Module 1

Reference: Creative Writing K-12 Compliant Worktext for
the Senior High School
By: Arnold Jarn Ford G. Buhisan and Ayesha H. Sayseng

i
CENTRAL PHILIPPINE ADVENTIST COLLEGE- ACADEMY
Alegria, Murcia, Negros Occidental
Philosophy
To restore the lost image of God in humanity through the harmonious development of the
mental, physical, social and spiritual faculties.
Mission
To provide Bible-based education to students through the influence and inspiration of Christ-like
teachers.
Vision
To be the center of Christ’s influence in Negros Occidental.
Goal
In harmony with its Philosophy, Vision, Mission, Central Philippine Adventist College Academy
is dedicated to educate learners by promoting excellence in learning, service, and faith through
Adventist education.
Objectives
Central Philippine Adventist College is committed to attaining the following mission
statements:
1. To instill Christian love through acts of kindness, helpfulness and compassion.
2. To teach obedience to the laws of one’s country when such laws do not conflict
with the laws of God.
3. To put emphasis on the dignity of labor and its values.
4. Encourage participation in outreach programs intended to meet the physical
and spiritual needs of the communities.
5. Instill the culture of excellence in all academic programs and co-curricular activities.
6. Foster the relevance of the study programs and research for the improvement of
the quality of life, and
7. Produce efficient, effective, qualified and globally competitive but locally
responsive graduates for optimum service to God and humanity.
Core Values
C - Competence
H - Humility
R - Respect
S - Self-sacrifice
T - Teamwork

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Course Description
Grade: 12
Semester: 1st Semester
Subject Title: Creative Writing
No. of Hours/ Semester: 80 hours/ semester
Prerequisite: 21st Century Literature from the Philippines and the World
The course aims to develop practical and creative skills in reading and writing; introduce
students to the fundamental techniques of writing fiction, poetry, and drama; and discuss the use
of such techniques by well-known authors in a variety of genres. Each class will be devoted to
the examination of techniques and to the workshop of students’ drafts toward the enrichment of
their manuscripts. Students learn how to combine inspiration and revision and to develop a sense
of form.
In this class, creativity will be honed, and skills gained in English will be put into practice
to create masterpieces of poetry, dramas, and fiction stories. Each lesson is designed to open the
mind and acquire knowledge in the different forms of literature that are used to entertain people
of different races.
Literature has been the major source of entertainment across the ages. The creating of one
requires skills and creativity combined to create an entertaining masterpiece worthy of being
passed on from generation to generation.
So, open your mind and warm-up your vocabulary for a beautiful creative ride throughout
the semester. If you think you cannot do it, think again. If the great Shakespeare can create
enthralling dramas and Edgar Allan Poe, America’s most celebrated poet can create heart-
stopping poems, you will be able to as well. It only takes courage, willingness to learn, practice,
and patience.

iii
Learning Design
The Learning design of this course is WRITE. Each lesson contains the elements of WRITE.
Before proceeding to each lesson, we are to seek God first by reading His words and
through prayer. Each lesson has a devotional reading fit to develop the character for the world to
come and to establish our relationship with God.
This is where the lesson discussion can be found. Each lesson will contain information
and a description of the lesson. This will also contain the goals and objectives of the topic.
After gaining knowledge through reading, you are to integrate your understanding with
sample literature from world-renowned writers and poets. You will see examples of works, and
you can observe these examples.
This is the part of the lesson where you will put the knowledge that you gained into
practice. You will answer questions and exercise writing.
After every lesson, there is always an evaluation. It can either be in forms of homework,
activities, or quizzes. This is where your knowledge will be tested. You may also be asked to
give your honest opinions on the topic, and you can evaluate yourself on how much you have
learned.

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Table of Contents
Topic Page
PVMGO i
Course Description ii
Learning Design iii
Table of Contents iv
Glossary v
Module 1: Expressing Creative Thoughts through Imaginative Writing 1-27
Lesson 1: Creative Writing vs. Other Forms of Writing 2
Lesson 2: Sensory Experience in Imaginative Writing 8
Lesson 3: Language of Creative Writing 14
Performance Task 20
Module 2: Sharing Inner Self through Poetry 21-42
Lesson 4: Introduction to Poetry 21
Lesson 5: Elements of Poetry 25
Lesson 6: Different Forms of Poetry 32
Lesson 7: Experimental Texts 37
Performance Task 42
Module 3: Reading and Writing Fiction 43-84
Lesson 8: Nature of Fiction 43
Lesson 9: The Essential Elements of Fiction 50
Lesson 10: The Setting in a Fictional Work 53
Lesson 11: Coming Across Characters in Fiction 61
Lesson 12: Looking Through Point of View in Fiction 66
Lesson 13: Advancing Challenging Plots in Fiction 71
Lesson 14: Developing Style in the World of Fiction 76
Lesson 15: Materializing Themes in Fictional Works 81
Performance Task 84
Module 4: Depicting Life’s Glories and Miseries through Writing Dramatic Plays 85-100
Lesson 16: Definition and Nature of Drama 85
Lesson 17: Elements of Drama 90
Lesson 18: Types of Drama 94
Lesson 19: Script Writing 98
Final Performance Task 101

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Glossary
Term Meaning
Blog A web log: A website containing short articles called posts that are
changed regularly. Some are written by one person expressing his/her own
opinions, interest, and experiences, while others are written by many
different people.
Craft essay An essay that discusses matters of creative construction that may include
reflections on writing strategies, genre elements, and contextual influences.
Coming-of-age
story
A type of story in which the protagonist is initiated into adulthood through
knowledge, experience, or both, often by a process of disillusionment.
Understanding comes after the dropping of preconceptions, a destruction
of a false sense of security, or in some way the loss of innocence. Some of
the shifts that take place are the following: ignorance to knowledge,
innocence to experience, false view of world to correct view, idealism to
realism, and immature responses to mature responses. (Literary Terms list
EETT.pdf, from
www.schenectady.k12.ny.us/.../literacyterms/Literary%20Terms%20list%
20...); novel in which an adolescent protagonist comes to adulthood by a
process of experience and disillusionment. This character loses his or her
innocence, discovers that previous preconceptions are false, or has the
security of childhood torn away, but usually matures and strengthens by
this process. Examples include Wieland's Agathon, Herman Raucher's
Summer of '42, Ray Bradbury's Dandelion Wine, Joyce's A Portrait of the
Artist as a Young Man, and Jane Austen's Northanger Abbey. The most
famous examples are in German, in which a tale in the genre is called a
Bildungsroman or a Erziehungsroman. Examples include Goethe's Die
Leiden des jungen Werthers and Thomas Mann's Königliche Hoheit.
(http://web.cn.edu/kwheeler/lit_terms_C.html)
Diction The selection of words in a literary work. A work's diction forms one of its
centrally important literary elements, as writers use words to convey
action, reveal character, imply attitudes, identify themes, and suggest
values. We can speak of the diction particular to a character, as in Iago's
and Desdemona's very different ways of speaking in Othello. We can also
refer to a poet's diction as represented over the body of his or her work, as
in Donne's or Hughes's diction. (http://highered.mcgraw-
hill.com/sites/0072405228/student_view0/poetic_glossary.html)
Figure of
speech
Also known as figurative language, it creates figures (pictures) in the mind
of the reader or listener. These pictures help convey the meaning and more
vividly than words alone. We use figures of speech in “figurative
language” to add colour and interest, and awaken the imagination.
Figurative language is everywhere, from classical works like
Shakespeare’s and the Bible, to everyday speech, pop music, and television
commercials. Figurative language means something different from (and
usually more than) what it says on the surface
Foreshadowing The presentation of details, characters, or incidents in a narrative in such a
way that later events are prepared for (or "shadowed forth").
(http://grammar.about.com/od/fh/g/foreshadowingterm.htm)

Hyper poetry A form of digital poetry that uses links using hypertext mark-up. It is a
very visual form, and is related to hypertext fiction and visual arts. The
links mean that a hypertext poem has no set order, the poem moving or
being generated in response to the links that the reader/user chooses. It can
either involve set words, phrases, lines, etc. that are presented in variable
order, but sit on the page in the same way traditional poetry does, or it can
contain parts of the poem that move and/or mutate. It is usually found
online, though CDROM and diskette versions exist. The earliest date to no
later than mid-1980s.
Image A concrete representation of a sense impression, a feeling, or an idea.
Imagery refers to the pattern of related details in a work. In some works
one image predominates either by recurring throughout the work or by
appearing at a critical point in the plot. Often, writers use multiple images
throughout a work to suggest states of feeling and to convey implications
of thought and action. Some modern poets, such as Ezra Pound and
William Carlos Williams, write poems that lack discursive explanation
entirely and include only images. (http://highered.mcgraw-
hill.com/sites/0072405228/student_view0/poetic_glossary.html)
Imaginative
writing
A mode of writing characterized by inventiveness of situation, perspective,
or story, and distinguished from other modes such as expository and
persuasive writing
(http://ccat.sas.upenn.edu/~haroldfs/popcult/wrtmodes.htm). The term is
often used synonymously with "creative writing".
Intertextuality The complex interrelationship between a text and other texts taken as basic
to the creation or interpretation of the text
Irony There are several types of irony in literature. Three main types are verbal
irony, dramatic irony, and situational irony. Verbal irony is the contrast
between what is said and what is meant: In other words, sarcasm. Dramatic
irony is the contrast between what the character thinks to be true and what
we (the reader) know to be true. Sometimes as we read we are placed in
the position of knowing more than what one character knows. Because we
know something the character does not, we read to discover how the
character will react when he or she learns the truth of the situation.
Situational irony is the most common in literature. It is the contrast
between what happens and what was expected (or what would seem
appropriate). (http://hrsbstaff.ednet.ns.ca/engramja/litdevic.html)
Literary device A literary or linguistic technique that produces a specific effect, esp. a
figure of speech, narrative style, or plot mechanism.
(http://dictionary.reference.com/browse/literary+device)
Literary
elements
Refers to particular identifiable characteristics of a whole text. They are
not “used”, per se, by authors; they represent the elements of storytelling
that are common to all literary and narrative forms. For example, every
story has a theme, every story has a setting, every story has a conflict,
every story is written from a particular point of view, etc. in order to be
discussed legitimately as part of a textual analysis, and literary elements
must be specifically identified for that particular text.
Literary genre A category of literary composition; genres may be determined by literary
techniques, tone, content, or even (as in the case of fiction) length. The
distinctions between genres and categories are flexible and loosely defined,
often with subgroups. The most general genres in literature are (in loose
chronological order) epic, tragedy, comedy, and creative nonfiction. They
can all be in the form of prose or poetry. Additionally, genres such as
satire, allegory, or pastoral might appear in any of the above, not only as a
sub-genre, but as a mixture of genres. Finally, they are defined by the
general cultural movement of the historical period in which they were
composed. Genre should not be confused with age categories, by which
literature may be classified as either adult, young-adult, or children’s. They

also must not be confused with format, such as graphic novel or picture
book.
Literary
techniques
Refers to any specific, deliberate constructions, or choices of language that
an author uses to convey meaning in particular way. 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; they represent deliberate choices by individual authors.
Motif A recurring object, concept, or structure in a work of literature. A motif
may also be two contrasting elements in a work, such as good and evil. In
the Book of Genesis, we see the motif of separation again and again
throughout the story. In the very first chapter, God separates the light from
the darkness. Abraham and his descendants are separated from the rest of
the nation as God's chosen people. Joseph is separated from his brothers in
order that life might be preserved. Another motif is water, seen in Genesis
as a means of destroying the wicked, and in Matthew as a means of
remitting sins by the employment of baptism. Other motifs in Genesis and
Matthew include blood sacrifices, fire, lambs, and goats. A motif is
important because it allows one to see main points and themes that the
author is trying to express, so that one might be able to interpret the work
more accurately.
(http://www2.uncp.edu/home/canada/work/allam/general/glossary.htm#m)
Sensory
experience
The apprehension of an object, thought, or emotion through the senses;
active participation in events or activities, leading to the accumulation of
knowledge or skill. (http://www.thefreedictionary.com/experience)
Symbolism A character, an action, a setting, or an object representing something else
can be a symbol. Most often, the symbol in a story is an object that
represents its owner’s character or situation, or both. For example, a
secluded, near-empty apartment might represent the alienation and
emotional emptiness of the tenant. Symbols are usually recognizable by the
amount of emphasis they receive. Objects intended to be viewed as
symbolic may be described in detail, be included in the title, be referred to
frequently, or emphasized at the beginning or ending of the story. When
we recognize a symbol and understand its meaning or meanings, we see
more clearly what the writer chose to emphasize.
(http://hrsbstaff.ednet.ns.ca/engramja/litdevic.html)
Theme Assertion or argument that the literary work makes.
Typography The general character or appearance of printed matter.
(http://dictionary.reference.com/browse/typography)
Vignette Literally "little vine" in French; a short composition showing considerable
skill, especially such a composition designed with little or no plot or larger
narrative structure. Vignettes are often descriptive or evocative in their
nature. An example would be the brief narratives appearing in Sandra
Cisneros's short stories. More loosely, vignettes might be descriptive
passages within a larger work, such as Virginia Woolf's "Kew Gardens", or
Faulkner's descriptions of horses and landscapes in The Hamlet. The term
“vignette” originally comes from a decorative device appearing on a title
page or at the opening chapters. Conventionally, nineteenth-century
printers depicted small looping vines here, loosely reminiscent of the vine
work in medieval manuscripts.
(http://web.cn.edu/kwheeler/lit_terms_V.html)

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Module 1: Expressing Creative Thoughts through
Imaginative Writing
2 Weeks
Content Standard:
The learners have an understanding of imagery, diction, figures of speech, and variations on
language.
Performance Standard:
The learners shall be able to produce short paragraphs or vignettes using imagery, diction,
figures of speech, and specific experiences
Module Map:
Here is a simple map of the lessons you will cover.
Pre-Test:
Let’s discover how much knowledge we have on Creative Writing before we formally learn
about it.
Multiple Choice Questions:
1. Metaphor is a type of
a. Figure of speech b. diction c. sensory word d. none of the above
2. Creative writing uses words that are
a. Unique and pleasant to
the ears
b. formal c. scientific d. local
3. Sensory words are words that
a. Provide formality to the
text
b. Provide color
and beauty
c. Provide nothing
important
d. None of the above
4. I saw the flower dancing in the wind is an example of which figure of speech.
a. hyperbole b. simile c. personification d. allusion
5. If word the word money is formal diction, cash is the _______ equivalent of it
a. normal b. colloquial c. informal d. actual
Imaginative Writing
Creative
Writing
Sensory Words Diction
Figures of
Speech
Technical
Writing
Diction

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What creative writing is
Its nature
Its uses.
Lesson 1: Creative Writing vs. Other Forms of Writing
Before we go to our lesson today let us worship the Lord through our thoughts.
Read the short devotional below and share your opinion on the space provided.
Hemingway took short story writing to a whole other level by writing a story in just six
words: “For sale: baby shoes, never worn.”
Matthew 27.27-44 Explore: I was never a big reader when I was growing up. I was a little slow
in reading and so trying to take in a whole book at one time seemed rather daunting. And so I
got into short stories. There is a definite art in constructing a short story. You need to be able to
get a whole plot and resolution in the space of one chapter. Hemingway took it to a whole other
level by writing a story in just six words: “For sale: baby shoes, never worn.” Six words that
speak volumes.
As I am reading through the last few chapters of Matthew I’ve picked up on five short but
powerful words. In the 137 verses from Jesus’ betrayal to resurrection it surprised me that the
actual act of crucifixion – the piercing of his hands and nailing of his feet – took only 5 words. If
you were to see this passion story played out, there is always much more focus on the actual
crucifixion than the writer of Matthew tells. And yet these five words from verse 35 speak
volumes too. “When they had crucified him” speaks of the journey Jesus has been on and what
he is still to endure.
Application: In a previous ministry team I worked in we always joked that ‘No one complains
about a short sermon’. We often heard complaints that the sermon or the service went for too
long, but never was it mentioned if something was delivered quickly. Often we put so many
words into our explanations of our faith that people miss the point. Could we sum up our whole
faith in just 5-6 words? How about: “Jesus died. I’m forgiven. Love eternal.” What would your
six words be?
Prayer: Lord, you gave us mouths to speak but often we allow that gift to override all other
abilities you have given us. May we speak less and love more. Amen.
What would your six words be?
______________________________________________________________________________
Let us explore the world of creative writing. In this section we will differentiate creative
writing from technical writing.
The human mind is a vast universe that contains limitless thoughts and no one can fathom
its complexities unless explored and expressed. It is necessary that one share pieces of their
universe in any form possible liberate the encapsulated ideas inside them.
There are various ways on how people share these thoughts. Others do it through visual
arts, some of the movements, many of music and a lot of writing. These lesson focuses on
writing to express. Although there are several forms of writing, this will primarily highlight
creative writing. You will have a clear picture of:

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Learning Competencies:
1. differentiate imaginative writing from among other forms of writing
2. read closely as writers with a consciousness of craft
Target
At the end of the lesson, you should be able to:
1. Define creative writing.
2. Understand the nature of creative writing.
3. Differentiate creative writing to other forms of writing.
4. Appreciate creative works of literary authors.
5. Write your creative writing piece.
Boost Yourself
Creative writing is the artistic expression through written word. It is used to express the
writer’s idea and emotions in an artistic manner. It uses language that aims to entertain and
captivate audience.
The table below shows the comparison between creative writing and technical writing.
Technical Writing Creative Writing
Forms/samples Research, journals, proposals,
reports, guidelines
Poetry, fiction, drama
Objective Aims to instruct and inform
readers.
Aims to entertain the readers.
Content Shows facts. Reflects the writer’s
imagination.
Audience With specific target audience Broader audience
Diction Formal Informal
Structure Systematic Artistic
How is creative writing different from other Forms of writing?
______________________________________________________________________________
______________________________________________________________________________
Which do you think attracts more readers?
______________________________________________________________________________
______________________________________________________________________________
Think about this:
King David was one of the greatest song writer of all time. His songs
not only entertained but they definitely praised GOD.

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We will look into different works by famous writers. We will discover their style and their
creativity.
Creative works can be classified as poetry, fiction and drama. Here are a few samples of
creative works for each classification:
Poetry
Fiction
Excerpt from To Kill a Mocking Bird, Harper Lee
Drama
Excerpt from Romeo and Juliet. Act 2 Scene 2

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After reading the sample texts above, please answer the following questions:
1. How do you like William Wordsworth’s poem? What emotions did you feel while
reading it? Was it entertaining?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Why do you think Harper Lee entitled his novel To Kill the Mocking Bird?
________________________________________________________________________
________________________________________________________________________
3. Do you think Romeo and Juliet had true love?
________________________________________________________________________
________________________________________________________________________
ROMEO
(to himself) She speaks. Oh,speak again, bright angel. You are as glorious
as an angel tonight. You shine above me, like a winged messenger from
heaven who makes mortal men fall on their backs to look up at the sky,
watching the angel walking on the clouds and sailing on the air.
JULIET
O Romeo, Romeo! Wherefore art thou Romeo?
Deny thy father and refuse thy name.
Or, if thou wilt not, be but sworn my love,
And I’ll no longer be a Capulet.
ROMEO
(aside) Shall I hear more, or shall I speak at this?
JULIET
'Tis but thy name that is my enemy.
Thou art thyself, though not a Montague.
40What’s Montague? It is nor hand, nor foot,
Nor arm, nor face,nor any other part
Belonging to a man. O, be some other name!
What’s in a name? That which we call a rose
By any other word would smell as sweet.
So Romeo would, were he not Romeo called,
Retain that dear perfection which he owes
Without that title. Romeo, doff thy name,
And for that name, which is no part of thee
Take all myself.
ROMEO
I take thee at thy word.
Call me but love, and I’ll be new baptized.
Henceforth I never will be Romeo.
Think about this:
What does the Bible say about love? Read 1 Corinthians 13.

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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Let’s deepen your understanding of technical and creative writing.
Activity 1 Comparing Technical and Creative writing.
Write an essay about yourself. In the first box, write it in a technical manner and in the second
box, translate it to creative form. (Minimum of 100 words)
Box 1. Technical Writing
Box 2. Creative Writing
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
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Rubric in grading the essay:
Let’s transfer what you learned into writing.
 Write your self-introduction creatively. Limit your words from 200-250. Submit it
through FB messenger.
Focus Content Organization Style Conventions
Description The single
controlling point
made with an
awareness of task
about a specific
topic.
The presence of
ideas developed
through facts,
examples,
anecdotes, details,
opinions, statistics,
reasons, and/or
explanations
The order
developed and
sustained within
and across
paragraphs using
transitional devices
and including
introduction and
conclusion.
The choice, use,
and arrangement of
words and sentence
structures that
create toneand
voice
Grammar,
mechanics,
spelling, usage, and
sentence
information
4 Sharp, distinct
controlling point
made about a
single topicwith
evident awareness
of task
Substantial,
specific, and/or
illustrative content
demonstrating
strong development
of sophisticated
ideas.
Sophisticated
arrangement of
content with
evident and/or
subtle transitions.
Precise, illustrative
use of a variety of
words and sentence
structures to create
consistent writer's
voice and tone
appropriateto
audience.
Evident control of
grammar,
mechanics,
spelling, usage and
sentence formation
3 Apparent point
made about a
single topicwith
sufficient
awareness of task.
Sufficiently
developed content
with adequate
elaboration or
explanation.
Functional
arrangement of
content that
sustains a logical
order with some
evidence of
transitions
Generic use of
variety of words
and sentence
structures that may
or may not create
writer’s voice and
tone appropriateto
audience
Sufficient control
of grammar,
mechanics,
spelling, usage and
sentence formation
2 No apparent point
but evidence of a
specific topic
Limited content
with inadequate
elaboration or
explanation
Confused or
inconsistent
arrangement of
content with or
without attempts at
transition
Limited word
choice and control
of sentence
structures that
inhibit voice and
tone.
Limited control of
grammar,
mechanics,
spelling, usage and
sentence formation
1 Minimal evidence
of a topic
Superficial and/or
minimal content
Minimal control of
content
arrangement.
Minimal variety
word choice and
minimal control of
sentence structures
Minimal control of
grammar,
mechanics,
spelling, usage and
sentence formation
controlling point
made with an
awareness of task
about a specific
topic.
The presence of
ideas developed
through facts,
examples,
anecdotes, details,
reasons, and/or
explanations
The order
developed and
sustained within
and across
paragraphs using
and including
introduction and
conclusion.
The choice, use,
and arrangement of
words and sentence
structures that
create toneand
voice
Grammar,
mechanics,
sentence
information
4 Sharp, distinct
controlling point
made about a
single topicwith
evident awareness
of task
Substantial,
specific, and/or
demonstrating
strong development
of sophisticated
ideas.
Sophisticated
arrangement of
content with
evident and/or
subtle transitions.
use of a variety of
words and sentence
consistent writer's
voice and tone
appropriateto
audience.
Evident control of
grammar,
mechanics,
spelling, usage and
sentence formation
3 Apparent point
made about a
single topicwith
sufficient
awareness of task.
Sufficiently
developed content
with adequate
elaboration or
explanation.
Functional
arrangement of
content that
sustains a logical
order with some
Generic use of
variety of words
and sentence
structures that may
or may not create
Sufficient control
of grammar,
mechanics,
spelling, usage and
sentence formation

8
Self-Assessment:
Competencies Yes No
1. I can define creative writing.
2. I understand the nature of creative writing.
3. I can differentiate creative writing to other forms of writing.
4. I can appreciate creative works of literary authors.
5. I can write my own creative writing piece.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
evidence of
transitions
tone appropriateto
audience
2 No apparent point
but evidence of a
specific topic
Limited content
with inadequate
elaboration or
explanation
Confused or
inconsistent
arrangement of
content with or
without attempts at
transition
Limited word
choice and control
of sentence
structures that
inhibit voice and
tone.
Limited control of
grammar,
mechanics,
spelling, usage and
sentence formation
1 Minimal evidence
of a topic
Superficial and/or
minimal content
Minimal control of
content
arrangement.
Minimal variety
word choice and
minimal control of
sentence structures
Minimal control of
grammar,
mechanics,
spelling, usage and
sentence formation

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Activities
Usage of sensory details
Effective writing of sensory
experiences
Lesson 2: Sensory Experience in Imaginative Writing
Let’s open our mind to God’s word before we start our class.
Read the short devotional below and share your opinion on the space provided.
Their loyalty is divided between God and the world, and they are unstable in everything
they do. – James 1:8 (NLT)
I remember a time when I wanted to make my teacher happy, but also wanted to make
my friends happy too. I decided to write some bad things about one of the other students on a
paper.
Of course, the teacher found the paper, and realized that I had written it. I got in trouble
for doing it. And while I made my friends happy and had them laughing about what I had
written, my teacher was disappointed in me.
I realized that I couldn’t successfully please two groups of people. I couldn’t make both
my teacher and my friends happy at the same time.
That’s a lot like what today’s verse talks about. It shows us that we can’t live our lives
and successfully make God and the world happy. It just won’t happen. We can’t live for two
things at the same time.
Trying to do that will make you unstable and unhappy in the long run. So instead of
trying to live for two different things, choose instead what you’re going to live for.
Will you live for God? Or the things of the world? What will you live for? Who will you
live for?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
https://studentdevos.com/
Let’s explore the world of imaginative writing. Learn the elements that will help in
producing creative writing pieces.
Wouldn’t it be nice if a piece of work will make you feel as if you are involved in the text
you are reading and you are part of the story?
An effective creative work gives a clear mental picture to the reader. It makes the reader
imagine and feel what is being read. This spices up the reading experience.
This lesson will discuss sensory details and their importance in writing. This will tackle
how to use the sensory details to capture the reader’s imagination and hold the reader’s attention
to a piece of work.
1. utilize language to evoke emotional and intellectual responses from readers
2. use imagery, diction, figures of speech, and specific experiences

10
Target
At the end of the lesson, you will be able to:
1. Explain sensory details.
2. Identify the importance of sensory details in creative writing.
3. Exercise the use of sensory details in writing.
Boost Yourself
Sensory Details and Its Usage
From the two pictures shown below, which is more appealing to you? Why?
______________________________________________________________________________
______________________________________________________________________________
A. B.
From the statements below, choose the one which is more appealing to you. Explain why.
a. Her hair is pretty and long.
b. Her shiny, jet black hair reaches her waist.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
a. Her perfume smells like chocolate but sweeter.
b. Her perfume smells good.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
From the pictures shown, the audience would prefer the one which has a clear view of the
beach rather than the one which is blurred.
Meanwhile, the statements shown above, readers would choose the statements with
concrete description of the subjects being described. This is because the object or writing which
gives a clear view of the subject catches and sustains the interest of the audience or readers.
Sensory details – the words and phrases that describe the content of the text vividly.
 Add powers to writing.
 Give a more concrete sensory experience to allow the reader to have a clear mental
picture of the scene or subject described.
 Sensory details can make the reader see, hear, touch, taste, and smell the object being
described even without seeing, hearing, touching, tasting and smelling it.

11
Let’s firm-up our exploration by looking into these texts from famous authors.
Sample Texts with Sensory Details
“When he was nearly thirteen, my brother Jem got his arm badly broken at the elbow. When it
heled, and Jem’s fears of never being able to play football were assuaged, he was seldom self-
conscious about injury. His left arm was somewhat shorter than his right; when he stood or
walked, the back of his hand was at right angles to his body, his thumb parallel to his thigh.”
Excerpt from To Kill a Mocking Bird, Harper Lee
“The studio filled with rich odor roses, and when the light summer wind stirred amidst the trees
of the garden there came through the open door the heavy scent of the lilac or the most delicate
perfume of the pink-flowering thorn.”
Excerpt from the Picture of Dorian Gray, Oscar Wilde
 Can you picture out Jem’s arm the way it was described in the first sample text?
________________________________________________________________________
________________________________________________________________________
 Can you vividly imagine the scent of the studio in the second sample text?
________________________________________________________________________
________________________________________________________________________
 Do the texts give you complete sensory details?
________________________________________________________________________
________________________________________________________________________
Let’s us deepen our understanding by enumerating words that can help us describe sensory
details.
Activity 1 Identifying Sensory Details
Write down all the words/adjectives you can think that appeals to the senses. One point will be
given for appropriate word written. Please avoid erasures.
SIGHT SMELL TASTE HEARING TOUCH
Think about this:
The 10 commandments was written to remind us of God’s love. It functions like a
mirror reflecting ourselves and lets us see our imperfections. Likewise, sensory words
help us see literature clearly.

12
Activity 2 Describing a Photo
Write the sensory details that you can come up with the picture below.
SIGHT SMELL TOUCH HEARING
Let’s transfer our knowledge gained into our own writing.
The sensory detail gives strength to writing by allowing the readers to have a vivid
sensory experience.
 Concretely describes the subject by using words of phrases that appeal to the five senses
– sight, smell, taste, hearing and touch.
 It captures and sustains the interest of the readers.
 Gives clear view of the subject or the scene being described.

13
 It exercises one’s imagination.
Activity 3 How I see the Photo
Write a 200 word essay about the picture below. Insert all the sensory details you wrote on the
table in activity 2.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
controlling point
made with an
awareness of task
The presence of
ideas developed
through facts,
examples,
anecdotes, details,
The order
developed and
sustained within
and across
paragraphs using
The choice, use,
and arrangement of
words and sentence
structures that
Grammar,
mechanics,
sentence
information

14
Cool Down
Post your essay on Moodle and comment on the posts of your classmates as well. Give
positive feedbacks and recommendations. Then rate their work based on the rubric below.
about a specific
topic.
reasons, and/or
explanations
and including
introduction and
conclusion.
create toneand
voice
4 Sharp, distinct
controlling point
made about a
single topicwith
evident awareness
of task
Substantial,
specific, and/or
demonstrating
strong development
of sophisticated
ideas.
Sophisticated
arrangement of
content with
evident and/or
subtle transitions.
use of a variety of
words and sentence
consistent writer's
voice and tone
appropriateto
audience.
Evident control of
grammar,
mechanics,
spelling, usage and
sentence formation
3 Apparent point
made about a
single topicwith
sufficient
awareness of task.
Sufficiently
developed content
with adequate
elaboration or
explanation.
Functional
arrangement of
content that
sustains a logical
order with some
evidence of
transitions
Generic use of
variety of words
and sentence
structures that may
or may not create
tone appropriateto
audience
Sufficient control
of grammar,
mechanics,
spelling, usage and
sentence formation
2 No apparent point
but evidence of a
specific topic
Limited content
with inadequate
elaboration or
explanation
Confused or
inconsistent
arrangement of
content with or
without attempts at
transition
Limited word
choice and control
of sentence
structures that
inhibit voice and
tone.
Limited control of
grammar,
mechanics,
spelling, usage and
sentence formation
1 Minimal evidence
of a topic
Superficial and/or
minimal content
Minimal control of
content
arrangement.
Minimal variety
word choice and
minimal control of
sentence structures
Minimal control of
grammar,
mechanics,
spelling, usage and
sentence formation
controlling point
made with an
awareness of task
about a specific
topic.
The presence of
ideas developed
through facts,
examples,
anecdotes, details,
reasons, and/or
explanations
The order
developed and
sustained within
and across
paragraphs using
and including
introduction and
conclusion.
The choice, use,
and arrangement of
words and sentence
structures that
create toneand
voice
Grammar,
mechanics,
sentence
information
4 Sharp, distinct
controlling point
made about a
single topicwith
evident awareness
of task
Substantial,
specific, and/or
demonstrating
strong development
of sophisticated
ideas.
Sophisticated
arrangement of
content with
evident and/or
subtle transitions.
use of a variety of
words and sentence
consistent writer's
voice and tone
appropriateto
audience.
Evident control of
grammar,
mechanics,
spelling, usage and
sentence formation
3 Apparent point
made about a
single topicwith
sufficient
awareness of task.
Sufficiently
developed content
with adequate
elaboration or
explanation.
Functional
arrangement of
content that
sustains a logical
order with some
evidence of
transitions
Generic use of
variety of words
and sentence
structures that may
or may not create
tone appropriateto
audience
Sufficient control
of grammar,
mechanics,
spelling, usage and
sentence formation
2 No apparent point
but evidence of a
specific topic
Limited content
with inadequate
elaboration or
explanation
Confused or
inconsistent
arrangement of
content with or
without attempts at
transition
Limited word
choice and control
of sentence
structures that
inhibit voice and
tone.
Limited control of
grammar,
mechanics,
spelling, usage and
sentence formation

15
Self-Assessment:
Competencies Yes No
1. I can explain the sensory details
2. I can identify the importance of sensory details in creative writing.
3. I can exercise the use of sensory details in writing.
4. I can appreciate creative works of literary authors that use sensory
details.
5. I can write my own creative writing piece.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Lesson 3: Language of Creative Writing
1 Minimal evidence
of a topic
Superficial and/or
minimal content
Minimal control of
content
arrangement.
Minimal variety
word choice and
minimal control of
sentence structures
Minimal control of
grammar,
mechanics,
spelling, usage and
sentence formation

16
“Seek the Lord first and all these things shall be added to you.”
Let perseverance finish its work so that you may be mature and complete, not lacking
anything. – James 1:4 (NIV)
If we’re honest, we probably try to do whatever we can to avoid trials. They aren’t fun,
and we’d never go through them if we had the choice.
As bad as trials sometimes seem, they can often be for our good. It’s often during
uncertainty and difficulty that we really learn to fully trust in God.
Our world has been faced with difficulty lately. The pandemic has made us all unsure and
searching for answers. The good news is that these difficulties we face can help us develop
character, good attitudes, and draw us closer to God.
So if you’ve been upset lately because of the things you see going on in the world around
you, take comfort. God loves you, He cares for you, and if you’ll get close to Him in these times,
He will help you grow.
So today, choose to get close to God. Let Him develop character, good attitude and
patience in you.
What are you so impatient about in your life? How has it affected your day to day living?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
In order to learn, we must EXPLORE. There is always knowledge when we explore.
In creative writing, the writer must consider the language to be used which will make the
creative work different from other forms of writing. The language of creative writing is different
if compared to technical writing and academic writing. Words are flowery, expressive and more
interesting. This is to capture the heart of the readers.
This lesson will discuss the language of creative writing, the figures of speech and
diction.
1. cull creative ideas from experiences
2. utilize language to evoke emotional and intellectual responses from readers
3. use imagery, diction, figures of speech, and specific experiences
4. read closely as writers with a consciousness of craft
Targets
At the end of the lesson, you should be able to:
1. Define the figures of speech and diction.
2. Appreciate the use of figures of speech and diction in creative writing.
3. Enumerate the different figures of speech.
4. Write a short creative piece which contains figures of speech and diction.

17
Boost Yourself
Figures of Speech
Writers use figures of speech and figurative language to create images that would deepen
the reader’s comprehension of a text. Figures of speech and figurative language create the so
called figurative images which increase reading pleasure.
Figures of
Speech/Figurative
Language
Definition Sample Text
Simile Indirect comparison of two
things using “like” or “as”.
“Then she burst into view, a girls
lovely as morning and just as fair…
(Waywaya, F. Sionil Jose)
Metaphor Direct comparison between
two objects without using
“like” or “as”.
“Everything that exists, aromas, light,
metals, were little boats that sail toward
the isles of yours that wait for me…”
(If You Forget me, Pablo Neruda)
Personification Attribution of human qualities
to a thing.
-Using verbs words that
referred to actions of
humans and attributing it to
a thing or non-living object.
“Because I could not stop for Death,
He kindly stopped for me; The carriage
held but just ourselves And
Immortality.”
(Because I Could Not Stop For Death, Emily
Dickinson)
Hyperbole Exaggeration “Well now, one winter it was so cold
that all the geese flew backward and all
the fish moved south, and even the
snow turned blue. Late at night, it got
so frigid that all spoken words froze
solid afore they could be heard. People
had to wait until sunup to find out what
folks were talking about the night
before.”
(Babe, the Blue Ox, retold by S.E. Schlosser)
Alliteration Repetition of the first
consonant of neighboring
words.
“Leap up, like that, like that and like
that, and land so lightly.”
(Home Burial,Robert Frost)
Allusion Use of person, place, or as
thing as reference.
“The morning wind forever blows; the
poem of creation is uninterrupted, but
few are the ears that hear it. Olympus is
but the outside of the earth
everywhere.”
(Walden, Henry David Thoreau)
Apostrophe Addressing someone absent,
dead or non-human as if that
person or thing were present
and really can’t be there.
"Where, O death, is your victory?
Where, O death, is your sting?"
1 Corinthians 15:55
Onomatopoeia Use of words that mimic
sounds.
“Boy, I rang that doorbell fast when I
got to old Spencer’s House.”
(The Catcher in the Rye, J.D. Salinger)
Diction

18
Diction refers to language and word choice of the writer. It shows the level of formality
of a text which helps in shaping the perception and view of the readers. There are three levels of
diction. These are formal, informal and colloquial.
Levels Characteristic Examples
Formal Diction Academic/Scholarly
Language
The man spoke to his father in a low voice so
others could not hear.
Informal Diction Conversational
Language
That guy told his dad secrets on the down-low.
Colloquial
Diction
Slang language;
Captures regional
Dialect
are examples of colloquialism, as they are not used
widely throughout English-speaking populations.
some dialects of English where they are not at all
bad in other dialects. A good example is the word
“bloody” which is a simple adjective in American
English, but is a curse word in British English.
More Examples:
You have done your exploring. Now, let’s check if you took note of the things you explored in
your mind. Please answer the following questions:
1. Why do you think figures of speech are important in creative writing?
________________________________________________________________________
________________________________________________________________________
2. How does diction affect the way a person writes? How important is diction in conveying
emotions?
________________________________________________________________________
________________________________________________________________________

19
Let’s firm up our knowledge by examining the poem The Sea by James Reeves and
identifying the figures of speechhe used.
The Sea by James Reeves
The sea is a hungry dog,
Giant and grey.
He rolls on the beach all day.
With his clashing teeth and shaggy jaws
Hour upon hour he gnaws
The rumbling, tumbling stones,
And 'Bones, bones, bones, bones! '
The giant sea-dog moans,
Licking his greasy paws.
And when the night wind roars
And the moon rocks in the stormy cloud,
He bounds to his feet and snuffs and sniffs,
Shaking his wet sides over the cliffs,
And howls and hollos long and loud.
But on quiet days in May or June,
When even the grasses on the dune
Play no more their reedy tune,
With his head between his paws
He lies on the sandy shores,
So quiet, so quiet, he scarcely snores.
Metaphor: “The sea is a hungry dog,”
Note: The poet isn’t saying the sea looks/behaves
like the dog. He says,the sea is the dog. It’s a
strongercomparison.
Personification: “He rolls on the beach all day.”
Note: The poet gives a human form to the sea by
calling it “he.”
Imagery: “The rumbling, tumbling stones,” and
“Licking his greasy paws.”
Note: These words are deeply expressive. As a
reader, you get the picture of the sea rolling around
rocks, and how similar it is to a dog licking its paws.
Alliteration: “snuffs and sniffs”
Note: The words “snuff” and “sniff” both have the
same beginnings:“sn”. When pronounced in
succession,they give a certain ring to the phrase.
That’s the use of alliteration.
Example:
And 'Bones, bones,bones,bones!'
The giant sea-dog moans,
Note: The poet repeats “bones” four times to
emphasize that the dog and the sea both make the
same sound (moans) all day. It’s a dull routine, and to
bring it out, the poet says it again and again. Also,
note that “bones” and “moans” are rhymes, and they
are also long-sounding words that also reflect the dull
sounds ofthe dog and sea.
Now, give your own sentence sample for each figure of speech that James Reeves usedin
his poem.
1. Alliteration –______________________________________________________
2. Metaphor – _______________________________________________________
3. Personification – ___________________________________________________
4. Imagery - _________________________________________________________

20
To truly grasp the knowledge that we gained through exploration and firm-up, let’s try to
deepen our understanding by doing the activities below.
Activity 1 Giving Examples of Figures of Speech
Write a sentence that corresponds to the figurative languages enumerated below.
Figurative Language Sentence
1. Simile
2. Metaphor
3. Personification
4. Hyperbole
5. Alliteration
6. Allusion
7. Onomatopoeia
8. Apostrophe
Activity 2 Tell Me That Word
Write the formal word or phrase of the colloquial words on the box below.
Colloquial/Slang Diction Formal diction
Bucks Money
Pop
Gonna
Wanna
Ain’t
I wasn’t born yesterday
Fix you up
Activity 3 Which Figure of Speech Am I?
Identify the figure of speech of each sentence. Write your answers on the blank provided.
1. Hamlet! Thou hast cleft my heart in twain. ____________
2. Pride goeth forth on horseback, grand and gay. ____________
3. The camel is the ship of the desert. ____________

21
4. The righteous shall flourish as the palm tree. ____________
5. Variety is the spice of life. ____________
6. Why, man, if the river were dry, I am able to fill it with tears. ____________
7. Death lays his icy hands on kings. ____________
8. O Solitude! Where are the charms that sages have seen in thy face? ____________
9. Life is as tedious as a twice-told tale. ____________
10. Here is the smell of blood still; all the perfumes of Arabia will not sweeten
this little hand. ____________
The best way to know that we truly learned is to transfer our knowledge into our own
work. Let’s do it!
Figures of speech and figurative language add life to a text by creating figurative images.
Write an essay of 200 words employing the figurative language discussed. Use informal diction
in your essay. Choose from the following topics:
1. Riding a jeepney
2. Going to church
3. Attending a party
4. Swimming on a beach
5. Watching your favorite movie
6. Reading your favorite novel
7. Eating your favorite dish
8. Listening to your favorite song
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

22
Cool Down
Post your essay on Moodle and comment on the posts of your classmates as well. Give
positive feedbacks and recommendations. Then rate their work based on the rubric below.
Self-Assessment:
Competencies Yes No
1. I can define figures of speech and diction
2. I identify the different figures of speech used in literary texts.
3. I identify the type of diction used in creative writing.
4. I can appreciate creative works of literary authors.
5. I can write my own creative writing piece which contains figures of
speech and diction.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
controlling point
made with an
awareness of task
about a specific
topic.
The presence of
ideas developed
through facts,
examples,
anecdotes, details,
reasons, and/or
explanations
The order
developed and
sustained within
and across
paragraphs using
and including
introduction and
conclusion.
The choice, use,
and arrangement of
words and sentence
structures that
create toneand
voice
Grammar,
mechanics,
sentence
information
4 Sharp, distinct
controlling point
made about a
single topicwith
evident awareness
of task
Substantial,
specific, and/or
demonstrating
strong development
of sophisticated
ideas.
Sophisticated
arrangement of
content with
evident and/or
subtle transitions.
use of a variety of
words and sentence
consistent writer's
voice and tone
appropriateto
audience.
Evident control of
grammar,
mechanics,
spelling, usage and
sentence formation
3 Apparent point
made about a
single topicwith
sufficient
awareness of task.
Sufficiently
developed content
with adequate
elaboration or
explanation.
Functional
arrangement of
content that
sustains a logical
order with some
evidence of
transitions
Generic use of
variety of words
and sentence
structures that may
or may not create
tone appropriateto
audience
Sufficient control
of grammar,
mechanics,
spelling, usage and
sentence formation
2 No apparent point
but evidence of a
specific topic
Limited content
with inadequate
elaboration or
explanation
Confused or
inconsistent
arrangement of
content with or
without attempts at
transition
Limited word
choice and control
of sentence
structures that
inhibit voice and
tone.
Limited control of
grammar,
mechanics,
spelling, usage and
sentence formation
1 Minimal evidence
of a topic
Superficial and/or
minimal content
Minimal control of
content
arrangement.
Minimal variety
word choice and
minimal control of
sentence structures
Minimal control of
grammar,
mechanics,
spelling, usage and
sentence formation

23
Performance Task:
For this module, this will be your Performance Task:
You goal is to collect all the corrected essays that you have written in this module. You will be a
writer, an editor, and an artist. Make a power point presentation of your essays. Then decorate
your PPTs and label the parts of your essays that contains the figures of speech, sensory details
and explain the diction used. Convert your PPTs to PDF file. Your classmates and teacher will be
your audience. So, post your essays on the Facebook page created by your teacher. Your
classmates and teachers will offer their feedback.
This is the rubrics for grading your essays:
Post Test
Part 1. True or False. Write true if the statement is true and provide the correct answer if the
statement is false. [10 points]
1. Creative writing is used in journals and reports.
________________________________________________________________________
2. Technical writing uses informal diction.
________________________________________________________________________
3. Creative writing aims to entertain, to instruct and inform the readers.
________________________________________________________________________
4. Technical writing employs a systematic process.
________________________________________________________________________
controlling point
made with an
awareness of task
about a specific
topic.
The presence of
ideas developed
through facts,
examples,
anecdotes, details,
reasons, and/or
explanations
The order
developed and
sustained within
and across
paragraphs using
and including
introduction and
conclusion.
The choice, use,
and arrangement of
words and sentence
structures that
create toneand
voice
Grammar,
mechanics,
sentence
information
4 Sharp, distinct
controlling point
made about a
single topicwith
evident awareness
of task
Substantial,
specific, and/or
demonstrating
strong development
of sophisticated
ideas.
Sophisticated
arrangement of
content with
evident and/or
subtle transitions.
use of a variety of
words and sentence
consistent writer's
voice and tone
appropriateto
audience.
Evident control of
grammar,
mechanics,
spelling, usage and
sentence formation
3 Apparent point
made about a
single topicwith
sufficient
awareness of task.
Sufficiently
developed content
with adequate
elaboration or
explanation.
Functional
arrangement of
content that
sustains a logical
order with some
evidence of
transitions
Generic use of
variety of words
and sentence
structures that may
or may not create
tone appropriateto
audience
Sufficient control
of grammar,
mechanics,
spelling, usage and
sentence formation
2 No apparent point
but evidence of a
specific topic
Limited content
with inadequate
elaboration or
explanation
Confused or
inconsistent
arrangement of
content with or
without attempts at
transition
Limited word
choice and control
of sentence
structures that
inhibit voice and
tone.
Limited control of
grammar,
mechanics,
spelling, usage and
sentence formation
1 Minimal evidence
of a topic
Superficial and/or
minimal content
Minimal control of
content
arrangement.
Minimal variety
word choice and
minimal control of
sentence structures
Minimal control of
grammar,
mechanics,
spelling, usage and
sentence formation

24
5. Creative writing reflects the writer’s imagination.
________________________________________________________________________
6. Sensory details are not essential in writing since writing should be formal.
________________________________________________________________________
7. This sentence employs sensory details, “Roger leaps across the canal.”
________________________________________________________________________
8. One of the purposes of using sensory details is to exercise one’s imagination.
________________________________________________________________________
9. Figures of speech refer to the characteristics of the language used by the writer.
________________________________________________________________________
10. Diction adds life to the text by creating figurative images.
________________________________________________________________________
Part 2. Identify the figure of speech used in the example and give another sentence that uses the
same figure of speech. [20 points]
1. All the world is a stage.
Figure of speech: _______________
Example: _______________________________________________________________
2. I desired my dust to be mingled with yours.
Example: _______________________________________________________________
3. Stars are given the ability to throw spears and cry.
Example: _______________________________________________________________
4. The clock is compared to a mourner and is given the ability to grieve.
Example: _______________________________________________________________
5. Once upon a midnight dreary, while I pondered, weak and weary
Over many a quaint and curious volume of forgotten lore, —
While I nodded, nearly napping, suddenly there came a tapping.
-Excerpt from the Raven by Edgar Allan Poe
Example: _______________________________________________________________
6. “Perched upon a bust of Pallas just above my
chamber door—”
“Is there—is there balm in Gilead?—tell me—tell
me, I implore!”
-Excerpt from the Raven by Edgar Allan Poe
Example: _______________________________________________________________

25
7. “He saw nothing and heard nothing but he could feel his heart pounding and then he
heard the clack on stone and the leaping, dropping clicks of a small rock falling.”
-Excerpt from For Whom the Bell Tolls by Ernest Hemingway
Example: _______________________________________________________________
8. “Oh! Stars and clouds and winds, ye are all about to mock me; if ye really pity me, crush
sensation and memory; let me become as naught; but if not, depart, depart, and leave me
in darkness.”
-Excerpt from Frankenstein by Mary Shelly
Example: _______________________________________________________________
9. “Have you got a brook in your little heart,
Where bashful flowers blow,
And blushing birds go down to drink,
And shadows tremble so?”
-Excerpt from Have You Got a Brook in Your Little Heart by Elizabeth Dickinson
Example: _______________________________________________________________
10. “Twinkle, twinkle, little star,
How I wonder what you are.
Up above the world so high,
Like a diamond in the sky.”
-The Star by Jane Taylor
Example: _______________________________________________________________
Part 3. Write an essay of 200 words describing the photo below. Use informal diction, figure of
speech and sensory details. [25 points]
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

26
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Word Count: ______
Total Test Score: __ /55

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