like convalescents intimate and gauche, We speak through sickly smiles and warn With the stubborn saw of common sense, Personification, on the other hand, endows human attributes, qualities or abilities to inanimate objects or abstractions. Apostrophe is addressing someone absent as if s/he were present, someone dead as if s/he were alive or something and someone non-human as if human. Hyperbole/overstatement is the exaggeration for emphasis or ‘in the service for truth’; the exaggeration can create a vivid and instant picture about the idea. Aside from achieving emphasis, hyperbole is used to simply achieve humor. Example: “Ah, William, we’re weary of weather,” Said the sunflowers, shining with dew. “Our traveling habits have tired us. Can you give us a room with a view?” -William Blake, “Two Sunflowers Move in the Yellow Room” The sunflowers here are given the human ability to speak. Example: “Death be not proud, though some have called thee Mighty and dreadful, for, thou art not soe, For, those, whom thou think’st, thou dost overthrow, Die not, poor death, nor yet canst thou kill me.” -John Donne, “Death be not Proud” Death, an abstraction is being addressed to by the persona in the poem as if it were a person. 27 Personification, on the other hand, endows human attributes, qualities or abilities to inanimate objects or abstractions. Apostrophe is addressing someone absent as if s/he were present, someone dead as if s/he were alive or something and someone non-human as if human. Hyperbole/overstatement is the exaggeration for emphasis or ‘in the service for truth’; the exaggeration can create a vivid and instant picture about the idea. Aside from achieving emphasis, hyperbole is used to simply achieve humor. Example: “Ah, William, we’re weary of weather,” Said the sunflowers, shining with dew. “Our traveling habits have tired us. Can you give us a room with a view?” -William Blake, “Two Sunflowers Move in the Yellow Room” The sunflowers here are given the human ability to speak. Example: “Death be not proud, though some have called thee Mighty and dreadful, for, thou art not soe, For, those, whom thou think’st, thou dost overthrow, Die not, poor death, nor yet canst thou kill me.” -John Donne, “Death be not Proud” Death, an abstraction is being addressed to by the persona in the poem as if it were a person. 28 Alliteration is the repetition of the initial (first) consonant sound (not letter) in a series of words/phrases. Synecdoche is the use of the part for the whole or the whole for the part. Example: “Peter piper picked a peck of pickled pepper A peck of pickled pepper Peter piper pick If Peter piper picked a peck of pickled pepper, Where’s the peck of pickled pepper Peter piper pick?” -Tongue Twister, “Peter Piper” The initial consonant /p/ sound is repeated all over the text. Example: “Till a’ the seas gang dry, my dear, And the rocks melt wi’ the sun: O I will love thee still, my dear, While the sands o’ life shall run” -Robert Burns, “A Red, Red Rose” What are the exaggerations used here? Example (part for the whole): “The western wave was all a-flame The day was well was nigh done! Almost upon the western wave Rested the broad bright Sun” -Samuel Taylor Coleridge, “The Rime of the Ancient Mariner” The wave is part of the ocean. The wave refers to the whole ocean. Example (whole for the part): “Philippines won the Ms. Universe 2018 crown.” The statement is an example that the whole represents the part. Only one person, not the whole country, could have won the Miss Universe crown. Metonymy is the use of something closely related to substitute the thing actually meant or when something is described indirectly by referring to things around it. Paradox is a statement that appears to contradict itself, but on second reading, has an element of truth. Oxymoron is a figure of speech where two obviously contradictory terms are juxtaposed or are side-by-side. Example: “Why then, O brawling love! O loving hate! O anything, of nothing first create! O heavy lightness! Serious vanity! Misshapen chaos of well-seeming forms! Feather of lead, bright smoke, cold fire, sick health! Still-waking sleep, that is not what it is! This love feel I, that feel no love in this. Dost thou not laugh?” -William Shakespeare, “Romeo and Juliet”, Act 1, Scene 1 Example: “Nobody wants to go to that restaurant because it is crowded” At first glance, the sentence does not seem to make sense. However, when read closely, it means that many people are discouraged to patronize the restaurant because everytime they pay a visit, it is already full. Example: “Malacañan Palace declared Martial Law in Mindanao.” It is not possible that a palace, an inanimate object can speak and declare anything. However, the rightful person living in the palace, the President of the Republic of the Philippines, can be substituted by the word ‘palace’; something which is closely associated to him/her. 29 3. Diction is the author’s choice or selection of words or vocabulary; the artistic arrangement that words constitute. Inappropriate use of diction is called diction error. 4. There are countless figures of speech but there are those which are commonly used by authors - simile, metaphor, onomatopoeia, personification, apostrophe, hyperbole, alliteration, synecdoche, metonymy, oxymoron and paradox. Assessment Write your own sentence demonstrating the figure of speech being asked in each item. 32 1. Simile 2. Metaphor 3. Hyperbole 4. Synecdoche 5. Metonymy 6. Alliteration 7. Oxymoron 8. Paradox 9. Onomatopoeia 10. Personification 11. Apostrophe Additional Activity Activity 12. Look and See Draw a symbolic representation of the poem. Theme of the Poem: Explanation (of the symbolic representation): Relationship (of the poem and the symbol): 33 Explanation (of the symbolic representation): Relationship (of the poem and the symbol): 34 Creative Writing versus Technical Writing Pretest: 1./ 2./ 3.X 4./ 5.X 6./ 7.X 8.X 9./ 10.X 11./ 12.X 13.X 14./ 15./ Activity 1: A. 1-3 Answers may vary B. 4, 2, 7 , 1 , 3 , 6 , 5 Enrichment Activity 1.CW 2.CW 3.TW 4.CW 5.TW 6.CW 7.CW 8.TW 9.CW 10.CW Post Test CW TW Personal Research Story Formal Entertaining Serious Conversational Inform informal instructional Sensory Details Pretest 1. TRUE 2. FALSE 3. FALSE 4. TRUE 5. FALSE Activity 2. 1-5 Answers may vary Enrichment Activity 1.Sense of sight *photos of colorful flowers *sight of those beautifully- rounded chocolates 2. Sense of sound *cracking sounds of hardwood floors 3. Sense of smell *sweet smell of chocolate 4. Sense of taste *salivating in my mouth *taste of its delectable, melting goodness on my mouth 5. Sense of touch/feel *attraction of its deliciousness *tiptoe into the kitchen *fast-beating of my heart Key Answers