CREATIVE NONFICTION
Quarter 3, Week 5-6
ANALYZING
FACTUAL/NONFICTIONAL
ELEMENTS IN THE TEXTS
DEPARTMENT OF EDUCATION
CARAGA REGION
BISLIG CITY DIVISION
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LEARNING ACTIVITY SHEET
Creative Nonfiction, Quarter 3-Week 3
ANALYZING FACTUAL/NONFICTIONAL
ELEMENTS IN THE TEXTS
Introduction
Analysis, particularly in literature, sets you to be well-equipped not just
with the subject but even in the application of what they have learned to reallife situations. Literary analysis encourages you to branch beyond their own
experiences and beliefs, and in doing so it allows you to build empathy.
Understanding nonfictional elements helps you to work on with different tasks
dealing with literature.
By the end of this lesson, you are expected to:
1. analyze factual/nonfictional elements like plot, characters,
characterization, point of view, angle, setting and atmosphere,
symbols and symbolisms, irony, figures of speech, dialogue, scene
and other elements and devices in texts.
Directions: Read each question carefully, then write the letter that
corresponds to the best answer on the line before each item number.
_____ 1. In which nonfiction genre does the topic: “A travelogue of a tourist
who went to Caramoan” belong?
a. Narrative
b. Informative
c. Argumentative
d. Purposive
_____ 2. The topic “Description of Philippine Tourism” belongs to the
____________ genre of nonfiction.
a. Narrative
b. Informative
c. Argumentative
d. Purposive
_____ 3. “Should personal travel be banned during a pandemic?” is an example
topic of ________________ nonfiction genre.
a. Narrative
b. Informative
c. Argumentative
d. Purposive
_____ 4. The purpose of this nonfiction genre is to provide information about
the topic.
a. Narrative
b. Informative
c. Argumentative
d. Purposive
_____ 5. This genre of transitional/connectors uses procedural transitional like
first, second, next, lastly and words that indicate time.
a. Narrative
b. Informative
c. Argumentative
d. Purposive
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At its foundation, literary analysis encourages critical thinking. While in a
writing class, you might be asked to dissect a particular piece from writing or
search for explicit components/associations inside a bit of writing as doing such
builds up a system for basic considerations outside writing.
Critical thinking is significant that it urges you to interface thoughts,
inspect for irregularities in thinking, take care of issues, and consider your own
convictions. Especially in the present culture, these characteristics are
indispensable outside of secondary school whether an understudy goes to
school or not–whether an understudy turns into an English major or not.
Scholarly literary analysis requests that you reinforce your basic reasoning
skills.
 Recall your previous subjects or activities where you were asked to do
an analysis. In your notebook, write the actions that you did in doing
your analysis task.
 Using a concept map, map out your ideas about the areas to deal with
in doing a nonfictional literary analysis. Do this in your answers sheet.
 Using the associated words from your previous learning task, create
two (2) sentences that will present your ideas about the
topic. In your notebook, write your questions that will be answered
after taking the lesson.
The absence of nonfiction writing for young readers may have genuine
ramifications since verifiable education matters. Nonfiction materials set the
pot inside which readers can pick up information and abilities that empower
them to arrive at quality choices in all fields of life; keep away from
artlessness conceived of numbness; and take part in an educated and
dynamic populace. Nonfiction is the money with which open arrangements
and enactment are sanctioned; cultural requirements are talked about;
social feel are characterized; life exercises are passed on; logical discoveries
and verifiable stories are communicated; and matters of war and harmony
are chosen.
Because you read something does not make it valid on the grounds that
something is verifiable does not mean it is exact. It is imperative to ponder
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what you read.
Purdue University enumerated a number of writing prompts that can
help you analyze nonfiction texts in remote classrooms. Although these
writing prompts were written with a few common nonfiction genres in mind,
they can be easily adapted to work for other nonfiction genres (or even, with
a little more work, fiction genres).
General Analysis Prompts for Nonfiction
Writing Purpose
1. What is the purpose of the text?
2. What kind of text is this? Is this appropriate for the writer’s purpose?
1.
2.
3.
4.
1.
2.
3.
1.
2.
Organization
What structure does the text broadly follow?
How is the text laid out/organized?
Is the overall structural organization appropriate to the text type?
In your opinion, are there any sections that might improve the missing
text?
Connectives/Transitions
Does the "flow" or progression of ideas in this text seem smooth and
logical?
Can you identify any clear instances of transitional or connective
elements in the text?
Is there an appropriate variety of these transitional/connective elements?
Language
What other interesting or unusual language features do you see in the
text?
In your opinion, does the text demonstrate a varied vocabulary, or is it
too dry and repetitive?
What is your overall impression of the text? Why?
Narrative Nonfiction Writing
What is the story about? What is the main topic of the text?
Who is the main character? Who are the other important characters
in the story?
3. Where does this story take place? How does the place influence the
storyline or sequence of events?
4. Are there any conflicts/problems in the story?
5. How does the conflict progress? Do things get worse or better?
6. How does the conflict get resolved?
7. What are the most emotionally-charged parts of the story?
8. How would you have reacted differently if you were the main character?
9. Do you remember any similar series of events you experienced?
10. What was the most memorable part of your own experience?
1.
2.
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Informational Reports
1. What is the main topic of this report?
2. Is the overall purpose of the report clear? What would the author
like us to do with this information?
3. How does the author start and end this report?
4. How efficiently did this report convey information to the reader?
5. What makes this report interesting/uninteresting?
6. What might the author have done differently to convey information
more clearly/interestingly?
7. What were you surprised to learn about the topic?
8. What other topics would this type of informational report be good for
describing?
9. What makes this type of writing different from narrative writing?
Argumentative Writing
1. What is the author's main argument?
2. What would the author like us to do, if anything?
3. How effective was the argument, from your point of view?
4. Do you have any prior beliefs or opinions that might affect how
persuasive you perceived the argument to be? What about other
readers who are likely to read this piece?
5. What would be some other good topics for this type of argumentative
writing?
6. What were the primary sources to support the author’s argument?
7. What makes this type of writing different from an informational report or a
narrative?
By discussing key features of a local text and making simple
inferences about author's intentions and their own perceptions, using
this framework, you can arrive at a deeper understanding of the text.
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Activity 1
Directions: Read the narrative text below. Analyze the text by answering the
provided prompt questions about narrative genre. Do this in your answer
sheet.
The Forgotten Ones
Mary Jade Dondonay
Have you ever felt how hard is it to be taken for granted? But what if the society has
totally forgotten you, would it be harder than it already is?
It was a humid afternoon Manila when after almost two weeks of working in Balintawak
Market, I’ve decided to unwind and give myself a break. The warmth of sun’s ray as it kisses
my skin felt like hell. It seems like I have stated all types of curses in my head for not bringing
an umbrella as I walk on the banquets and sidewalks of Novaliches, Bayan in Quezon City.
The some coming from the vehicle add up to my irritation as I sneezed every now and then.
I regretted going out for a second and realized that it was not the break that I wanted. It feels
like it was the biggest problem in the world that time.
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As I continue walking on the clothing area, I saw three children maybe ages five to six
wearing their rugged-like clothes holding paper cups asking for coins to every people that’ll
pass by the area. The tiredness and hunger were etched on their faces that they almost want
to beg for they haven’t eaten since last night. Their bodies were that thin like a piece of a
bamboo, their big bellies were waving and it is evident that they lack of nutrients.
Then it hits me. At that time, I have realized how stupid I am earlier that time for
ranting such things when in fact those children have all the rights to speak up for
experiencing the hardest in such a young age. Those children who are years younger than
me making ways to earn money but there I was, complaining for heat. It broke my heart
seeing those children because I’ve been there. Memory when I was younger flash back. I have
experienced stomach ache for not having to eat because my father lost his job. What hurts
me the most was seeing my parents’ problematic faces thinking where to get food to eat. I
learned how to value education and started appreciating the hard works and sacrifices of my
parents as such a young age. They’ve done lot for us that the word “thanks” will never be
enough to express my gratitude for them. I am lucky that our parents are taking good care
for us that although they were not able to finish their studies, they took full responsibility of
giving our basic needs. Their parents may be irresponsible enough to stood up and take
responsibility for bringing them to the world that’s why they are the one who suffers. And I
think that’s the saddest.
After giving them coins, I continued walking. Upon entering the area where accessories
are located, I saw an old man sitting in the dirty banquet where an umbrella is the only one
that protects him from hellish sun ray. He looks dirty in his black rugged-like tee shirt and
ripped shorts with his white hairs waving hello.
Questions:
1. What is the story about? What is the main topic of the text?
2. Who is the main character? Who are the other important characters in
the story?
3. Where does this story take place? How does the place influence the
storyline or sequence of events?
4. Are there any conflicts/problems in the story?
5. How does the conflict progress? Do things get worse or better?
6. How does the conflict get resolved?
7. What are the most emotionally charged parts of the story?
8. How would you have reacted differently if you were the main character?
9. Do you remember any similar series of events you experienced?
10. What was the most memorable part of your own experience?
Activity 2
Directions: Read the informative text below. Analyze the text by answering
the provided prompt questions about informative genre. Do this in your
notebook.
New coronavirus mutation found in the Philippines
Gaea Katreena Cabico
A mutation of the novel coronavirus believed to be more infectious than the original
variant has been detected in the Philippines, genomic researchers said.
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The new mutation of SARS-CoV-2, the virus that causes COVID-19, has been
reported to have become the dominant coronavirus strain circulating around the world.
Researchers called the new strain G614.
When the outbreak began in the country last March, the original D614 genotype showed up
in the positive samples collected by the Philippine Genome Center (PGC). But in a new
study, genomic researchers detected both the D614 and the G614.
“We now report the detection of the D614 variant among nine randomly selected
COVID-19 positive samples collected in Quezon City in July. In the month of June, both the
D614 as well as the G614 have been detected in a small sample of positive cases,” PGC said
in an August 13 bulletin.
“Although this information confirms the presence of G614 in the Philippines, we note
that all the samples tested were from Quezon City and may not represent the mutational
landscape for the whole country,” it added.
Last month, researchers from the Los Alamos National Laboratory in New Mexico and
Duke University in North Carolina published a study that a specific change in SARS-CoV-2
virus genome is more infectious in cell culture. The team analyzed the data of 999 patients
hospitalized with COVID-19 in the United Kingdom and observed that those infected with
G614 had more viral particles in them.
They, however, did not find evidence of G614 impact on disease severity. In other
words, it was not significantly associated with hospitalization status.
“There is still no definitive evidence showing that carriers of the G614 variant are
actually more transmissible than those with D614, and the mutation does not appear to
substantially affect clinical outcomes as well,” PGC said.
The genome center stressed the importance of continuously monitoring
G614 to help formulate containment, diagnostic and therapeutic strategies.
“Itong sinasabi nila na D614G mutation may higher possibility na mas transmissible
siya, mas higher ang level niya na makaka-transmit sya sa iba or infectious. Pero wala pa
rin tayong solid evidence to say na ‘yan talaga ay mangyayari,” Health Undersecretary
Maria Rosario Vergeire said in a media forum Monday.
(They say D614G mutation has higher possibility that it is transmissible, it has
higher level that it can transmit to others or infectious. But we still don’t have solid
evidence to say that will happen.)
She also said that the PGC has been authorized by the DOH to continue the study to
gather more information about the virus.
The novel coronavirus has so far infected 161,253 people in the country despite
imposing one of the longest and strictest lockdowns. Of the figure, 112,586 have recovered
and 2,665 have died.
Questions:
1. What is the main topic of this report?
2. Is the overall purpose of the report clear? What would the author like us
to do with this information?
3. How does the author start and end this report?
4. How efficiently did this report convey information to the reader?
5. What makes this report interesting/uninteresting?
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6. What might the author have done differently to convey information more
clearly/interestingly?
7. What were you surprised to learn about the topic?
8. What other topics would this type of informational report be good for
describing?
9. What makes this type of writing different from narrative writing?
Activity 3
Directions: Read the argumentative text below. Analyze the text by answering
the provided prompt questions about argumentative genre. Do this in your
answer sheet.
Can’t schools resume where they’re ready – as usual?
Jarius Bondoc
Can't public schools reopen wherever they're ready? It's usual anyway. Classes don't
all start on the day the Dept. of Education sets. In these 7,641 islands there's always
disruption somewhere. Typhoon, fire, flood, landslide, earthquake, volcano eruption,
tsunami, rebellion retards entire provinces or towns. Schoolhouses are turned into
evacuation centers for days or weeks. Sometimes teachers simply are unavailable. Still
DepEd district supervisors, school principals, and teachers swiftly adopt contingencies. They
stick to sequential syllabuses per subject for the fixed number of schooldays. Through
weekend makeup classes and rush alternative workbooks, affected schoolchildren are able
to catch up.
That old normal is valid more than ever in this pandemic. Ready areas can be made to
proceed with "blended learning". Unready ones can be helped to catch up with them as
before.
COVID-19 has set back schooling nationwide by two months. Last Friday, President
Rody Duterte had to further delay to Oct. 5 the already late Aug. 24 back
-to-school. There was generally a sigh of relief in Metro Manila, Bulacan, Rizal, Cavite, and
Laguna. The capital region, one Central Luzon province, and most of Southern Tagalog
mainland just weren't ready.
With coronavirus infections surging
there, preparations could not be completed.
Dozens of "modular learning materials" needed to be printed per Grade 1 to 12, for
distribution to millions of students. Yet there were not enough duplicators for it, plus reams
of copy paper, ink, staplers, folders, and packaging envelopes. DepEd funds were rushed to
the field; still supplies were not always in stock. Some city halls readily lent photocopiers to
schools; others were not as quick. Resourceful faculty borrowed materials from neighborhood
businesses; teachers may not solicit from parents or use personal money for official purposes.
To make matters worse, the retightened lockdown in those regions forced schoolmasters to
retain only skeletal workforces. The President had to make a call.
Things aren't as bad in erstwhile hotspots. Contagion has subsided so community
quarantines have been loosened in Batangas; Cebu, Mandaue, and Lapu-Lapu cities;
Minglanilla and Consolacion in Cebu province; and Zamboanga City. The rest of the country
has even less restrictions. Some island provinces like Batanes, Siquijor, and Dinagat have
no infectees at all. Why not let them reopen schools ahead? After all, they're ready. There
should be no face-to-face classes, of course, and local officials must maintain anti-COVID
precautions.
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That too is now Duterte's call, DepEd Sec. Leonor Briones told Sapol radio show
Saturday. Previously the DepEd was legislated to open the new schoolyear no later than
August. A new enactment amid COVID-19 transferred to the President the authority to hold
school or not during emergencies. Perhaps localized assessments can be made for Duterte's
appreciation. Already decided is that ongoing private schools are to stay; the rest may open
as planned on Aug. 24, so long as not face-to-face classes.
Resuming schooling is as existential as reviving the economy. The longer the school
break, the more the loss of skills students learned the previous year. Risk is grave of youths
losing interest in school altogether, leading to aimlessness, juvenile delinquency, and poverty.
In poor locales school is the venue for feeding malnourished tots. School is also an emotional
security blanket; Briones recounted on-air children aged 9 and 10 writing her that they miss
their teachers, classmates, and the joys of learning.
Social equity is also a factor. Some private schools never stopped classes during the
lockdowns, but just shifted to online mentoring. They've had the modules for decades, said
Atty. Joseph Estrada, managing director of the Coordinating Council of Private Educational
Associations. Fortunate are learners whose educated parents kept them enrolled. Due to
prolonged "walang pasok", those in public schools will be left behind. The effects are life-long,
in productivity and incomes. Norway calculated "conservatively" at 1,809 kroner (P8,823) the
cost to a learner per day of nursery to high school shutdown. Half of that is the lost income
of parents who must babysit instead of work. The other half is how much less today's schooler
will earn in the future because of stunted education. Incomes are much higher in
Scandinavia. But Filipino policymakers can derive ideas from that. The longer schools stay
closed, the more the poor lose. (Likely due to lost livelihoods parents transferred more than
400,000 offspring from private to public schools, Briones cited June enrollment stats.)
It will be a tough call for Duterte. Of 23.2 million enrollees nationwide, 21.6 million
are in public schools. One in three is in Metro Manila and Southern Tagalog mainland.
That more than seven million children would be affected by school unpreparedness is
boggling. Still he might see results by September, and so advance school opening.
Meantime, the printing of homeschooling lessons must be finished. Requesting
anonymity, one Metro Manila teacher has set up smartphone chat groups of her pupils to
reintroduce them to schooling. She has another chat group of parents. (It works on
Facebook Messenger even if the learner's gadget has no cash load; not bad, for starters.)
Another teacher in Southern Tagalog is training to teach subjects other than her
specialization, since the modular materials so requires. Both suggested improvements in
the television component, since very difficult to access even on government-run stations.
Questions:
1.
2.
3.
4.
What is the author's main argument?
What would the author like us to do?
How effective was the argument, from your point of view?
Do you have any prior beliefs or opinions that might affect how
persuasive you perceived the argument to be? What about other
readers who are likely to read this piece?
5. What would be some other good topics for this type of argumentative
writing?
6. What were the primary sources to support the author’s argument?
7. What makes this type of writing different from an informational report
or a narrative?
Activity 4 – PERFORMANCE TASK
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Directions: Look for one nonfictional text from any available sources. Read the
text with understanding. Analyze the nonfictional text considering its genre.
Refer to the prompt questions as your guide in analyzing the text particularly
considering the literary elements available in the genre. Do this in your answer
sheet.
I.
II.
III.
IV.
V.
Title of the Text
Author
Genre of the Text
Summary (2-3 sentences)
Literary Elements (Theme, Style and Point of View, Details and
Descriptions, Scene and Summary, Techniques of Fiction such as
Characters, Plot, Poetic Devices/Figurative Languages, Personal
Reflection, Diction, Sentence Variety and Lyrical Language)
Directions: Read each question carefully, then write the letter that
corresponds to the best answer on the line before each item number.
_____ 1. In which nonfiction genre does the topic: “A travelogue of a tourist
who went to Caramoan” belong?
a. Narrative
b. Informative
c. Argumentative
d. Purposive
_____ 2. The topic “Description of Philippine Tourism” belongs to the
____________ genre of nonfiction.
a. Narrative
b. Informative
c. Argumentative
d. Purposive
_____ 3. “Should personal travel be banned during a pandemic?” is an example
topic of ________________ nonfiction genre.
a. Narrative
b. Informative
c. Argumentative
d. Purposive
_____ 4. The purpose of this nonfiction genre is to provide information about
the topic.
a. Narrative
b. Informative
c. Argumentative
d. Purposive
_____ 5. This genre of transitional/connectors uses procedural transitional like
first, second, next, lastly and words that indicate time.
a. Narrative
b. Informative
c. Argumentative
d. Purposive
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1.
2.
3.
4.
5.
A
B
C
B
A
Pre-Test/Post Test
References
Creative Nonfiction
PIVOT IV-A Learner’s Material
Quarter 1, Version 1.0
First Edition, 2020
Published by: Department of Education Region IV-A CALABARZON
Regional Director: Wilfredo E. Cabral
Assistant Regional Director: Ruth L. Fuentes
Prepared by:
Checked and Reviewed by:
DEED A. LLORCA
SHS Teacher II
TMENHS
ANNE BELLA L. PEDROSA
SHS-Master Teacher II
TMENHS
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