Creative Writing: Imagery, Diction, Figures of Speech and Poetry Techniques, Summaries of English

Download Creative Writing: Imagery, Diction, Figures of Speech and Poetry Techniques and more Summaries English in PDF only on Docsity! 1 Creative Writing 2 To the Parents: Greetings of good life! This learning material is made for your child to learn the needed skills in English. This is composed of discussions and activities where your child can learn. The Introduction is all about the knowledge that your child already knows. This part connects what is already known and what is about to be learned. The Development part provides the needed information and skills to be learned. Engagement part has activities which will strengthen the mastery of the lesson. The Assimilation part is an assessment which check if your child acquired the needed skills. As a guardian, you have a big role in helping your child to learn. Your guidance and time are needed so that they can understand the lessons and instructions better. Nevertheless, you may let them work independently so they can develop their skills fully. If you have any question or your child needs help about the lesson, please do not hesitate to call us or message us. We are ready to assist you. When you return this to school, his/her teacher will check and record your child’s responses. Thank you for always showing love to your child by continuously helping them to learn! To the Learner: Greetings! This learning material is designed especially for you. This is composed of discussions and activities to further develop your knowledge, understanding and skills in English. The lesson has five parts: Introduction, Development, Engagement and Assimilation. You are tasked to answer all the activities in this learning materials. You may ask the guidance of your parents, guardian, brother and sisters while doing the activities. You are also expected to attend the follow – up session on the schedule time provided for you. You have to finish answering the activities before the date set by your teacher. Your teacher will check all your responses in the activities once your parents/ guardian have returned this material. If you have any question about the lesson or you find difficulty in understanding the lesson or activity, do not hesitate to contact or message your teacher. They are always ready to assist you. Happy learning! 5 IMAGERY Imagery refers to descriptive details or elements in a written work that appeal to or are perceivable by the senses (Eusebio-Abad, 2006). This goes along the definition given by Ben Florman who said that imagery, in any sort of writing, refers to descriptive language that engages the human senses. For instance, the following lines from Robert Frost's poem "After Apple-Picking" contain imagery that engages the senses of touch, movement, and hearing: "I feel the ladder sway as the boughs bend. And I keep hearing from the cellar bin The rumbling sound Of load on load of apples coming in." Though imagery contains the word "image," Florman clarified that it does not only refer to descriptive language that appeals to the sense of sight. Imagery includes language that appeals to all of the human senses, including sight, hearing, taste, touch, and smell; thus, creating the types of imagery which are: 1. Visual imagery (sight) 2. Auditory imagery (hearing) 3. Olfactory imagery (smell) 4. Gustatory imagery (taste) 5. Tactile imagery (touch) Florman added that some people may also argue that imagery can be kinesthetic (related to movement) or organic (related to sensations within the body). Nevertheless, writers may focus descriptions in a particular passage on primarily one type of imagery, or multiple types of imagery. The use of imagery in writing is one of the many techniques that writers employ in their work to engage the minds of their readers in multiple levels. As effective as it is, there are still many strategies that you can apply in writing such as improving your diction, utilizing figures of speech, and using specific experiences. When done correctly, these will help you evoke meaningful responses from your readers. GUIDE QUESTIONS: ❖ In the excerpt, the author was describing the “Great Hall” of Hogwarts. Based on the description given, how do you visualize this place? ❖ While reading the excerpt, were you able to imagine yourself standing with the other students in the Great Hall? Why? ❖ What do you think did the author do to help her readers in creating a mental picture of the Great Hall of Hogwarts? J.K. Rowling gained thousands and thousands of fans throughout the globe with the Harry Potter series as her masterpiece. With her brilliant talent in writing, she was able to create an entire world in the minds of her readers. This can be attributed to her mastery in the use of many writing strategies, one of which is imagery. LET’S PONDER ❖ Looking back to the excerpt in Activity 1, what do you think is the type of imagery used by the J.K. Rowling? What makes you think so? 6 DICTION Diction is defined as the choice of words especially with regard to correctness, clearness, or effectiveness (Merriam-Webster Dictionary). In creative writing, a writer’s linguistic choice has a great impact on how an idea, a point of view, or a story can be conveyed effectively. In literature, the words that authors use contribute in establishing a distinct voice and style. Different styles of diction impact how different ideas are expressed. The use of imagery in writing is one of the many techniques that writers employ in their work to engage the minds of their readers. As effective as it is, there are other strategies that can be used to spice up your writing. Just continue reading to find out what they are! ACTIVITY 2: WHATCHA SAY? There are eight common types of diction as discussed by Master Class (2019). Let us see if you can identify all of them based on the given definition and description below. The word is already revealed but you have to rearrange the letters to get the correct answer. Sounds easy? Give it a try! 1. FAMORL This type of diction refers to the use of sophisticated language, without slang or colloquialisms. It sticks to grammatical rules and uses complicated syntax—the structure of sentences. 2. IFRONMAL It 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 short stories and novels use this type of diction. 3. PEDNATIC This is when a writer is highly detailed or academic in their writing. Words are chosen specifically to convey only one meaning. It is sometimes used in literature when characters speak in a highly educated manner, as in F. Scott Fitzgerald’s The Great Gatsby. 4. COLLOQUAIL These words or expressions are informal in nature and generally represent a certain region or time. “Ain’t” and “y’all” are examples of expressions for people born in rural areas of the United States. This type of diction adds color and realism to writing. 5. SALNG These are words that originated within a specific culture or subgroup but gained traction. It can be a new word, a shortened or modified word, or words that take on a new meaning. Examples of these are “hip,” which means trendy; and “throw shade,” which is to lob an insult at someone. 6. ASBTARCT This is when a writer uses words to express something intangible, like an idea or an emotion. The phrases used often lack physical detail and specificity because they are things the reader cannot experience through their five senses. 7. CNOCRETE This diction refers to the use of words for their literal meanings and often refer to things that appeal to the senses. The meaning is not open to interpretation because the writer is specific and detailed in their phrasing. For example, the sentence: “I ate an apple.” 8. POEITC This is driven by lyrical words that relate to a specific theme reflected in a poem, and create a euphonious, or harmonious, sound. It usually involves the use of descriptive language, sometimes set to a beat or rhyme. 7 FIGURES OF SPEECH Creative writers do not merely provide their readers with information. Information must be presented effectively and with style. To write in a fresh and interesting way, writers must employ rhetorical devices. This can be done by using the different figures of speech as discussed by Wendy Burt-Thomas (2010). 1. Alliteration: The repetition of consonants, particularly at the beginning of words. For example, the letter s is alliterated in the following line: “He summoned the sweetness of silence.” 2. Allusion: A reference to or the mention of something from history, the arts, nature, current society, and so on that the reader has knowledge of and that will help the reader better understand the poet’s meaning. For example, “like Juliet she waited” is an allusion to a character from Shakespeare’s Romeo and Juliet. 3. Metaphor: A direct comparison between two things. For example, “my mind is a clock ticking down the day.” 4. Onomatopoeia: Using words that imitate sounds. For example, arf sounds like a dog barking, and boom sounds like an explosion. 5. Personification: Giving human qualities to inanimate objects. For example, “the sun sprang orange into the lifting haze.” 6. Simile: An indirect comparison of one thing to another using the words like or as. For example, “his voice roiled like a storming sea, pulling me beneath it.” Coming up with inventive and memorable language will take time and practice, but it’s definitely worth the effort you put into it. Using figurative language will add depth and power to your words. And lucky you—the English language is one of the richest and the largest in the world, with hundreds of thousands of words to choose from (Burt-Thomas, 2010). Did you get them all? I bet you did! To help you concretize your knowledge about diction, here are some examples of authors who use diction to effectively support their narrative and characters: • Mark Twain, The Adventures of Huckleberry Finn. In Mark Twain’s classic tale, Huck Finn, the narrator, is a 13-year-old boy growing up near the Mississippi River in the 1800s. Twain uses a very informal, salt-of-the-earth colloquial diction to establish Finn’s character, his youthfulness, and his background: “I climb up the shed and crept up to my window just before day was breaking. My new clothes was all greased-up and clayey, and I was dog- tired.” • Jules Verne, Twenty Thousand Leagues Under the Sea. As Pierre Arronax guides the reader out to sea, the marine biologist describes his watery surroundings in scientific detail: “At last, after walking two hours, we had attained a depth of about 300 yards, that is to say, the extreme limit on which coral begins to form.” Jules Verne is using pedantic diction to establish Arronax an academic who the reader can trust. His speech is literal, concrete, and full of details that help create a sensory experience. • Charles Dickens, A Tale of Two Cities. Charles Dickens opens his classic story with this line: “It was the best of times, it was the worst of times.” This is an example of abstract diction—the lines reference experience and emotions rather than concrete information. These opening lines build intrigue and pique curiosity, drawing a reader in to find out more. LET’S PONDER ❖ Think of your favorite character in a novel or short story that you have read before. How does he or she differ from the other characters in terms of his or her choice of words? 10 The Indian folk tale entitled “The Blind Men and the Elephant” used imagery in conveying the story and its lesson. Cite examples of sentences that prove this and identify the type of imagery used in these sentences. The old blind men in the story have a peculiar way of talking to each other as can also be observed among many elderly people at present. How can you describe their diction based on the given story? Figures of speech can make any written text colorful. What are the examples of these that you were able to observe from the story? GUIDE QUESTIONS: 1. Why were the old blind men arguing with each other? 2. What are the assumptions of each blind man about what an elephant is? 3. How did the old blind men settle their argument? 4. The first blind man said, “To learn the truth, we must put all the parts together.” What does this statement mean? ACTIVITY 5: DIFFERENT SIDES Did you like the story “The Blind Men and the Elephant”? I am sure that you did. It is a fun story with great life lessons. Now, let us analyze the story deeper. Below are three tasks for you in relation to your previous lessons in imagery, diction, and figures of speech. Make sure to read each direction carefully. The six blind men considered the question. And then, knowing the Rajah to be a very wise man, they decided to say nothing at all. "The elephant is a very large animal," said the Rajah kindly. "Each man touched only one part. Perhaps if you put the parts together, you will see the truth. Now, let me finish my nap in peace." When their friend returned to the garden with the cool water, the six men rested quietly in the shade, thinking about the Rajah's advice. "He is right," said the first blind man. "To learn the truth, we must put all the parts together. Let's discuss this on the journey home." The first blind man put his hand on the shoulder of the young boy who would guide them home. The second blind man put a hand on his friend's shoulder, and so on until all six men were ready to travel together. 11 Wow! You are almost finished with this module. But before you proceed to your last activity, let us have a quick review of lesson 1. FORMATIVE ASSESSMENT For your last task, pretend that you were chosen to write an article that will be featured in an online magazine. Your task is to write a feature article that can portray how the people in your local community is adapting to the new normal life caused by the pandemic. Use imagery and figures of speech to help your readers visualize your new normal life. Decide on what type of diction to use to persuade potential sponsors who can help your local community. Be guided on the rubric below in writing your feature article. Criteria To a great extent (3) Some- what (2) Very Little (1) Not at All (0) 1. The article has a definite introduction. 2. Imagery was used to give color to the article. 3. There is a distinct tone and voice in the article due to the diction used. 4. Figures of speech can be observed from the article. 5. Correct grammar, punctuation, and capitalization were used by the author. Assimilation KEY TAKE-AWAYS: Excellent writers employ different strategies in order to come up with amazing stories, novels, poems, etc. Some of these include imagery, diction, and figures of speech. Imagery refers to descriptive details or elements in a written work that appeal to or are perceivable by the senses (sight, smell, touch, taste, and hearing). On the other hand, diction is the author’s choice of words that help him in establishing a distinct voice and style. Lastly, figures of speech is a word or phrase that has a separate meaning from its literal definition. 12 Reflect on what you have learned in this lesson by making an entry to the journal below. Most Significant Learning Connection or Application to Real-Life Congratulations! You can now proceed to the next lesson. REFERENCES: • Burt-Thomas, W. (2010) The Everything Creative Writing Book, Second Edition. F+W Media, Inc. 57 Littlefield Street, Avon, MA 02322 U.S.A. • Diction. (n.d.) In Merriam-Webster.com dictionary. Retrieved August 25, 2020, from https://www.merriam-webster.com/dictionary/diction • Eusebio-Abad, H. E. (2006) Creative Writing Without the Pain of Grammar: A Sourcebook for CW 10. Journal of English Studies and Comparative Literature. Vol. 9. No. 1 • Florman, B. (2017) Imagery. LitCharts LLC. Retrieved from https://www.litcharts. com/ literary- devices- and-terms/ imagery • Rowling, J.K. (1997) Harry Potter and the Sorcerer’s Stone. Scholastic Inc. United States. • What Is Diction? Learn 8 Different Types of Diction in Writing with Examples. (2019) Retrieved from https://www.masterclass.com/articles/what-is-diction-learn-8- different-types-of-diction-in-writing-with-examples#what-is-the-purpose-of-diction-in- writing IMAGES • https://www.pngitem.com/middle/wTTTbR_transparent-background-scroll-paper-png- png-download/# • https://izzyburtonart.files.wordpress.com/2012/12/elly3-watermark.jpg?w=1280 Reflection 15 Great job! You were able to come up with a creative poem with the help of words that sound alike. This is common among many poems and is referred to as rhyme, the repetition of words with similar sounds. Rhyme is one of the basic elements of poetry. While poetry is a completely personal expression, with varying forms and no required structure, it may help you in your writing to understand some of its traditional elements. The following are the elements of poetry according to Wendy Burt-Thomas (2010). ELEMENTS OF POETRY 1. Line and Meter A line can be a complete sentence on one line, but it can also be a complete sentence broken down into several, shorter lines. In longer poems, lines are often combined into stanzas—two or more lines that work like a paragraph in a piece of prose. On the other hand, the pattern of accented and unaccented syllables in a line is called the poem’s meter. All the lines in a poem can follow the same meter or each can be different. 2. Rhyme When most people think of rhyme in a poem, they think of end rhyme, in which a word at the end of a line rhymes with a word at the end of another line. However, there are many kinds of rhyme such as true rhyme, internal rhyme, and slant rhyme. They can add a pleasurable, musical quality to poetry—much of poetry is written to be spoken aloud or sung— but not all poets use rhyme in their work. 3. Genres There are three major types of poetry: descriptive or dramatic, narrative, and lyric. A descriptive poem focuses on details that depict a scene, a sound, a person, or a feeling in a very immediate way. Often a character will speak lines to dramatize the telling. A narrative poem, such as Longfellow’s “Paul Revere’s Ride,” tells a story or part of one. A lyric poem, often written in the first person, is any poem that expresses personal feelings and thoughts. ACTIVITY 2: TELL ME Before we proceed to the rest of the elements in poetry, let us have a short activity to make sure that we are on the same page. Read and analyze the poem “How Do I Love Thee” by Elizabeth Browning and answer the given questions using the chart below. How Do I Love Thee? (Sonnet 43) Elizabet Browning - 1806-1861 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 candle-light. I love thee freely, as men strive for right. I love thee purely, as they turn from praise. I love thee with the 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. How many lines are there in the poem? Is rhyme present in the poem? Justify your answer. What do you think is the genre used by Elizabeth Browning? 16 4. Forms While poetry can take any form that pleases the poet’s eyes and ears, many poems fall into one of the metered measures mentioned previously. However, others follow a form all their own. Here are some recognized formats: • Blank verse: Unrhymed lines of consistent length and meter, often in iambic pentameter. • Concrete poetry: Also called shaped poetry, in which the typography and layout of the words contribute to the poem’s meaning; for example, a poem about a bird in flight might have the words placed on the page so that they are in the shape of a bird. • Haiku: A centuries-old, extremely brief Japanese verse form that evokes a mood and often refers to a season or nature; haikus consist of seventeen syllables in three lines— five syllables in the first and third lines, and seven in the second. • Epic: A long narrative poem about a cultural hero. • Found poetry: A sequence of words not originally intended as poetry; found poetry is generally extracted from prose because it contains rhythms or sounds or images that can be expressed as poetry. • Limerick: A five-line poem in which lines one, two, and five rhyme and lines three and four rhyme; most are meant to be humorous. “There Once Was a Man from Nantucket . . .” is a well-known limerick. • Prose poem: A short, often intense piece of writing that is generally structured like a paragraph of prose but uses such poetic devices as repetition and meter. • Free verse: A poem with no pattern of rhyme or line length. • Sonnet: Fourteen lines of iambic pentameter incorporating a rhyme pattern. ACTIVITY 3: NAME IT There are many forms of poetry and identifying them all could be challenging for you. So, let’s practice with three short ones. Can you identify the forms of the poem below? There was an Old Man with a beard, Who said, "It is just as I feared! — Two Owls and a Hen, four Larks and a Wren, Have all built their nests in my beard. - Edward Lear, “There was an Old Man with a Beard” An old silent pond A frog jumps into the pond— Splash! Silence again. - Matsuo Bashō, ““The Old Pond” And then the day came, when the risk to remain tight in a bud was more painful than the risk it took to blossom. - Anaïs Nin, “Risk” Answer: Answer: Answer: 17 5. Words and Images The words of a poem must be chosen carefully to produce the image the poet intends. The poet must also arrange the words in a way that both pleases his or her sensibility and provides meaning to the reader or listener. While clarity is important, poets often choose particular words for their sound or tone or because they hint at a meaning rather than place it directly in the reader’s lap. They also use words to surprise, to entice, or to suit the subject matter or the mood they’re working to convey. To enrich their poems’ meaning, poets often construct word images. These can convey a visual impression, or one of sound, smell, taste, or feel. Images can provide the way for a reader to experience what the author experienced or evoke a mood that deepens the reader’s understanding of the poem. When creating images, poets write from their emotions and feelings and focus on the details that will best illustrate what they wish to express. 6. Figures of Speech and Figurative Language When creating images to deepen the reader’s understanding of a thought or an idea, poets often use figures of speech and other figurative language. Similes, metaphors, and personification enable poets to make what author Frances Mayes calls “figurative images,” which surprise, expand the reader’s understanding, draw attention to the message, increase reading pleasure, and add dimensions by making associations that wouldn’t immediately have come to mind. By creating such images, poets establish a new medium of exchange between the writer and the reader. LITERARY TECHNIQUES AND DEVICES A literary device is any specific aspect of literature, or a particular work, which we can recognize, identify, interpret and/or analyze. Both literary elements and literary techniques can rightly be called literary devices. Literary techniques are specific and deliberate constructions of language which an author uses to convey meaning. An author’s use of a literary technique usually occurs with a single word or phrase, or a particular group of words or phrases, at one single point in a text. Unlike literary elements, literary techniques are not necessarily present in every text. LET’S REMEMBER! Flowery, excessive language isn’t always necessary to convey beautiful or compelling images. A poem is usually stronger if it is more sparsely worded and includes only those words that best express the writer’s message. 20 7. Metaphor A metaphor is when a writer compares one thing to another. “An emotional rollercoaster” is a common example of a metaphor—so common, in fact, that it’s become cliche. Experiencing multiple emotions in a short period of time can feel a lot like riding a roller coaster, as you have a series of extreme highs and lows. 8. Pun A pun is a play on words, using multiple meanings or similar sounds to make a joke. Here, Alice clearly misunderstands what the mouse is saying—he says ‘tale,’ referring to his long and sad story, and she hears ‘tail,’ referring to his literal tail. The result is a misunderstanding between the two that ends with Alice looking rude and uncaring. Though it makes Alice look bad, it’s quite entertaining for the reader. The world of Wonderland is full of strangeness, so it’s not really a surprise that Alice wouldn’t understand what’s happening. However, in this case it’s a legitimate misunderstanding, heightening the comedy as Alice’s worldview is once again shaken. 9. Repetition Repetition is fairly self-explanatory—it’s the process of repeating certain words or phrases. Throughout this poem, Thomas repeats the lines, “Do not go gentle into that good night,” and “Rage, rage against the dying of the light.” The two lines don’t appear together until the final couplet of the poem, cementing their importance in relation to one another. But before that, the repetition of each line clues you in to their importance. No matter what else is said, the repetition tells you that it all comes back to those two lines. 10. Rhetorical Question A rhetorical question is a question asked to make a point rather than in expectation of an answer. "Mine is a long and a sad tale!" said the Mouse, turning to Alice, and sighing. "It is a long tail, certainly," said Alice, looking down with wonder at the Mouse's tail; "but why do you call it sad?" And she kept on puzzling about it while the Mouse was speaking...." - Lewis Carroll, Alice’s Adventures in Wonderland “Do not go gentle into that good night, Old age should burn and rave at close of day; Rage, rage against the dying of the light. Though wise men at their end know dark is right, Because their words had forked no lightning they Do not go gentle into that good night. Good men, the last wave by, crying how bright Their frail deeds might have danced in a green bay, Rage, rage against the dying of the light. Wild men who caught and sang the sun in flight, And learn, too late, they grieved it on its way, Do not go gentle into that good night.” - Dylan Thomas, “Do Not Go Gentle Into That Good Night” “Look at me! Look at my arm! I have ploughed and planted, and gathered into barns, and no man could head me! And ain't I a woman? I could work as much and eat as much as a man - when I could get it - and bear the lash as well! And ain't I a woman? I have borne thirteen children, and seen most all sold off to slavery, and when I cried out with my mother's grief, none but Jesus heard me! And ain't I a woman?” - Sojourner Truth, “Ain’t I a Woman?” 21 Sojourner Truth’s question to the Women’s Convention of 1981 in Akron, Ohio isn’t a question that needs an answer. Of course, she’s a woman—she, as well as everybody else in the audience, knew that perfectly well. However, Sojourner Truth was a black woman in the time of slavery. Many white women wouldn’t have considered her to be part of the women’s rights movement despite her gender. By asking the question, Sojourner Truth is raising the point that she is a woman, and therefore should be part of the conversation about women’s rights. “Ain’t I a woman?” isn’t a question of gender, but a question of race—if it’s a conference about women’s rights, why weren’t black women included? By asking a question about an undeniable truth, Sojourner Truth was in fact pointing out the hypocrisy of the conference. ACTIVITY 4: POETRY BINGO Wow! You have reached this part which only means you are one persistent aspiring writer. I salute you for that! Now that you are already familiar with the elements of poetry, techniques, and literary devices, let us put your knowledge to a test. On the next page is a poetry bingo which, instead of numbers, contains examples of literary devices and definition of some elements of poetry. Identify all nine of them and write your answer in your answer sheet. Engagement LET’S REMEMBER: Enhancing your writing with poetic devices is great, but there are a few things to keep in mind to be sure you’re doing it right. First, don’t overuse them. Poetic devices can be great for making your writing sound more interesting or to deliver information in a more impactful manner, but too much really stands out. Alliteration is great, but an alliterative sonnet that’s an allusion to Greek literature can feel a little gimmicky. Even too much alliteration can quickly feel hackneyed if it’s not done with a purpose. Ask yourself why you’re using these devices and trim them if you can’t think of a reason—restraint is as much a part of good writing as the skillful use of a poetic device. Don’t forget that poetic devices are good for more than just poetry. A well-written essay can use a great metaphor. A sonnet can be written in plain English for a great effect. An article for your school newspaper might be improved with a little alliteration. Feel free to experiment with how and when these devices are used— adding in an unexpected poetic device is a great way to elevate your writing. SOURCE: https://blog.prepscholar.com/poetic-devices-poetry-terms 22 KEY TAKE-AWAYS Poetry is said to be an individual’s personal expression. Nonetheless, understanding the basic elements of poetry will greatly help in improving one’s writing skills. The traditional elements of poetry are line and meter, rhyme, genre, form, words and images, and figures of speech and figurative language. These are what commonly makes up a poem. On the other hand, authors use language creatively to convey meaning. This is referred to as literary techniques and devices. There are numerous literary devices out there that can give your poem a unique color. Some of those are alliteration, apostrophe, assonance, consonance, enjambment, irony, metaphor, pun, repetition, and rhetorical questions. Using these wisely can surely bring your writing skills to another level. Congratulations on reaching the final task for this lesson! Your motivation to reach your goals is truly outstanding. Before we put your knowledge of this lesson to the final test, let us have a quick review of lesson 2. Assimilation 25 Great day learners! Welcome back to another fun and exciting day of learning where you can gain new knowledge, enhanced skills and meaningful experiences. In the previous lesson, you learned about the various elements, techniques and literary devices in specific forms of poetry. Surely, you are now fully equipped of the basic concepts that you will be needing to achieve the required competency in this lesson. Specifically, our goal at the end of this session is for you to be able to write a short poem applying the various elements and literary devices exploring innovative techniques. To begin with your great journey in writing your own piece, let us have first a recall of some terms and concepts from the previous lesson. This will determine if you are already familiar with the various elements and literary devices which are essential in accomplishing the different tasks in this lesson. PRE-ASSESSMENT PART I DIRECTIONS: Read the following statements carefully and choose the letter of the correct answer. 1. This refers to a piece of writing in which the words are arranged in separate lines, often ending in rhyme, and are chosen for their sound and for the images and ideas they suggest. A. Poem C. Drama B. Music D. Poetry 2. It is a group of lines that form the basic metrical unit in a poem. A. Stanza C. Phrase B. Rhyme D. Theme Introduction Writing Short Poems Lesson 3 Contextualized Material 3 Creative Writing – Q1 G1-Q1 26 3. It is the repetition of consonants, particularly at the beginning of words. A. Simile C. Assonance B. Metaphor D. Alliteration 4. This refers to technique of giving human qualities to inanimate objects. A. Allusion C. Personification B. Hyperbole D. Onomatopoeia 5. It is a pair of lines in poetry that rhyme and usually with the same rhythm. A. Couplet C. Free Verse B. Rhyme D. Rhyming Couplet 6. This is a unit of language into which a poem or play is divided. A. Line C. Meter B. Verse D. Stanza 7. This shows the relationship or commonality between two objects or actions without the use of the words “like” or “as” in the comparison. A. Simile C. Assonance B. Metaphor D. Onomatopoeia 8. This is a common literary technique that takes place when two or more words, close to one another repeat the same vowel sound, but start with different consonant sounds. A. Repetition C. Metaphor B. Assonance D. Alliteration 9. It is an indirect comparison of one thing to another using the words like or as. A. Simile C. Hyperbole B. Metaphor D. Personification 10. It refers to a comparison between two unlike things that continues throughout a series of sentences in a paragraph, or lines in a poem. A. Series of simile C. Continuous ideas B. Sequence of comparison D. Extended metaphor 27 11 12 13 14 15 16 17 18 19 20 Part II DIRECTIONS: Based from your answers in Part I, identify the poetic structure present in the poem “Hard Frost” by Andrew Young. Hard Frost Frost called to the water Halt And crusted the moist snow with sparkling salt; Brooks, their one bridges, stop, And icicles in long stalactites drop. And tench in water-holes Lurk under gluey glass like fish in bowls. In the hard-rutted lane At every footstep breaks a brittle pane, And tinkling trees ice-bound, Changed into weeping willows, sweep the ground; Dead boughs take root in ponds And ferns on windows shoot their ghostly fronds. But vainly the fierce frost Interns poor fish, ranks trees in an armed host, Hangs daggers from house-eaves And on the windows ferny ambush weaves; In the long war grown warmer The sun will strike him dead and strip his armour. Andrew Young Great job! You did well in answering the pre-assessment activity. Now, we have a good idea of your level of understanding with the various elements and literary devices especially when it comes to writing poems. 30 SHORT POEMS 1. ACROSTIC Poetry is considered as simpler forms of poetry. It is generally quick and easy to write and open students minds to the understanding that poetry is a non conventional style of writing which doesn't always have to make perfect sense. GUIDE QUESTIONS: 1. Does your poem contain the significant elements mentioned in SMILE method? 2. Based from the analysis, what do you think are the strengths of the poem? 3. What are its weaknesses? 4. What have you realized after accomplishing the activity? 5. If you will be making another poem, how will you improve its structure, form and content? Since you are already geared with knowledge and skills in writing a poem, let us make your learning experiences a very fulfilling creative venue as we structure and explore other forms of poetry. Source:https://www.literacyideas.com/poetry Key Points to Remember ✓ Poetry is a literature that evokes a concentrated imaginative awareness of experience to conveys a thought, describes a scene or tells a story applying some literary elements, devices and languages. ✓ SMILE is a simple yet effective tool used in analyzing poems to help students criticize and improve their skills in writing poem. ✓ Poems will be more effective if the elements of Structure, Meaning, Imagery, Language, and Effect are all highly evident in the piece. ✓ ACROSTIC POETRY 31 IRISH LIMERICK TOP TIPS FOR WRITING AN ACROSTIC POEM ➢ Write your word or words down vertically when planning ➢ Brainstorm words or phrases that describe your idea. ➢ Place your brainstormed words or phrases on the lines that begin with the same letters. ➢ Fill in the rest of the lines to create a poem. ➢ Horizontal words do not always have to start with the first letter of the vertical word you can use any letter from the word. 2. IRISH LIMERICK is another fun type of poetry that has slight complexity due to a different rhyming pattern and increased length. Source:https://www.literacyideas.com/poetry TIPS FOR WRITING A GREAT LIMERICK ➢ Being only five lines long, limerick poems have an AABBA rhyme scheme, which means the first, second, and last lines rhyme while the third and the fourth lines rhyme. Pretty straight forward really. ➢ There are two common elements you will notice when you read limericks: o The first line usually ends with a person’s first name or the name of a place. o The last line is usually funny. 3. SHAPE OR CONCRETE POETRY are styles of poetry rely on a strong relationship between visuals and words. There is no preferred style or guidelines for shape and concrete poetry so long as the audience can clearly make the connection between the words and visuals. 32 Source:https://www.literacyideas.com/poetry TIPS FOR GREAT SHAPE POETRY ➢ Start by writing out your whole poem without putting it into a shape and then add then let the words make up the shape later. ➢ There are no rules when it comes to a concrete poem, so you’re free to let your imagination run wild. ➢ Don’t stress about the length of your poem, but remember that the more words you have, the bigger your shape will be. 4. QUATRAINS is an ancient French style of poetry with one hard rule. It must be no more or less than four lines in length. Source:https://www.literacyideas.com/poetry 35 Engagement ACTIVITY 3: TRY IT! QUESTIONS TO PONDER 1. What are some reasons for writing a poem? 2. How do these poems become similar with one another? How are they different? 3. How do these short poems allow you to be creative? Congratulations! I am impressed that you were able to make your own short poem following the formats given to you. In the next activity, you will be able to realize that words are really powerful and poems are actually part of our daily life. Unconsciously, we embrace poetry in this world even at the Acrostic Poem Prompt Think about what you are feeling right now or who you are thinking of. Write the word that comes to mind vertically. For every letter write a short phrase which describes your thoughts on the issue. Limerick Poem Prompt Have you heard or seen a funny thing recently? Convert the funny thing into a poem of five lines by using your own words. Shape Poem Prompt Write poem in which the shape of the words enacts or take on the visual form of some object as a kind of complex illustration. Quatrain Poem Prompt Make a quatrain expressing your thoughts and feelings regarding your quarantine or lockdown experience. Provide a sample for each quatrain rhythm or pattern (ABAB, AABA, AABB, ABCB). Epitaph Poem Prompt Write an epitaph to honor a deceased character from Romeo and Juliet or from any literary piece that you are very familiar with. 36 simplest corner of our home. Through combination of words and phrases, we can create meaningful thoughts and express strong emotions. Let us now take great opportunity to reinforce the power of form, shape, and line breaks in poetry. ACTIVITY 4: POEMS EVERYWHERE Find powerful words in the pages of magazines, newspaper or old books. Cut them out, and make piles on your desk. Next, arrange and rearrange the words on your desk into meaningful poetry. Start choosing the best words, eliminate unnecessary words, and play around with word choice. Finally, glue your poem into place on a colorful piece of paper and start decorating your room with the beauty and power of poetry. https://www.weareteachers.com/poetry-games-for-the-classroom/ Assimilation Did you enjoy the lesson? How was your experience so far? The fact that you are able to reach this part means that you are almost done with our lesson. It is good to know that you are enjoying as you continue on dealing with the different tasks prepared for you. The remaining activities will determine if you are able to meet the competency required in this topic. Before moving on with the task, note the key takeaways below: KEY TAKEAWAYS Learning how to write poem can be considered as one of the toughest forms of creative writing to master especially if you do not feel you are naturally creative or gifted with poetic skills. At first, you may feel a bit frightened and hesitant even with the first line or stanza that you are about to write. But you have to remember that writing a poem is about translating your observation within or around the world into poetic style. There is really nothing to worry about because in writing a poem, you simply want to capture a feeling that you experience, and you try to communicate with a reader to generate an emotional response in them. If you still struggle after a few attempts, try to start writing with short poems in which the words are carefully chosen and arranged for their beauty and creativity, often in short lines that rhyme. They can definitely convey intimate moments with simple, specific, compelling words. As a beginner, who simply wants to create a powerful form of self-expression, starting your poetic journey with short poems like limerick, quatrain, shape or concrete poetry, epitaph and acrostic poetry can already give you a satisfying experience of bringing out emotions, feelings and thoughts. Certainly, there were some tips to follow in writing these poems yet at the end of the day, it is still you as the poet and the source of the original experience and feelings who will dictate the flow and the output of your own masterpiece. 37 ACTIVITY 5: PANDEMIC POEM We are still facing the challenge of COVID-19 Pandemic. Many are being affected and most of the frontliners have sacrificed a lot just to win this battle. As a creative writer, you are tasked to use the following pictures to come up with a poem expressing your thoughts and feelings towards these by setting your own rhyme, pattern, and number of lines and stanzas. Please be guided with the rubric given on the next page. https://abcnews.go.com/Health/battle-protect-healthcare-workers-front-lines-coronavirus-pandemic/story?id=69625036 https://www.thestar.com.my/lifestyle/health/2020/04/27/covid-19-mental-health-support-for- frontliners https://media.ifrc.org/ifrc/2020/06/02/pictures-covid-19-supporting-healthcare-philippines/ https://www.businessinsider.com/coronavirus-hospital-front-line-doctors-nurses-photos-2020-3 https://sports.abs-cbn.com/basketball/news/2020/04/07/rivero-family-extends-help-frontliners-isabela-67519 40 REFERENCES: Book Thomas, W.B. (2010). The Everything Creative Writing Book, Second Edition. Adams Media Articles https://www.literacyideas.com/poetry https://powerpoetry.org/actions/7-tips-writing-short-poems Photos https://www.weareteachers.com/poetry-games-for-the-classroom/ http://cwschlener.blogspot.com/p/selfie-poem-example-selfie-poem-i-am.html https://missk.poetry.blog/2018/10/19/smile-analysis-template-examples/ https://owlcation.com/humanities/10-Types-of-Short-Poetic-Forms https://allpoetry.com/Hard-Frost https://www.dreamstime.com/stock-illustration-happy-guy-taking-selfie-vector-illustration-self snapshot-contains-eps-high-resolution-jpeg-image41189935 https://abcnews.go.com/Health/battle-protect-healthcare-workers-front-lines-coronavirus- pandemic/story?id=69625036 https://www.thestar.com.my/lifestyle/health/2020/04/27/covid-19-mental-health-support-for- frontliners https://media.ifrc.org/ifrc/2020/06/02/pictures-covid-19-supporting-healthcare-philippines/ 2020-3 https://sports.abs-cbn.com/basketball/news/2020/04/07/rivero-family-extends-helpfrontliners- isabela-67519 https://docs.google.com/document/d/1MQIo8_f_pR1Jd9o9xTTOBZOJ0gHbr5pJPylft6GrMw M/edit https://www.teacherspayteachers.com/Product/Quick-Reflection-3052275 41 Good day, young writers! This module was designed and written with you in mind. It is here to help you master the skills, knowledge, and attitudes required in writing fictions. The scope of this module permits it to be used in many different learning situations. The main part of this module will teach you how to write fictions, like short stories and novels. The ideas, advice, activities and models of writing featured are provided and offer teachers contexts and opportunities in which they can help enable young writers to: • enjoy and explore their own creativity • express themselves in a range of literary forms and genres and for many purposes and audiences • reflect upon the craft and process of writing • engage with and respond imaginatively to the text of others • consider the elements of narrative, such as dialogue, characterization, place and plot • consider the elements of poetry, such as rhythm and rhyme, alliteration and assonance • perceive themselves as members of a writing community. The module has two learning outcomes, namely: Learning Outcome 1- Identify the various elements, techniques and literary devices in various modes of fiction. Learning Outcome 2- Write a sample fiction. After going through this module, you are expected to: a. Identify the various elements, techniques and literary devices in various modes of fiction. b. Express understanding of various elements, techniques and literary devices in various modes of fiction through writing. c. Write a sample fiction applying various elements, techniques and literary devices. WRITING SHORT STORIES AND NOVELS (8 Days) Contextualized Material 4 Creative Writing – Q1 G1-Q1 Lesson 4 INTRODUCTION 42 PRE-ASSESSMENT Direction: Analyze the pictures shown and answer the following questions on your answer sheets. SET A https://wallpapercave.com/wp/wp2179499.jpg https://joanneloveschickenkabsa.files.wordpress.com/2012/08/nine-tailed-fox.jpg 1. What have you seen in the picture? Can you name them? What is it? _________________________________________________________________________ 2. What/who are they? ______________________________________________________ 3. Do you know the fictional background of these characters? ________________________ 4. Do you know some stories about them? _______________________________________ SET B https://lrmonline.com/news/death-note-poster-gives-us-our-first-look-at-ryuk-the-shinigami/ http://www.kdramalove.com/lonely-and-great-god-is-a-south-korean-drama-aired-on-tvn.jpg 1. What have you seen in the picture? Can you name them? What is it? _________________________________________________________________________ 2. What/who are they? ______________________________________________________ 3. Do you know the fictional background of these characters? ________________________ 4. Do you know some stories about them? _______________________________________ 45 GUIDE QUESTIONS: 1. How did you find your experience in writing the setting? Was it exciting? Was it easy? Was it enjoyable? 2. Where did you base your creativity in expressing more of your thoughts and feelings? 3. Were you able to fully accomplish the setting template by following the given format? If yes, what helped you to succeed this task? If no, what difficulty have you encountered in doing it so? 4. Which part of the activity do you love the most? Why 5. What literary element/s did you use in accomplishing the task? Identify some. ACTIVITY 3. Create a conflict! In order to develop a story, a problem should arise with the main character. What is the main character’s problem? What conflict is she going through? _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ GUIDE QUESTIONS: 1. How did you find your experience in writing the problem and conflict? Was it exciting? Was it easy? Was it enjoyable? 2. Where did you base your creativity in expressing more of your thoughts and feelings? 3. Were you able to fully accomplish the conflict template by following the given format? If yes, what helped you to succeed this task? If no, what difficulty have you encountered in doing it so? 4. Which part of the activity do you love the most? Why? 5. What literary element/s did you use in accomplishing the task? Identify some. This time, you are already geared with knowledge and skills in creating your characters, setting and conflict., let us make your learning experiences a very fulfilling creative venue as we structure the plot of your short story with the use of literary elements and techniques. Key Points to Remember Literary Devices • Literary devices are common structures in writing that make up the components of literature. We use these devices to help us interpret and analyze literary works. • The names of literary devices may also be called literary terms. Literary devices include both literary elements and literary techniques. 46 LITERARY ELEMENTS Literary elements are the essential parts of storytelling that are found in almost all types of literary and narrative writing. The following are all literary elements: plot, character, conflict, setting, theme and point of view. PLOT The plot is how the author arranges events to develop his basic idea. It is the sequence of events in a story or play. The plot is a planned, logical series of events having a beginning, middle, and end. The short story usually has one plot so it can be read in one sitting. There are five essential parts to the plot: introduction, rising action, climax, falling action, and resolution. A.) Introduction - The beginning of the story where the characters and the setting are revealed. The introduction can also be called the exposition. B.) Rising Action - This is the part of the story were a conflict is revealed (called the inciting force) and becomes more pronounced as the story progresses. The rising action is all the events between the introduction and the climax. C.) Climax - This is the highest point of interest, the turning point of the story or the moment of greatest suspense. The reader wonders what will happen next; will the conflict be resolved or not? D.) Falling Action - At this point the events and complications begin to resolve themselves. The falling action is all of the events between the climax and resolution. E.) Resolution - This is the final outcome or untangling of events in the story. The resolution may also be called the denouement. 47 CHARACTER The plot can only exist with characters. The main character is placed in a situation that contains a problem he or she must overcome; therefore, conflict exists. Most stories also have minor characters who either help or hinder the main character's attempt to solve the conflict. There can be many different types of characters within a story. A.) Protagonist - The main or central character. B.) Antagonist - This character opposes the protagonist. Often, he or she is an opponent to the main character. C.) Round (Dynamic) Characters - A character affected by the events of the story. These characters are usually fully developed in terms of personality. They are described in more detail and their personalities emerge more fully. Round characters usually become enlightened, learn, grow, or deteriorate by the end of the story. D.) Flat Character - A character who doesn't go through a change. These characters are usually one-dimensional. E.) Stereotyped Characters - A character who is so well known that little has to be said about him/her. These characters are immediately recognizable because of the role he/she plays. Examples - the strong silent gunfighter, the nerd, the beautiful international spy, the mad scientist. CONFLICTS Conflict is essential to plot. Without conflict, there is no plot. Conflict does not involve just arguments, but rather it is any form of opposition that faces the main character. Within a short story there may be only one central struggle, or there may be one dominant struggle with many minor ones. Conflicts can either be internal or external. • External - A struggle with a force outside one's self. For example, an issue with another person, a complication of circumstances, or a struggle with the ideals of society. • Internal - A struggle within the character’s self. For example, a decision has to be made, pain has to be overcome, anger has to be overcome, or temptation has to be resisted. 50 • A cliché is a word or phrase that has become overly familiar or commonplace. Example: No pain, no gain. • Hyperbole is an exaggeration or overstatement. Example: I have a million things to do today! • Idioms are an expression that does not mean what it literally says. Example: It is raining cats and dogs outside! • Imagery is the use of vivid descriptive language, usually rich in sensory words that evokes one or all of the five senses (seeing, hearing, tasting, smelling, touching), to create pictures, or images, in the reader's mind. Example: The crisp white snow floated down through the dark night sky. • Irony refers to some sort of inconsistency between what is expected and what actually happens. There are three different types of irony: Verbal irony occurs when the opposite is said from what is really intended (sarcasm) Example: "Wasn't that a smart move!” Dramatic irony occurs when there is a contrast between what a character says and what the reader knows to be true. Situational irony occurs when the outcome of a situation is significantly different from what is expected or considered appropriate. • A metaphor is a comparison of two unlike things using the verb "to be" (am, are, was, were). Example: That test was a breeze. • Metonymy is substituting a word for another word closely associated with it. Example: The pen is mightier than the sword. • An oxymoron is a figure of speech that combines two opposing or contradictory ideas. Example: Jumbo Shrimp, organized chaos, same difference. • A paradox is a statement which is self-contradictory, unreasonable, or illogical. Example: Nobody goes to that restaurant; it is too crowded. • Personification is giving human qualities to animals or objects. Example: The wind whistled as it blew throughout the forest. • A simile is the comparison of two unlike things using like or as. Example: The girl was as bright as the sun. 51 • Synecdoche is a statement that selects a part of a group to explain a whole group. Example: The alphabet is often referred to as the ABC’s. • An understatement is a figure of speech in which a writer or a speaker deliberately makes a situation seem less important or serious than it is. Example: Saying "It's just a scratch," when there is a huge dent. • Sound devices are techniques or tools that writers can use to add meaning and emphasis to writing through the use of sound. There are a number of different types of sound devices. Alliteration is the repetition of the initial letters or sounds in a series of words. Example: Peter Piper picked a peck of pickled peppers. Assonance is a repetition of vowel sounds in words or phrases that create a rhythm. Example: The man with the tan was a great fan. Consonance is the repetition of the same consonant two or more times in a line. Example: Pitter patter went the feet of the little animals. Dissonance is the use of harsh-sounding or unusual words that create a disturbing effect and catches the reader's attention by interrupting the rhythm of words. Example: I hate being sick because causes are usually unknown. Onomatopoeia is a word that imitates the sound of the word as it is read. Example: buzz, thump, pop, hiss, gush, kerplunk. A pun is a play on words that relies on a word having more than one meaning or sounding like another word. Example: I wondered why the ball was getting bigger. Then it hit me. OTHER LITERARY TECHNIQUES Diction - Refers to an author’s word choice. Word choice can be formal, informal, colloquial or slang. A.) Formal diction is usually found in academic texts, academic papers and formal discussion. B.) Informal diction is relaxed conversation and is found in writing that has a lighter tone and is sometimes humorous. C.) Colloquial diction or jargon is the everyday usage of a particular group of people. Example: the word choice of people from a certain profession or area. D.) Slang is defined as a newly coined word not accepted for formal usage yet, and is usually not found in the dictionary. 52 MORE TECHNIQUES • Flashback - Is when an author reveals an event that took place in the past. • Foil - Is a character who is meant to represent characteristics, values or ideas which are opposite to another character (usually the protagonist). • Foreshadowing - Is a when the author gives hints or clues to suggest what will happen as the story progresses. • Symbolism - Symbolism refers to when a symbol, such as an object, color, person or place, is used to represent an abstract idea or concept. A red rose for example, is not just a rose but a symbol of love and beauty. A dove is not just a bird, but also a symbol of peace. • Motif - Is a recurring important idea, structure or image. it is different from a theme because it can be expressed as a single word or phrase. For example, comparing a person’s stages of life to seasons of the year. • Tone - Refers to the general atmosphere created in a story, or the author’s or narrator’s attitude toward the story or the subject. QUESTIONS TO PONDER: 1. What are the common literary elements and techniques presented in the discussion? 2. What literary elements are essential in developing a short story? 3. What literary techniques are essential in developing a short story? 4. Through the examples and guidelines presented, were you encouraged and inspired to make your own piece? Explain. 5. What do you think is the most important thing to consider in writing short stories? 55 ACTIVITY 5. Developing the plot. It is now your turn to plot the events in your story. You have to arrange the series of events that leads to the development of conflict being face by the main character. Then later on, write the most exciting part of the story, the climax. It is in which the main character confronts his/her problem. Then it will be followed by another series of events about his/her attempts of finding solution to his/her problem. Then, write the perfect ending for your story! Good luck! Is it accurate to say that you are appreciating the exercise? How was your experience up until this point? The way that you can arrive at this part implies you are capable of being a short story writer. This likewise implies you are nearly finished with our exercise. It is acceptable to realize that you are getting a charge out of as you proceed on managing the various assignments arranged for you. The rest of the exercises will decide whether you can meet the competency required in this point. Before proceeding onward with the errand, note the key takeaways beneath: ASSIMILATION 56 TIPS FOR WRITING SHORT STORIES 1. First, Write the Basic Story in One Sitting There are really two different kinds of stories. There is the art form, “short stories,” which comes complete with characters, plot, description, and style. Then there’s the story, the funny, amusing, crazy story you’d tell a friend over a meal. The first step to writing a short story is to write the version of the story that you would tell a friend. And when you write it, be sure to write it in one sitting. Just tell the story. Don’t think about it too much, don’t go off to do more research, don’t take a break. Just get the story written down. 2. Next, Find Your Protagonist The next step is to read through your story to find the protagonist. Now, you may think you already know who your protagonist is. Your protagonist isn’t necessarily the narrator, nor is she necessarily the “good guy” in the story. Instead, the protagonist is the person who makes the decisions that drive the story forward. Your protagonist centers the story, drives the plot, and his or her fate gives the story its meaning. As you move forward in the writing process, it’s important to choose the right protagonist. 3. Then, Write the Perfect First Line Great first lines have the power to entice your reader enough that it would be unthinkable to set your story down. Here are five quick tips: • Like the opening of a film, invite us into the scene. • Surprise us. • Establish a voice. • Be clear. • See if you can tell the entirety of your story in a single sentence. 4. Break the Story Into a Scene List Every story is composed of a set of scenes which take place in a specific place and time. A scene list keeps track of your scenes, helping you organize your story and add detail and life at each step. Scene lists do two main things: • Provide structure to your story • Show you which parts need more work 5. Only Now Should You Research The problem is that if you research too soon, what you find will distort your story, causing it to potentially break under the weight of what you’ve learned. By waiting until your story is well on its way, you can keep it from getting derailed by the research process, and by this point you’ll also be able to ask very specific questions about your story rather than following tangents wherever they take you. So go fill in that scene list with some hard, cold facts! 6. Write/Edit/Write/Edit/Write/Edit Now that you know who your protagonist is, have the perfect first line, have created your scene list, and have done your research, it’s time to finally get this story written. We all write differently. Some write fast in multiple drafts, others write slow and edit as they go. I’m not going to tell you how you should be writing. Whatever works for you, just get it done.. 7. Publish! I firmly believe publishing is the most important step to becoming a writer. That’s why I’ll tell you that once your story is finally written, it’s not finished until it’s published. 57 ACTIVITY 6. Writing your short story. Using your story map and your plot diagram, you may now begin telling us your story. TITLE: _____________________________________ AUTHOR: __________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 60 REFLECTION Direction: Give your insights in this lesson by continuing the phrase: After learning this module, I realized that _____________________ 61 REFERENCES BOOK Adele, Ramet.(1999) Creative Writing, Second Edition. The Cromwell Press, Trowbridge, Wiltshire Carter, James. (2002) Creating Writers, Second Edition. Taylor & Francis e-Library ARTICLES https://thewritepractice.com/how-to-write-a-short-story/ http://www.literarydevices.com/ PHOTOS https://wallpapercave.com/wp/wp2179499.jpg https://joanneloveschickenkabsa.files.wordpress.com/2012/08/nine-tailed-fox.jpg https://lrmonline.com/news/death-note-poster-gives-us-our-first-look-at-ryuk-the-shinigami/ http://www.kdramalove.com/lonely-and-great-god-is-a-south-korean-drama-aired-on-tvn.jpg http://www.milmon.com/uploads/img/189-cd3ccfcccef5200af794feff4ef9399c.jpg http://i294.photobucket.com/albums/mm96/javabeans122/drama/2012/moon/moonpc_kim4.j pg https://i.pinimg.com/736x/b7/60/04/b76004f0ccb3f928ec024c840f7c63c2--school-uniforms- anime-boys.jpg http://www.clarahsu.com/wp-content/uploads/2012/07/moon-rabbit-217x300.jpg 62 Good day learners! Today is another great opportunity for you to learn more things about creative writing. In Contextualized Learning Material 4, you have learned about the various elements and literary devices in various modes of fiction. You have realized how the different elements and literary devices work together to achieve a successful writing of fiction. This time, as you are about to explore our new lesson, keep in mind that your goal is to write journal entries and other short compositions exploring key elements of fiction. To begin your exciting journey, let us find out first if you can still remember your previous lesson by answering the activity below. PRE-ASSESSMENT DIRECTIONS: Read the following statements/questions carefully and choose the letter of the correct answer. 1. Which of these would be an example of an internal conflict? A. The main character tries to escape from prison. B. The main character fights with her older sister about everything. C. A strong storm is heading to the island where the main character lives. D. The main character needs to decide if she will tell her family her secret. 2. Choose two words that best go with SETTING. A. Who, why C. Where, why B. Why, when D. Where, when 3. Sylvia describes the events that happen in the beginning, middle and end of the book she just read. This means that Sylvia is describing the _________. A. Plot C. Conflict B. Theme D. Character 4. Which of these might be an example of a story's theme? A. Your best friend C. Staying true to yourself is important B. Two parents get a divorce D. A boy finds out he has superpowers Introduction Writing Journal Entries and Other Short Compositions Lesson 5 Contextualized Material 5 Creative Writing – Q1 G1-Q1 65 ACTIVITY 1: UPDATE YOUR FACEBOOK STATUS Try to write something and tell us what is in your mind! Make your fb friends keep posted on your whereabouts. GUIDE QUESTIONS: 6. How did you find your experience in updating your status? Was it exciting to share what is in your mind? Was it easy to tell your whereabouts? Was it enjoyable? 7. Where did you base your creativity in expressing more of your thoughts and feelings? 8. Were you able to fully accomplish the activity by following the given format? If yes, what helped you to succeed this task? If no, what difficulty have you encountered in doing it so? 9. Which part of the activity do you love the most? Why 10. What literary element/s did you use in accomplishing the task? Identify some. All you have to do is be truthful, tell things in your personal voice, and have your modus operandi be revealing your own life circumstances and revealing the meanings you attach to those circumstances, to get through with the activity. Readers are drawn in by this personal engagement, the author’s literary style and passion for the telling. This chapter introduces some of the introductory elements of creative nonfiction, and some basic literary tools. ACTIVITY 2. KEEP POSTED! #YOLO “A picture paints a thousand words.” There is a certain song that has taught us this concept or value. Choose your most “Instagram-able” picture. Write the best caption for it. Take us to the story behind the picture. Make us a part of that important memory. Don’t forget your hashtag of the day! 66 GUIDE QUESTIONS: 1. How did you find your experience in posting and writing a caption of a picture from your past memories? Was it exciting to share what is in your mind? Was it easy to tell your whereabouts? Was it enjoyable? 2. Where did you base your creativity in expressing more of your thoughts and feelings? 3. Were you able to fully accomplish the activity by following the given format? If yes, what helped you to succeed this task? If no, what difficulty have you encountered in doing it so? 4. Which part of the activity do you love the most? Why 5. What literary element/s did you use in accomplishing the task? Identify some. Time makes stories of us all; history rewrites us. Creative writing explores the narrative of humanity moving through time, and creative nonfiction makes those realities readable. With such vigilant aims, you can see that creative nonfiction shares many of the perceptual and philosophical possibilities of poetry and fiction, but it reaches out even further to readers: it teaches to some extent; it has a purpose beyond entertainment or art for art’s sake. 67 CREATIVE NON-FICTION Accuracy and art If you think about the normal nonfiction you have read, you will probably be picturing books that place and explore the apparently solid world of facts. Such books speak to you and at you, and this can produce an arid, and even a distancing, experience in some readers. Writers of creative nonfiction try to close that distance between reader and writer while also dealing in the factual. They are not creating fiction, poems or journalism, even though the writers may also be novelists, poets or journalists. Creative nonfiction draws general readers with the twined attractions of accuracy and art. Consider journalism. You may be thinking about journalism in terms of factual reportage, balance of opinion and informational impact. For creative nonfiction, subjectivity of approach is fine; the writing does not have to be structured for maximum information in minimum space; and balance is not required. Indeed, journalists may sometimes recast their reportage as creative nonfiction. Writing on nonfiction as literature, William Zinsser contends that he has ‘no patience with the snobbery that says nonfiction is only journalism by another name and that journalism by any name is a dirty word . . . good journalism becomes good literature. You should hold that ideal in your mind, not so much when you write, but when you redraft and revise your work. TAKE ME TO YOUR HEART! Try to think of creative nonfiction as simply an evolved term for something that has been with us for some time, but that we called by other names such as ‘belles lettres’, journals, memoirs and essays. In order to see the variety and possibility of creative nonfiction, read some models such as Dorothy Wordsworth’s ‘Journals’; Charles Lamb’s essay ‘Old China’; William Hazlitt’s ‘On Gusto’; Henry David Thoreau’s Walden, or Life in the Wood. The truth is that well-written literary journalism, biographies, autobiographies and histories have always found audiences, alongside stylish investigations, profiles and travelogues. However, when the author Tom Wolfe in the 1960s named a fresh wave of fact-based literary writing ‘the new journalism’, he largely kick-started what we now write, read, teach and learn as creative nonfiction but which, until that point, traded under many titles. 70 ENGAGEMENT ACTIVITY 3: TELL A TALE! You are given topics to choose from. Tell a story about the topic of your choice. Make sure to truthfully and creatively share it with us! 1. Describe one time when you were brave. 2. Think of a time when you've won something. Tell what you won and how you won it. 3. Describe one thing you're really good at. 4. How old were you four years ago? 5. Describe some things you can do now that you could not do then. 6. What do you like best about your home? QUESTIONS TO PONDER 4. What elements are used in writing your story? 5. How do these elements help you narrate the storyline? 6. How did this story allow you to be creative? You did a great job! Congratulations! You are now ready to tell and share more about yourself. You should have tried putting it on paper as much as you posted on your social media accounts. You may try writing a diary as a start. Yes, you might say it’s already a digital age, but writing with pen and paper really make a difference. Try it yourself! Students of your age should keep a journal, most importantly an ESL journal. The journal can be written using prompts given daily or once a week. It can be used to keep track of new vocabulary, or to ask the teacher questions, especially this season. 71 As you continue to progress in writing about yourself, try this next activity that has something to do with reflection about your past experiences. Good luck! ACTIVITY 4: MEMORIES BRING BACK MEMORIES. Listen to random songs maybe from your radio, your playlists on your phone or from online music apps. Write down few lines or excerpts from the song that cause you to think back or recall a memory from your past. You may now tell your story. ASSIMILATION Great job for reaching last part of this module! Before you proceed to the last task, here is a quick review of this lesson. KEY TAKE-AWAYS: Writers of creative nonfiction try to close that distance between reader and writer while also dealing in the factual. Some examples of this are expository essays, biographies, memoirs, journalism, and journals. "Memories" By Maroon 5 Here's to the ones that we got Cheers to the wish you were here but you're not 'Cause the drinks bring back all the memories Of everything we've been through Toast to the ones here today Toast to the ones that we lost on the way 'Cause the drinks bring back all the memories And the memories bring back, memories bring back you There's a time that I remember When I did not know no pain When I believed in forever And everything would stay the same Now my heart feel like December When somebody say your name 'Cause I can't reach out to call you But I know I will one day, yeah 72 To come up with excellent written work, authors often use different devices and follow the structure of a given composition. Doing this will also help you as you try to improve your skills in writing. Following a certain structure will serve as your guide in writing different literary pieces. FORMATIVE ASSESSMENT For your last task, take a moment to reflect on the current situation that you are in – the problems and challenges you are going through, the people you are with, and the glimpse of happiness that you are able to witness in your everyday life. Write the down as an entry in your Gratitude Journal below. Gratitude Journal Morning Gratitude Before you begin your day, write 10 things that you are grateful for. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. What I’m Learning from my Challenges List 3 obstacles and what you’re learning from them. 1. What I’m learning: 2. What I’m learning: 3. What I’m learning: People I’m Grateful For List 5 people who made your life a little happier today. These could be friends, family, or strangers! The Best Part of My Day Choose one moment of your day that made you happy! Write it down here and make sure to replay it in your head before you sleep tonight.