Bangsamoro Autonomous Region in Muslim Mindanao

AL BANGSAMORO SHARI’AH & PROFESSIONAL EDUCATION COLLEGE

DRMMMGS Bldg. Brgy. Marawi Poblacion. Marawi City
Grade – 12 First Semester
SY 2021-2022

Creative
WRITING

Name of student: ____________________________________

Course/Year: ________________________________________

Prepared by:
Marie Christ S. Sipocado

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 CRITERIA PERCENTAGE

Performance 40%
Written (activities) 30%
Exams 30%

TOTAL 100%

MAIN TOPICS:
 Introduction of Creative Writing
 Elements
 Poetry
 Fiction
 Non-Fiction

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 Creative Writing

Creative writing is a form of writing that encompasses a number of different genres and styles
outside the more formal scope of technical writing or academic writing. Creative writing focuses
on elements such as character development, narrative, and plot, infusing its structure with
imagination and story. Creative writing is a hands-on, interactive exploration of non-fiction,
poetry, playwriting and fiction.

ELEMENTS

Action fiction is the literary genre that includes spy novels, adventure stories, tales of
terror and intrigue ("cloak and dagger ") and mysteries. This kind of story utilizes suspense, the
tension that is built up when the reader wishes to know how the conflict between the protagonist
and antagonist is going to be resolved or what the solution to the puzzle of a thriller is.

Genre fiction

Action fiction is a form of genre fiction whose subject matter is characterized by

emphasis on exciting action sequences. This does not always mean they exclude character
development or story-telling. Action fiction is related to other forms of fiction, including action
films, action games and analogous media in other formats such as manga and anime. It includes
martial arts action, extreme sports action, car chases and vehicles, suspense action, and action
comedy, with each focusing in more detail on its own type and flavor of action. It is usually
possible to tell from the creative style of an action sequence, the emphasis of an entire work, so
that, for example, the style of a combat sequence will indicate whether the entire work can be
classified as action adventure, or a martial work. Action is mainly defined by a central focus on
any kind of exciting movement.

Character (arts)

In fiction , a character (sometimes known as a fictional character ) is a person or other

being in a narrative (such as a novel , play , television series , film , or video game ).The
character may be entirely fictional or based on a real- life person, in which case the distinction of
a "fictional" versus "real" character may be made. Derived from the ancient Greek word
χαρακτήρ, the English word dates from the Restoration although it became widely used after its
appearance in Tom Jones in 1749. From this, the sense of "a part played by an actor" developed.
(Before this development, the term dramatis personae, naturalized in English from Latin and
meaning "masks of the drama," encapsulated the notion of characters from the literal aspect of
masks.) Character, particularly when enacted by an actor in the theatre or cinema, involves "the
illusion of being a human person". In literature, characters guide readers through their stories,
helping them to understand plots and ponder themes. Since the end of the 18th century, the
phrase "in character" has been used to describe an effective impersonation by an actor. [6] Since

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the 19th century, the art of creating characters, as practiced by actors or writers, has been called
characterization.

Conflict (narrative)

Traditionally, conflict is a major literary element of narrative or dramatic structure that

creates challenges in a story by adding uncertainty as to whether the goal will be achieved. In
works of narrative, conflict is the challenge main characters need to solve to achieve their goals.
However, narrative is not limited to a single conflict. While conflicts may not always resolve in a
narrative, the resolution of a conflict creates closure or fulfillment, which may or may not occur
at a story's end.

Basic nature

Conflict in literature refers to the different drives of the characters or forces involved.
Conflict may be internal or external—that is, it may occur within a character's mind or between a
character and exterior forces, (or point(s) of view). Conflict is most visible between two or more
characters, usually a protagonist and an antagonist /enemy / villain, but can occur in many
different forms. A character may as easily find himself or herself in conflict with a natural force,
such as an animal or a weather event, like a hurricane. The literary purpose of conflict is to create
tension in the story, making readers more interested by leaving them uncertain which of the
characters or forces will prevail.

There may be multiple points of conflict in a single story, as characters may have more
than one desire or may struggle against more than one opposing force. When a conflict is
resolved and the reader discovers which force or character succeeds, it creates a sense of closure.
Conflicts may resolve at any point in a story, particularly where more than one conflict exists,
but stories do not always resolve every conflict. If a story ends without resolving the main or
major conflict(s), it is said to have an "open" ending. Open endings, which can serve to ask the
reader to consider the conflict more personally, may not satisfy them, but obvious conflict
resolution may also leave readers disappointed in the story.

Classification

The basic types of conflict in fiction have been commonly codified as "man against man",
"man against nature", and "man against self." Although frequently cited, these three types of
conflict are not universally accepted. Ayn Rand , for instance, argued that "man against nature"
is not a conflict because nature has no free will and thus can make no choices. Sometimes a

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fourth basic conflict is described, "man against society". Some of the other types of conflict
referenced include "man against machine" (The Terminator, Brave New World), "man against
fate" (Slaughterhouse Five), "man against the supernatural" (The Shining) and "man against
God" (A Canticle for Leibowitz ).

Man against man

"Man against man" conflict involves stories where characters are against each other. This
is an external conflict. The conflict may be direct opposition, as in a gunfight or a robbery, or it
may be a more subtle conflict between the desires of two or more characters, as in a romance or a
family epic. This type of conflict is very common in traditional literature, fairy tales and myths.
One example of the "man against man" conflict is the relationship struggles between the
protagonist and the antagonist stepfather in This Boy's Life. [13] Other examples include
Dorothy's struggles with the Wicked Witch of the West in The Wonderful Wizard of Oz and
Tom Sawyer’s confrontation with Injun Joe in The Adventures of Tom Sawyer.

Man against nature

"Man against nature" conflict is an external struggle positioning the character against an
animal or a force of nature, such as a storm or tornado or snow. The "man against nature"
conflict is central to Ernest Hemingway’s The Old Man and the Sea, where the protagonist
contends against a marlin. It is also common in adventure stories, including Robinson
Crusoe .Man vs. Wild not only takes its name from this conflict, but it is also a great example,
featuring Bear Grills and his attempts to keep nature at bay.

Man against self

"man against self" conflict, the struggle is internal. A character must overcome her/his
own nature or make a choice between two or more paths—good and evil; logic and emotion. A
serious example of "man against himself" is offered by Hubert Selby Jr.'s 1978 novel Requiem
for a Dream , which centers around stories of addiction .In the novel Fight Club by Chuck
Palahniuk , published in 1994, as well as in its 1999 film adaptation , the unnamed protagonist
struggles against himself in what is revealed to be a case of dissociative identity disorder .
Bridget Jones's Diary also focuses on internal conflict, as the titular character deals with her own
neuroses and self-doubts.

Man against society

Sometimes a fourth basic conflict is described, "man against society". Where man stands
against a man-made institution (such as slavery or bullying), "man against man" conflict may
shade into "man against society". In such stories, characters are forced to make moral choices or
frustrated by social rules in meeting their own goals. The Handmaid's Tale, The Man in the High

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Castle and Fahrenheit 451 are examples of "man against society" conflicts. So is Charlotte's Web
, in which the pig Wilbur fights for his survival against a society that raises pigs for food.

Dialogue in writing

This article is about dialogue in literature. For other uses, see Dialogue
(disambiguation) .Dialogue , in literature, is a verbal exchange between two or more characters
(but can also involve strategic use of silence . If there is only one character talking aloud, it is a
monologue .

Identifiers

"This breakfast is making me sick," George said. The George said is the identifier. Said is the
verb most writers use because reader familiarity with said prevents it from drawing attention to
itself. Although other verbs such as ask, shout , or reply are acceptable, some identifiers get in
the reader's way.

For example:

"Hello," he croaked nervously, "my name's Horace."

"What's yours?" he asked with as much aplomb as he could muster.

Another example is:

"My name is Peg, what's yours?" I asked.

"My name is William, but my friends call me Will," said Will.

Literary genre

A literary genre is a category of literary composition. Genres may be determined by

literary technique, tone , content , or even (as in the case of fiction) length. They generally move
from more abstract, encompassing classes, which are then further sub-divided into more concrete
distinctions. [1] The distinctions between genres and categories are flexible and loosely defined,
and even the rules designating genres change over time and are fairly unstable. Much of current
classical literary genres starting with the ideologies of Aristotle as outlined in his famous
treatises, Rhetoric and Poetics. In the treatise Rhetoric, Aristotle arranges rhetorical literary
genres into three categories: the deliberative, forensic, and epideictic.[3] He further categorizes
genres of poetry in his treatise Poetics, where he also creates three different genre forms: the epic
, tragedy , and comedy.[3] Aristotle's ideas regarding literary genre were fine-tuned through the
work of other scholars.

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Genres can all be in the form of prose or poetry. Additionally, a genre such as satire, allegory or
pastoral might appear in any of the above, not only as a subgenre (see below), but as a mixture of
genres. Finally, they are defined by the general cultural movement of the historical period in
which they were composed. Genre should not be confused with age categories, by which
literature may be classified as either adult, young adult, or children’s. They are also not the same
as 'format', such as graphic novel or picture book sub-genre. Foundation of genre with Aristotle
Genre ideology began to truly develop with the ideologies and written works of Aristotle, who
applied biological concepts to the classification of literary genres. These classifications are
mainly discussed in his treatises Rhetoric and Poetics. In these treatises, he outlines rhetorical
literary genres as well as prose and poetry genres. In Rhetoric, Aristotle introduces three new
rhetorical literary genres: deliberative, forensic, and epideictic. He discusses the goals of the
orators in what they hope to accomplish through the use of these rhetorical genres. In his treatise
Poetics, Aristotle discusses three main prose/poetry genres: the epic, tragedy, and comedy. He
discusses these genres as chief forms of imitative poetry, noting that they are representations and
imitations of human emotions and characteristics.

Narration

Narration is the use of a written or spoken commentary to convey a story to an audience.

Narration is conveyed by a narrator: a specific person or unspecified literary voice, developed by
the creator of the story, to deliver information to the audience, particularly about the plot (the
series of events). Narration is a required element of all written stories (novels, short stories,
poems, memoirs, etc.), with the function of conveying the story in its entirety. However,
narration is merely optional in most other storytelling formats, such as films, plays, television
shows, and video games, in which the story can be conveyed through other means, like dialogue
between characters or visual action. The narrative mode encompasses the set of choices through
which the creator of the story develops their narrator and narration:

Narrative point of view, perspective, or voice: the choice of grammatical person used by the
narrator to establish the whether or not the narrator and the audience are participants in the story;
also, this includes the scope of the information or knowledge that the narrator presents Narrative
tense : the choice of either the past or present grammatical tense to establish either the prior
completion or current immediacy of the plot Narrative technique : any of the various other
methods chosen to help narrate a story, such as establishing the story's setting (location in time
and space), developing characters , exploring themes (main ideas or topics), structuring the plot ,
intentionally expressing certain details but not others, following or subverting genre norms, and
using various other storytelling devices and linguistic styles .

Pace (narrative)

In literature, pace, or pacing is the speed at which a story is told—not necessarily the
speed at which the story takes place. The number of words needed to write about a certain event

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does not depend upon how much time the event takes to happen; it depends upon how important
that moment is to the story. The pace is determined by the length of the scenes, how fast the
action moves, and how quickly the reader is provided with information. It is also sometimes
dictated by the genre of the story: comedies move faster than dramas; action adventures move
faster than suspense. A dragging pace is characteristic of many novels turned down by
publishers, and of some that find their way into print but not into the hearts and
recommendations of readers. Most rejected manuscripts move too slowly, encouraging readers to
put them down.

Plot (narrative)

In a literary work, film, or other narrative, the plot is the sequence of events where each
affects the next one through the principle of cause-and-effect . The causal events of a plot can be
thought of as a series of events linked by the connector "and so". Plots can vary from the simple
—such as in a traditional ballad—to forming complex interwoven structures, with each part
sometimes referred to as a subplot or imbroglio. Plot is the cause‐and‐effect sequence of main
events in a story. The story events are numbered chronologically; the red plot events are also
connected logically by "so". Plot is similar in meaning to the term storyline. In the narrative
sense, the term highlights important points which have consequences within the story, according
to American science fiction writer Ansen Dibell . The term plot can also serve as a verb,
referring to either the writer's crafting of a plot (devising and ordering story events), or else to a
character's planning of future actions in the story.

The term plot , however, in common usage (for example, a "movie plot") can mean a narrative
summary or story synopsis , rather than a specific cause-and-effect sequence.

Point of view

There has been an ongoing debate on the nature of narrative point of view. A variety of
different theoretical approaches have sought to define point of view in terms of person,
perspective, voice, consciousness, and focus. Narrative perspective is the position and character
of the storyteller, in relation to the narrative.

Scene (performing arts)

Theatre

In drama, a scene is a unit of action, often a subdivision of an act.

French scene

A "French scene" is a scene in which the beginning and end are marked by a change in
the presence of characters onstage, rather than by the lights going up or down or the set being
changed.

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Obligatory scene

From the French scène à faire, an obligatory scene is a scene (usually highly charged with
emotion) which is anticipated by the audience and provided by an obliging playwright. An
example is Hamlet 3.4, when Hamlet confronts his mother.

Film

In filmmaking and video production , a scene is generally thought of as a section of a

motion picture in a single location and continuous time made up of a series of shots , which are
each a set of contiguous frames from individual cameras from varying angles.

A scene is a part of a film, as well as an act, a sequence (longer or shorter than a scene), and a
setting (usually shorter than a scene). While the terms refer to a set sequence and continuity of
observation, resulting from the handling of the camera or by the editor, the term "scene" refers to
the continuity of the observed action: an association of time, place, or characters. The term may
refer to the division of the film from the screenplay, from the finished film, or it may only occur
in the mind of then spectator who is trying to close on a logic of action.

For example,

Parts of an action film at the same location that play at different times can also consist of
several scenes. Likewise, there can be parallel action scenes at different locations usually in
separate scenes, except that they would be connected by media such as telephone, video, etc.

Due to the ability to edit recorded visual works, a movie scene is much shorter than a stage play
scene. Because of their frequent appearance in films, some types of scenes have acquired names,
such as love scene, sex scene, nude scene, dream scene, action scene, car chase scene, crash
scene, emotional scene, fight scene, or tragedy scene.

There is usually an opening scene and a closing scene. In contrast, the traditional movie
script is divided into acts, but those categories are less frequently used in the digital technology.
The scene is important for the unity of the action of the film, while a stage drama is typically
divided into acts. The division of a movie into scenes is usually done in the script. Some action
scenes need to be planned very carefully.

Setting (narrative)

A setting (or backdrop) is the time and geographic location within a narrative, either
nonfiction or fiction. It is a literary element. The setting initiates the main backdrop and mood
for a story. The setting can be referred to as story world or milieu to include a context (especially
society) beyond the immediate surroundings of the story. Elements of setting may include

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culture, historical period, geography, and hour. Along with the plot, character, theme, and style,
setting is considered one of the fundamental components of fiction.

Role

Setting may refer to the social milieu in which the events of a novel occur. The elements
of the story setting include the passage of time, which may be static in some stories or dynamic
in others with, for example, changing seasons.

A setting can take three basic forms. One is the natural world, or in an outside place. In this
setting, the natural landscapes of the world play an important part in a narrative, along with
living creatures and different times of weather conditions and seasons. The second form exists as
the cultural and historical background in which the narrative resides. Past events that have
impacted the cultural background of characters or locations are significant in this way. The third
form of a setting is a public or private place that has been created/maintained and/or resided in
by people. Examples of this include a house, a park, a street, a school, etc.

Writing style

In literature, writing style is the manner of expressing thought in language characteristic

of an individual, period, school, or nation. As Bryan Ray notes, however, style is a broader
concern, one that can describe "readers' relationships with, texts, the grammatical choices writers
make, the importance of adhering to norms in certain contexts and deviating from them in others,
the expression of social identity, and the emotional effects of particular devices on audiences."
Thus, style is a term that may refer, at one and the same time, to singular aspects of an
individual's writing habits or a particular document and to aspects that go well-beyond the
individual writer. Beyond the essential elements of spelling , grammar , and punctuation ,
writing style is the choice of words , sentence structure, and paragraph structure, used to convey
the meaning effectively. The former are referred to as rules, elements, essentials, mechanics, or
handbook; the latter are referred to as style, or rhetoric. The rules are about what a writer does;
style is about how the writer does it.

While following the rules drawn from established English usage, a writer has great flexibility in
how to express a concept. The point of good writing style is to express the message to the reader
simply, clearly, and convincingly; keep the reader attentive, engaged, and interested; not to
display the writer's personality; demonstrate the writer's skills, knowledge, or abilities; although
these are usually evident and are what experts consider the writer's individual style.

Suspense

Suspense is a state of mental uncertainty, anxiety, being undecided, or being doubtful. In

a dramatic work, suspense is the anticipation of the outcome of a plot or of the solution to an

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uncertainty, puzzle, or mystery, particularly as it affects a character for whom one has
sympathy .However, suspense is not exclusive to fiction.

Tone (literature)

In literature, the tone of a literary work expresses the writer's attitude toward or feelings
about the subject matter and audience.

Overview

Depending upon the personality of the writer and the effect the writer wants to create, the work
can be formal or informal, sober or whimsical, assertive or pleading, straightforward or sly. In
determining the attitude, mood, or tone of an author, one could examine the specific diction used.

When one writes, images and descriptive phrases can transmit emotions across—guarded
optimism, unqualified enthusiasm, objective indifference, resignation, or dissatisfaction. [10]
Some other examples of literary tone are: airy, comic, condescending, facetious, funny, heavy,
intimate, ironic, light, modest, playful, sad, serious, sinister, solemn, somber, and threatening.

Difference from mood

Tone and mood are not the same, although they are frequently confused. The mood of a piece of
literature is the feeling or atmosphere created by the work, or, said slightly differently, how the
work makes the reader feel. Mood is produced most effectively through the use of setting, theme,
voice and tone, while tone is how the author feels about something.

Writer's voice

Grammatical voice .

The writer's voice is a metaphorical term by which some critics refer to distinctive features of a
written work in terms of spoken utterance. The voice of a literary work is then the specific group
of characteristics displayed by the narrator or poetic "speaker" (or, in some uses, the actual
author behind them), assessed in terms of tone, style, or personality. Distinctions between
various kinds of narrative voice tend to be distinctions between kinds of narrator in terms of how
they address the reader (rather than in terms of their perception of events, as in the distinct
concept of point of view). Likewise in non-narrative poems, distinctions can be made between
the personal voice of a private lyric and the assumed voice (the persona) of a dramatic
monologue.

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P oetry: Analysis through Form

Understanding Interpreting poetry can be done through careful analysis of the structure of
It’s form. As there are many different forms, only a few will be looked at—
Which are classified under Eastern poetry (mostly Japanese), Western
Poetry, and Filipino poetry (most of which are written in Filipino).

Each form is restricted by several different elements like syllable count, line
Count, stanza length, and rhyme scheme, to name a few.

Through these restriction on form, the way poem is read (out loud or
Silently) drastically changes, as it may emphasize parts of the poem more
Than other parts. Identifying what form is used and how it is used can aid
In understanding the author’s intended meaning.

Knowledge . Eastern Poetry: haibun, tanka, haiku

. Western Poetry: sonnet, sestina, villanelle, English

Haiku
. Filipino Poetry: tanaga, Filipino haiku

Skills . Critical Thinking

Shakespeare is one of the most recognizable writers even up to present time. He wrote
plays as well as poems known as sonnets. Among the many that he wrote one of the most well-
known is sonnet 18.

Shall I compare thee to a summer’s day?

Thou art lovelier and more temperate:
Rough winds do shake the darling buds of May,
And summer’s lease hath all too short a date:
Sometime too hot eye of heavens shines,
And often is his gold complexion dimm’d;
And every fair sometime declines,
By chance, or nature’s changing course, untrimm’d;
But thy eternal summer shall not fade
Nor lose possession of that fair thou ow’st;

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Nor shall Death brag thou wander’st in his shade,
When in eternal lines to time thou grow’st;
So long as men can breathe or eyes can see,
So long lives this, and this gives life to thee.

Read the poem and try to agree with the rest of the class on what the poem means. It should be noted
that this is a sonnet, which follows a specific structure. Observe what this structure is by looking at the
number of lines, the syllable count, and the rhyme scheme.

Answer the following questions:

1. What made it difficult for you to understand the poem?

2. How does the format of the sonnet, particularly the restrictions on the line, affect the way it is
read?

3. Is the rhyme scheme and the syllable count important to the poem? If yes, how so? If no, why?

4. Why do you think Shakespeare used this particular meter (iambic pentameter) in his sonnets
and in his plays)?

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 Kinds of Poetry
There are several kinds of poetry. Below are some examples. Focus on their structure.

Japanese Haiku - short poem with three lines and syllable count of 5-7-5
Contains elements such as kigo (seasonal reference) and
an ikirej (“cutting word”) placed between juxtaposed imagery)

English haiku - similar to a Japanese haiku, but is less restrictive with regard
To the syllable count (due to the language); does not necessarily
Have the same features as a Japanese haiku

Filipino haiku - even less restrictive in the form as the English haiku, and written in
Filipino

Haibun - comparable to the essence of a travel journal, the haibun combines

Prose and poetry; the prose serves to vividly describe the location or
Scene, while the poetry is meant to capture the atmosphere or “feeling”
associated with the scene.

Tanka - Japanese short poem (generally known as waka) with five lines following
a syllable count of 5-7-5-7-7

English/Shakespearean sonnet - fourteen lines, conventionally follows iambic

Pentameter, with a rhyme scheme of a-b-a-b-c-d-c-d-e-f-e-f-g-g

Sestina - six verses with six lines, each following an alternating end word pattern

Villanelle - nineteen-line poem of five tercets and a quatrain; the poem ha two
Refrains and two rhyme patterns repeated throughout, involving the
Alternate repetition of the first and third lines of the first tercet

Tanaga - Filipino poetic form of four lines with seven syllables each, all of which
Rhyme together

Awit - Another Filipino poetic form; emphasizes narrative greatly

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Answer these question.

1. How do the same poetic elements (rhyme, meter, number of lines, verses, etc.) change
the way a poem is read?

2. Is it possible to break the form and still call it that same form (i.e., in the case of the
haiku, from the original Japanese to the English and Filipino counterparts)?

3. Which form do you think is the hardest to write? Why? which form looks the easiest to
write?

4. How does each form contribute to their purpose (e.g., tanka as descriptive poetry, awit
as used in storytelling, sonnet as in shakespeare’s works)?

A five-minute analysis of a poem will be done by each person. Each person looks
for an example of one of them Western poems. The poem will first be read to everyone,
followed by a brief description of the authorial intent. The rest of the allotted time will
be a personal analysis of the poem through the study of its form and how it helped
propagate the author’s intention.

Answer the following question.

1. How was your reading of the poem related to the author’s actual intended
message? What made it easy or difficult to understand?

2. How effectively did the author use the form to convey the message? What can
be improved?

3. Why do you think your partner chose that particular poetic form?

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 FromTheorytoPractice
Poetry Applied: choose a poetic form and write one poem (three poems for those choosing a
form with four or less lines). Work with a partner and read each other’s work. Based on the
form, comment on the poem’s effectiveness in delivering its message.

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Content of Poetry
Understanding Content of poetry comprises the context or the author’s background
the tone or the author’s attitude or personal view toward the subjects,
the symbol or something used to represent something else, the theme
or what the poem is all about, and the motif or the recurring idea in a
poem. Individually, these components have distinct functions that
appeal to the readers, arousing their interest and stirring up in them
feelings or emotions such as love, happiness, excitement,
disappointment, broken heartedness, among others, or points of view
regarding life, technology, beauty, or any other subjects.

 Context (Author’s background)

Knowledge  Tone
 Symbols
 Themes
 Motifs

 Prerequisite Skills: None

Skills  Differentiating theme from motif
 Writing poetry according to content

Across Stick

Context is content of poetry refers to the author’s knowledge of the topic of the poem.
When the author’s knows much about the topic, he/she is able to write well about it.

Acrostic is a kind of poem wherein the first letters of each of the lines spell a word.
Form nine groups. Your teacher will post the word “education” on the board, with the
letters written down vertically. Using a stick, your teacher initially points to the first letter posted on the
board. You are given one minute to write on a sheet of a paper a line that starts with that letter. The line
must be relevant to the idea of the entire word posted. Your teacher will call the next letter, and so on
until all the letters have been used.

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 After the activity, your teacher will collect the group output and assign the class to write
acrostics with your names or nicknames. These acrostics will be presented to the class.

Set the Tone

Tone in poetry refers to the author’s attitude toward the subject. Tone may be serious,
enthusiastic, formal, objective, dramatic, humorous, among others.
Task 1

Jose P. Rizal, Filipino nationalist and polymath, wrote a lot of stories and poems which
have stood the test of decades.

Research on the biography of Jose P. Rizal. Then, complete the time line below by filling
in the boxes with important or striking events in Rizal’s life that might have influenced his works.

Task 2

Rizal is also known for his poems, most of which he wrote while studying in a university in Manila.
Read and analyze the following poem of his and answer the questions that follow.

Education Gives Luster to Motherland

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 By Jose P. Rizal
(Translator Unknown)

Wise education, vital breath

Inspires an enchanting virtue;
She put the Country in the lofty seat
Of endless glory,.of dazzling glow,
And just as the gentle aura’s puff
Do brighten the perfumed flower’s hue:
So education with a wise, guiding hand,
A benefactress, exalts the human band.

Man’s placid repose and earthly life

To education he dedicates
Because of her, art and science are born
Man; and as from the high mount above
The pure rivulet flows, undulates,
So education beyond measure
Gives the country tranquility secure.

Where wise education raises a throne

Sprightly youth are invigorated,
Who with firm stand error they subdue
And with noble ideas are exalted;
It breaks immorality’s neck,
Contemptible crime before it is halted:
It humbles barbarous nations
And it makes of savages champions.
And like the spring that nourishes
The plants, the bushes of the meads,
She goes on spilling her placid wealth,
And with kind eagerness she constantly feeds,
The river banks through which she slips,
And to beautiful nature all she concedes,
So whoever procures education wise
Until the height of honor may rise.

From her lips the waters crystalline

Gush forth without end, of divine virtue,
And prudent doctrines of her faith
The forces weak of evil subdue,
That break apart like the whitish waves
That lash upon the motionless shoreline:

19
 And to climb the heavenly ways the people
Do learn with her noble example.

In the wretched human beings’ breast

The living flame of good she lights
The hands of criminal fierce she ties,
And fill the faithful hearts with delights,
Which seeks her secrets beneficent
And in the love for the good her breast she incites,
And it’s th’ education and pure
Of human life the balsam sure.

And like a rock that rises with pride

In the middle of the turbulent waves
When hurricane and fierce Notus roar
She disregards their fury and raves,
That weary of the horror great
So frightened calmly off they stave;
Such is one by wise education steered
He holds the country’s reins unconquered
His achievements on sapphires are engraved;
The country pays him a thousand honors;
For in the noble breasts of her sons
Virtue transplanted luxuriant flow’rs;
And in the love of good e’er disposed
Will see the lords and governors
The noble people with loyal venture
Christian education always procure.

And like the golden sun of the morn

Whose rays resplendent shedding gold,
And like fair aurora of gold and red
She overspreads her colors bold;
Such true education proudly gives
The pleasure of virtue to young and old
And she enlightens out Motherland dear
As she offers endless glow and luster.

Answer the following questions.

1. What is the poem all about?

2. What is Rizal’s personal view toward the poem’s topic?

20
 3. What specific events in Rizal’s life might have influenced him in writing the poem?

4. As a student, did this poem affect you? If not, why? If yes, in what way?

Task 3
Pick three lines from What do you believe is Provide a one word
The poem the author’s personal Equivalent for that
View. When he wrote Personal view.
This line? Why?

Inter act
Exact from the Rack

A symbol, which is one component of the content of poetry, is something used to

represent something else; i.e., an idea, belief, etc. Through symbols, the author is able to go
beyond the literal meaning of a text and present ideas figuratively. For example, a “blooming
flower” may mean something that is constantly growing or unveiling itself beautifully.

Go back to the poem entitled “Education Gives Luster to Motherland” by Jose P. Rizal.
Identify the symbols that the author used, and point out what these symbols could mean in the
poem. Fill out the table below. You may add extra lines if necessary.

Specific line where the Name the symbol Interpretation

Symbol is used….

21
Task 4
Go to the library and research on three excerpts from poems that use symbols. Then,
write your own four-line stanza using the symbols.

1. From the poem entitled

Written by

Symbol

My own poem:

2. From the poem entitled

Written by

Symbol used

My own poem:

22
 3. From the poem entitled

Written by

Symbol used

My own poem:

You will be graded on the following criteria:

Content - 20%
Organization - 20%
Use of symbols - 40%
Grammar - 20%
100%

Acquire
The theme of the poem is its general central idea. The motif is a recurring idea in the
poem. The former may be stated abstractly or explicitly while the latter is always explicitly and
made obvious through repetition.

23
 Theme for the Team

Symbols aid in both the formation and identification of the central idea of the literary
piece. For example, the symbols wedding rings, engagement ring, dove, confetti, and rice would
give readers the idea that the central idea of the literary piece is marriage.

Form groups of five. All groups must research on four poems and analyze those poems
according to their respective themes. Once analysis has been done, the groups shall plot the
Venn diagram below.

Here’s the catch: there should be only one theme common to all four poems and this
should be written in the space where all circles meet. Two or three poems will have the same
theme which will be written in the space where two or three circles met. So do not just choose
them with poems but choose purposely!

Motif

Literary pieces may also contain recurring words, phrases, or clauses. These are
called motif. A poem’s motif can help establish the theme of the poem by giving reader a clue
on what the poem is about. In the example below, the motif or recurring word is “Dreamland”
and the theme is about appreciation of Disneyland.

(Noun/one word) Dreamland

(Adjective/two words) Colorful, delightful

24
 (Noun/three words) Fantasy, Wishes, Dream

(Interjection/four words) Oh my amazing Dreamland

Now, it’s your turn!

Name your favorite place. Describe it by writing a poem using the pattern given below. Be
sure to mention the name of the place at least twice.

(Noun/one word)

(Adjective/two words)

(Noun/three words)

(Interjection/four words)

Task 5
You can expand the number of lines. As you add more lines, you should add more words
to each line. You can identify the content of the lines you added. But be sure that the only
recurring word you use is that your favorite place. After all, that is what makes it your favorite!

FromTheorytoPractice
Your local tourism office has just announced that they have allotted one slot in their
brochure for a local tourist spot. They have specifies that the writing should be a poem. Now
that you have learned context, tone, symbols, theme, and motif, you have decided to take this
opportunity to submit a poem. Write a three-stanza poem about a tourist spot you’re proud of
in your home place.

Content of Poetry
Understanding Content of poetry comprises the context or the author’s background
the tone or the author’s attitude or personal view toward the subjects,
the symbol or something used to represent something else, the theme
or what the poem is all about, and the motif or the recurring idea in a

25
 poem. Individually, these components have distinct functions that
appeal to the readers, arousing their interest and stirring up in them
feelings or emotions such as love, happiness, excitement,
disappointment, broken heartedness, among others, or points of view
regarding life, technology, beauty, or any other subjects.

 Context (Author’s background)

Knowledge  Tone
 Symbols
 Themes
 Motifs

 Prerequisite Skills: None

Skills  Differentiating theme from motif
 Writing poetry according to content

Across Stick

Context is content of poetry refers to the author’s knowledge of the topic of the poem.
When the author’s knows much about the topic, he/she is able to write well about it.

Acrostic is a kind of poem wherein the first letters of each of the lines spell a word.
Form nine groups. Your teacher will post the word “education” on the board, with the
letters written down vertically. Using a stick, your teacher initially points to the first letter posted on the
board. You are given one minute to write on a sheet of a paper a line that starts with that letter. The line
must be relevant to the idea of the entire word posted. Your teacher will call the next letter, and so on
until all the letters have been used.

After the activity, your teacher will collect the group output and assign the class to write
acrostics with your names or nicknames. These acrostics will be presented to the class.

Set the Tone

Tone in poetry refers to the author’s attitude toward the subject. Tone may be serious,
enthusiastic, formal, objective, dramatic, humorous, among others.
Task 1

Jose P. Rizal, Filipino nationalist and polymath, wrote a lot of stories and poems which
have stood the test of decades.

26
 Research on the biography of Jose P. Rizal. Then, complete the time line below by filling
in the boxes with important or striking events in Rizal’s life that might have influenced his works.

Task 2

Rizal is also known for his poems, most of which he wrote while studying in a university in Manila.
Read and analyze the following poem of his and answer the questions that follow.

Education Gives Luster to Motherland

By Jose P. Rizal
(Translator Unknown)

Wise education, vital breath

Inspires an enchanting virtue;
She put the Country in the lofty seat
Of endless glory,.of dazzling glow,
And just as the gentle aura’s puff
Do brighten the perfumed flower’s hue:
So education with a wise, guiding hand,
A benefactress, exalts the human band.

27
 Man’s placid repose and earthly life
To education he dedicates
Because of her, art and science are born
Man; and as from the high mount above
The pure rivulet flows, undulates,
So education beyond measure
Gives the country tranquility secure.

Where wise education raises a throne

Sprightly youth are invigorated,
Who with firm stand error they subdue
And with noble ideas are exalted;
It breaks immorality’s neck,
Contemptible crime before it is halted:
It humbles barbarous nations
And it makes of savages champions.
And like the spring that nourishes
The plants, the bushes of the meads,
She goes on spilling her placid wealth,
And with kind eagerness she constantly feeds,
The river banks through which she slips,
And to beautiful nature all she concedes,
So whoever procures education wise
Until the height of honor may rise.

From her lips the waters crystalline

Gush forth without end, of divine virtue,
And prudent doctrines of her faith
The forces weak of evil subdue,
That break apart like the whitish waves
That lash upon the motionless shoreline:
And to climb the heavenly ways the people
Do learn with her noble example.

In the wretched human beings’ breast

The living flame of good she lights
The hands of criminal fierce she ties,
And fill the faithful hearts with delights,
Which seeks her secrets beneficent
And in the love for the good her breast she incites,
And it’s th’ education and pure
Of human life the balsam sure.

28
 And like a rock that rises with pride
In the middle of the turbulent waves
When hurricane and fierce Notus roar
She disregards their fury and raves,
That weary of the horror great
So frightened calmly off they stave;
Such is one by wise education steered
He holds the country’s reins unconquered
His achievements on sapphires are engraved;
The country pays him a thousand honors;
For in the noble breasts of her sons
Virtue transplanted luxuriant flow’rs;
And in the love of good e’er disposed
Will see the lords and governors
The noble people with loyal venture
Christian education always procure.

And like the golden sun of the morn

Whose rays resplendent shedding gold,
And like fair aurora of gold and red
She overspreads her colors bold;
Such true education proudly gives
The pleasure of virtue to young and old
And she enlightens out Motherland dear
As she offers endless glow and luster.

Answer the following questions.

5. What is the poem all about?

6. What is Rizal’s personal view toward the poem’s topic?

7. What specific events in Rizal’s life might have influenced him in writing the poem?

8. As a student, did this poem affect you? If not, why? If yes, in what way?

Task 3
Pick three lines from What do you believe is Provide a one word
The poem the author’s personal Equivalent for that
View. When he wrote Personal view.
This line? Why?

29
 Inter act
Exact from the Rack

A symbol, which is one component of the content of poetry, is something used to

represent something else; i.e., an idea, belief, etc. Through symbols, the author is able to go
beyond the literal meaning of a text and present ideas figuratively. For example, a “blooming
flower” may mean something that is constantly growing or unveiling itself beautifully.

Go back to the poem entitled “Education Gives Luster to Motherland” by Jose P. Rizal.
Identify the symbols that the author used, and point out what these symbols could mean in the
poem. Fill out the table below. You may add extra lines if necessary.

Specific line where the Name the symbol Interpretation

Symbol is used….

Task 4

30
 Go to the library and research on three excerpts from poems that use symbols. Then,
write your own four-line stanza using the symbols.

4. From the poem entitled

Written by

Symbol

My own poem:

5.From the poem entitled

Written by

Symbol used

My own poem:

31
 6.From the poem entitled

Written by

Symbol used

My own poem:

You will be graded on the following criteria:

Content - 20%
Organization - 20%
Use of symbols - 40%
Grammar - 20%
100%

Acquire
The theme of the poem is its general central idea. The motif is a recurring idea in the
poem. The former may be stated abstractly or explicitly while the latter is always explicitly and
made obvious through repetition.

Theme for the Team

Symbols aid in both the formation and identification of the central idea of the literary
piece. For example, the symbols wedding rings, engagement ring, dove, confetti, and rice would
give readers the idea that the central idea of the literary piece is marriage.

Form groups of five. All groups must research on four poems and analyze those poems
according to their respective themes. Once analysis has been done, the groups shall plot the
Venn diagram below.

32
 Here’s the catch: there should be only one theme common to all four poems and this
should be written in the space where all circles meet. Two or three poems will have the same
theme which will be written in the space where two or three circles met. So do not just choose
them with poems but choose purposely!

Motif

Literary pieces may also contain recurring words, phrases, or clauses. These are
called motif. A poem’s motif can help establish the theme of the poem by giving reader a clue
on what the poem is about. In the example below, the motif or recurring word is “Dreamland”
and the theme is about appreciation of Disneyland.

(Noun/one word) Dreamland

(Adjective/two words) Colorful, delightful

(Noun/three words) Fantasy, Wishes, Dream

(Interjection/four words) Oh my amazing Dreamland

Now, it’s your turn!

33
 Name your favorite place. Describe it by writing a poem using the pattern given below. Be
sure to mention the name of the place at least twice.

(Noun/one word)

(Adjective/two words)

(Noun/three words)

(Interjection/four words)

Task 5
You can expand the number of lines. As you add more lines, you should add more words
to each line. You can identify the content of the lines you added. But be sure that the only
recurring word you use is that your favorite place. After all, that is what makes it your favorite!

FromTheorytoPractice
Your local tourism office has just announced that they have allotted one slot in their
brochure for a local tourist spot. They have specifies that the writing should be a poem. Now
that you have learned context, tone, symbols, theme, and motif, you have decided to take this
opportunity to submit a poem. Write a three-stanza poem about a tourist spot you’re proud of
in your home place.

Forms of Fiction
Understanding Writing fiction develops one’s creativity and imagination.

Knowledge Fiction
Elements of a story

Skill Identifying elements of fiction

Writing a striking scene for a story

Movie Experience
34
 Recall a recently watched movie with a partner.

Write the most unforgettable scene from the movie in the space provided.

Answer the following questions:

1. Were you able to discuss the movie with your partner?
2. Did he or she enjoy your story about the movie?
3. What made the story you shared unforgettable?
4. If you were to change any part of the story, what would it be, and why?

Story Time

How can honestly save you from too much suffering?

Read the following classic short story carefully and identify the precious elements that
make up the story.

The Necklace
By Guy de Maupassant

She was one of those pretty and charming girl’s born, as though fate had blundered
over her, into a family of artisans. She had no marriage portion, no expectations, no means of
getting known, understood, loved, and wedded by a man of wealth and distinction; and she let
herself be married off to a little clerk in the Ministry of Education. Her tastes were simple
because she had never been able to afford any other, but she was as unhappy as though she
had married beneath her; for women have no caste or class, their beauty, grace, and charm
serving them for birth or family, their natural delicacy, their instinctive elegance, their
nimbleness of wit, are their only mark of rank, and put the slum girl on a level with the highest
lady in the land.

She suffered endlessly, feeling herself born for every delicacy and luxury. She suffered
from the poorness of her house, from its mean walls, worn chairs, and ugly curtains. All these
things, of which other women of her class would not even have been aware, tormented and
insulted her. The sight of the little Breton girl who came to do the work in her little house
aroused heart-broken regrets and hopeless dreams in her mind. She imagined silent
antechambers, heavy with oriental tapestries, lit by torches in lofty bronze sockets, with two
tall footmen in knee-breeches sleeping in large arm-chairs, overcome by the heavy warmth of
the stove. She imagined vast saloons hung with antique skills, exquisite pieces of furniture
supporting priceless ornaments, and small, charming, perfumed rooms, created just for little
parties of intimate friends, men who were famous and sought after, whose homage roused
every other woman’s envious ‘longings.

35
 When she sat down for dinner at the round table covered with a three-days-old cloth,
opposite her husband, who took the cover off the soup-tureen, exclaiming delightedly. “Aha!
Scotch broth! What could be better?” she imagined delicate meals, gleaming silver, tapestries
peopling the walls with folk of a past age and strange birds in fairy forests; she imagined
delicate food served in marvelous dishes, murmured gallantries, listened to with an inscrutable
smile as one trifled with the rosy flesh of trout or wings of asparagus chicken.

She had no clothes, no jewels, nothing. And these were the only things she loved; she
felt that she was made for them. She had longed so eagerly to charm, to be desired, to be
wildly attractive and sought after.

She had a rich friend, an old school friend whom she refused to visit, because she
suffered so keenly when she returned home. She would weep whole days, with grief, regrets,
despair, and misery.

One evening her husband came home with an exultant air, holding a large envelope in
his hand.

“Here’s something for you,”he said.

Swiftly she tore the paper and drew out a printed card on which were these words:

“The Minister of Education and Madame Ramponneau request the pleasure of the
company of Monsieur and Madame Loisel at the Ministry on the evening of Monday, January
the 18th.”

Instead of being delighted, as her husband hoped, she flung the invitation petulantly
across the table, murmuring:

“What do you want me to do with this?”

“Why darling, I thought you’d be pleased. You never go out, and this is a great occasion.
I had tremendous trouble to get it. Everyone wants one; it’s very select, and very few go to the
clerks. You’ll see all the really big people there.”

She looked at him

36
37