12
Creative
Writing
Quarter 1 – Module 1:
Using Imagery, Diction, Figures
of Speech, and Specific
Experiences
Creative Writing – Grade 12
Self-Learning Module (SLM)
Quarter 1 – Module 1: Using Imagery, Diction, Figures of Speech, and Specific
Experiences
First Edition, 2020
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 module 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.
Development Team of the Module
Writers: Esther D. Vinson
Editors: Louie Mark Garvida, Imelda C. Martinez, Jerryl Jean L. Salunayan
Reviewers: Helen J. Ranan, Sally A. Palomo
Illustrator: Reggie D. Galindez
Layout Artist: Cesar Ian S. Ranan
Cover Art Designer: Ian Caesar E. Frondoza
Management Team: Allan G. Farnazo, CESO IV – Regional Director
Fiel Y. Almendra, CESO V – Assistant Regional Director
Romelito G. Flores, CESO V - Schools Division Superintendent
Mario M. Bermudez, CESO VI – Assist. Schools Division Superintendent
Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Gerardo Magno – Subject Area Supervisor
Juliet F. Lastimosa - CID Chief
Sally A. Palomo - Division EPS In- Charge of LRMS
Gregorio O. Ruales - Division ADM Coordinator
Ronnie R. Sunggay / Helen J. Ranan – Subject Area Supervisor /
Coordinator
Printed in the Philippines by Department of Education – SOCCSKSARGEN Region
Office Address:
Telefax:
E-mail Address:
Regional Center, Brgy. Carpenter Hill, City of Koronadal
(083) 2288825/ (083) 2281893
region12@deped.gov.ph
12
Creative Writing
Quarter 1 – Module 1:
Using Imagery, Diction, Figures
of Speech, and Specific
Experiences
Introductory Message
For the facilitator:
Welcome to the Creative Writing for Grade 12 Self-Learning Module (SLM) on Using
Imagery, Diction, Figures of Speech, and Specific Experiences!
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:
Notes to the Teacher
This contains helpful tips or strategies
that will help you in guiding the learners.
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.
2
For the learner:
Welcome to the Creative Writing for Grade 12 Self-Learning Module (SLM) on Using
Imagery, Diction, Figures of Speech, and Specific Experiences!
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!
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
This will give you an idea of the skills or
competencies you are expected to learn in
the module.
What I Know
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 such as 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 in to 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
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skill into real life situations or concerns.
Assessment
This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
Additional Activities
In this portion, another activity will be given
to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.
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!
4
What I Need to Know
Hello! How are you? Welcome to this interesting subject that will nurture
your creativity and self-expression. Here, you will be immersed with different texts
like essays, poems, plays, short stories, and other forms of fiction. Your knowledge
in your literature subjects in your Junior High School and in 21 st Century
Literature is very helpful in connection to this subject. Can you still remember the
literary devices like imagery, figures of speech, tone, mood, and diction? Well, these
are the things featured in this lesson.
Moreover, this module was intended for you to develop your practical and
creative skills in reading and writing fiction. It will also allow you to cull your
experiences and unleash your creative ideas in reading and writing fiction while
learning about the techniques in writing fiction. The language used here is very
relatable to you so that you can interact to this lesson and consequently, unearth
the beauty in the texts. The lessons are also sequenced following the standard of
this course.
Most Essential Learning Competency (MELC) S1/Q1

Use imagery, diction, figures of speech, and specific experiences to evoke
meaningful responses from the readers (HUMSS_CW/MP11/12-la-b-4).
Learning Objectives
For this lesson, you are expected to:
1. identify imagery, diction, and figures of speech in a text;
2. use imagery, diction, figures of speech, and specific experiences to
evoke meaningful responses; and
3. write vignettes using imagery, diction, figures of speech, and specific
experiences.
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What I Know
Before learning a new lesson, you are going to answer first the given questions
to check if you can still remember some literary devices. Write the letter of your
answer on the blank before the number.
_____ 1. “I heard the screeching of the door, and the sneaking of the shoes of my
father as he arrived from work.” This sentence is an example of
onomatopoeia. What words in the sentence that imitates the sound of the
door?
a. screeching
b. sneaking
c. working
d. hearing
_____ 2. What is referred as the choice of words in a literary work to convey action,
reveal character, imply attitudes, identify themes, and suggest values?
a. specific experiences
b. figures of speech
c. imagery
d. diction
_____ 3. What is known as the concrete representation of an idea by using language
that can evoke the five senses?
a. specific experience
b. figures of speech
c. imagery
d. diction
_____ 4. What technique in appreciating the literary work identifies the experience
of the writer which the readers can relate?
a. specific experiences
b. figures of speech
c. choice of words
d. imagery
_____ 5. “I already produced buckets of tears in praying for my brother.” What figure
of speech is being used in this sentence?
a. hyperbole
b. paradox
c. irony
d. pun
_____ 6. What is known as the short literary piece that focuses on one scene giving
description about the character, idea, or setting?
a. flash fiction
b. synopsis
c. vignette
d. précis
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_____ 7. What is referred as the linguistic technique that produces special effect
when reading a literary piece?
a. rhetorical device
b. literary device
c. poetic device
d. images
_____ 8. What kind of diction uses familiar and casual words in conversation in a
relaxed from of language?
a. colloquial
b. informal
c. formal
d. slang
_____ 9. What is the figure of speech that uses the words “like, than or as” in
comparing things having common qualities?
a. personification
b. synecdoche
c. metaphor
d. simile
_____ 10. “Who does not want to have high grades?” What figure of speech is used
in this statement?
a. rhetorical question
b. rhetorical device
c. onomatopoeia
d. assonance
_____ 11. What type of diction does not allow contractions and first person
pronouns?
a. colloquial
b. informal
c. formal
d. slang
_____ 12. What is the type of imagery that tickles the reader’s sense of touch?
a. gustatory
b. olfactory
c. auditory
d. tactile
_____ 13. What figure of speech gives human qualities to inanimate objects?
a. personification
b. metonymy
c. allusion
d. irony
_____ 14. What is the type of imagery that appeals to the sense of smell?
a. gustatory
b. olfactory
c. tactile
d. visual
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_____ 15. Which of the following sentences has the olfactory imagery?
a. Ivy has soft, smooth, fair, and radiant skin.
b. Her sakura like scent still lingers on me.
c. Mario is tall, dark, and handsome.
d. The cake is sandy and bittersweet.
Lesson
1
Using Imagery, Diction, Figures of
Speech, and Specific Experiences
Literature is a subject that features life. Most of the people, love to read,
watch, or listen to the other people’s stories but not all were able to write them. In
the essays and articles you write before, they talked about your life or other
people’s lives. Have you tried also writing poems, songs, and short stories?
In reading a literary piece such as poems, essays, short stories and the like,
it is important to note that writers employ literary devices. A literary device is a
linguistic technique that produces a special effect when reading a literary piece.
This device can help readers in appreciating, interpreting, and analysing a work of
art. Writers can also employ these techniques to make their work achieve the
aesthetic appeal so that readers can enjoy the beauty of words. In this subject, you
will learn how to write creatively employing different literary techniques, elements,
and devices in writing. Are you ready to learn them and unleash your writing
prowess?
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What’s In
Activity 1. Blast from the Past
In this activity, you are going to recall important concepts about literature
and from the 21st century literature as a pre-requisite to this subject. Choose the
answers inside the word pool and write your answers on the blank.
mobile phone Textula
doodle fiction
digi-fiction
poetry
hyperpoetry
flash fiction
literature
blogs
drama
manga
theme
mood
__________1. This genre has touched three modes of media: book, video and internet
website.
__________2. It is a style of fictional literature of extreme brevity with characters
and plot.
__________3. It refers to the message or insight that the readers get from a literary
piece.
__________4. It is also called cyber poetry with verses link to sub-poems and
footnotes.
__________5. This gives the feeling at the beginning of the story and sets its
atmosphere.
__________6. These are short articles about the person’s opinions and interests.
__________7. It is literary work for expressing ideas using style and rhythm.
__________8. It is a work of art and is categorized into prose and poetry.
__________9. This includes doodle writings and graphics.
__________10. It is a poem written in text form.
Notes to the Teacher
Dear Teachers: The lessons presented here may not be complete but you
can add inputs to your students should they need your guidance.
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What’s New
Activity 2: Good Old Days
At this moment, you are going to recall and visualize a place that gave you
the best memories during your childhood. It can be a beach, farm, lake, waterfall,
house, event, etc.
Instructions: List your description below about the place: the people present at
that time; the objects that can be seen there; and the sound that
can be heard in that place. Write your ideas in a bullet form
inside the creative graphic organizer (G.O.).
people
place
sound
After answering the above activity, what comes to your mind? What have you
realized? Write your answer on the space provided.
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What is It
Activity 3: Nature Speaks
Good job for outpouring your brilliant ideas in the previous activity! Well,
this next activity will not only help you appreciate the beauty of nature but also the
beauty of the poem. Do you love the things found in your natural environment just
like the flowers? The poem below is about daffodils which have resemblance to two
lovers and lily flowers because they have bulbs and elongated leaves. After reading
the poem, answer the questions that follow.
I Wandered Lonely as a Cloud
By: William Wordsworth
I wandered lonely as a cloud
That floats on high o'er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.
Continuous as the stars that shine
And twinkle on the milky way,
They stretched in never-ending line
Along the margin of a bay:
Ten thousand saw I at a glance,
Tossing their heads in sprightly dance.
The waves beside them danced; but they
Out-did the sparkling waves in glee:
A poet could not but be gay,
In such a jocund company:
I gazed—and gazed—but little thought
What wealth the show to me had brought:
For oft, when on my couch I lie
In vacant or in pensive mood,
They flash upon that inward eye
Which is the bliss of solitude;
And then my heart with pleasure fills,
And dances with the daffodils.
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Guide Questions:
1. Are there some lines in the poems that evoke your senses (sight, smell,
touch, hearing, and taste? Write the lines on the blank and corresponding
senses.
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2. Are the figures of speech present also in the poem? Write the lines from the
poem and the name of the figure of speech.
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3. What can you say about the word choice in the poem?
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4. What do you think are the experiences of the writer in writing the poem? Do
you have similar experience about trees? Share your thoughts on the space
provided.
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Wow, you have nailed it! A while ago, you were able to use literary devices in
analysing a literary piece such as the words in the poem that evoke your senses
which is called imagery. Aside from imagery, there are other literary devices that
can be used in a literary work such as figures of speech, diction, and specific
experiences.
Literary Devices
1. Imagery
It is a concrete representation of an idea to convey the message by using
language that can evoke the five senses. There are five types of imagery: olfactory
imagery (sense of smell), tactile imagery (sense of touch), visual imagery (sense of
sight), auditory imagery (sense of hearing), and gustatory imagery (sense of taste).
For example, “stars that shine and twinkle on the milky way” can let us think about
the sense of sight thru the words stars, shine, and twinkle.
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2. Figures of Speech
Aside from imagery, another literary device that can be used in literary piece
is the figures of speech. It is also known as figurative language because it creates
figures or pictures in the mind of the readers. It means something different from
what is usual. In the poem, “I wandered lonely as a cloud” is an example of simile
since it uses the word “as” in comparing the writer to a cloud. Aside from simile,
there are plenteous kinds of figures of speech such as metaphor, personification,
synecdoche, oxymoron, litotes, irony, hyperbole, alliteration, assonance,
onomatopoeia and a lot more. Below are the descriptions of some figures of speech
and the sample sentences.
Figures of Speech
Hyperbole
Onomatopoeia
Personification
Rhetorical
Question
Oxymoron
Descriptions
Ideas
are
expressed
in
exaggerated manner.
It is using words that imitate
the natural sounds of things or
animals.
It is giving human qualities to
inanimate objects.
It is a question that does not
need answer but for emphasis.
It is a phrase where two
opposite
ideas
are
joined
together.
Sample Sentences
I almost turned crazy of
thinking about you.
I miss the splashing of the
waters during summer time.
The sea is so angry over the
streak of garbage at the bay.
Who does not want to be
free?
The loud silence of the
streets can be here during
the lockdown.
Can you give at least three sample sentences from any of your favorite
figures of speech? Write your answers inside the graphic organizer.
Figures of Speech
Sample Sentences
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3. Diction
Another device that can be used in reading a fiction is the diction. Diction
means the selection of words in a literary work to convey action, reveal character,
imply attitudes, identify themes, and suggest values. It can be formal, informal,
colloquial, or slang.
Type of
Diction
Formal
Informal
Colloquial
Slang
Description
Example
It makes use of third
person pronouns such us
he, she, it, they, and them.
Contracting words are not
allowed in this style of
writing.
The informal diction uses
the first person pronouns
such as I, we, and us. It
also allows the use of
contractions
like
it’s,
you’re, they’re, etc.
It is the use of familiar and
casual
words
in
conversation in a relaxed
from of language.
It is classified as very
informal form of language.
Slang words have another
meaning which are used by
a certain group.
Frontliners are the people who
selflessly and dedicatedly serve during
this era of pandemic. They are the
doctors, nurses, and other health
practitioners who try to save the lives
of the patients notwithstanding the
threat that they could also be
infected.
I want to shout out to my friends who
passed the examination.
They ain’t nothing to say. (Ain’t means
“is not, am not, are not, has not and
have not”. Other examples are y’all,
gonna, wanna, etc.
That performance was epic. (Epic
means highly enjoyable.)
Enjoy your camping at Sanchez peak.
YOLO! (YOLO means “you only live
once.”)
4. Specific Experiences
Finally, another technique in appreciating the literary work is to identify the
specific experiences of the writer and how the readers relate this experience to their
own lives. Through this specific experience, the writer and reader interaction
becomes alive and they get connected to each other.
For example in the poem above, the writer has an experience of finding
pleasure watching the flowers daffodil which is supported through the line “A poet
could not but be gay”. He also expressed his appreciation in other things such as
stars and bay, however, their beauty cannot surpass the charm of the daffodils. In
other words, the writer cannot resist the beauty of the flowers. What about you?
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What kind of flower is your favorite? What was you experience with your favourite
flower or plant?
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What’s More
Activity 4. Into the Deep!
Now, you have learned the different literary devices in evoking the reader’s
meaningful experiences. This next activity allows you to read a sample vignette.
After reading, identify the literary devices such as the imagery, diction, figures of
speech and significant experience found in the text. You can write your answers on
the space provided.
Here is an example of a vignette.
W
hile in Davao City, my friends thought of going to Batasan Falls,
Makilala, North Cotabato after college graduation. My classmate,
Judith, already married and a second courser, organized this jaunt.
Since, she was the editor-in-chief of the school’s yearbook, she
brought with her the yearbook staff to give ourselves a treat on board her truck.
A vignette (pronounced as vi-nyet) is a
short literary piece that focuses on one
scene giving the readers a description
about the character, idea, or setting. It
can be in a prose or poetry forms and
does not need a conflict.
The place was not yet developed in
2003 yet there were already local tourists
visiting the remote place. I was astounded
by the place since it was my first time
seeing waterfalls, a gigantic one with its
cold and pristine waters. I could hear the
bustling of the waters as it cascaded to the
stream bank; the scream of the folks as they
dove into the waters from the steep; the
rustling of the leaves; the various repertoire
of the birds chirping. I could say that I was
too close to the nature.
Seeing some folks drinking water passed thru from a half round brown
bamboo pole used as a conduit of the flowing water, I even tempted to drink the
water. One of the folks said, “The water tastes fresh and sweet.” Yeah, it was indeed
natural, and potable. The countenance of the waterfalls was like a gigantic creature
that is amiable yet very dangerous. It tried to entice me, so inviting yet posed a peril
looking at the unknown depth of the water. It was indeed dangerously attractive. It
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can be a source of life and a source of death. Because I didn’t know how to swim, I
just stayed at the side to save myself from getting drowned enjoying the music of the
stream that sounded troubling yet in harmony with the nature. I enjoyed the diverse
rough and smooth rocks and stones that were always showered with the coolness of
water, burgeoned with mosses and plants. Although I was freezing from icy-cold
water, my eyes were very full beholding the diverse living organisms visible to my
naked eyes inside that cove. Yes, I contemplated that I could not stayed there for the
rest of my life, however, there are really places that God gave which made us think
of the greatness of nature for people to enjoy.
Guide Questions:
1. Are there images in the vignette that evoke your senses? List at least three
sentences or phrases and identify the type of imagery.
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2. Are there figures of speech present in the vignette? Write the phrases or
sentences from the text and tell what figures of speech are they.
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3. What can you say about the diction of the vignette?
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4. Do you have similar experience in any of the events in the vignette? Share
your thoughts on the space provided.
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Activity 5. That’s my favorite!
Nice work for your Activity 4! At this moment, try to think of your
favorite animal or character. Describe your favourite animal or character using
imagery, figures of speech, diction, and specific experiences by writing your own
short paragraph. Be guided with the rubric below.
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Indicators
Imagery
Figures
Speech
Diction
Specific
Experiences
RUBRIC ON LITERARY DEVICES
Very Good
Good
(40 pts.)
(30 pts.)
Used
appropriate Used little imagery
imagery in the text.
in the text.
of Used
figures
of Used few figures of
speech appropriately speech.
and considerably.
Diction is precise Diction
is
and appropriate to appropriate to the
the situation.
situation.
Experience
is Experience
is
relatable
to
the somewhat relatable
general readers.
to the readers.
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Developing
(20 pts.)
Did
not
use
imagery in the text.
Did not use any of
the
figures
of
speech.
Diction
is
not
precise
and
appropriate.
Did
not
incorporate
meaningful
experience.
What I Have Learned
Activity 6. Wandering minds
You just have learned about the literary devices which are needed in evoking
meaningful responses from the readers. Now, present these literary devices and
their features thru a creative graphic organizer. Use the box below for your output.
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What I Can Do
Activity 7. Outside the Square
Amazing work for your creative G.O.! And now, it is your turn to write a
vignette. Be guided with the “What, Who, Why, Where, When, and How” in writing
your vignette. Incorporate imagery, figures of speech, diction, and specific
experiences to make it meaningful to the readers. Be guided by the rubric used in
Activity 5.
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Assessment
Congratulations! You have come this far. It’s time to assess what you have
learned in this module. Write the letter of your answer on the blank before the
number.
_____ 1. “I heard the screeching of the door, and the sneaking of the shoes of my
father as he arrived from work.” This sentence is an example of
onomatopoeia. What words in the sentence that imitates the sound of the
door?
a. screeching
b. sneaking
c. working
d. hearing
_____ 2. What is referred as the choice of words in a literary work to convey action,
reveal character, imply attitudes, identify themes, and suggest values?
a. specific experience
b. figures of speech
c. imagery
d. diction
_____ 3. What is known as the concrete representation of an idea by using language
that can evoke the five senses?
a. specific experience
b. figures of speech
c. imagery
d. diction
_____ 4. What technique in appreciating the literary work identifies the experience
of the writer which the readers can relate?
a. specific experience
b. figures of speech
c. choice of words
d. imagery
_____ 5. “I already produced buckets of tears in praying for my brother.” What figure
of speech is being used in this sentence?
a. hyperbole
b. paradox
c. irony
d. pun
_____ 6. What is known as the short literary piece that focuses on one scene giving
description about the character, idea, or setting?
a. flash fiction
b. synopsis
c. vignette
d. précis
20
_____ 7. What is referred as the linguistic technique that produces special effect
when reading a literary piece?
a. rhetorical device
b. literary device
c. poetic device
d. images
_____ 8. What kind of diction uses familiar and casual words in conversation in a
relaxed from of language?
a. colloquial
b. informal
c. formal
d. slang
_____ 9. What is the figure of speech that uses the words “like, than or as” in
comparing things having common qualities?
a. personification
b. synecdoche
c. metaphor
d. simile
_____ 10. “Who does not want to have high grades?” What figure of speech is used
in this statement?
a. rhetorical question
b. rhetorical device
c. onomatopoeia
d. assonance
_____ 11. What type of diction does not allow contractions and first person
pronouns?
a. colloquial
b. informal
c. formal
d. slang
_____ 12. What is the type of imagery that tickles the reader’s sense of touch?
a. gustatory
b. olfactory
c. auditory
d. tactile
_____ 13. What figure of speech gives human qualities to inanimate objects?
a. personification
b. metonymy
c. allusion
d. irony
_____ 14. What is the type of imagery that appeals to the sense of smell?
a. gustatory
b. olfactory
c. tactile
d. visual
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_____ 15. Which of the following sentences has the olfactory imagery?
a. Ivy has soft, smooth, fair, and radiant skin.
b. Her sakura like scent still lingers on me.
c. Mario is tall, dark, and handsome.
d. The cake is sandy and bittersweet.
Additional Activities
Activity 8. From words to shapes
In this activity, you are going to think of the frequently used words in this
lesson by making a tagxedo or word cloud. In conceptualizing your desired shape,
make it sure that it has a connection to the words that you are going to use. You
can use ballpen or pencil in creating your tagxedo. Do not forget also to make your
draft on a separate sheet of paper before finalizing your work on the space
provided. Be guided with the rubric below.
Indicators
Information
Aesthetics
Mechanics
and
Neatness
RUBRIC ON TAGXEDO
Very Good
Good
(30 pts.)
(20 pts.)
Information
is Information
is
related to the topic.
somewhat related to
the topic.
The design, color, The design, color,
ant font size are and font size are not
carefully chosen.
so much carefully
chosen.
There
are
no There
are
few
erasures
and erasures and errors
mistakes in spelling in
spelling
and
and punctuations.
punctuations.
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Developing
(10 pts.)
Information
is
incomplete or not
related to the topic.
The design, color,
and font size are not
chosen carefully.
There
are
many
erasures
and
mistakes in spelling
and punctuations.
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Diction- Informal
It tried to entice me, so inviting yet posed a peril looking at the unknown depth of the
water. (personification)
birds chirping, bustling of the waters (onomatopoeia)
It was indeed dangerously attractive. (oxymoron)
The countenance of the waterfalls was like a gigantic creature that is amiable yet very
dangerous. (simile)
Figures of Speech
What's More
What's More
Images
The water tastes fresh and
sweet. (gustatory)
rough and smooth rocks and
stones (tactile)
I was freezing from icy-cold
water (tactile)
beholding the diverse living
organisms visible to my
naked eyes inside that cove
(sight)
What's In
1. Digi-fiction
2. Flash fiction
3. Theme
4. Hyperpoetry
5. Mood
6. Blogs
7. Poetry
8. Literature
9. Doodle fiction
10. Textual
scream of the folks (auditory)
Assessment
1. A
2. D
3. C
4. A
5. A
6. C
7. B
8. A
9. D
10.A
11.C
12.D
13.A
14.B
15.B
Answer Key
References
K to 12 Curriculum Guide in Creative Writing
Imagery. Retrieved from
https://literaryterms.net/imagery/#:~:text=Imagery%20is%20language%20
used%20by,reader's%20experience%20through%20their%20senses.
Literary devices. Retrieved from Literary devices
https://literarydevices.net/imagery/
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DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN
with the primary objective of preparing for and addressing the new normal.
Contents of this module were based on DepEd’s Most Essential Learning
Competencies (MELC). This is a supplementary material to be used by all
learners of Region XII in all public schools beginning SY 2020-2021. The
process of LR development was observed in the production of this module.
This is version 1.0. We highly encourage feedback, comments, and
recommendations.
For inquiries or feedback, please write or call:
Department of Education – SOCCSKSARGEN
Learning Resource Management System (LRMS)
Regional Center, Brgy. Carpenter Hill, City of Koronadal
Telefax No.: (083) 2288825/ (083) 2281893
Email Address: region12@deped.gov.ph
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