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