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Creative Writing
Quarter 3 Module 1
Sensory Experience

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 Creative Writing – Grade 12
Alternative Delivery Mode
Quarter 3 – Module 1: Sensory Experience
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 the exploration of such work for a 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. are owned by the 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

Division of Lapu-Lapu City

Development Team of the Module

Writer’s Name : Cherry Claire P. Medalle
Editor’s Name : Sara Jean E. Alegado
Reviewer’s Name : Irene T. Pilapil
Illustrator’s Name : Mar Onell C. Booc
Layout Artist :
Plagiarism Detector Software: PlagiarismDetector.com Grammar
Software : CitationMachine.com

Management Team:
Schools Division Superintendent : Wilfreda D. Bongalos, PhD, CESO V
Assistant Schools Division Superintendent : Marcelita S. Dignos, Ed.D, CESE

Curriculum Implementation Division Chief : Oliver M. Tuburan, Ed.D.

EPSVR – English : Irene T. Pilapil

EPSVR - LRMDS : Teresita Bandolon

ADM Coordinator : Marigold Cardente

Printed in the Philippines by Department of Education – Division of Lapu-Lapu City Department of

Education – Region VII Central Visayas
Lapu-Lapu City Division
Office Address: B.M. Dimataga St., Lapu-Lapu City Tel No. (032) 410-4525
Email Address: oliver.tuburan@deped.gov.ph

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 12
Creative Writing
Quarter 3 – Module 1:
Sensory Experience

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Introductory Message
For the facilitator:

Welcome to the Creative Writing Alternative Delivery Mode (ADM) Module on Sensory
Experience!

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

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.

For the learner:

Welcome to the Creative Writing Alternative Delivery Mode (ADM) Module on Sensory
Experience!

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!

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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 skill
into real life situations or concerns.

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 This is a task which aims to evaluate your
Assessment
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!

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you master
the nature of Biology. The scope of this module permits it to be used in many different
learning situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the course.
But the order in which you read them can be changed to correspond with the
textbook you are now using.

The module is divided into three lessons, namely:

• Lesson 1 – Sensory Experience

• Lesson 2 – Diction
• Lesson 3 – Imagery
• Lesson 4 – Figures of Speech

After going through this module, you are expected to:

1. Use imagery, diction, figures of speech and sensory experience to evoke

meaningful responses from readers.

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 What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.

1. Which is NOT TRUE about creative writing?

a. It is also known as imaginative writing.
b. It is different from academic writing and similar to journalistic writing.
c. It is a mode of writing characterized by inventiveness of situation,
perspective or story.
d. It is a form of writing that expresses the writer’s thoughts and feelings
in a creative, unique and poetic way.
2. Which is NOT TRUE about sensory experience?
a. It makes for active engagement in a narrative.
b. It is another distinguishing quality of creative writing.
c. It the perception of an object, thought, or emotion through the senses.
d. It must be employed by writers to provide readers with out-of-the-
world experience while reading a story.

3. Which is NOT TRUE about diction?

a. Its use tends to affect reader’s attitude.
b. It is the choice of words made by a writer.
c. It means the derivation of word meanings.
d. It has the purpose of conveying a typical mood, tone and atmosphere.

4. Which is true about imagery?

a. It is the use of pictures to aid in the makeup of the story
b. It generates vibrant and graphic presentation of events in the story.
c. It is the use of descriptive language to inform readers about objects,
actions and ideas in a story.
d. It has the purpose of making the events in the story relatable to the
readers by helping create a mental picture of the story.

5. Which is NOT TRUE about figures of speech?

a. They are also known as figurative language.
b. They are intended to challenge the minds of the reader.
c. They refer to the use of language that should not be taken literally.
d. They have the purpose of giving emphasis to ideas conveyed in a story.

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 Lesson
1 Sensory Experience

In a world that is jam-packed with all sorts of challenges, it is consoling to know

that means exist to somehow relieve some stress. In this area, creative writing is at
everyone’s disposal to serve as an artistic release or outlet. While many harbor
doubts about their writing skills, creative writing is an opportunity to tap the writer
within every student.

The great news creative writing brings is that everyone can now be an
inventor. Also known as imaginative writing, it enables a learner to pursue a passion
for bringing to life anything conceivable by the mind. Creative writing may be
considered an expression of artistic inclination by using words to affect readers.
Taking the first step towards this feat is getting to know sensory experience and how
it is accomplished.

What’s In

Being the first lesson, the learner shall be acquainted with the concept of
sensory experience and the vital role it plays throughout the journey of creative
writing. Moreover, it shall be tackled how sensory experience is guaranteed through
the employment of diction, imagery and figures of speech.

Notes to the Teacher

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 What’s New

Activity 1 – Tell Your Story

If you are to tell the story of one day in your life, how will it be told?
Write your story in a separate piece of paper.

Title:

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Reflection Time!

Based on the previous activity, consider the following questions. Write your
answers in a separate piece of paper.

1. How do you feel about the activity?

2. Do you think you have told a story that is appealing enough to attract and
engage readers? Explain.

3. How does a story become interesting?

4. What realization have you made from the activity?

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 What is It

For a writer to keep the attention of the reader until a narrative or a story
ends, it is important that the latter is treated to a kind of experience. Such is called
sensory experience.

What is Sensory Experience?

Sensory experience is one of the distinguishing qualities of creative writing,

besides poetic license. It is the perception of an object, thought or emotion evoked
in a story through the different senses, thus allows readers to experience the story.

It also makes for active participation or engagement of readers in the events in a

story that leads to the accumulation of knowledge or comprehension of how the
story goes.

In other words, sensory experience must be employed by a writer in the making

of a literary piece in order to provide readers with almost-real experience of the
events in the story.

Example: An excerpt from Deafening Silence

Finally, she reaches Ron’s room and decides to knock. Nothing. Then she calls for him.
Again, nothing. He is still not answering. So she decides to slowly turn the knob open. But
before she can think of something to say, she stops midway and realizes that something in
what she is seeing does not look right.

Just like that. It is like all senses had left her. “What is happening?” was all she could
manage to faintly mutter. Ever so slowly, her mind tries to process the vision before her.
Amidst the room’s order is a picture of baffling mess. Ron is lying on the floor and beside him
is a pool of red liquid – blood!

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 What’s More

Activity 2 – Spot the Difference

Let us check your understanding of the discussion in the previous page. Read
the following excerpts from the drama script of Deafening Silence. Then, answer the
questions that follow.
Write your answers in a separate piece of paper.

Version 1 Version 2

Mel is a woman is her late forties,

though being around her two children
makes her look five years younger by the
Mel is a mother of two, Ron and Dyne.
smile they constantly put on her face.
She is a widower, but her children make
Despite losing her husband a bit too
her happy.
early, having the naughty yet endearing
Ron and Dyne has more than made up
for that.

1. Which do you think is a better way of telling a story?

2. Why do you say so?

3. Which do you think is a better way of telling a story?

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 What I Have Learned

Activity 3 – In Your Own Words

At this point, you will have to explicate the knowledge you have gained about
the topic tackled in this lesson. Consider the following questions and write your
answers in a separate piece of paper.

1. What is sensory experience?

2. Why should there be sensory experience in creative writing?

3. How will you be able to provide sensory experience in your writing?

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 What I Can Do

Activity 4 – Do a Makeover

It is one thing to elucidate learning and another to be able to showcase one’s

comprehension. Before hopping to the next task, be sure to straighten out your
understanding of the topic.
Putting in application what you have learned so far, read the following
excerpts and decide on how to improve them. Make sure to add details in order to
provide sensory experience.
Write your answers in a separate piece of paper.

1. “Mel is uncomfortable with the morning inside the house.”

Improvement:

2. “Mel is surprised about the unusual behavior of her son in the

morning.”
Improvement:

3. “Mel is happy about the relationship of her son and daughter and hopes
they stay that way forever.”

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 Assessment

Recall and review the learnings you gained throughout the lesson before
taking up the next mission.

Read the following questions and choose the letter of the best answer.
Write the chosen letter on a separate sheet of paper.

1. Which refers to a type of writing that is imaginative in nature?

a. Academic writing
b. Creative writing
c. Professional writing
d. Technical writing

2. Which refers to an almost real experience of a literary piece?

a. Personal experience
b. Personal perception
c. Sensory experience
d. Sensory perception

3. Why should a writer make sure sensory experience is evident in a literary

piece?
a. Because it promotes engagement of the readers.
b. Because it enables better comprehension for the readers.
c. All the above.
d. None of the above.

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 Lesson
2 Diction

Words are powerful in that their impact can range from being encouraging to
upsetting. As such, the importance of minding one’s words is never to be overlooked.

The same potency has words even in the case of creative writing. Not only do
they make or break understanding but also enable engagement of readers. Needless
to say, words tend to influence how a story affects a reader.

In this section, it shall be made clear how sensory experience can be attained
by maneuvering diction.

Notes to the Teacher

What’s In

In the previous lesson, the learner was acquainted with the role played by
sensory experience in the appreciation of a literary piece, more so in the creation
process. This shall be reinforced by introducing the concept of diction.

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 What’s New

Activity 5 – Do You Feel That?

Examine the following statements and identify the general feeling or emotion
conjured by each. Write your answers in a separate piece of paper.

Example:

“The house is too silent, thinks Mel. She cannot point where it is
coming from but there is that undeniable forlorn feel in the air.”

Emotion/Feeling: discomfort, sadness

1. “It has been the constant source of her joy and contentment in life to see her
children growing up together, close and obviously caring a lot for each other.
Like every loving sibling should be, she thinks.”

Emotion/Feeling:

2. “She cannot even shout. The longer she stares at it the more vivid becomes of
the nightmarish image. Help. Yes, Ron needs help, she finally recovers. But Mel
cannot even move a finger, much less open her mouth.”

Emotion/Feeling:

3. “Sometimes it is not enough to run away. Sometimes hiding is not enough.

They say the answer to pain is to love. But sometimes some kinds of love can
cause pain to those you love most.”

Emotion/Feeling:

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Reflection Time!

Based on the previous activity, consider the following questions. Write your
answers in a separate piece of paper.
1. How do you feel about the activity?

2. How were you able to determine the emotions/feelings in the excerpts?

3. How do words affect readers?

4. What realization have you made from the activity?

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 What is It

It has been previously established that sensory experience is an important

component in creative writing. Equally vital is to explore the means to allow readers
to find a story relatable, one of which is diction.

What is Diction?
Diction, in literature, refers to how writers choose words to create and
convey a typical mood, tone and atmosphere. It enables a writer to make
the world in a literary piece seem familiar and livable to a reader.
Example: Excerpt from Deafening Silence

“All she feels is fear…insecurity…doubt. Finally, she is there. That is right.

Sometimes searching will not lead one to answers but to even more questions.
Perhaps, she was not meant for this. Perhaps, she was meant to know nothing at
all.”

Tone: Regret and denial

Poetic diction is often marked by intentional use of repetition and

emotive words to put emphasis on an idea. Through diction, the selection
of graphic words affects the reader’s attitude and conveys the writer’s
feelings.
Example:
“She thought trying would somehow ease her pain. She thought that if she
knew something, she would understand and feel better. But she was wrong. Dead
wrong. The discovery only made things more painful, more difficult to accept.”
Note: The repetition of the words pain and wrong highlights the dark and
heavy tone that the writer is trying to convey to the reader.

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 In creative writing, writers do not only choose words for their literal
meaning, or denotation. Oftentimes, diction is also based on the associated
or implied meaning. This is called connotation, which pertains to the ideas
or feelings associated with a word.
Example:

The man was an enigmatic character. Not his word or action gives away
what he really is deep inside. Everything about him screams mystery.

Denotation: difficult to understand

Connotation: mystery

What’s More

Activity 6 – Positive or Negative?

In creative writing, words are used for specific intention, that is to trigger a
certain emotion for the readers. Words either have positive or negative connotation.
For now, examine the following words. Determine whether a word has POSITIVE or
NEGATIVE connotation.
Write your answers in a separate piece of paper.

1. Forlorn

2. Odd

3. Contentment

4. Weird

5. Disturbing

6. Stillness

7. Grieving

8. Triumphant

9. Appalling

10. Exhausted

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 What I Have Learned

Activity 7 – In Your Own Words

If only to highlight the effect words have, you will have to put into words the
insights you have acquired in this lesson. Consider the following questions and write
your answers in a separate piece of paper.

1. What is diction?

2. What is denotation?

3. What is connotation?

4. Why is diction important in creative writing?

5. How does diction contribute to the formation of sensory experience?

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 What I Can Do

Activity 8 – Feel with Words

As you may have learned by now, one of the salient features of diction is its
potential to stir the emotion. Banking on this, consider the following tone words.
Supply corresponding descriptive statements about a student in school and make
sure to employ connotative words to show the tone referred to.
Write your answers in a separate piece of paper.

1. Sadness

2. Courage

3. Excitement

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 Assessment

Recall and review the learnings you gained throughout the lesson before
taking up the next mission.

Read the following questions and choose the letter of the best answer.
Write the chosen letter on a separate sheet of paper.

1. Which refers to the choice of words in creative writing?

a. Diction
b. Idiom
c. Imagery
d. Figures of Speech

2. Which refers to the literal meaning of words?

a. Annotation
b. Attenuation
c. Connotation
d. Denotation

3. Which refers to the implied meaning of words?

a. Annotation
b. Attenuation
c. Connotation
d. Denotation

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 Lesson
3 Imagery
To get a better comprehension of the world, people like to explore things, taste
and smell food, engage in activities, listen to music and see different sceneries.
Similar can be said of the literary world, in that it is best understood when the
different senses, if not all, are engaged.

In this section, it shall be made clear how sensory experience in creative writing
can be attained by employing imagery.

What’s In

In the previous lesson, the learner was familiarized with one way to achieve
sensory experience in creative writing. However, diction is not the only way to that
destination. The contribution of imagery shall be tackled in this lesson.

Notes to the Teacher

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 What’s New

Activity 9 – Quotable Quotes!

Examine the following quotes and express your opinion about their implication. Write
your answers in a separate piece of paper.

“Blindness separates people from things; deafness separates people from people.”

“Nothing is more memorable than a smell.”

“To touch is to experience, but to feel is to live.”

“Taste every food in the garden at least once. It is an insult to creation not to experience in
fully.”

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Reflection Time!

Based on the previous activity, consider the following questions. Write your
answers in a separate piece of paper.

1. How do you feel about the activity?

2. What realization have you made from the activity?

3. What commonality do the quotations have with each other?

4. How important is it to involve the senses in the various aspects of life?

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 What is It

As more meaning can be drawn out of life when the different senses are
involved, so is it in literature and creative writing. It becomes easier to understand a
story when an image is painted in the minds of the readers by appealing to the
different senses. Such is the power of imagery.

What is Imagery?
Imagery is the means of using descriptive language in writing to
represent objects, actions and ideas in ways that appeal to the physical
senses.
The goal of using imagery is to make a story or its elements relatable
and perceivable even without the aid of photos. It is like painting a picture
in the minds of readers through words.
Imagery generates vibrant and graphic presentation that stimulates
the reader’s imagination and brings to life a piece of literature.

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 There are five types of imagery that a writer can make use of.
1. Visual imagery engages the sense of sight.
Ex. “It was dark and dim in the forest.”

2. Olfactory imagery engages the sense of smell.

Ex. “He whiffed the aroma of brewed coffee.”

3. Auditory imagery engages the sense of hearing.

Ex. “The children were screaming and shouting in the fields.”

4. Gustatory imagery engages the sense of taste.

Ex. “The fresh and juicy orange is very cold and sweet.”

5. Tactile imagery engages the sense of touch.

Ex. “The girl ran her hands on a soft satin fabric.”

What’s More

Activity 10 – Name It

With your newfound knowledge about imagery, read and consider the
following statements. Identify the type of imagery manifested in each statement.
Write your answers in a separate piece of paper.

1. The ring of the bell woke her up.

2. The fragrance of the orchids filled the air.
3. The moist filling of the bread melted in her mouth.
4. The brightness of the light almost blinded him.
5. The softness of the bed invited her to sleep.

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 What I Have Learned

Activity 11 – In Your Own Words

If only to highlight the effects words have, you will have to put into words the
insights you have acquired in this lesson. Consider the following questions and write
your answers in a separate piece of paper.

1. What is imagery?

2. Why is imagery important in creative writing?

3. How does imagery contribute to the formation of sensory experience?

What I Can Do

Activity 12 – Playing Favorites

We all have things that we hold so dear and we wish for others to experience
them as well. In this regard, your knowledge about imagery will surely come in handy.
On that note, read the following items and provide as much and as specific details as
you can.

Write your answers in a separate piece of paper.

1. Favorite place:

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 2. Favorite music:

3. Favorite food:

4. Favorite recreational activity:

Assessment

Recall and review the learnings you gained throughout the lesson
before taking up the next mission.
Read the following questions and choose the letter of the best answer.
Write the chosen letter on a separate sheet of paper.
1. Which refers to the use of graphic details in writing?
a. Diction
b. Idiom
c. Imagery
d. Figures of Speech

2. Which refers to the involvement of the sense of sight?

a. Auditory
b. Gustatory
c. Olfactory
d. Visual

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3. Which refers to the involvement of the sense of touch?
a. Auditory
b. Olfactory
c. Tactile
d. Visual

4. Which refers to the involvement of the sense of taste?

a. Gustatory
b. Olfactory
c. Tactile
d. Visual

5. Which refers to the involvement of the sense of hearing?

a. Auditory
b. Gustatory
c. Olfactory
d. Tactile

6. Which refers to the involvement of the sense of smell?

a. Gustatory
b. Olfactory
c. Tactile
d. Visual

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 Lesson
Figures of Speech
4
One of the complexities in life, especially in human relations, is that
people do not always say what they mean. It does not necessarily intend to
create confusion and chaos, but emphasis on the emotions targeted by the
sender of the message. The achievement of the latter purpose requires
comprehension of a kind of language writers fondly infuse in their literary
pieces. In this lesson, the role of figures of speech shall be discussed in
relation to sensory experience.

What’s In

In the previous lessons, the learner was acquainted with two influences on
sensory experience – diction and imagery. Fortunately, yet another way is at
every aspiring writer’s disposal in this regard. This lesson shall cover the
significance of figures of speech.

Notes to the Teacher

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 What’s New

Activity 13 – Literal or Not?

Read the following situations and statements. Determine whether to
take them literally or not. Write LITERAL or NOT LITERAL as your answers in a
separate piece of paper.

1. Anna is Ben’s whole world.

2. Students need to devote themselves into their studies.

3. Deadlines are meant to be followed.

4. She cried a river when her mother fell sick.

5. He has eyes as sharp as a hawk.

Reflection Time!
Based on the previous activity, consider the following questions. Write
your answers in a separate piece of paper.

1. How do you feel about the activity?

2. What realization have you made from the activity?

3. Why is it important to distinguish literal and not literal statements?

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 What is It

Not everything that people say is what they actually mean. Sometimes
people say things that are not to be taken literally in order to elicit a desired
reaction or trigger enlightenment. Writers find this very effective as it enables
engagement of readers. Such is the impact of figures of speech.

What is figures of speech?

Figures of speech are words or phrases that have meanings different
from the literal sense. These usually sound strange when taken literally so
that they are effective in catching the attention of the listeners or readers.
More importantly, figures of speech tend to put stress on the
meanings they convey. This results in readers’ heightened experience of
the literary piece.

Figure of
Description Example
Speech
Simile Comparison of two unlike ✓ Her smile is as bright as
things using the word “like” or the sun.
“as” ✓ Her smile is like the
sun.
Metaphor Comparison of two unlike ✓ She is an angel.
things by saying one thing
is something else.
Personification Assigning human ✓ As the wind whispers, the
characteristics to things that trees dance.
are not human.
Hyperbole Intentional use of ✓ You told me that story a
exaggerated statements. million times already.
Litotes Deliberate use of negation to ✓ The house was not
emphasize meaning. small at all.

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 Onomatopoeia Use of words that imitate ✓ The tweet of the bird
natural sounds. was music to the ears.
Oxymoron Use of words or phrases ✓ There was a deafening
that are contradictory to one silence in the house.
other.
Paradox Apparent use of self- ✓ Sometimes, a parent
contradictory statement. has to be cruel to be kind.

Rhetorical Questions without expected ✓ What am I going to do

Question answers. with you?

What’s More

Activity 14 – Figure It Out

Read the following statements and determine the figures of speech
employed.
Write your answers in a separate piece of paper.

1. I can walk a thousand miles with these shoes.

2. What is the meaning of this?
3. Her life was a living prison.
4. The man has a head as hard as a rock.
5. The journal seemed to be mocking her.
6. She cried tears of joy when she found her bag.
7. It was not a bad trip.
8. A wise man said that war is needed to find peace.
9. Boom when the door slammed.
10. I won’t fall for those crocodile tears.

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 What I Have Learned

Activity 15 – In Your Own Words

Let us check your learnings and be sure to be literal about it this time. Consider the
following questions and write your answers in a separate piece of paper.

1. What is figure of speech?

2. What are the similarities and differences between simile and metaphor?

3. What are the similarities and differences between oxymoron and paradox?

4. What are the similarities and differences between hyperbole and oxymoron?

5. How does figures of speech contribute to sensory experience in creative

writing?

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 What I Can Do

Activity 16 – Well, That Figures!

Read the following excerpts from Philippine literary pieces. Determine
the figure of speech used and the meaning conveyed.
1. “The bullet said to the heart: from now on we shall never part.”
– Communion by Gerson M. Mallillin
Figure of speech:
Meaning:

2. “Your face is as big as a see, but you do not bear fruit”

– A Secret by Carlos Bulosan
Figure of speech:
Meaning:

3. “Dear Lord:
Let though be the street cleaner
Whilst I be the road”
– Prayer by NVM Gonzales
Figure of speech:
Meaning:

4. “I know what to name thy charms,

Though art half human, half divine; And if
I could hold thee in my arms,
I know both heaven and earth were mine.”
– The Rural Maid by Fernando M. Maramag Figure of
speech:
Meaning:

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 5. “Mine eyes, when opened with thy beauty fill
But when they’re closed they see thee better still.”
– The Paradox by A.E. Litiatco
Figure of speech:
Meaning:

Assessment

Recall and review the learnings you gained throughout the lesson
before taking up the next mission.
Read the following questions and choose the letter of the best answer.
Write the chosen letter on a separate sheet of paper.
1. Which refers to the use of words that should not be taken literally?
a. Diction
b. Idiom
c. Imagery
d. Figures of Speech
2. Which figure of speech refers to the use of human attributes on inanimate
objects?
a. Metaphor
b. Onomatopoeia
c. Personification
d. Simile
3. Which figure of speech refers to the use of self-contradictory statement?
a. Metaphor
b. Onomatopoeia
c. Oxymoron
d. Paradox
4. Which figure of speech refers to the use of negation?
a. Hyperbole
b. Litotes
c. Oxymoron
d. Personification
5. Which figure of speech refers to the use of exaggeration?
a. Hyperbole
b. Metaphor
c. Litotes
d. Paradox

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 Additional Activities

At last, you have reached the part where you can show off how this
module has groomed the writer in you. The time has come for you to
demonstrate your competence in navigating through the concepts you have
just learned.
Write a vignette infused with sensory experience using imagery, diction
and figures of speech. Take note the following sample in composing your own
vignette.

What is a vignette?
Vignette is a short composition with little or no plot. It may be just a
portion of a larger narrative structure, though sometimes vignettes do not
belong to larger narratives at all. It is usually descriptive or evocative in
nature.
Example:

“Maera lay still, his head on his arms, his face in the sand. He felt warm and sticky from
the bleeding. Each time he felt the horn coming. Sometimes the bull only bumped him with
his head. Once the horn went all the way through him and he felt it go into the sand …
Maera felt everything getting larger and larger and then smaller and smaller. Then it got
larger and larger and larger and then smaller and smaller. Then everything commenced to
run faster and faster as when they speed up a cinematograph film. Then he was dead.”

- An excerpt from In Our Time by Ernest Hemingway

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 In writing your vignette, consider the following rubrics. Then place your
output in a separate piece of paper.

Criteria 75-80 81-86 87-92 93-100 Rating

Idea is Idea is Idea is
Clarity of Idea is
difficult to minimally clear
Idea very clear.
identify clear. enough.
Sufficient Descriptive Few Several Sufficient
Use of words are descriptive descriptive descriptive
Descriptive rarely words are words are words are
Words used. used. used. used.
Use of
Use of Use of Use of
Effective evocative
evocative evocative evocative
Use of words
words is words is words is
Evocative used is
minimally effective very
Words hardly
effective. enough. effective
effective.
Average

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Answer Key

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37
References

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https://www.kidlink.org/drupal/node/138

For inquiries or feedback, please write or call:

Division of Lapu-Lapu City

Department of Education
B.M. Dimataga St., Lapu-Lapu City
Tel #: (032) 420-4525
Email: oliver.tuburan@deped.gov.ph

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