Creative Nonfiction

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Creative Nonfiction
Quarter 2 – Module 11: explain the relationship of elements and ideas found in
the various forms and types of creative nonfictional texts through a close
reading: braided essay!.
First Edition, 2020

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Published by the Department of Education - Schools Division of Pasig City

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 Creative Nonfiction

Quarter 2
Self-Learning Module 11
Explain the relationship of elements
and ideas found in the various forms
and types of creative nonfictional
texts through a close reading:
braided essay.

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Introductory Message

For the Facilitator:

Welcome to the Creative Nonfiction Self Learning Module for explaining the
relationship of elements and ideas found in the various forms and types of creative
nonfictional texts through a close reading: braided essay.

This Self-Learning Module was collaboratively designed, developed and

reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

This learning material hopes to engage the learners in guided and independent
learning activities at their own pace and time. Further, this also aims to help learners
acquire the needed 21st century skills especially the 5 Cs, namely: Communication,
Collaboration, Creativity, Critical Thinking, and Character 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. Moreover, you are expected to encourage and assist the
learners as they do the tasks included in the module.

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 For the Learner:

Welcome to the Creative Nonfiction Self Learning Module for explaining the
relationship of elements and ideas found in the various forms and types of creative
nonfictional texts through a close reading: braided essay.

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 material while being an active
learner.

This module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest - This measures how much you have learned from the
entire module.

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 EXPECTATIONS

This is your self-instructional module in Creative Nonfiction. All the

activities provided in this lesson will help you learn and understand: the
relationship of elements and ideas found in the various forms and types
of creative nonfictional texts through a close reading: Braided essay.
At the end of this module, student(s) must be able to define, analyze, and
utilize braided essay.

PRETEST

Direction: Read each statement carefully, and encircle the letter of the
answer that best fits the statement.

1. A braided essay is an essay that uses __________ events or topics to create

an essay surrounding an event or question.
A. four – five (4-5) B. two – three (2-3) C. one (1) D. four (4)
2. The braided essay involves the repetition of an ___________.
A. idea B. question C. answer D. plan
3. In using the _____________ analogy with writing, teachers tell students how
an essay should look like after writing.
A. fries B. sundae C. pizza D. hamburger
4. The first is a _______________ “through line”—called a present tense line
because it is closest to the narrating moment.
A. narrative B. descriptive C. demonstrative D. artificial
5. Braided essays take their name from this ________________ of storylines
A. alternating B. descriptive C. narration D. theme

RECAP

Creative nonfiction is the literature of fact. Yet, authors of nonfiction

works often use the same basic elements as fictions authors to tell a
compelling story. One way of telling a story is through a narrative, this type
of writing is a story that is most likely told through the author's point of view.

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A good narrative must consist of the following tings: point of view, plot,
characters, setting, conflict, climax and ending.

LESSON

A braided essay is an essay that uses 2-3 events or topics to create an

essay surrounding an event or question. Writers “weave” the “strands” (events
or topics) together to form a “braid” (The Writing Addict, 2018).
In a braided essay, the writer has multiple “threads” or “through-lines” of
material, each on a different subject. The essay is broken into sections using
medial white space, lines of white space on a page where there are no words
(much like stanzas in poetry), and each time there is a section break, the
writer moves from one “thread” to another. Braided essays take their name
from this alternating of storylines, as well as from the threads the story
contains; there are usually three, though to have four or two is also possible.
Though there is not a strict formula for success, the form usually contains at
least one thread that is very personal and based on memory, and at least one
thread that is heavily researched. Often, the threads seem very disparate at
first, but by the climax of the essay, the threads being to blend together;
connections are revealed (Purdue Writing Lab. n.d.).
Many uses of the term braided essay refer simply to a weaving of themes,
but Sinor describes a more distinct structure with three strands. The first is
a narrative “through line”—called a present tense line because it is
closest to the narrating moment. “It grounds the reader in time and space
before the writer begins tossing other narrative balls into the air for the reader
to juggle”. The second strand is the research strand—facts and concepts
from an unrelated or slightly related topic. The research strand suggests
metaphors and images that will be found in the other strands, and hold the
braid together. Sinor suggests, “The research strand most often provides the
catalyst for change or understanding”. The third strand is the past-tense
thread containing scene based chunks, usually of childhood memories or
the recent past. They mine the author’s experience for moments where
questions arise and which help explain why the topic is important to the
author (George, Gail. 2015).
The braided essay, derived from the lyric essay (Fischer, 1976), offers
students a unique way to collaborate and respond to young adult literature.
The braided essay involves the repetition of an idea. For example, two
students' collaborative braided essay involved pulling out meaningful
quotations from literature, and they braided their essay around those
quotations. No matter how the repeated idea is handled, the repetition is "
braided " into the essay-and at the same time set apart. The two different
parts, the essay and the repeated idea, are woven together so that they flow.
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 The braided essay offers an interesting way to collaborate and respond to
young adult literature. Students can learn to be reflective in transactional
ways as they develop their emerging voice in writing. This braided,
collaborative essay, written in response to young adult literature, and followed
by the multimedia composition serves to share the readers' experience and
elicit voice, an important component in the production of both written and
digital composition and reader response (Martin, Jenny. (2014).
A braided essay falls under the umbrella of creative nonfiction but it defies
the five-paragraph essay. In using the hamburger analogy with writing,
teachers tell students that after the essay is written it should look like this:
introduction (top bun), content (burger), savory details (toppings), and the
bottom bun holds the sandwich together for the reader, the conclusion often
teachers advise students to bring the essay “full circle,” but in a different
manner than the introduction.
Teachers sometimes suggest surprising the reader at the end of the paper
with an additional, interesting fact to further assert the main point. The
braided essay surprises throughout. Of course, teachers know the five
paragraph essay does not have to be five paragraphs. (Martin, Jenny. (2014).

How to Write a Braided Essay

1. Make a list of the twenty aspects of your life that are or have been
absolutely most difficult for you. They should be action-oriented, not
head-oriented. Dating, auditioning, getting engaged (a different kind of
auditioning), buying a new car, dealing with a court case, moving out
from your apartment and into a new place, being on the curling team –
those are lively and dramatically oriented. Trying to choose a major,
deciding to go to law school, thinking about how weird your family is –
those are hard to braid because they aren’t scenes and images; they are
thoughts. You need passions that take you out into a new world. Things
you are not very good but care about immensely are good for braiding

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 because they lend themselves into inherently tension-filled scenes.
Your autistic brother. Your struggle to stay on the basketball team to
please your father. Your daily continual failure to ask the woman you
love to go out with you. These are dramatic. These are good threads for
your braids. Food allergies. The death of your best friend. Your learning
disability. Your World of Warcraft obsession. The things on your list
might not be important in the grand scheme of things, but they must
matter a great deal to you.
2. Discuss your twenty ideas with a writing partner or your instructor.
They can tell you what’s most interesting to them. Choose two topics.
3. Make a list for each topic — you choose of all the dramatic images that
make up this story line. For example, in the “Failed to Ask Emily out
Ever” story, the key images are: the day you first saw her in Health
Dynamics. The day you fell down the stairs and she was standing at the
bottom and she didn’t laugh. The week you spent preparing to ask her
out and each day, you walked right past her and pretended you didn’t
know her. Yesterday, when you sat next to her in class and said, “Dude,
hey.” Using your mind’s eye, cast over this story from day one, when it
all started, which maybe some years back. Do this for both your story
lines. If you hate your images, or you want to change your mind, go
back to your list of ideas and choose a different strand to work with.
4. For your third braid you can use text someone else has written (citing
your source, of course). You can use family letters or someone’s journal
(as long as you have permission). One student wrote about the tragic
death of her roommate (A), her own depression (B), and for her C Braid,
she interspersed quotes from the brochures at the health center, which
were inadvertently hilarious and added levity but also some political
commentary: Not one brochure was even remotely helpful.
5. Brainstorm ideas for your braid, drawing from science texts, found
texts, magazines from the 1940s, vintage etiquette books for girls or
boys, travel guides, brochures from your campus health office. Bring a
list of ten ideas to your class and have others help you choose the most
interesting one.

— Heather Sellers, The Practice of Creative Writing

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Example of Braided Essay
1. “Death Threats for Breakfast” – Miriam Defensor Santiago

My public life closely resembles the popular science-fiction trilogy on screen,

consisting of the movies entitled “Star Wars,” followed by “the Empire Strikes
Back,” and ending with “The Return of the Jedi.” In seeking to change the culture
of corruption, I have to fight will-nilly the superstars of the political underworld in
this country. Although I am definite underdog, I am not afraid of those corrupt
superstars. Thus, the first chapter of my life should be entitled “Star Wars.” Because
I was able to conscienticize the public about corrupt politics, my enemies sought to
avenge themselves. They refused to confirm me in the commission on Appointments,
until I was removed from the cabinet. My enemies posted that evil victory, but until
now they do not stop. When I started leading the presidential surveys, they paid for
a diabolic media blitz against me. Thus, the second chapter of my life should be
entitled “The Empire Strikes Back.” But we have not seen the end of this trilogy. For
life, like theology, consists of the unceasing battle between good and evil. In the
movie trilogy, the forces of good were called Jedi, while the forces of evil were called
the Empire. I have no doubt that, in the end, the forces of evil in Philippine politics
will triumph. Thus, I promise you, the third chapter of our life together shall be
entitled “The Return of the Jedi.”
“Stupid is Forever” - Miriam Defensor Santiago

In this selection, notice that three different story or movie titles “Star
Wars,” followed by “the Empire Strikes Back,” and ending with “The
Return of the Jedi” were braided to make one coherent idea about the life
of the late senator Miriam Defensor Santiago. In between the main braids
are certain details to explain their connection to each other.
2. “Did God Speak to You?” – Miriam Defensor Santiago

Anyway, as Immigration Commissioner, I am living the life of a nun. My

salary is very low, only P12,000 a month, and so in effect I have taken a
vow of poverty. I am a lowly subordinate of the president, so I owe her the
vow of obedience. And because I am too busy fighting criminal syndicates,
I have no time left for my husband. So in effect I have taken the vow of
chastity!
(At a national convention of the Daughters of Mary Immaculate)
“Stupid is Forever More” - Miriam Defensor Santiago

In this selection, notice that 2 different ideas were braided to each

other. The life and job of an immigration commissioner was intertwined
with the life of a nun. In between those “main braid” are details that
connects each braid to form a single and coherent idea.

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 ACTIVITIES

ACTIVITY # 1
Direction: identify if the statement is true or false. Write TRUE if the
statement is correct and write FALSE if the statement is incorrect. Write your
answer in the space provided or in a piece of paper.
1. Writers “draw” the “strands” (events or topics) together to form a “braid”
2. The braided essay involves the repetition of an idea.
3. Braided essays take their name from this straight flow of storylines, as well
as from the threads the story contains.
4. The first part of Sinor’s the three strand is a narrative “through line”—
called a present tense line because it is closest to the narrating moment.
5. A braided essay falls under the umbrella of creative fiction, but it defies the
five-paragraph essay.

Activity #2
Direction: find and encircle the words connected to the lesson discussed and
complete each statement, write your answer in the space provided or in a
piece of paper.

T T H R E A H B T Y P
A O N U R W A O N E I
G N I T A N R E T L A
L O V E I D E A W F K
Y E S F R I E S L I P
E M N A R R A T I V E
D Z K T Q F O U R E L
H H A M B U R G E R S

1. Braided essays take their name from this ________________ of storylines.

2. A braided essay is an essay that uses __________ events or topics to create
an essay surrounding an event or question.
3. In using the _____________ analogy with writing, teachers tell students how
an essay should look like after writing.
4. The first is a _______________ “through line”—called a present tense line
because it is closest to the narrating moment.
5. The braided essay involves the repetition of an ___________.

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Activity #3

Directions: Using two topics as the main braid, make a four (4) part braided
essay, each paragraph must have at least 5 sentences and maximum of 10
sentences. All paragraphs must be in 1st person point of view.
1st part - introduction
2nd part - paragraph must be in past tense and must use the topic “Plagues
of Egypt”.
3rd part - paragraph must be in present tense and must use the topic “Corona
Virus”.
4th part - conclusion

Rubrics for grading

10 -8 7-6 5-4 3-2 1
Student was Student was Student was Student was Student was
able to follow able to follow able to follow able to follow not able to
instructions, instructions, instructions, instructions, follow
was able to was able to was able to was able to instructions,
make a make a make a make a braided was not able
braided essay braided essay braided essay essay using the to make a
using the two using the two using the two two topics in a braided essay
topics in a topics in a topics in a clear manner using the two
clear manner clear manner clear manner and with only 8- topics in a
and no and with only and with only 9 grammatical clear manner
grammatical 3-5 6-7 error. and with more
error. grammatical grammatical than 10
error. error. grammatical
error.

WRAP-UP

To wrap-up everything that we discussed in this lesson, complete the

statement:
The three important things I learned for today’s lesson are …
1. _______________________________________________________________
2. _______________________________________________________________
3. _______________________________________________________________

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 VALUING

Direction: complete the statement by providing the missing part, choose your
answer in the choices. Write your answer in the space provided or in a piece
of paper.

*Faith * life * Goals * Love *Personal desire

Do not let your 1. __________ be shaken by your

2. __________________, instead let your faith guide your
3. ______________ towards greatness.
-Dan Gregg B. Bantilan

POSTTEST

Directions: Using three topics as the main braid, make a five (5) part braided
essay, each paragraph must have at least 5 sentences and maximum of 10
sentences. All paragraphs must be in 1st person point of view.
1st part - introduction
2nd part - paragraph must be in past tense and must use the topic “Religion”.
3rd part - paragraph must be in present tense and must use the topic
“Politics”.
4th part - paragraph must be in present tense and must use the topic
“Family”.
5th part - conclusion

Rubrics for grading

10 -8 7-6 5-4 3-2 1
Student was Student was Student was Student was Student was
able to follow able to follow able to follow able to follow not able to
instructions, instructions, instructions, instructions, follow
was able to was able to was able to was able to instructions,
make a make a make a make a braided was not able
braided essay braided essay braided essay essay using only to make a
using the using the using only one topic in a braided essay
three topics in three topics in two topics in clear manner using the
a clear a clear a clear and with only 8- three topics in
manner and manner and manner and 9 grammatical a clear manner
no with only 3-5 with only 6-7 error. and with more
grammatical grammatical grammatical than 10
error. error. error. grammatical
error.

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 KEY TO CORRECTION

References
Braided Essay Burger [Dan Gregg B. Bantilan]. (2020, September 03).

Defensor-Santiago, M. (2014). Death Threats for Breakfast! In Stupid is forever (pp.

52-54). Quezon City, Philippines: ABS-CBN Publishing.

Defensor-Santiago, M. (2015). Did God Speak to You? In Stupid is forever more (p.
94). Quezon City, Philippines: ABS-CBN Publishing.

Gcaacreativewriting1, ~. (2016, March 01). Braiding Technique. Retrieved September

07, 2020, from
https://grandcentercreativewriting.wordpress.com/2016/03/01/braiding-
technique/

George, G. (2015). Braiding: Using and Understanding Complexity in Creative

Nonfiction. Retrieved August 20, 2020, from
https://www.academia.edu/27536788/Braiding_Using_and_Understanding_
Complexity_in_Creative_Nonfiction?auto=download&email_work_card=downlo
ad-paper

Martin, Jenny. (2014). The Braided Essay and YA Lit: Deepening Thematic
Understandings. 36. 54.
https://www.researchgate.net/publication/271205519_The_Braided_Essay_a
nd_YA_Lit_Deepening_Thematic_Understandings

Purdue Writing Lab. (n.d.). Sub-genres of Creative Nonfiction // Purdue Writing Lab.
Retrieved August 19, 2020, from
https://owl.purdue.edu/owl/subject_specific_writing/creative_writing/creativ
e_nonfiction/sub_genres_of_creative_nonfiction.html

T. (2018, January 13). How to Write a Braided Essay. Retrieved August 20, 2020,
from http://www.thewritingaddict.org/2018/01/how-to-write-braided-
essay.html

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