San Pascual Academy of Ubay, Bohol Inc.

San Pascual, Ubay , Bohol, 6315 Philippines

Member: Bohol Association of Catholic Schools – Talibon
Catholic Educational Association of the Philippines

CREATIVE WRITING
Name of Learner: ____________________________________ Grade Level & Section :_________________________
LRN : ____________________________________ Date : ________________________
LEARNING ACTIVITY MODULE – 5TH WEEK
Elements of Creative Writing
Learning Target: (a) Use imagery, diction, figures of speech, and specific experiences to evoke meaningful responses
from readers
Values Integration: Perseverance, Diligence, and Patience
References: a. Creative Writing Teachers Wraparound Edition by Gasulas, Allen M., Gerardo Gabriel Q. Mantaring, etc.,
(Phoenix Publishing House), First Edition, 2017, pp. 34-49.
Concept Notes:
ELEMENTS OF CREATIVE WRITING
1. Diction is the choice of words used by the writers. Good writing makes good use of diction. The words should be right
and accurate, appropriate to the context in which they were used, and comprehensible to the intended audience.
Otherwise, a message may be perceived differently or erroneously from the intended message.
Poetry has a unique diction such as the use of imagery, figures of speech, and rhyming words, among others.
The sense of musicality that you notice in each line of verse is called rhyme, which most poetry have. End rhyme and
perfect rhyme are in the sample poem. As the term suggests, end rhyme is the presence of the rhyming words at the end
of the line. It is a perfect rhyme if the words sound exactly the same.
Look at the following examples of word choices:
“I prize thy love more than whole mines of gold,
Or all the riches that the East doth hold.”
(Anne Bradstreet, “To My Dear and Loving Husband”)

The use of antiquated words such as “thy” instead of “your” and “doth” instead of “do” gives the poem a formal
diction. These antiquated words are considered grand, elevated, and sophisticated language.
“Because I could not stop for Death—
He kindly stopped for me—
(Emily Dickinson, “Because I Could Not Stop for Death”
The words “kindly” and “stopped” are simple vocabulary and used here in their ordinary definitions. The use of
these words effects a casual and conversational diction rather than a formal one. Thus, the work projects an
approachable and comforting tone.
2. Syntax is how the words are arranged in a sentence or line. The usual syntax is, of course, subject-verb. However, an
unusual order of words in a sentence, including repetition of words, may be used to convey different tones, moods,
themes, or emphases of the literary work.
For example:
“Go out I cannot, nor can I stay in,
Becalmed mid carpet, breathless, on the road,
To nowhere and the road has petered out.”
(PJ Kavanagh, “Beyond Decoration”)
To write the first line of verse in its ordinary order, we can say, “I cannot go out or stay in” with emphasis on the
doer of the action or the subject “I.” By reversing the word order, the author seems to emphasize the word “cannot.”
Notice the difference as you read the sentences in different word orders.
The interplay between diction and syntax makes a sentence or verse longer or shorter. Just like diction and
syntax themselves, this interplay between them affects the tone, mood, theme, or emphasis of the literary work.
3. Theme is the topic or central idea, which is universal in nature. It is an underlying truth. It may be what the reader
thinks the story is about or what the work says about a given subject.
Rarely is the theme conveyed directly. Most often, the reader figures out the theme by analysing all the elements
of the work such as imagery, figures of speech, tone, mood, diction, syntax, characters, setting, or the events in the story
or plot. It maybe one word such as love or truth, or a universal statement such as “Love conquers all odds.” or “The truth
sets one free.”
Examine the following examples:
“First of all,” he said, “if you can learn a simple trick, Scout, you’ll get along a lot better with all kinds of folks. You
never really understand a person until you consider things from his point of view. . . until you climb into his skin and walk
around in it.”
 —Harper Lee’s, “To Kill a Mockingbird”

The selection talks about compassion. Indeed, one can only understand the other if and when one puts himself
into the other person’s shoes, so they say.
“I began to see what people were capable of doing. Anyone who moved through those years without understanding that
man produces evil as a bee produces honey, must have been blind or wrong in the head.”
—William Golding, “The Lord of Flies”

ACTIVITY 1: CONSTANT CHANGE

Are you open to change?
A. DIRECTIONS: Be Perseverant! List down at least TEN (10) things that change or that can effect change. For
example: night to day and vice versa.

B. DIRECTIONS: Patience is a virtue! Read the following selection and answer the questions that follow. PLEASE
ANSWER DIRECTLY!

Nothing Gold Can Stay

by Robert Frost
Nature’s first green is gold, Then leaf subsides to leaf.
Her hardest hue to hold. So Eden sank to grief,
Her early leaf’s a flower; So dawn goes down to day.
But only so an hour. Nothing gold can stay.

Processing Questions:
1. Did the author use nonstandard English or words in another language? Why do you think he did that? What is the effect
of the use of these words?

2. Are there any words with more than one meaning? Why do you think the author used language this way?

3. Can you point out the imagery and figure of speech present in this work? Are they used appropriately? Why do you
think so?

4. Read only the final words or syllables in each line. Do the words in some lines sound similar? Point out these words.
What do you call these similar sounding words or syllables?

5. Do the words here give us a clue as to the context or setting of the poem? How?

6. Based on the words you have written, what do you think is this work about?
ACTIVITY 2: SPICE WORDS
DIRECTIONS: Here are some quotations about change. Reverse or rearrange the words and make them sound or look
creative. Persevere in your writing and thinking! NO SAME ANSWERS POLICY! 

1. “I alone cannot change the world, but I can cast a stone across the waters to create many ripples.” —Mother Teresa

2. “If you don’t like something, change it; if you can’t change it, change the way you think about it.” —Mary Engelbert

3. “Man cannot discover new oceans unless he has the courage to lose sight of the shore.” —André Gide

4. “It is not necessary to change. Survival is not mandatory.” —W. Edwards Deming

5. “When we are no longer able to change a situation, we are challenged to changed ourselves.” —Viktor Frankl

6. “Lay a firm foundation with the bricks that others throw at you.” —David Brinkley

7. “You must welcome change as the rule but not as your ruler.” —Denis Waitley

8. “Time takes it all, whether you want it or not.” —Stephen King

9. “The world hates change, yet it is the only thing that has brought progress.” —Charles Kettering

10. “Change is the law of life. And those who look only to the past or present are certain to miss the future.” —John F.
Kennedy.

ACTIVITY 3: FROM THEORY TO PRACTICE

DIRECTIONS:
Your school is looking for a representative to the Interschool Literary Competition. You would like to represent
your school in this contest.
ANY LITERARY GENRE is accepted as long as the theme is “Change Do Not.” These are things you wish
would never change. Pay attention to diction and syntax as you write.

Your output will be graded according to the following rubric:

Imaginative Writing Rubric: Figures of Speech and Imagery

Criteria 10 points 5 points 3 points
Theme Focus on the theme from Focus on the theme is list in one Focus on the theme is lost in
beginning to end is clear. or two line/s or sentence/s. more than two line/s or
sentence/s.
Diction Words used are appropriate for One or two word/s used is/are More than two words used are
the topic. inappropriate for the topic. inappropriate for the topic.
Syntax Creativity in the arrangement of There is little creativity in the No creativity in the arrangement
words in all lines or sentences is arrangement of words or of words in one line or sentence
obvious. sentences. is obvious.
Writing No spelling or grammatical error One or two spelling/s or grammar More than two grammar errors
Standards is detected. error/s are detected. are detected.

(WRITE YOUR WORKS AT THE BACK. Have patience, diligence and perseverance in the making!)

“For I know the plans I have for you,” declares Prepared by:
the Lord, “plans to prosper you and not to
APPLE MARIE B.
harm you, plans to give you hope and a future. FELISILDA
- Jeremiah 29:11 Creative Writing Teacher