Senior High School Creative Writing Quarter 3 – Module 1 Using Imagery, Diction, and Figures of Speech English – Grade 7 Creative Writing Alternative Delivery Mode Quarter 3 – Module 1: Using Imagery, Diction, and Figures of Speech First Edition, 2021 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this Learner Material are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education – Region III Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio Development Team of the Module Writer: Rolando N. Javier, Jr. Content Editor: Maica Jill N. de Guzman Language Editor: Janelle C. Ruiz Illustrator: Rolando N. Javier, Jr. Layout Artist: Rolando N. Javier, Jr. Content Evaluator: Esperanza S. Nunez Language Evaluator: Domingo J. Langa, Jr. Layout Evaluator: Fernando A. Dionisio, Jr. Management Team: Gregorio C. Quinto Rainelda M. Blanco Agnes R. Bernardo Jay Arr V. Sangoyo Glenda S. Constantino Joannarie C. Garcia Printed in the Philippines by Department of Education - Schools Division of Bulacan Office Address: E-mail address: Curriculum Implementation Division Learning Resource Management and Development System (LRMDS) Capitol Compound, Guinhawa St., City of Malolos, Bulacan lrmdsbulacan@deped.gov.ph Senior High School Creative Writing Quarter 3 – Module 1 Using Imagery, Diction, and Figures of Speech Introductory Message This Alternative Delivery Mode (ADM) is prepared so that you, dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson. Each ADM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you. Pre-tests are provided to measure your prior knowledge on lessons in each ADM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these. In addition to the material in the main text, Notes to the Teachers are also provided to our facilitators and parents for strategies and reminders on how they can best help you on your home-based learning. Please use this module with care. Do not put unnecessary marks on any part of this ADM. Use a separate sheet of paper in answering the exercise and tests. Read the instructions carefully before performing each task. If you have any questions in using this ADM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Thank you. This module will teach you to use imagery, diction, and figures of speech to evoke meaningful response from readers. Different activities are provided here that will help you gain knowledge and understanding of the topic. At the end of this module, you are expected to: 1. define imagery, diction, and figures of speech; 2. identify imagery and figures of speech from sample texts; 3. delineate the meaning of texts with imagery, diction, and figures of speech; and 4. craft a short narrative applying imagery, diction, and figures of speech. Directions: Read the following questions/statements. Choose the letter of the best answer and write it on the space provided before each number. _______ 1. “My heart is as frail as the falling leaves of that Acacia tree.” What figure of speech is used in the sentence? a. simile b. metaphor c. hyperbole _______ 2. “Her sweet smile is a sunbeam.” The italicized phrase is an imagery appealing to the sense of ________. a. taste b. smell c. sight _______ 3. The following are the senses that imagery appeals to except __________. a. touch b. smell c. love _______ 4. Diction can be defined simply as _______. a. a book with words and their meanings b. a writer’s choice of words c. a response from readers _______ 5. “Sophia cried a river when she realized her cellphone was stolen.” What figure of speech is used in the sentence? a. simile b. metaphor c. hyperbole _______ 6. ___________ is a figure of speech similar to simile only it is a direct comparison. a. Simile b. Metaphor c. Hyperbole _______ 7. __________ is the use of words to convey vivid, concrete sensory experiences, or create a mental picture for the reader. a. Diction b. Imagery c. Figures of speech _______ 8. To what sensory perception/experience do the following lines appeal? “The morning I was to leave Tokyo, Asako put her arms around my neck and kissed me on the cheek.” a. hearing b. smell c. touch For numbers 9-15, identify which among the figures of speech in the box is used in each sentence. Write the letter of your answer on the space before each number. a. Apostrophe b. Chiasmus c. Hyperbole _______ _______ _______ _______ _______ _______ _______ 9. 10. 11. 12. 13. 14. 15. d. Metonymy e. Oxymoron f. Simile g. Paradox h. Synecdoche i. Metaphor “The throne will be yours in the right time.” “Life is like a box of chocolates.” “He is a well-known secret agent “Please lend me your ears.” “Love as if you would one day hate and hate as if you would one day love.” “The boy’s heart was broken.” “Oh, Wind of the South! Bring me to my peace!” TECHNICAL VS. CREATIVE WRITING Last semester, you were taught to write a variety of Academic Texts through your subject English for Academic and Professional Purposes (EAPP). These texts are nonfictional writings, thus, contain factual information and arguments which are presented directly. Generally, these non-fiction texts fall under technical writing. Technical Writing is a style of writing which tackles subjects that require direction, instruction, or explanation. Hence, it is straightforward and does not need wordiness and imaginative impression. On the other hand, Creative Writing is the style of writing that goes beyond the conventions of technical literature. Also called as Imaginative Writing, this style can be any writing – fiction, poetry, even non-fiction – that uses literary devices like imagery, diction, idioms, figures of speech, etc.. It is guided more by the writer’s need to express feelings and ideas than by restrictive demands of factual and logical progression of expository writing. As the subject title states, for this course, we will focus on Creative Writing and its conventions. To begin, accomplish the task below. Directions: The following text types are creative writings. Rank them from 1 to 10 based on your level of familiarity with them with 10 as the most familiar to you and 1 as the least or not familiar at all. See the table below for interpretation of your level of familiarity. ___1. Poetry ___2. Short Story ___3. Epic ___4. Myth ___5. Novel ___6. Drama Rating 9 -10 7-8 5-6 3-4 1-2 Rating Description Extremely familiar Very familiar Moderately familiar Slightly familiar Not at all familiar ___7. One-Act Play ___8. Haiku ___9. Sonnet ___10. Fable What’s your final rating? Are you familiar with all creative writings? If your level is below very familiar in the rating description, then you need to sharpen your knowledge on creative writing text types. Categorize the characteristics and examples of the two types of writing inside the box. Write your answers in the column below. Research Journal Reports Systematic Fiction Guidelines Formal Curriculum Vitae Poetry Drama Artistic Technical Writing Creative Writing Using Imagery, Diction, and Figures of Speech As we have discussed a while back, Creative Writing is imaginative. It uses literary devices to express a writer’s thoughts and emotions meaningfully. These literary devices make writing artistic and appealing, and there are so many of these. However, the most commonly used are Imagery, Diction, and Figures of Speech. Let’s discuss them one by one. I. Imagery Imagery is basically descriptive language. It functions as a way for the readers to better imagine the literature at hand as it appeals to the five senses – touch, hearing, taste, sight, and smell. It helps develop a Sensory Experience or more fully realized understanding of the imaginary world the author has created. Observe the verse below and look closely at the highlighted words. 1 The scent of her wonderful being 2 Tickles my peace every seeing 3 Her face is divine white flowers 4 Astounding, reverberating powers 5 Sweetness, flavors her lips Oh, Majesty, I’m hers, for keeps. The Senses Appealed to by the Imagery of each line are: Line 1: Smell Line 2: Touch Line 3: Sight Line 4: Hearing Line 5: Taste II. Diction Diction is a writer’s choice of words. It is his/her style of expression. It has a great effect on the tone of a piece of literature and how the readers perceive the characters of a story. One primary thing that diction does is to establish whether a text is formal or informal. Read the following paragraphs below and observe the writer’s choice of words. Ponder upon how the choice of words affected your perception of the characters and the story as a whole. Once upon a time, there lived a beautiful princess. She was loved by all, men and women alike. Her skin was as white as snow. Her lips were as red as the rose. And her smile was as bright as the sun. The crowd would turn heads as she passed among them. Her beauty was pleasing to all, except for one - the wicked Queen. She was the stepmother of the princess. A vile and vicious queen, she always wanted to be the most beautiful being to walk the Earth. That’s why, she never liked the princess. With her heartless huntsmen, she planned to end the princess. The highlighted words/phrases showcase the diction and how they are used to establish an atmosphere in the imaginary world the story has. The two major characters are the Princess and the Queen. Looking closely to the diction, the writer used beautiful, loved by all, skin as white as snow, lips as red as rose, smile as bright as the sun, and crowd turning heads to her as descriptions for the Princess. This makes Princess appear pleasing in the readers’ imagination. On the contrary, the writer used wicked, vile and vicious, always wanted to be the most beautiful being to walk the Earth, has heartless huntsmen, and planned to end the princess to describe the Queen. This, in turn, makes the Queen the antagonist or the exact opposite of the Princess. III. Figures of Speech Figures of Speech are expressions which deviate from the literal meaning. These are used to add color to language by making expression more aesthetically effective. The following is a list of common figures of speech with examples. 1. Simile – indirect comparison; using as-as or like. • Carlota is as wonderful as the fresh-bloomed roses in the garden. • Carlota is like the fresh-bloomed roses in the garden. 2. Metaphor – direct comparison. • Carlota is a fresh-bloomed rose in the garden. 3. Hyperbole – exaggeration; making things beyond reality. • Linda was very mad that he brought hell on Earth. 4. Personification – animation; giving human attributes to non-human things. • The sky cries as Karen weeps in the meadows. 5. Apostrophe – a direct address; calling on someone or something. • Oh dear Fate, why did you bring me to this much pain? 6. Oxymoron – placing together two contradictory words. • The dress the first lady is wearing is pretty ugly. • Mr. Villareal’s son was found missing after the concert. 7. Paradox – is a self-contradicting statement but makes sense. • We must fall in order to rise. • To live is to die. 8. Synecdoche – using a part of something to represent the whole. • Lloyd rode on a bus since his wheels are under repair. o • Wheels represent the whole car. Monica was in the forest when she met a gray beard. o Gray beard represents the Old Man. 9. Metonymy – replacing the name of a thing with the name of something else which it is closely associated with. • The crown ordered the investigation of the princess’ death. o • Crown replaces the King/Queen. Last year, thousands of boots marched to Mindanao to resolve conflicts. o Boots replace the soldiers. 10. Chiasmus – putting two or more clauses that are balanced against each other by the reversal of their structures in order to produce an artistic effect. • Never let a Fool kiss you or a Kiss fool you. • Love as if you would one day hate and hate as if you would one day love. 11. Alliteration – repeating of a consonant sound as initial or dominant sound in several words in a line. • Betty Botter bought some butter. 12. Assonance – repeating of a vowel sound in several words in a line. • An ant ate an apple. 13. Onomatopoeia – imitating sounds. • My heart seemed to beat with the ticktock of the clock. 14. Rhyme - repeating similar sounding words, usually occurring at the end of lines in poems or songs. • “Baa baa black sheep, have you any wool? Yes sir, yes sir, three bags full! One for the master, one for the dame, And one for the little boy who lives down the lane.” 15. Epistrophe – putting the same word at the end of each sentence. • Where now? Who now? When now? • “The big sycamore by the creek was gone. The willow tangle was gone. The little enclave of untrodden bluegrass was gone. The clump of dogwood on the little rise across the creek — now that, too, was gone …” Flood: A Romance of Our Time (By Robert Penn Warren) 16. Refrain / Anaphora – an often-repeated line or word in initial lines; common in poems and songs. Independent Activity 1 Directions: Match the items in column A with the definitions in column B. Write the letter of your answer on the space before each number. A B _____ 1. Imagery a. Animation of nonhuman things _____ 2. Figures of Speech b. Choice of words _____ 3. Diction c. Descriptive language appealing to senses _____ 4. Synecdoche d. Direct comparison _____ 5. Chiasmus e. Expressions that deviate from literal meaning _____ 6. Metonymy f. Imitation of sounds _____ 7. Simile g. Replacing something’s name with something else’s which is closely associated to it _____ 8. Metaphor h. Two clauses balanced against each other by reversing their structures _____ 9. Personification i. Using a part to represent the whole _____ 10. Onomatopoeia j. Using like or as-as to compare Independent Assessment 1 Directions: Underline the literary device used in each of the following statements. On the space before each item, identify which figure of speech is used. __________________ 1. The silence was broken by the screeching of the door. __________________ 2. The students break the walls of the Philippine Arena as they cheer for their basketball team. __________________ 3. Maricar was like a tiger after seeing Kenneth with China. __________________ 4. Malacañang released the vaccination plan the public demanded. __________________ 5. Patricia became a permanent guest at the show. Independent Activity 2 Improve each of the following statements. Use at least three sensory words. Example: Statement: She is stunning. Answer: Her red rosy cheeks, crystal white skin, and long brown hair made her stand out in the crowd. 1. I miss the beach. ___________________________________________________________ 2. The room smells good. ___________________________________________________________ 3. I love you. ___________________________________________________________ 4. I really enjoy listening to the birds. ___________________________________________________________ 5. Her hair is pretty. ___________________________________________________________ Independent Assessment 2 Directions: Read the text below. List five Imagery and five Figures of Speech used in the paragraph. Write your answers on the space provided for. I am staring at a horizon. In the clear blue sky, the Sun smiles bright at the center. As I gaze upon its rays down to Earth, I see the seemingly endless green pasture with beautiful vibrant-colored flowers. My heart is so pleased I can live here alone forever. On my left is a huge old tree where one may sit on the big rocks beneath it. There are even very small silhouettes of birds flying high in the sky. I can feel the warmth of the whispering wind in my skin. The hissing of the grass comforts me even more. Oh my dear Earth, you are, indeed, so beautiful. Imagery Figures of Speech 1. 1. 2. 2. 3. 3. 4. 4. 5. 5. Independent Activity 3 Directions: Re-read the text in Independent Assessment 2. Appreciating the writer’s picture of the moment through Imagery, Diction, and Figures of Speech, sketch the scene you visualize from the text. The rubrics below shall be used to grade your work. Rubrics: Creativity (Understanding of the text and literary devices used in it) Appreciation of Literary Devices Used 10 points – The sketch creatively depicts the scene described by the text. 10 point – The sketch realizes the picture the literary devices depict. 7 points – The sketch somewhat depicts the scene described by the text. 3 points – the sketch is unclear and far from the description of the scene. 7 points – The sketch somewhat realizes the picture the literary devices depict. 3 point – The sketch fails to realize the picture the literary devices depict. Your Perception of the Scene Independent Assessment 3 Directions: Write a paragraph with at least five sentences explaining how you understood the text in Independent Assessment 2. Discuss how the Imagery, Diction and Figures of Speech used by the writer influenced your perception of the text. Write your answer on the space provided below. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Rubrics: Content (Understanding of the text and literary devices used in it) Language 10 points – The content is clear and answers the points being asked. 5 point – language was used correctly without incorrect grammar and punctuations. 7 points – the content is somewhat clear and somewhat answers the points being asked. 3 points – have committed 5 or more incorrect spelling and punctuations. 3 points – the content is unclear and far from the points being asked. 1 point –have committed 10 or more incorrect spelling and punctuations Directions: Study the graph below and supply the definition of the given terms based on what you have learned from this module. Diction _______________ _______________ Imagery _______________ Figures of Speech _______________ _______________ _______________ _______________ _______________ _______________ CREATIVE WRITING __________________ __________________ __________________ Directions: Recall someone or something that is very dear to you. Write a paragraph of at least ten sentences to describe that person/thing. Use your learnings on Imagery, Diction, and Figures of Speech to write creatively. Write your composition on a separate sheet of paper. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Rubrics: Content 5 points – content is clear and explains topic well. Style / Use of Literary Devices 10 points – used Imagery, Diction, and Figures of Speech well. 5 point – language was used correctly without incorrect grammar and punctuations. Language 3 points – content is somewhat clear and somewhat explains the topic. 7 points – fairly used Imagery, Diction, and Figures of Speech. 3 points – have committed 5 or more incorrect spelling and punctuations. 1 point – content is unclear and far form the topic. 3 point – failed to used Imagery, Diction, and Figures of Speech well. 1 point –have committed 10 or more incorrect spelling and punctuations Directions: Write the letter of the best answer on the space before each number. _______ 1. It affects the tone of the text and establishes whether the work is formal or not. A. creative writing B. imagery C. figures of speech D. diction _______ 2. It is also referred to as imaginative writing. A. creative writing B. imagery C. figures of speech D. diction _______ 3. The use of imagery can trigger the _______ senses creating a more realized perception of the imaginary world the author creates. A. two B. three C. four D. five _______ 4. It is a figure of speech which combines two opposing words but makes a rather new meaning. A. synecdoche B. metonymy C. oxymoron D. paradox _______ 5. It is a figure of speech which replaces an entity with something else closely associated with it. A. synecdoche B. metonymy C. oxymoron D. paradox _______ 6. It is a figure of speech known for using a part to represent the whole of an entity. A. synecdoche B. metonymy C. oxymoron D. paradox _______ 7. It is a figure of speech which puts together two opposing statements but makes deep sense. A. synecdoche B. metonymy C. oxymoron D. paradox For items 8- 11, refer to the statements below. The court sentenced the suspect with life imprisonment. This made the heartbroken A B mother of the victim less miserable. The trembling of her hands as she knelt on the C floor repeatedly bowing her head to thank the judge made me cry like a baby. D _______ 8. This part uses imagery. _______ 9. This part is an example of a metonymy. _______ 10. This part is an example of a simile. _______ 11. This part is an example of a hyperbole. For items 12-15, refer to the paragraph below. There she goes again. She never fails to lighten my day with her bright smile. Her A warm hands bring comfort. Her soft giggles sound like the chirping of the birds. Her B C hair is a bush of lavender aromatizing. D _______ 12. This part appeals to the sense of smell. _______ 13. This part appeals to the sense of sight. _______ 14. This part appeals to the sense of hearing. _______ 15. This part appeals to the sense of touch. Directions: Write a short narrative of at least 10 sentences recounting a memorable event or moment from your childhood. Use your learnings on Imagery, Diction, and Figures of Speech to write creatively. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Rubrics: Content Style / Use of Literary Devices Language 5 points – content is 3 points – content is clear and explains somewhat clear and the topic well. somewhat explains the topic. 10 points – used 7 points – fairly used Imagery, Diction, Imagery, Diction, and Figures of and Figures of Speech well. Speech. 5 points – language 3 points – have was used correctly committed 5 or more without incorrect incorrect spelling grammar and and punctuations. punctuations. 1 point – content is unclear and far from the topic. 3 points – failed to use Imagery, Diction, and Figures of Speech well. 1 point –have committed 10 or more incorrect spelling and punctuations What’s In __1_1. Poetry C. What I Need to Know What I Know 1. a 2. c 3. c 4. b 5. c A. B. 6. b 7. b 8. c 9. d 10. f 11. e 12. d 13. b 14. c 15. a/c __2_2. Short Story __3_3. Epic __5_4. Myth __6_5. Novel __4_6. Drama __9_7. One-Act Play __8_8. Haiku _10_9. Sonnet __7_10. Fable D. What’s New 1.T 2.C 3.T 4.T 5.C E. F. 6. T 7. T 8. C 9. C 10. T What Is It What’s More Independent Activity 1 1. C 6. G 2. E 7. J. 3. B 8. D 4. I 9. A. 5. H 10. F Independent Assessment 1 Answers may vary. Independent Activity 2 Underlined Words - Figure of Speech 1. Screeching – Onomatopoeia 2. Break the walls – Hyperbole 3. Like a tiger – Simile 4. Malacañang – Metonymy 5. Permanent guest - Oxymoron Independent Assessment 2 Imagery Figures of Speech Beautiful vibrant-colored Sun smiles flowers Warmth of whispering I can live here forever wind Clear blue sky Whispering wind Seemingly endless green Hissing of the grass pasture Huge old tree Oh my dear Earth Independent Activity 3 – Answers may vary. Independent Assessment 3 – Answers may vary. I. Assessment G. What I Have Learned H. What I Can Do – Answers may vary. I Assessment 1. D 2. A 3. D 4. C 5. B 6. A 7. D 8. C 9. A 10. D 11. B/D 12. D 13. A 14. C 15. B J. Additional Activity – Answers may vary. References A. Book Buhisan, AJFG & Sayseng AH. 2018. “Creative Writing K-12 Compliant Worktext for the Senior High School. JFS Publishing Services B. Electronic Sources "Elements Of Poetry — Literacy Ideas". 2021. Literacy Ideas. https://www.literacyideas.com/elements-of-poetry. "How To Write A Poem: 8 Fundamentals For Writing Poetry That's Meaningful". 2021. Self Publishing School. https://self-publishingschool.com/how-to-write-a-poem/. For inquiries or feedback, please write or call: Department of Education, Schools Division of Bulacan Curriculum Implementation Division Learning Resource Management and Development System (LRMDS) Capitol Compound, Guinhawa St., City of Malolos, Bulacan Email Address: lrmdsbulacan@deped.gov.ph