Creative Writing Module 1
Creative Writing Module 1
Creative Writing Module 1
WRITING
Senior High School
Quarter 1
Lesson Objectives
By the end of this module, you are expected to:
1. differentiate creative writing from other forms of writing
2. learn the various genres in creative writing
Warm Up
Choose the correct answer by encircling the letter.
1. Symbols help the reader understand and remember a certain character or part of the
story by making the novel deeper in meaning and richer in imagery.
a. true
b. false
c. neither
d. none
2. Which device draws the reader into poetic experiences by touching on the images
and senses which the reader already knows?
a. imagery
b. figurative language
c. hyperbole
d. form
3. Language which works to evoke images in your mind is:
a. double entendre
b. imagery
c. prose
d. pun
4. Which of the following means the writer’s attitude toward his/her subject or topic?
a. Figurative language
b. Tone
c. Imagery
d. Hyperbole
Read the two text and write the differences on how it was written (like for example if it
uses imagination) on the space provided.
First text:
Professor Fizz clutched the miracle potion in his gloved hand. For many days and
nights, he had been trying to perfect his dangerous recipe. Now it was exactly right, it
was time to test the fragrant brew. Removing his gloves, he pulled the cork from the
top of the bubbling beaker. In one gulp, he drank the green flavourless potion and
waited.
Second text:
Owls are known as the bird of prey. They are nocturnal, which means they sleep
during the day and hunt at night. Owls have forward –facing eyes and a hooded beak.
As they do not have teeth, they use their sharp beak to help them tear apart their
food. They also have powerful claws which help them to catch their prey. The colour
of an owl’s feathers can be brown, grey, white, and black. The mix colours provides a
camouflage for the owl in the environment.
Questions:
1. What are the differences between the two text that you had read?
__________________________________________________________________
2. What kind of text is the first one? Second one?
__________________________________________________________________
3. How did you find out the difference of the text?
__________________________________________________________________
4. Did this activity help you for this lesson?
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You are to think back to when you were seven years old, draw detailed map of your
bedroom. To do this try to relax, close your eyes, and think back to when you were seven years
old. Picture yourself sitting in your bedroom, look around your bedroom and take a few minutes
to bring back this memory. Map the floor plan of your room in the center of the paper. Mark the
placement of doors and windows, and sketch in the furniture as it was positioned in the room.
(Note as many specific details as possible on your map or on a list beneath like the color of the
curtains, the color of the paint or wallpaper, posters hanging on the walls, plants on the dresser,
and toys, etc.)
Prepare a short bond paper for your map floor plan of your bedroom.
“Only in men’s imagination does every
truth find an effective and undeniable
existence. Imagination, not invention, is
the supreme master of art as of life.”
– Joseph Conrad
Purpose
Task 3 Instamemory
You are going to describe a real or make-believe photograph. You imagine a favorite
memory as a cellphone picture with the sentence starter: My memory snapshot shows… and
include who is in it, what is happening, where it is happening, and when it is happening. Note
colors, emotions, facial expressions, and other visual details about the moment.
Warm-up
Let's look at sensory details in action. Compare the following two passages describing a
trip to the grocery store.
Here's a passage without sensory details: Read this revised version with the addition of
sensory details:
It has been said that we think in images and not just what we only see , but one
that evokes all our senses.
Imagery is language used by poets, novelists and other writers to create images in the
mind of the reader. Imagery includes figurative and metaphorical language to improve the
reader’s experience through their senses.
The night was black as ever, but bright stars lit up the sky in beautiful and varied
constellations which were sprinkled across the astronomical landscape.
In this example, the experience of the night sky is described in depth with color
(black as ever, bright), shape (varied constellations), and pattern (sprinkled).
Silence was broken by the peal of piano keys as Shannon began practicing her concerto.
Here, auditory imagery breaks silence with the beautiful sound of piano keys.
Example 3 Imagery using scent (smell) OLFACTORY:
She smelled the scent of sweet hibiscus wafting through the air, its tropical smell a
reminder that she was on vacation in a beautiful place.
The scent of hibiscus helps describe a scene which is relaxing, warm, and
welcoming.
The candy melted in her mouth and swirls of bittersweet chocolate and slightly sweet but
salty caramel blended together on her tongue.
Thanks to an in-depth description of the candy’s various flavors, the reader can
almost experience the deliciousness directly.
After the long run, he collapsed in the grass with tired and burning muscles. The grass
tickled his skin and sweat cooled on his brow.
_________________
__________________________
_______________________________
After two or three additions, add a topping or two. The pyramid might look like this.
marshmallow
chocolate mashmallow
delicious chocolate marshmallow
soft delicious chocolate marshmallow
________________
______________________
____________________________
__________________________________
Examine the words you added. Which ones are the most descriptive? Which one specifically
appeal to the sense of taste? How does the last line compare to the first?
Title
Rubrics for Food Review
Category 4 3 2 1
Organization Information is very Information is organized Information is The information
organized with well- with well-constructed organized, but appears to be
constructed paragraphs. Most paragraphs are not disorganized.
paragraphs and paragraphs include well-constructed. Paragraphing structure
introduction, body and introductory sentence, was not clear and
conclusion explanations or details sentences were not
and concluding typically related within
sentence. the paragraphs.
Use of A large variety of A variety of descriptive Descriptive terms are There are few
Descriptive descriptive food terms food terms are used used sporadically and descriptive terms used
Food terms are used in a creative correctly throughout not in the proper in this article.
and innovative way the article. context.
correctly throughout
the article.
Quality of Infromation clearly Information clearly Information clearly Information has little
Information relates to the meal relates to the meal relates to the meal or nothing to do with
review. It includes review. It provides 1-2 review. No details the meal review in
several supporting supporting details and/or examples are each paragraph
details and/or and/or examples in given in each
examples in each each paragraph. paragraph.
paragraph.
Total
Lesson 3: DICTION
Lesson Objectives
Warm Up
Give the synonyms of the following words.
1. born
2. weather
3. accept
4. effect
5. lose
Diction is simply the words the writer chooses to convey a particular meaning. When
analyzing diction, look for specific words or short phrases that seem stronger than the others
(ex. Bragg’s use of slingshot instead of travel).
Diction is NEVER the entire sentence! Also, look for a pattern (or similarity) in the words
the writer chooses (ex. Do the words imply sadness, happiness, etc?). This pattern helps to
create a particular kind of diction. This pattern can also include repetition of the same words or
phrases.
Repeating the same word or phrase helps the reader emphasize a point, feeling, etc.
Effective diction is shaped by words that are clear, concrete, and exact. Good writers avoid
words like pretty, nice, and bad because they are not specific enough. Instead, they rely on
words that invoke a specific effect in order to bring the reader into the event being described.
Examples: A coat isn’t torn; it is tattered.
The US Army does not want revenge; it is thirsting for revenge.
A door does not shut; it thuds.
3. “Things ______ ______; the centre cannot hold.” – W.B. Yeats, “The Second Coming”
4. “ W h o s e _ _ _ _ _ _ _ _
Snowy Evening”
5. “ W e p a u s e d b e f o
lands trees woods
Lesson Objectives:
Warm Up
Person Object
1. W
h
a t
Task 3 What am I?
If it is a simile, underline the simile in one color and write “simile” after it. If it is a
metaphor, underline the metaphor in another color, and write “metaphor” after it. Finally,
under each sentence, write what the simile or metaphor means.
1. The giant’s steps were thunder as he ran toward Jack.
2. The pillow was a cloud when I put my head upon it.
3. The bar of soap was a slippery eel during the dog’s bath.
4. I felt like a cheetah when I ran the race.
5. Those boys are like two peas in a pod.
As quick as a wink, Andy launched the boat in the water while Amy sorted the rods and reels. Andy gunned the engine and
the boat shot off like a rocket. But as they came around the corner, Andy and Amy spied another boat at their favorite fishing
spot! Their hearts dropped like rocks, and they knew they were in a pickle.
Andy asked Amy. “Sit tight,” Amy replied. “I think I may have another trick up my sleeve.” Amy directed Andy to a small
cove on the other side of the lake. Lily pads floated like saucers on the water and birds chirped cheerfully all around them. Andy
picked up his rod and cast it toward the moss-covered bank. Kerplunk! The lure splashed into the water. Before Andy had time to
blink, his line began to zing. He had a fish!
“Amy!” hollered Andy excitedly. “Lend me a hand and grab the net!” Andy reeled and reeled but the fish fought him tooth
and nail. Andy began sweating bullets. He knew the tournament victory would depend on this catch.
“Andy, you lucky dog,” exclaimed Amy. “You caught a whale of a fish! You’re sure to win the tournament now.”
“But you helped me catch him,” replied Andy. “We’ll share the prize.” Amy and Andy zoomed back to the dock to weigh
their fish and claim the prize: a Lucky Lure fishing hat and a T-shirt.
“Wow! What a wonderful day,” said Andy as they drove home. “But I’m exhausted!”
“Me too,” Amy said with a yawn. “But let’s come back tomorrow and see if there are any more whales in that cove!”
Warm Up
More than a Feeling
What is the strongest emotion have you experienced? Is it anger, happiness, or fear?
Have you experienced something you could not describe because it was mix of different things?
Poetry helps in putting into words that feeling.
Take a look at the following ways we express emotions. Do they encapsulate what you
really want to say? In one or two sentences restate the following in your own words without
using the highlighted adjective for that emotion.
1. I am in love.
2. I feel anxious.
3. I’m excited.
4. I’m feeling happy.
5. I am hopeful.
What is a poem? Is mere self-expression? How does poetry put into words and translate
experience?
“Poetry is the rhythmical creation of beauty in words.” - Edgar Allan Poe
Composing poems is one of the effective way to express our innermost thoughts and
feelings. Poetry is the art of expressing oneself in verse. It uses few words to convey its meaning.
It is meant to be read aloud. It uses imagery or figures of speech to express feelings or create a
mental picture or idea.
Poetry as a form of literature long predates the existence of the written word. Its use
of rhyme, rhythm, and literary devices, such as metaphor and simile, helped make possible
the memorizing of long verses long before the advent writing. Though not as popular today
amongst readers, it endures still in the popular culture, particularly in hip hop and rap.
1. Haiku
Traditionally, a haiku is a prescriptive form of Japanese poetry that follows a tight
syllabic structure that juxtaposes two subjects, usually related to a natural or seasonal
phenomenon.
Form:
● 3 lines
● 17 syllables in total
● First line of 5 syllables, second line of 7 syllables, a final line of 5 syllables
● Does not usually rhyme
● Usually written in the present tense
2. Limerick
With origins that stretch back to the early years of the 18th century, the limerick’s
popularity endures.
Form:
● Strict AABBA rhyme scheme
● The first line usually introduces a person and a place
● The place name usually ends the first line setting up the rhyme for the second and
fifth lines
3. Narrative Poetry
As the name suggests, narrative poems essentially tell a story. As poems were easier
to commit to memory, narrative poetry has its origins in oral traditions. This form
employs literary devices, often regular metre, to tell a story frequently in the voice of
a narrator and/or the characters in the tale. It combines poetic techniques, such
as rhyme and alliteration, with the elements of fiction, such as characters and a
recognizable plot.
One common sub-type of narrative poetry is the ballad. A ballad
tells a story of a particular time and place, usually over many verses.
It often includes a refrain - lines or verses that are repeated at regular
intervals. Ballads were originally chanted or sung, so they are very
structured in style.
Note:
Don't confuse ballad with ballade. A ballade is a traditional type of
formal lyric originally developed in France.
Features:
● Written to be read aloud
● Includes the usual elements of a story: characters, setting, conflict, dialogue,
climax, resolution
● Employs literary devices such as simile, metaphor, figurative language etc
● Often rhymes, but not always
4. Free Verse
While the word ‘free’ in this form may conjure up images of the wild scribbling of
emotional ‘vomit’, there is more to this form. While the structure is extremely loose in
comparison to the tyrannical nature of the sonnet described below, it is not mere
prose. Check out the features below to get to grips with this often misunderstood
form.
Features:
● Characterized by irregular rhythm and rhyme, though both may be used at times
● Irregular line length
● Literary devices often used, for example, alliteration, assonance, metaphor,
simile, repetition, internal rhyme
5. Sonnet
The sonnet is an extremely technical form of writing that stands in stark contrast to
the relative anarchy of free verse. Though its origins can be traced to at least 13th
century Italy, there are numerous structural variants. Its popularity among poets such
as Milton and Donne exposed a wider English-speaking audience to its rigorous
structures. Many students are first exposed to this form through Shakespeare’s
sonnets and that is the form whose features we examine below.
Sonnet 116
A fourteen line poem with Admit impediments. Love is not love One stanza to show that
a six line section (sestet) love is exclusive and
Which alters when it alteration finds,
then a twist which unbreakable
develops in an eight line Or bends with the remover to remove. Final line challenges us to accept
section (octet). O no, it is an ever-fixèd mark that his words are true- he
makes a brave claim that all of
Sometimes this twist is That looks on tempests and is never shaken; his writing never existed if true
called the question and love does not exist!
Written in iambic Love alters not with his brief hours and weeks,
pentameter – ten syllable But bears it out even to the edge of doom.
lines.
If this be error and upon me proved,
I never writ, nor no man ever loved.
Features:
● 14 lines of iambic pentameter
● 3 quatrains and a heroic couplet
● Rhyme scheme is: abab, cdcd, efef, gg
● The narrative usually includes the introduction of a problem, building toward a
solution by the close of the poem
6. Lyric Poetry
Lyric poetry, on the other hand, may tell about events, but the focus is on creating a mood
or recalling a feeling. Lyric poems express the character, impresssions and emotions of the
poet, and are usually short.
There are many different sub-types of lyric poems. Here are a few examples:
Love song
Patriotic song
Hymn
Elegy (a mournful poem or lament, sometimes rather long)
Ode (usually addressed to a person, thing, or routine)
Sonnet (a special type having fourteen lines)
There are no easy ways to dispel these biases. Poetry is difficult because very often its
language is indirect. But so is experience - those things we think, feel, and do. The lazy reader
wants to be told things and usually avoids poetry because it demands commitment and energy.
Moreover, much of what poetry has to offer is not in the form of hidden meanings. Many poets
like to "play" with the sound of language or offer an emotional insight by describing what they
see in highly descriptive language. In fact, there can many different ways to enjoy poetry; this
reflects the many different styles and objectives of poets themselves.
(http://learn.lexiconic.net/elementsofpoetry.htm)
Lines
A single line in a poem is often organized into stanzas.
THEME
is a truth lesson or
message about life
MOOD RHYTHM
Mood is the feeling the Rhythm is the beat
poet is trying to sound and feel of
convey. a poem.
ELEMENTS OF
POETRY
A poem is a collection of words written to
express ideas, imagination, and emotions.
LINE METER
A line is a single row Meter is the number
of words in a poem and style of accented
syllable in a line
STANZA RHYME
A stanza is a group of Rhyme describes words
Lines in a poem that have the same
ending sounds
STANZAS
Stanzas are a series of lines grouped together and separated by an empty line from other
stanzas. They are the equivalent of a paragraph in an essay. One way to identify a stanza is to
count the number of lines. Thus:
couplet (2 lines)
tercet (3 lines)
quatrain (4 lines)
cinquain (5 lines)
sestet (6 lines) (sometimes it's called a sexain)
septet (7 lines)
octave (8 lines)
Example:
Today Is Your Luck
by Bruce Lansky
SOUND PATTERNS
Three other elements of poetry are rhyme scheme, meter (ie. regular rhythm) and word
sounds (like alliteration). These are sometimes collectively called sound play because they take
advantage of the performative, spoken nature of poetry.
A. Word Sounds
Common types of sound play emphasize individual sounds between and within words:
1. Alliteration: the repetition of initial sounds on the same line or stanza
- Big bad Bob bounced bravely.
2. Assonance: the repetition of vowel sounds (anywhere in the middle or end of a
line or stanza) - Tilting at windmills
3. Consonance: the repetition of consonant sounds (anywhere in the middle or end
of a line or stanza) - And all the air a solemn stillness holds. (T. Gray)
4. Onomatopoeia: words that sound like that which they describe - Boom! Crash!
Pow! Quack! Moo! Caress...
5. Repetition: the repetition of entire lines or phrases to emphasize key thematic
ideas.
6. Parallel Stucture: a form of repetition where the order of verbs and nouns is
repeated; it may involve exact words, but it more importantly repeats sentence
structure - "I came, I saw, I conquered".
The repetition of certain sounds creates a rhythmic pattern that, in turn, gives lines of words a
certain musical or song-like quality. No band is needed!
B. Rhyme
Rhyme is the repetition of similar sounds. In poetry, the most common kind of rhyme is
the end rhyme, which occurs at the end of two or more lines. It is usually identified with lower
case letters, and a new letter is used to identify each new end sound. Take a look at the rhyme
scheme for the following poem:
I saw a fairy in the wood,
He was dressed all in green.
He drew his sword while I just stood,
And realized I'd been seen.
Internal rhyme occurs in the middle of a line, as in these lines from Coleridge, "In mist or cloud,
on mast or shroud" or "Whiles all the night through fog-smoke white" ("The Ancient Mariner").
Remember that most modern poems do not have rhyme.
Meter: the systematic regularity in rhythm; this systematic rhythm (or sound pattern) is usually
identified by examining the type of "foot" and the number of feet.
1. Poetic Foot: The traditional line of metered poetry contains a number of rhythmical units,
which are called feet. The feet in a line are distinguished as a recurring pattern of two or three
syllables ("apple" has 2 syllables, "banana" has 3 syllables, etc.). The pattern, or foot, is
designated according to the number of syllables contained, and the relationship in each foot
between the strong and weak syllables.Thus:
In other words, any line of poetry with a systematic rhythm has a certain number of feet,
and each foot has two or three syllables with a constant beat pattern .
a. Iamb (Iambic) - weak syllable followed by strong syllable. [Note that the pattern is
sometimes fairly hard to maintain, as in the third foot.]
e.g.
In her room at the prow of the house
Where light breaks, and the windows are tossed...
d. Dactyl (Dactylic): a strong syllable followed by two weak syllables.
DD
e. Spondee (Spondaic): two strong syllables (not common as lines, but appears as a foot). A
spondee usually appears at the end of a line.
2. The Number of Feet: The second part of meter is the number of feet contained in a line.
Thus:
one foot=monometer
two feet=dimeter
three feet=trimeter
four feet=tetrameter
five feet=pentameter
six feet=hexameter (when hexameter is in iambic rhythm, it is called an alexandrine)
Poems with an identifiable meter are therefore identified by the type of feet (e.g. iambic) and
the number of feet in a line (e.g. pentameter). The following line is iambic pentameter because it
(1) has five feet [pentameter], and (2) each foot has two syllables with the stress on the second
syllable [iambic].
Thus, you will hear meter identified as iambic pentameter, trochaic tetrameter, and so on.
The first foot substitutes a trochee for an iamb. Thus, the basic iambic pentameter is varied with
the opening trochee.
5. Free Verse
Most modern poetry no longer follows strict rules of meter or rhyme, especially throughout an
entire poem. Free verse, frankly, has no rules about meter or rhyme whatsoever! [In other
words, blank verse has rhythm, but no rhyme, while free verse has neither rhythm nor rhyme.]
So, you may find it difficult to find regular iambic pentameter in a modern poem, though you
might find it in particular lines. Modern poets do like to throw in the occasional line or phrase of
metered poetry, particularly if they’re trying to create a certain effect. Free verse can also apply
to a lack of a formal verse structure.
To maintain a consistent meter, a poet has to choose words that fit. For example, if a
poet wants to write iambic poetry, s/he has to choose words that have a naturally iambic
rhythm. Words like betray and persuade will work in an iambic poem because they are naturally
iambic. They sound silly any other way. However, candle and muscle will work best in a trochaic
poem, because their natural emphasis is on the first syllable. (However, a poet can use trochaic
words if s/he places a one syllable word in front of them. This often leads to poetic feet ending
in the middle of words - after one syllable - rather than the end.) It's not surprising that most
modern poetry is not metered, because it is very restrictive and demanding.
If there are some lines that sound metered, but some that don't, the poem has
an irregular rhythm.
Our Lady of Perpetual Help Academy of Linamon Lanao Kauswagan, Inc.
Linamon, Lanao del Norte
S.Y. 2020-2021
Name ______________________________________ Date__________________
Grade & Section _____________________________ Score _________________
Task 1 Match n Match: Match each item on the left with the correct items on the right.
In the given poem, identify the lines by drawing an arrow pointing the lines on the left,
draw brackets on the right side for the stanzas, and highlight the words that rhymed.
Task 3 Highlighter
Questions:
1. How did this poem made you feel? What words or phrases in the poem made you feel this way?
2. What figure of speech did the author used? Did they enhance the poem?
3. What was your favorite part of this poem?
4. Why do you think the author wrote this poem?
5. What message do you think the author was trying to convey in this poem?
6. Did this poem remind you of something from your life? What was it?
7. Does this poem remind you of a person that you know or a fictional character? Who was it?
8. Were there any parts you found confusing or did not understand? What were they? What would
you do to figure those parts out?
9. Do you think the poem was well-written? Why or why not?
10. Is this poem similar to a poem you have read? How?
References
Ancheta, L., (2017),Creative Writing, Vibal Group, Inc. and Lira R, Ancheta: Quezon
City.
Vasquez, L. and Lee, G., (2017), Creative Writing, Rex Book Store, Inc.: Manila.
Estabrook, J., What is Poetry? Contrasting Poetry and Prose, International Literacy
Association: Maine, retrieved from www.readwritethink.org
https://www.ereadingworksheets.com/figurative-language/poetic-devices/
https://learn.lexiconic.net/2.2poetryforms.htm
https://www.weareteachers.com/poetry-games-for-the-classroom/