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CREATIVE WRITING/
MALIKHAING PAGSULAT
Department of Education Republic of the Philippines
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SENIOR HIGH SCHOOL
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NOT FOR SALE

Creative Writing/Malikhaing Pagsulat-Senior High School
Alternative Delivery Mode
2020
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Development Team of the Module
Authors: Letecia D. Lagahit Danilo Q. Astonomo Mae Lourdes A. Enad
Archie L. Dulce Rene M. Monto Delia S. Nobleza
Sherlyn A. Dutosme Jodrel Shem P. Balcita Ferdinan A. Cabeguin,
Loreto S. Camus Jr. Ken B. Azcuna
Evaluators: Mae Lourdes A. Enad, Delia S. Nobleza, Ken B. Azcuna
Management Team: Arturo B. Bayocot, CESO III
Regional Director
Victor G. De Gracia Jr., CESO IV
Assistant Regional Director
Mala Epra B. Magnaong
Chief Education Supervisor, CLMD
Bienvenido U. Tagolimot, Jr.
Education Program Supervisor II, ADM
Neil A. Improgo
Education Program Supervisor II, LRMS
Connie A. Emborong
Education Program Supervisor, LRMS

CREATIVE WRITING/
MALIKHAING PAGSULAT
Quarter 4 – Module 5
The Creative Work in the Literary
and/or Sociopolitical Context
Department of Education Republic of the Philippines
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This instructional material was collaboratively developed and
reviewed by educators from public and private schools, colleges, and/or
universities. We encourage teachers and other education stakeholders to
email their feedback, comments, and recommendations to the Department of
Education at action@deped.gov.ph.
THE CREATIVE WORK IN
MODULE 5

OVERVIEW
Welcome to Module 5! This module will expose you to more creative works;
this time, focusing on the literary and/or sociopolitical contexts. These contexts will
help you not only to understand creative works better but also to relate them in the
lives of humanity. This module will also discuss the several orientations of creative
writing where you will be expected to produce a craft essay on your personal
creative process deploying a consciously selected orientation of creative writing.
This module has three lessons:
 Lesson 1: Literary and/or Sociopolitical Context
 Lesson 2: Orientations of Creative Writing
 Lesson 3: Craft Essay
At the end of this module, you are expected to:
1. situate a creative work in sociopolitical contexts (HUMSS_CW/MPIIc-f-21);
2. demonstrate awareness of and sensitivity to the different orientations of
creative writing (HUMSS_CW/MPIIc-f-22); and
3. write a craft essay (HUMSS_CW/MPIIc-f-23).
Before you go further, you should
remember the following:
 Do not put some markings on this Module as there are still other students who
will be using it. Use a separate notebook as a REFLECTIVE JOURNAL to keep
your answer in each activity. Be sure to LABEL your work according to the
Module, lessons and the date you work on it.
 Each Module has a brief instruction and followed by a list of objectives. Read
them and follow instructions carefully.
 Before going over the activities, answer the PRE-TEST first then find out how
well you did by checking your answers given in the self-assessment activity.
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o General
Instruction

Each activity must be according to the objectives of this Module. Note the skills
or strategies you tried to develop.
 After each activity, you need to go over the items which you think you failed.
Take the POST TEST when you think you have mastered all the activities.
Lesson
1
THE CREATIVE WORK IN
THE LITERARY AND/OR
SOCIOPOLITICAL
CONTEXT
What I Need to Know
At the end of this lesson, you are expected to:
1. Situate a creative work in sociopolitical contexts
(HUMSS_CW/MPIIc-f-21)
What I Know
Multiple Choice: To measure your knowledge of the concepts that
this module will develop, answer the following questions. Write your
answers in your journal/answer sheet.
1. Which critical approach is multidisciplinary as it includes the perspectives of
humanistic disciplines such as literature, art, social and behaviour sciences?
a. Cultural b. New Historical c. Marxist d. Feminist
2. Which approach uses “To what extent are the lives of the characters influenced or
determined by the social, political, and economic forces?” as one of its guide
questions in interpreting a work of literature?
a. Feminist b. Marxist c. New Historical d. Cultural
3. What non-literary evidence can be used to establish the historicity of a story
written centuries ago?
a. Periodicals b. Websites c. Blogs d. Social media
4. What word is similar to the meaning of “milieu” in the study of literature?
a. Context b. Plot c. conflict d. Theme
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5. Literary pieces is being compared to what critical approach?
a. Maps b. Books c. Lenses d. Imaginations
6. What lens can interpret the following lines from Mahasweta Devi’s Dhowli, “…
about her wedding she could not recall much because she must have been very
small at the time. She was sent to live with her husband when her body blossomed.
Her father had to take a large loan from the Misras for her wedding and sending off,
and he had to pay back the loan with his labor until he died. She remembered
nothing nice about her husband. He used to beat her”?
a. Feminist b. Marxist c. Historical d. Cultural
7. What general themes can be classified under the Cultural Approach?
a. Arranged marriages c. View of women as objects
b. Inequality in society d. Lender-borrower /rich-poor relationship
8. What is the similarity between Marxism and Feminism as literary theories?
a. Interest in history c. Closeness to reality
b. Power struggles d. Relationship between nations
9. Which is of least interest to a literary critic using Feminism?
a. Slavery b. Inequality c. History d. Abuse
10. What literary theory also studies the members of the opposite sex and the roles
they assume and perform?
a. Cultural b. Feminist c. Marxist d. Historical
What’s In
In the previous lesson, we were able to discuss the elements of
drama which includes character, setting, plot, dialogue, and other
literary devices. We also learned about intertextuality which
discusses relationships between texts especially literary ones.
With this knowledge, you were able to conceptualize a specific character,
setting, and plot for a one-act play. With this script in mind, you then envisioned the
ways of staging your one-act plays. Our last lesson also allowed you to perform
exercises involving the elements of drama successfully.
Finally, your one-act play scripts and concepts were brought into life through
your one-act plays applying your knowledge on the elements of drama.
What’s New
Defining Critical Approaches. What common critical approaches do
we use in studying any given creative/literary work? Identify these
approaches/theories below and write a check (√) mark beside the
item that we employ in our study of literature.
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⎕ 1. Behavioral
⎕ 2. Cultural
⎕ 3. New Historical
⎕ 4. Biblical
⎕ 5. Personal
⎕ 6. Environmental
⎕ 7. Marxist
⎕ 8. Elitist
⎕ 9. Feminist
⎕ 10. Naturalist
What is It
By now, you must have learned that literature is multi-dimensional as
it encompasses many aspects of society such as its culture, beliefs,
and ideology. This is so because its creator, the creative person, writes from specific
experiences and contexts.
It has been emphasized by our previous lessons that appreciating a creative
work, most especially works of literature, entails a skill that may be developed
through repeated experience and constant practice. Moreover, this regular savouring
of the beauty of literary works can be taken to another level when you want to
partake in the enlightening critical conversations among your teachers and fellow
students about works of literature especially the ones that tackle issues found in your
society.
To develop this skill, you must learn a few critical approaches that you can
use to interpret literature. Some of these have been used in our previous analysis on
poetry, fiction, and drama/play. To make sure that you will be able to use these
approaches in our succeeding lessons, we will discuss some commonly used ones
taken from the book of Habib (2008).
After each definition and description, sample questions are given as guide
questions in analyzing a piece of literature using a particular critical approach.
Finally, sample literary pieces that can be analyzed through the lens of the
previously discussed critical approach are also enumerated.
Common Critical Approaches in Analyzing Literary Pieces
A. Cultural Studies–Cultural Studies is a multi-disciplinary approach which
includes the perspectives of humanistic disciplines such as literature and art and the
social and behavioural sciences such as anthropology, economics, and psychology.
As a critical perspective, it contests the older definition of culture and looks not on
the stable coherences of a society or a civilization’s history but its dissensions and
conflicts.
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Sample Critical Question
 What kinds of gender identify, behaviour, and attitudes are reflected in the
work?
 Is there any overtly or covertly expressed view of same-sex unions or
relationships?

Literary pieces that can be studied using Cultural Studies include the
following:
1. Blue Blood of the Big Astana by Ibrahim Jubaira
2. Surveyors of the Liguasan Marsh by Antonio Enriquez
3. We Filipinos Are Mild Drinkers by Alejandro Roces
B. New Historical Perspectives– New Historical Perspective is an approach
in studying literature which provides a context or background information on how
literary works were perceived in their time. This approach also shows how literary
works reflect ideas and attitudes of the time in which they were written. A newer
approach, New Historicism, still considers the contexts of literary works but this time
emphasizes on analyzing historical documents with the same amount of interest
afforded to the literary works to be interpreted.
Literary pieces that can be studied using the New Historical Perspectives/
New Historicism include the following:
1. Samboangan: The Cult of War by Antonio R. Enriquez
2. Spots on Their Wings by Antonio R. Enriquez
3. Cave and Shadows by Nick Joaquin
C. Marxist Perspective–Marxist Perspective is an approach that examines
literature for its reflections on how dominant elites exploit subordinate groups, how
people become “alienated” from each other, and how middle class values lead to the
control and suppression of the working classes. It sees literature’s value in promoting
social and economic revolution and considers the literary work as a “product” in
relation to the actual economic and social conditions that exist at the time of the
work’s composition or the time and place of the action it describes.
Literary pieces that can be studied using the Marxist Perspectives include the
following:
1. Progress by F. Sionel Jose
2. Dhowli by Mahasweta Devi
3. Poor Folk by I.V. Mallari
D. Feminist Perspective–Feminist Perspective is an approach that typically
sees literature as an arena in which to contest for power and control and thus an
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 How do power relations reflected in the literary work manifest themselves in
the cultural practices and social institutions prevalent during the time the
work was written and published?
 To what extent are the lives of the characters influenced or determined by
the social, political, and economic forces?

agent for social transformation. Like Historicism and Marxism, this approach also
examines the social, economic, and cultural aspects of literary works especially for
what those works reveal about the role, position, and influence of women.
Literary pieces that can be studied using the Feminist Perspectives include
the following:
Literary pieces that can be studied using theFeminist Perspectives include the
following:
1. “The Wedding Dance” by Amador Daguio
2. “The Virgin” by KerimaTuvera
3. “I’m Wife” by Emily Dickinson
What’s More
Matching Literary Approaches: Match the
descriptions in B with the literary/critical approaches in
A. Write your answers in your journal/answer sheet.
A B
1. Historical A. This approach breaches the traditional understanding of the
terms (like teaching, learning, text, author among others) in the
process redrawing the limits that formerly separated them.
2. Cultural B. This theory considers every literary work as a product of its
time and its world.
3. Formalism C. This approach is concerned with understanding the role of
politics, money, and power in literature works and with
redefining and reforming the way society distributes its
resources among the classes.
4. Marxism D. This criticism attempts to redress the imbalance of literary
study in which all important books were written by men or the
only characters of real interest are male protagonists.
5. Feminism E. This approach does not limit itself to language and structure
but also spends time analyzing non-literary texts from the same
time in which literary works were written.
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 How are the relations between men and women, or those between members
of the opposite sex, presented in the work?
 What roles do men and women assume and perform and with what
consequence?

What I Have Learned
Reading works of literature is not only for entertainment. These literary pieces not
only offer you, the readers, with an awareness of your society and the culture that is
in it, but it also provides a glimpse of your own and your country’s history.
What social, cultural, political, and historical issues did you discover or
rediscover through our readings? How are they similar or different from the real
issues that you know about? What approaches will enable us to discern all of these
issues?
What I Can Do
I. Identifying Socio-Political Contexts In A Short Story
Unlocking of Difficulty: Before reading selection below, let us
first define some words that are used in the selection.
1. Perched – Rested on a spot
2. Indebted – Owing gratitude
3. Sari – Garment of southern Asian women
4. Coarse – Loose or rough in texture
5. Threshing – Separating seeds from a plant
Read the excerpt of the short story entitled Dhowli, by Mahasweta Devi;
identify the cultural, historical, Marxist, and feminist contexts found in it. Do the
activity on your journal/answer sheet.
Dhowli
An excerpt
(Taken from drlouisapicard.files.wordpress.com)
She thought a lot, while tending the goats alone in the woods. She thought
about everything she could remember from her childhood—going to the fair, perched
on her father’s shoulders; spending the day looking at all the shops with their
expensive things, and then coming home happy with a paisa worth of sesame candy.
Of her marital home, all she remembered where the two rooms, the days of work at
the farm of the moneylender to whom they were indebted, and her mother-in-law
making the gruel at the end of the day, for the men to eat first before the women ate
what was left over.
About her wedding she could not recall much because she must have been
very small at the time. She was sent to live with her husband when her body
blossomed. Her father had to take a large loan from the Misras for her wedding and
sending off, and he had to pay back the loan with his labor until he died. She
remembered nothing nice about her husband. He used to beat her. He died of
afever. After he died, her mother-in-lawasked her to stay on.
“You have to work at your mother’s place too in order to eat. Do the same
here.”
Dhowli knew that much: she could spend the rest of her life there, working all
day, clad in the widow’s borderless sari, coarse and short, working every day from
sunrise to sunset either on the creditors threshing floor or as some farmers’ labourer
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or levelling the layer of brick pieces with a mallet making some road or other, and
then falling asleep by the side of her mother-in-law after eating whatever was there
to eat. But her husband’selder brother came there and started eyeing her. Her
mother-in-law then turned against her and Dhowli left.
Context/s of Situating Literature
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________.
II. Identifying Socio-Political Contexts in a Story
Unlocking of Difficulties: Before proceeding to the reading selection below,
let us first define some words that are used in the selection.
1. Volley - Firing of weapons
2. Armada – Fleet of ships
3. Musketeers – Infantry men armed with a musket which is a long-barrelled gun
4. Lancers – Soldiers using lances which are long weapons with metal points
5. Artillery – Powerful guns
6. Stronghold - Place that is fortified and is easily defended
7. Bushes - Wild and unsettled land
8. Thickets – A dense or tangled growth of small trees
9. Meticulously – Extremely careful and precise
10. Heathen - Offensive term for those who don’t believe in God
Read the excerpt of the short story Unseen War by Antonio Enriquez. Identify
the cultural, historical, Marxist, and feminist contexts found in it. Do the activity on
your journal/answer sheet.
The Unseen War
An excerpt from Enriquez (1996)
That very second the first volley burst from the 80 canons of the Spanish
armada, Senor Capitan Esteban de Murga, Maestre de Campo General Felipe
Macombong, Battalion Commander Santiago the Handsomer, the guide Orancaya
Sofocan, and the musketeers, lancers, bowmen, artillery men, and foot soldiers,
sprang from waiting behind Sultan Kudarat’s stronghold.
They would have rushed up like soldiers do smelling certain victory but for the
thick bushes, thickets, woody trees, and rough land; instead they marched or
tramped quickly, fast, northeastward; the infidel Moros, however, were aware only of
the Spanish Armada facing them at the bay, not of the forces behind them on land;
which, meticulously and systematically, started burning everything in sight; cottas,
sitios, and villages of the heathen Moros.
Context/s of Situating Literature
___________________________________________________________________
___________________________________________________________________
What’s More
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Multiple Choice: Read the questions below and answer the
questions that follow. Write your answers in your journal/answer
sheet.
1. What cultural practice can be inferred from the following lines, “About her wedding
she could not recall much because she must have been very small at the time. She
was sent to live with her husband when her body blossomed”?
a. Poverty b. Fixed marriage c. Education d. Prostitution
2. What could have been Dhowli’s experience after the wedding as revealed by the
following lines, “But her husband’s elder brother came there and started eyeing her.
Her mother-in-law then turned against her and Dhowli left”?
a. Happy b. Contented c. Miserable d. Boring
3. What era in Philippine history is shown in the following lines from Unseen War,
“That very second the first volley burst from the 80 canons of the Spanish armada…
the musketeers, lancers, bowmen, artillery men, and foot soldiers, sprang from
waiting behind Sultan Kudarat’s stronghold”?
a. Martial Law b. Japanese era c. American regime d. Spanish conquest
4. What perspective contests the older definition of culture and looks not at the
stable coherences of a society or a civilization’s history but its conflicts?
a. Historical b. Cultural c. Marxist d. Feminist
5. What approach considers the literary work as a “product” in relation to the actual
economic and social conditions that exist at the time of the work’s composition?
a. Marxist b. Cultural c. Historical d. Feminist
Lesson
2
Orientations of Creative
Writing
What I Need to Know
1. demonstrate awareness of and sensitivity to the different
orientations of creative writing (HUMSS_CW/MPIIc-f-22)
What I Know
Multiple Choice: To measure your knowledge of the
concepts that this module will develop, answer the
following questions. Write your answers in your
journal/answer sheet.
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1. What type of writing goes beyond the bounds of professional, technical, and
journalistic writing?
a. Descriptive b. Creative c. Narrative d. Persuasive
2. Which one is an example of a creative writing output?
a. Research paper b. Abstract c. Short film d. Journal article
3. Which does NOT belong to a writer’s craft?
a. Word choice b. Factual evidence c. Visual craft d. Imagery
4. What creative craft refers to the products of careful and deliberate choices of
words?
a. Word craft b. Structural craft c. Audible craft d. Visual craft
5. Which component is part of the visual craft?
a. Line breaks b. Rhythm c. Page lay-out d. Details
6. What is included in a writer’s word craft?
a. Imagery b. Repetition c. Alliteration d.Print Features
7. Which written work does NOT belong to creative writing?
a. Editorial b. Short Fiction c. Play d. Poetry
8. Which CRAFT refers to the situation for which one is writing?
a. Topic b. Context c. Audience d. Format
9. What attribute characterizes an essay as a creative output?
a. Sound devices c. Conversational tone
b. Rhythm and cadence d. Characterization
10. What category falls under audible craft?
a. Repetition b. Assonance c. Imagery d. Details
What’s In
In our previous lesson, we learned about situating a work of literature
into its cultural, social, and political contexts. We learned that even if
works of literature are imaginary, they somehow portray person,
events, places, and issues that are realistic.
In analyzing these literary works, there are critical approaches that can
be used to situate these products of imagination into the readers’ very own
consciousness and experiences.
Can you recall some of these approaches? What does the cultural
perspective reveal? How about the historical perspectives? What approach focuses
on how women are viewed in a society?
What’s New
Listen to Beyonce’s song entitled “Halo.” Then, fill out the table
below with the necessary information. Take a look at the example first
before proceeding on your own. The lyrics of the song are provided
below. Do the activity in your journal/answer sheet.
Halo by Beyonce
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Remember those walls I built?
Well, baby they're tumbling down
And they didn't even put up a fight
They didn't even make a sound
I found a way to let you in
But I never really had a doubt
Standing in the light of your halo
I got my angel now
It's like I've been awakened
Every rule I had you breaking
It's the risk that I'm taking
I ain't never gonna shut you out
Everywhere I'm looking now
I'm surrounded by your embrace
Baby, I can see your halo
You know you're my saving grace
You're everything I need and more
It's written all over your face
Baby, I can feel your halo
Pray it won't fade away, I can feel your
halo (Halo) halo
I can see your halo (Halo) halo
I can feel your halo (Halo) halo
I can see your halo (Halo) halo ooh
Hit me like a ray of sun
Burning through my darkest night
You're the only one that I want
Think I'm addicted to your light
I swore I'd never fall again
But this don't even feel like falling
Gravity can't forget
To pull me back to the ground again
Feels like I've been awakened
Every rule I had you breaking
The risk that I'm taking
I'm never gonna shut you out
Pray it won't fade away,
(Halo) halo
(Halo) halo
Baby, I can see your halo
Pray it won't fade away, I can feel your
halo (Halo) halo
Lyrics taken from lyricfind.com
Claim It!
(Quote from the
work.)
Name It!
(Label the
Device/Technique.)
Frame It!
(Explain/Analyze Author’s
Purpose.)
1.
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2.
3.
4.
5.
What is it
Creative writing is a different genre of writing. When writing under this genre,
it is essential that you learn its different orientations. To understand this topic better,
recall the craft of a creative writer. To give you a clearer idea, let us go back to our
definition of creative writing first.
Creative writing is any writing that goes outside the bounds of normal
professional, journalistic, academic, or technical forms of literature, typically
identified by an emphasis on narrative craft, character development, and the use of
literary tropes or with various traditions of poetry and poetics.
The creative works that we have been analyzing in this subject are all
products of this craft that we will learn in this part of our lesson. Laminack (2007) and
Ray (1999) who referred craft as the art of writing. Specifically, the writer
intentionally use the following to create an effect on the reader:
 Figurative language
 Snapshots/imagery/details
 Thoughtshots
 Word choice/word placement
 Sound/dialogue
 Sentence structure/stylistic devices
 Text features
 Text structure
The following are the categories of craft:
1. Word Craft –This category refers to the usage of words in a text such as the
following:
 Language – Refers to the use of spoken and written words as a
communication system
 Word choice – Refers to the use of words and expressions in appropriate
contexts
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What is Creative Writing?

 Vivid verbs – Refers to the use of action words that can be visually seen and
concretized by the readers such as saying “The man beamed” instead of
saying “The man was happy”
 Imagery – Refers to the use of figurative language in literature that appeals
to the human senses such as “The starry night looked beautiful”.
 Details – Refers to a particular item of information including descriptive and
illustrative ones that support an idea or contribute to an overall impression of
a written work
2. Structural Craft –This category refers to the construction of sentences and
paragraphs to form a cohesive whole. Structural craft includes the following features:
 Text structure – Refers to the system of constructing a written work.
 Paragraph type - Refers to how paragraphs are organized according to the
writer’s purpose such as narrative, expository, argumentative, and
descriptive.
 Transitional device – Refers to the use of words and phrases to show
transition of ideas in a paragraph to show contrast, addition, example, and
comparison such as in addition to, furthermore, on the other hand, and on
the contrary.
 Parallel structure – Refers to the use of words and phrases having the same
grammatical structure joined by a connector such as in the garden and in the
backyard.
 Repetition – Refers to the repetition of a word, phrase, or clause for
emphasis such as “and miles to go before I sleep, and miles to go before I
sleep”.
 Page lay-out – Refers to how a certain page is designed using graphics,
textual designs, and other visual appeal to create an effect to the reader.
3. Audible Craft–This category refers to how sound devices are used in a text. This
includes the following:
 Alliteration – Refers to the use of similar consonant sound at the beginning
of a word in a literary work such as “whither wilt thou wander”
 Assonance – Refers to the repetition of vowel sounds such as “rise high in
the bright sky”
 Onomatopoeia – Refers to the formation or use of words that imitate the
sound of something such as “the bell buzzed, clanged, and tinkled”
 Rhythm – Refers to the pattern formed by stressed and unstressed syllables
in poetry
 Cadence – Refers to the beat of measure of something that follows a set
rhythm
 Hard and soft sounds – Refers to the texture of sounds that relates to the
auditory impact that it produces to the reader such as the sound of lightning
compared to the sound of a baby’s laughter
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4. Visual Craft–This category refers to the use of visual features and includes the
following:
 Print Features – Refers to the mechanics on how texts are printed such as
setting, texts in bold and italics, choosing font styles and sizes, choice of
color, and use of punctuation marks
 Line breaks - Refers to the spacing of lines/paragraphs in a page
 White space – Refers to the area of a page where there are no texts or
images
 Graphics - Refers to the use of pictures, illustrations, charts, maps, and
other diagrams in a page
What’s More
I. Classifying The Elements of a Writer’s Craft
Group the following pool of terms below into the four craft categories. There
should be three items under each craft. Do the activity in your journal/answer sheet.
- Word choice - Language
- Print features - Vivid verbs
- Parallel structure - Repetition
- Alliteration - Text structure
- Line breaks - Assonance
- Onomatopoeia - Graphics
II. Crafting How My Brother Leon Brought Home a Wife
Unlocking of Difficulties: Before proceeding to the reading selection below,
let us first define some words that are used in the selection.
1. Cud - Partly digested food that cows return to the mouth
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Word Craft Visual Craft
Audible Craft
Structural Craft

2. Massive - Large
3. Daintily - Prettily
4. Fare – Price charged to transport someone
5. Forelock – Lock of hair that falls over the forehead
6. Yoke – Wooden frame for harnessing animals
7. Glistened – Shone brightly
8. Haze – Smoke in the atmosphere
9. Vibrant - Lively
10. Underfoot – Beneath the foot
Now that you have unlocked some difficult words, read the following excerpt
from Manuel E. Arguilla’s How My Brother Leon Brought Home a Wife. Identify
the literary devices (such as metaphor, simile, and personification) and sensory
details (such as words/phrases that make you feel, see, smell, taste, and hear
something). Do the activity on your journal/answer sheet
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How My Bother Leon Brought Home a Wife
(Manuel Arguilla)
She stepped down from the carretela of CaCelin with a quick, delicate grace. She
was lovely. She was tall. She looked up to my brother with a smile, and her forehead was
on a level with his mouth.
"You are Baldo," she said and placed her hand lightly on my shoulder. Her
nails were long, but they were not painted. She was fragrant like a morning when
papayas are in bloom. And a small dimple appeared momently high on her right
cheek. "And this is Labang of whom I have heard so much."
She held the wrist of one hand with the other and looked at Labang, and
Labang never stopped chewing his cud. He swallowed and brought up to his mouth
more cud and the sound of his insides was like a drum.
I laid a hand on Labang's massive neck and said to her: "You may scratch his
forehead now."
She hesitated and I saw that her eyes were on the long, curving horns. But
she came and touched Labang's forehead with her long fingers, and Labang never
stopped chewing his cud except that his big eyes half closed. And by and by she
was scratching his forehead very daintily.
My brother Leon put down the two trunks on the grassy side of the road. He
paid CaCelin twice the usual fare from the station to the edge of Nagrebcan. Then
he was standing beside us, and she turned to him eagerly. I watched CaCelin,
where he stood in front of his horse, and he ran his fingers through its forelock and
could not keep his eyes away from her.
"Maria---" my brother Leon said.
He did not say Maring. He did not say Mayang. I knew then that he had
always called her Maria and that to us all she would be Maria; and in my mind I
said 'Maria' and it was a beautiful name.
The sun was in our eyes, for it was dipping into the bright sea. The sky
was wide and deep and very blue above us: but along the saw-tooth rim of the
Katayaghan hills to the southwest flamed huge masses of clouds. Before us the
fields swam in a golden haze through which floated big purple and red and
yellow bubbles when I looked at the sinking sun. Labang's white coat, which I
had wished and brushed that morning with coconut husk, glistened like beaten
cotton under the lamplight and his horns appeared tipped with fire.
He faced the sun and from his mouth came a call so loud and vibrant that

Do the Activity. Do the activity in your journal/answer sheet.
 List down the literary devices such as metaphors, similes, personification that
you found in the excerpt.
o ______________________________
o ______________________________
o ______________________________
 List down the sensory details that made you see, hear, smell, taste, and feel
something in the story.
o ______________________________
o ______________________________
o ______________________________
Listening To Sound Devices
Based on the same excerpt above, focus on the sound devices this time and list
down five examples
 List down the sound devices such as repetition of words and phrases,
alliteration, assonance, and onomatopoeia that you found in the same
excerpt.
o ______________________________
o ______________________________
o ______________________________
What I have Learned
From this lesson, you learned about creative writing and how it is
different from other types of writing such as journalistic, technical,
19 | P a g e

scientific, and academic writing. This writing is characterized by literary devices with
emphasis on narrative craft, character development, and the use of literary tropes or
with various traditions of poetry and poetics.
What categories do word, structural, audible, and visual craft belong? How
are alliteration and assonance similar and different? What is the difference between
repetition and cadence?
What I can do
Multiple Choice: Read the following questions below and choose the
best answer from the choices. Write your answers in your
1. What does the “T” in the CRAFT acronym stand for?
a. Time b. Topic c. Text d. Title
2. What element of craft includes alliteration, assonance, and onomatopoeia?
a. Word b. Visual c. Structural d. Sound
3. Which is NOT one of the writer’s crafts?
a. Audible b. Main idea c. Structural d. Word
4. What is included in a writer’s word craft?
a. Imagery b. Repetition c. Alliteration d. Print Features
5. Which CRAFT acronym refers to the readers for whom the text is written for?
a. Topic b. Context c. Audience d. Format
Lesson
3
Craft Essay
What I need to know
20 | P a g e

1. write a craft essay (HUMSS_CW/MPIIc-f-23)
What I know
Multiple Choice: To measure your knowledge of the
concepts that this module will develop, answer the
following questions. Write your answers in your
1. Which written work does NOT belong to creative writing?
a. Editorial b. Short Fiction c. Play d. Poetry
2. What attribute characterizes an essay as a creative output?
a. Sound devices c. Conversational tone
b. Rhythm and cadence d. Characterization
3. From what French word did the word essay come from?
a. Essai b. Esaie c. Essaye d. Eshay
4. What characterizes the language of an essay?
a. Conversationalb. Formal c. Technical d. Journalistic
5. Which situation is best suited for writing a creative essay?
a. Problem-solution c. Personal experiences
b. Political issues d. Proving a theory
6. What pattern of paragraph organization arranges information according to a
progression of time either forward or backward?
a. Spatial b. Chronological c. Sequential d. Contrast
7. What holds the sentences and paragraphs of an essay together?
a. Main idea b. Topic c. Conclusion d. Introduction
8. What does the “a” in the acronym CRAFT stand for?
a. Answer b. Audience c. Argument d. Assonance
9. What type of essay express ideas and feelings?
a. Argumentative b. Expository c. Narrative d. Speculative
10. Which one is not a type of essay?
a. Figurative b. Argumentative c. Narrative d. Expository
What’s In
21 | P a g e

Last time, we talked about the writer’s craft which is the art of writing. It is the writer’s
intentional use of figurative language and other textual features to create an effect on
the reader.
What does it include? What craft refers to the careful, deliberate word
choice? What refers to organizational features? What are some examples of audible
craft?
22 | P a g e

What’s New
Titles of Creative Essay. Take a look at some essay titles below and
decide whether or not these are written creatively. Write a check (√)
mark in each item that can be considered creative essay.
⎕ 1. My Bestfriend and I: Just a Like a Pair of Rainbows
⎕ 2. What Could Forever Mean in Days
⎕ 3. Why We Need Rain
⎕ 4. If I Had an Eighth Day of the Week
⎕ 5. The Hidden Law of Economics
⎕ 6. Rising HIV Cases
⎕ 7. The Need for Moral Recovery
⎕ 8. Climate Change in the Philippines
⎕ 9. The 2019 Polls: The Debates
⎕ 10. Flying with a Firefly
What is It
Another genre of literature aside from poetry, drama, and short story
are the essays. The word essay came from the French word “essais”
(Cantular, 2011). Have you written an autobiography before? How
about writing on your embarrassing or unforgettable experience? Or, your new years’
resolution as soon you came back to school from the Christmas holiday?
An essay can be written by you on almost any subject reflecting your
attempts to express your experiences, ideas, and feelings about whatever topic you
are writing on. An essay may be written creatively especially the ones that are
reflections of a writer’s personal experience, feelings, and ideas. It uses ordinary,
colloquial language and is conversational in tone and style. It considers the following
acronym to make it effective:
 Content
 Role
 Audience
 Format
 Topic
There are different kinds of essays. According to Cantular (2011). Essays are
classified into its content and purpose. Here are the types of essays:
1. Speculative – This type needs to explore ideas and feelings. It is less
organized, less authoritative, and less insistent in its presentation for it simply
projects the mind of the writer.
2. Argumentative – This essay presents claims and ideas in a
straightforward manner. Its main intent is to establish a point by supporting it with
evidences, data, and information.
3. Narrative – This essay relates an incident as it happened. It is unlike fiction
since its intention is the conveyance of idea/insight based on an event.
4. Expository – This essay has the purpose of expounding and making
something clear for the readers.
23 | P a g e

Just like any other prose composition, essays can be organized in the
following patterns or methods of organization.
A. Chronological order – A chronological pattern of organization arranges
information according to a progression of time, either forward or backward. When a
topic is best understood in terms of different segments of time, a chronological
format works well. For example, topics of an historical nature are best organized
using this pattern.
B. Order of importance – In this order, ideas or steps are prioritized by
the writer or speaker according to a hierarchy of value. When using the order of
importance pattern of organization, information can be structured from
most important to least important or least important to most important.
C. Sequential order - A sequential pattern of organization is similar to a
chronological pattern, but arranges information according to a step-by-step
sequence that describes a particular process. When one wishes to describe a
process that follows specific series of steps in a particular order, then a sequential
pattern works well. For example, suppose a writer's stated purpose is to explain how
wine is made.
D. Spatial order - A spatial pattern of organization arranges information
according to how things fit together in physical space; i.e., where one thing exists in
relation to another. This pattern works well when a writer wishes to create a mental
picture of something which has various parts distinguished by physical location.
Topics involving geography, for example, are often best organized using a spatial
pattern.
E. Comparison and contrast order - A compare and contrast pattern
arranges information according to how two or more things are similar to or different
from one another (or both). This is an effective pattern to use when the reader can
better understand one subject when it is described in relation to another. If the
reader is familiar with one topic, the writer can compare or contrast it with another
topic to shed insight on it. For example, suppose a writer's stated purpose is to help
the reader make an informed decision about whether to attend a two-year college or
a four-year university.
What’s More
Matching the CRAFT. Match the terms that
correspond to the CRAFT acronym in A with their
descriptions in B. Write your answers on your
A B
1. Context a. The type of writing produced
2. Topic b. The situation for which you are writing
3. Role c. The person or people for which you are writing
4. Audience d. The voice with which you are writing
5. Format e. The subject matter on which you are writing
24 | P a g e

A. Chronological order
B. Order of importance
C. Sequential order
D. Spatial order
E. Comparison and
The first letters of the words in column A under Self-Test 3.1 will form an
acronym that will read as C-R-A-F-T. You will use this acronym to make sure that
your essay will fit the standards as a literary genre distinct from poetry, fiction, and
play.
What I have learned
From this lesson, you just learned about craft as the art of writing.
However, it can also stand for an acronym to refer to the
characteristics of an essay that differentiates it from other genres of
literature. What does the acronym stand for? You will use this
acronym to make sure that your essay will fit the standards as a literary genre
distinct from poetry, fiction, and play.
You also learned about the different types of essays. Which types will you use
when you want to express your personal feeling, perceptions, and experiences? How
about when you want to expound or make something clear to the readers? How will
you express these essays? What method of paragraph development can writers
use?
What I can do
Using your knowledge on the different methods or organizational
structure in writing essays, identify the best method or pattern of
paragraph writing to use in the following topics. Choose from the pool
of choices inside the box. Write your answers on your journal/answer sheet.
1. My First Trip Abroad
2. The Steps in Building the Biggest Bridge of the
World
3. Four Reasons to Vote for a New Community
Leader
4. Lake Fishing and Stream Fishing
5. Four Important Sights along Mississippi River
Additional Activity
Write a creative CRAFT essay. Observe the different orientations of
creative writing as used in a craft essay that you have just learned
namely; CONTENT of your essay, your ROLE as a writer, your
AUDIENCE, the FORMAT that you will use, and the TOPIC of your essay. Choose
the best paragraph organization method applicable. Refer to the rubric below for the
grading system. Do the activity on your journal/answer sheet
CRAFT Essay Rubrics
25 | P a g e

FOCUS CONTENT ORGANIZATION
CREATIVE
CONVENTIONS
MECHANICS
4
Controlling
point made
about a
single topic
Specific and/or
illustrative
content
demonstrating
strong
development of
ideas
Sophisticated
arrangement of
content with
evident and/or
subtle
transitions
Precise use of
the orientations
of creative
writing like word,
structure, visual,
and audible
crafts
Evident control
of grammar
and mechanics
3
Apparent
point made
about a
single topic
Sufficiently
developed
content with
adequate
elaboration
Functional
arrangement of
content that
sustains logical
order with some
transitions
Generic use of
the orientations
of creative
writing like word,
structure, visual,
and audible
crafts
Sufficient
control of
grammar and
mechanics
2
No
apparent
point but
evidence
of a
specific
topic
Limited content
with inadequate
elaboration or
explanation
Confused
arrangements
of content
without
attempts at
transitions
Limited use of
the orientations
of creative
writing like word,
structure, visual,
and audible
crafts
Limited control
of grammar
and mechanics
1
Minimal
evidence
of a topic
Superficial
and/or minimal
content
Minimal control
of content
arrangement
Minimal use of
the orientations
of creative
writing like word,
structure, visual,
and audible
crafts
Minimal control
of grammar
and mechanics
Post-test. Multiple Choice: Read the following questions below and choose the
best answer from the choices. Write your answers in your journal/answer
sheet.
1. What critical approach relates the literary work with non-literary document written
at the same time?
a. Marxist b. Feminist c. Cultural d. New Historical
2. What does the “T” in the CRAFT acronym stand for?
a. Time b. Topic c. Text d. Title
3. What composition is written about the personal experiences, ideas, and feelings of
the writer?
a. Poetry b. Essay c. Play d. Fiction
4. What essay title can be best presented creatively?
a. The Passing of the Death Penalty b. The Bangsamoro Organic Law
26 | P a g e

c. My First Taste of Forever d. The Importation of Rice
5. Which order of paragraph organization arranges details according to the element
of time?
a. Sequential b. Spatial c. Chronological d. Comparison
6. What element of craft includes alliteration, assonance, and onomatopoeia?
a. Word b. Visual c. Structural d. Audible
7. What critical approach sees literature’s value in promoting social and economic
revolution and social conditions that exist at the time of the work’s composition or the
time and place of the action it describes?
a. Feminist b. Marxist c. New Historical d. Cultural
8. Which is NOT one of the writer’s crafts?
a. Audible b. Main idea c. Structural d. Word
9. What literary portrayal has the least socio-political context?
a. Poverty b. Heroes c. Violence d. Slavery
10. What type of essay relates an incident as it happened?
a. Narrative b. Speculative c. Argumentative d. Expository
Key to Corrections
Lesson 1
What I Know
1.a
2.b
3.a
4.a
5.c
6.a
7.a
8.b
9.c
10.b
What’s New
1.
2.√
3.√
4.
5.
6.
7.√
8.
9.√
10.
What’s More
1. b
2. a
3. d
4. e
5. a
What I Can Do
Context/s:
a. Cultural – Arranged
marriages
b. Historical –
Inequality in society
c. Feminism – View of
women as objects
d. Marxism – Lender-
borrower /rich-poor
relationship between
Dhowli’s father and the
Misras
Context/s:
a. Cultural – Negative
views of non-Muslims
on Muslims
b. Historical – Conflicts
between the Spanish
and the Filipino natives
during the Spanish
conquest
What’s More
1.b
27 | P a g e

2.c
3.d
4.b
5.a
Lesson 2
What I Know
1.b
2.c
3.b
4.a
5.a
6.a
7.a
8.c
9.c
10.b
What’s More
Word craft:
- Word choice
- Vivid verbs
- Language
Visual craft:
- Print features
- Line breaks
- Graph
Structural craft:
-Parallel structure
-Text structures
-Repetition
Audible craft:
- Alliteration
- Onomatopoeia
- Assonance
“Remember those
walls I built…”
Walls – metaphor To show that she’s been hurt
before and she’s guarding her
emotions
“I got my
angelnow…”
Angel – metaphor To show emotional significance
of a new love
“They didn’t even
put-up a fight…”
Put-up a fight –
personification
To show emotion
Literary devices:
- She was fragrant like a morning when papayas are in bloom.
- He swallowed and brought up to his mouth more cud and the sound
of his insides was like a drum.
Sensory details:
- The sun was in our eyes, for it was dipping into the bright sea.
- The sky was wide and deep and very blue above us.
Sound devices:
28 | P a g e

- She was lovely. She was tall. She looked up to my brother with a
smile.
- …he stood in front of his horse, and he ran his fingers through its
forelock and could not keep his eyes away from her..
What I Can Do
1.b
2.d
3.b
4.a
5.a
Lesson 3
What I Know
1.a
2.c
3.a
4.a
5.c
6.b
7.a
8.b
9.b
10.a
What’s New
1.√
2.√
3.
4.√
5.
6.
7.
8.
9.
10.√
What’s More
1.b
2.e
3.b
4.c
5.d
What I Can Do
1.d
2.c
3.b
4.e
5.d
Post-test
1.d
2.b
3.b
4.c
5.c
6.d
7.b
8.b
9.b
10. a
Final exam
1.a
2.a
3.a
4.a
5.b
6.c
7.b
8.c
9.b
10.c
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