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Creative Nonfiction
Quarter 2 – Module 2:
Writing a Draft of Creative Nonfiction
Creative Nonfiction – SHS-HUMSS
Alternative Delivery Mode
Quarter 2 – Module 2: Writing a Draft of Creative Nonfiction
First Edition, 2021
Republic Act 8293, section 176 states that: No copyright shall
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respective copyright holders. Every effort has been exerted to locate and
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owners. The publisher and authors do not represent nor claim ownership
over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writers: Shenna Marie E. Rubia and Jay E. Villareal
Editor: Jessie Lou L. Ecleo
Reviewer: Jessie Lou L. Ecleo
Illustrator: None
Layout Artist/Typesetter: Josephine V. Austero
Management Team: Senen Priscillo P. Paulin, CESO V
Rosela R. Abiera
Fay C. Luarez, TM, EdD, PhD
Maricel S. Rasid
Nilita L. Ragay, EdD
Elmar L. Cabrera
Anna Lee A. Amores, EdD
Printed in the Philippines by ________________________
Department of Education –Region VII Schools Division of Negros Oriental
Office Address:
Tele #:
E-mail Address:
Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental
(035) 225 2376 / 541 1117
negros.oriental@deped.gov.ph
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Creative
Nonfiction
Quarter 2 – Module 2:
Writing a Draft of Creative
Nonfiction
Introductory Message
For the Facilitator:
Welcome to the Creative Nonfiction 11/12 Alternative Delivery Mode
(ADM) Module 2 on Writing a Draft on Creative Nonfiction!
This module was collaboratively designed, developed and reviewed by
educators both from public and private institutions to assist you, the
teacher or facilitator in helping the learners meet the standards set by the K
to 12 Curriculum while overcoming their personal, social, and economic
constraints in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore,
this also aims to help learners acquire the needed 21st century skills while
taking into consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the
body of the module:
“The beautiful thing about learning
is that nobody can take it away
from you.”
B.B.King
As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the
module.
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For the Learner:
Welcome to the Creative Nonfiction 11/12 Alternative Delivery Mode (ADM)
Module 2 on Writing a Draft on Creative Nonfiction!
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and
time. You will be enabled to process the contents of the learning resource
while being an active learner.
This module has the following parts and corresponding icons:
What I Need to Know
What I Know
This will give you an idea of the skills or
competencies you are expected to learn in
the module.
This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
What’s In
This is a brief drill or review to help you link
the current lesson with the previous one.
What’s New
In this portion, the new lesson will be
introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
What is It
This section provides a brief discussion of
the lesson. This aims to help you discover
and understand new concepts and skills.
What’s More
This comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
What I Have Learned
This
includes
questions
or
blank
sentence/paragraph to be filled into process
what you learned from the lesson.
What I Can Do
This section provides an activity which will
help you transfer your new knowledge or
skill into real life situations or concerns.
Assessment
This is a task which aims to evaluate your
level of mastery in achieving the learning
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competency.
Additional Activities
In this portion, another activity will be given
to you to enrich your knowledge or skill of
the lesson learned.
Answer Key
This contains answers to all activities in the
module.
At the end of this module you will also find:
References
This is a list of all sources used in
developing this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any
part of the module. Use a separate sheet of paper in answering the
exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module, do
not hesitate to consult your teacher or facilitator. Always bear in mind
that you are not alone.
We hope that through this material, you will experience meaningful
learning and gain deep understanding of the relevant competencies. You
can do it!
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Table of Contents
Contents
Pages
Title Page
i
INTRODUCTORY MESSAGE
For the Facilitator
For the Learner
ii
ii
ii
WHAT I NEED TO KNOW
Learning Competency
Learning Objectives
1
1
WHAT I KNOW
2
WHAT’S I KNOW
Activity 1
Activity 2
2
2
WHAT’S IN
4
WHAT’S KNEW
5
WHAT IS IT
7
WHAT’S MORE
9
WHAT I HAVE LEARNED
10
WHAT I CAN DO
10
ASSESSMENT
11
ADDITIONAL ACTIVITY
12
ANSWER KEY
13
REFERENCES
14
1
3
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What I Need to Know
Good day! Welcome to the final part of our module. In the previous
module, you were taught how to write a mini critique of one’s work. You
were taught how to evaluate and make sound recommendations to improve
a writing – to make it better.
This time, you will not be a critique but a writer. So, start thinking of
an event when you were present, and then consider it to be a very
memorable one.
For today’s learning competency and objectives, consider the following
below:
HUMSS_CNF11/12-lb-d-5
- Write a draft of creative nonfiction piece
based on memorable real-life experience
At the end of this module, you should be able to:
Knowledge: Recognize travelogue as an example of creative nonfiction piece
as basis for writing
Skills:
Write a draft on creative nonfiction piece based on a memorable
real-life experience
Attitude:
Realize the beauty of writing by applying the rules in writing a
draft of a nonfiction piece based on a real-life experience
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What I Know
Activity I
Below are pictures of the famous landmarks of the world. I want you
to identify the place where each landmark may be found. Write your answer
on your activity notebook.
1.
Taj Mahal
2.
Mount Fuji
2
3.
Statue of Liberty
4.
Sacre-Coeur
5.
Sydney Opera House
Activity II.
List down five memorable places that you have gone to here in Negros
Oriental or in the Philippines. Write your answers in your notebook.
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What’s In
Activity
You are about to read an article in the succeeding pages that
has something to do with travel. But before that, I would like you to
untangle some difficult terms that you might come across.
Read the statements below. Identify the meaning of the italicized
word on each number. Write the letter of your answer in your
notebook.
1. To see it with my own tantalizing eyes - here was the mystical
Japan of the East.
a. tempting b. enticing
c. solitary d. both a and b
2. I witnessed that there were no excuses for mediocrity, no
stepping out of line even down to the little rules.
a. poor quality
b. high quality
c. sturdy
d. both a and b
3. Broken and torn from World War II, this resilient race, hand in
hand, slowly rose up to become the major world power the
country is today.
a. flexible
b. hard
c. brave
d. both a and b
4. Japanese people have a strong spirit of innovation.
a. truthfulness
c. technology
b. new idea
d. both a and b
5. I recall our own universities and schools back home – it brings
more than one wistful thought to mind.
a. full of yearning with melancholy
c. sad
b. happiness
d. gay
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What's New
Hope Springs Eternal
By: Joshua Miguel C. Danac
This travelogue was published in the Features Section of the Central Scholar,
the official student publication of Philippine Science High School Central Luzon
Campus. It won Third Place in the 2015 National Schools Press Conference (NSPC) in
Taguig City.
Japan, for most of us, invokes the image of greener pastures, a
future we could only hope for in the present- the land of the rising sun
of our hopes and dreams, so close yet tantalizingly out of reach. To
see it with my own eyes and step on its ground with my own two feethere was the mystical Japan of the East, of the famed anime
characters my friends so loved, of sushi and sashimi and all those
Japanese flavors renowned throughout the world, of technological
advancements I could only dream of – and there I was.
There were eleven of us in this foreign land, a teacher and ten
students, to spend a week of cultural immersion and an exchange of
knowledge and perhaps a little sightseeing last August 3-8. The
Japan-Asia Youth Exchange Program in Science, or simply the Sakura
Exchange Program, was a week-long affair for high school students
from nearby Asian countries – the Philippines, Mongolia, Korea,
Vietnam, Malaysia, Indonesia, Cambodia, and Thailand- to experience
Japan up close.
What struck me first was just how orderly everything was.
Coming from a country where the concept of “Filipino time” ran
unabashedly rampant, the mere orderliness of it all was a welcome
change. I witnessed that there were no excuses for tardiness or
mediocrity, no stepping out of line even down to the littlest rules. It
seems strict, and it is but it is how Japan works. The Japanese are
very conscientious, always mindful of themselves and more so of their
guests: always ready to help, with a smile and a bow, from our
facilitators and guides down to random people on the street whom we
asked for directions. They took great pains to make sure we were well
cared for, and their meticulousness still brings a smile of gratitude to
my lips whenever I recall it.
The Japanese are even more commendable for their stunning
progress. Broken and torn from World War 11, thus resilient race,
hand in hand, slowly rose to become the major world power the
country is today. We were treated to their amazing developments. The
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Japanese have revolutionized life across all fields of knowledge –
submarines to probe the depths of the seas, novel healthful cosmetics,
sensors to detect earthquakes from miles away, energy from
microalgae, powerful supercomputers simulating the Earth – these are
testaments to their skill, proof of the enduring Japanese spirit of
innovation.
Another focal point of our trip was visiting Japan’s universities
in and around Tokyo. They are sacred halls of learning, where modern
technology meets age-old knowledge. Seeing Filipino exchange
students biking throughout the lush campuses, students using
advanced laboratory equipment and enjoying the Japanese life outside
school, I recall our own universities and schools back home- it brings
more than one wistful thought to mind.
One more highlight was the chance to hear talks from leading
minds in the scientific community. Dr. Akiko Arima and Dr. Toshihide
Maskawa, both renowned physicist- the latter even received the 2008
Physics Nobel- shared with us students their discoveries, and their
reflections on science and education and life. It was an experience
that was truly once- in-a-lifetime.
By day, we toured museums and universities, but by night, we
saw Tokyo for ourselves. The bustling city is a modern Manila: with
vending machines on every corner, city lights bright in the night sky,
people going about their business with Japanese diligence. It was
hard to see how such a large city could be so neat, but so it was,
running with Japanese clockwork. The chance to eat at an authentic
ramen bar, to see the local malls and shops, to visit the city’s mystical
temples- it was an immersion of culture that could only happen in
such a place bursting to the seams with history and diversity.
However, seeing how in Japan, ancient culture does not give
way nor resist but instead beautifully melds with modern progress, I
am filled with hope that someday, our own sun will rise in a brilliant
dawn.
Comprehension Check
Answer the questions briefly. Write your answer in your notebook.
1. What things amazed the author during his cultural immersion to
Japan?
2. How do modernity and culture blend in Japan?
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What Is It
The article “Hope Springs Eternal” is an example of a
travelogue. Do you have an idea what a travelogue is? What is a
travelogue? A travelogue is a piece of writing about travel; a talk
or lecture on travel usually accompanied by a film or slides; a
narrated motion picture about travel.
Have you gone traveling? When you visited a certain place
where you were able to educate yourself and had a good time there,
can be considered as travel. When we travel, we can collect memories
of the place we visit.
The travelogue -- meaning a literary exposition of a travel
experience -- may conveniently be classified again as: (a) fantasy
described or given as exposition of fact, (b) literature of recorded fact,
and (c) literature of artistic presentation of recorded impressions and
feeling during travel. (For further information, you can check
boloji.com/articles/148)
Travelogue becomes part of creative nonfiction in the sense that
you are asked to write creatively using the true information that you
have encountered in your travel.
Travel essays could be primarily informative, offering worthwhile
information to readers who wish to be travelers or tourists just as a
hobby.
An interesting travelogue includes factual information about
the history, culture, geography, cuisine, people, and language of the
place you visited. However, these facts must relate to the theme of
your travel article. This means to say that you must observe
originality in presenting the facts in your travelogue
Show the readers what you experienced in the travel by scenebuilding. Describe the place using vivid words and sensory details.
Describe sights, smells, tastes, sounds, and feelings -- literally and
figuratively.
Dialogues, anecdotes, and storytelling can also help highlight
the actions and build important scenes of your travel.
Your attitude towards the place you visited will affect the tone of
your travelogue. Use humor and irony to maintain light tone.
Emphasize the joy of traveling the place by presenting valuable
lessons and insights you gained from your travel.
Even before you start to write the first paragraph of your story,
there is a chance that you already have a mental image of what your
creative nonfiction piece should be. However, that mental image (or
your expectation) might still be too broad or general.
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I want you to consider the Key Points to Consider in writing a
travelogue:
1. A description of nothing but places you’ve visited and exotic
food you’ve eaten will most likely be perceived as a boring
2. travelogue rather than an interesting read. A travelogue
needs a central idea, which will be the backbone of your
whole piece of writing. Life lessons you’ve learned during
the voyage, your reflections about the differences between
the places you’ve visited, or at least some historic theme
could serve as such a backbone.
3. Deviate from the common tourist routes and make
explorations of your own. This way, you can add lots of
interesting, distinctive places into your descriptions, which
will definitely add value to your travelogue.
4. Keeping a travelogue within the structure of an essay is a
sound way to present your material. In the introduction,
you can provide some background about the place you are
writing about and also describe your traveling conditions. In
the main body, introduce the information you want to convey
to your readers based on the recording and notes you’ve
made during the journey. Finally, summarize the experience
from the trip. Share your thoughts about it, your findings,
and what you will be contemplating after in regard to the
trip.
5. You don’t necessarily need to write only about the
attractiveness of the place you’ve visited. The journey
most likely won’t consist only of nice events, places, and
people. Describe also the difficulties you faced, strange
customs, sanitary conditions, etc.
Your target readers and the purpose on your story will determine
your choice of words, style, and technique. Specifically, here are the
things that you should consider in evaluating if your story or article
has achieved its goals.
a. Language use: Is it too formal, too informal, or, just right?
b. Is the tone that you use in writing the story and choice of words
appropriate?
c. Are there enough evidence to support your arguments?
d. What kind of evidences are provided? (anecdotes, quotes, articles
or books). Are the evidences that you provided appropriate?
e. Are there sections in your story that are confusing or unclear?
f. Is the right genre used in writing your story?
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Activity
Write what is asked for in your notebook.
1. Pick one of the places you listed in Activity II in What I Know.
_______________________________________________________________
2. Describe the place.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. Write your impression of the people and their culture.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
What’s More
Activity
This time, I want you to practice writing from the things that you
have listed under the activity in What Is It. Try to combine them by writing
a paragraph or paragraphs of the details. Write them in your activity
notebook.
___________________________________
Title
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
______________________________________________________________________
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What I Have Learned
1. I have learned that ________________________________________.
2. I have realized that ________________________________________.
3. I will apply _______________________________________________.
What I Can Do
Create a slogan promoting the tourist spot in your place. Write the
slogan in your notebook.
Criteria:
Creativity
Soundness of thought
Appeal
Mechanics (spelling and others)
Neatness
Total
10
5
5
5
5
5
25 points
Assessment
Write your own travelogue. Recall the place where you have travelled and
which you consider as the best place you have been to. Be able to apply things and
the techniques that you have learned in the discussion. Refer to the rubrics below
on how your work shall be assessed. Write your travelogue in your notebook.
Title
________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Rubrics in Travelogue Writing
Criteria
Main Idea
May Still Be
Improve
3
The article lacks a
central idea. It
does not develop
about the details of
the place.
Good
6
The main idea is
clear with relevant
details, but it only
talks little details
about the place.
Organization
Paragraph
structure is not
clear. There are
lacking parts of the
paragraph like in
the beginning,
middle and end.
There is a good
beginning, middle
and end. It is well
organized, and the
ideas connect each
other.
Grammar and
Usage
There are a lot of
errors and the
ideas are not
organized.
There are some
errors in grammar
and usage and the
idea is clear.
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Excellent
10
The main idea is
exceptionally clear
with relevant
supporting details
and it talks
sufficiently about
the place.
There is an
excellent
beginning, middle
and end. The ideas
connect each
other, and the
thought of each
part is well
organized.
There are only
minor errors in
grammar and
usage and do not
hamper to the idea
of the article.
Additional Activities
Take or cut out a picture about the place in your TRAVELOGUE write-up in
Assessment. Paste it in your notebook and write a short caption about it. Refer to
the rubric below on how your work will be assessed.
Rubrics in Picture Presentation
Criteria
Photo
Caption
Clarity
May Still Be
Improved
3
The photos do not
show the details of
the place.
The caption does
not say about the
photo
The photo is
printed in black
and white and can
hardly be figured
out.
Good
6
The photo shows
little details of the
place.
The caption says
little about the
photo
The photo is
printed in colored
mode and is a little
bit clear and big to
be figured out.
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Excellent
10
The photo shows
sufficient details of
the place.
The caption says
sufficient details
about the photo
The photo is
printed in colored
mode and is clear
and big enough to
be figured out.
Answer Key
What I Know
Activity I
1.
India
2.
Japan
3.
USA
4.
France
5.
Australia
Activity II
Answers may vary. Students shall list down 5 memorable places they've gone to here in Negros
Oriental or in the Philippines.
What’s In
Activity
1.D
2.A
3.A
4.B
5.A
What’s New
Comprehension Check
1.
Everything in Japan amazed the author. But what struck him most is the mere orderliness and
with no excuses for tardiness and mediocrity. Japanese people are very conscientious and resilient.
They take their universities as the sacred halls for leaning where modern technologies meet old age of
knowledge and the bustling city of Tokyo where people visit local malls and temples at the same time.
2.
Ancient culture of Japan does not give way to the modern progress of the place. To mention,
modern technology meets old-age of Japan, busy people performing their business with diligence and
the bustling city still embraces the mystical temples-it is indeed an immersion of modernity and culture.
What Is It
Activity (Answers may vary) Students answer the following:
1. Pick one of the places listed in Activity II in What I Know.
2. Describe the place.
3. Impression about the people and place
What's More
(Answers may vary)
Students combine the information they wrote in the Activity in What Is It and form a paragraph.
What I Can Do
Students create a slogan promoting the tourist spot in their place. Criteria is given.
Assessment
(Answers may vary)
Students write their own travelogue applying what they've learned in What Is It. Rubric is given.
Additional Activities
Students cut out a picture about the place described in their Assessment and write a short caption about
it. Rubric is given.
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References:
Gallo, H. V. and Oliveros, A.N (2017). Grammar Essentials Creative
Nonfiction. Sibs Publishing House Inc.
How to Write A Travelogue. AcademicHelp.net
https://academichelp.net/creative-writing/write-travelogue.html
Israel, L. Q. (2017). Creative Nonfiction. Vibal Shop
https://shop.vibalgroup.com/products/creative-non-fiction-shs
Vadapalli. R.R. V. B. Travelogue as a Literary Genre. Bologi.com
https://www.bologi.com/articles/148041/travelogue-as-a-literarygenre
Webster, M. Dictionary by Merriam Webster: America’s most trusted online
Dictionary. Merriam Webster. https://www. merriam-webster.com/
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For inquiries or feedback, please write or call:
Department of Education – Schools Division of Negros Oriental
Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental
Tel #: (035) 225 2376 / 541 1117
Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net