SHS

Creative Nonfiction
Module 5
HUMMS - Creative Non-Fiction
Module 5
First Edition, 2020

Copyright © 2020
La Union Schools Division
Region I

All rights reserved. No part of this module may be reproduced in any form without
written permission from the copyright owners.

Development Team of the Module

Author: Reynosa S. Acosta

Editor: SDO La Union, Learning Resource Quality Assurance Team
Illustrator: Ernesto F. Ramos, Jr., P II

Management Team:

ATTY. Donato D. Balderas, Jr.

Schools Division Superintendent
Vivian Luz S. Pagatpatan, Ph.D
Assistant Schools Division Superintendent
German E. Flora, Ph.D, CID Chief
Virgilio C. Boado, Ph.D, EPS in Charge of LRMS
Belen C. Aquino, Ph.D, EPS in Charge of English
Michael Jason D. Morales, PDO II
Claire P. Toluyen, Librarian II
Creative Non-Fiction
Module 5
 Target

Creative nonfiction can be described as a hybrid genre that pulls in

elements of fiction (literary techniques), the writer’s perspective, and
factual information. It is a concept that offers great flexibility and freedom,
while adhering to the basic tenets of nonfiction writing. In creative
nonfiction, writers can be poetic and journalistic simultaneously.

In your previous lesson, you are done with writing a draft of a short
piece using the literary conventions of genre.

This module will let you evaluate other’s drafts based on:
1. Clarity of idea
2. Appropriate choice of literary element
3. Appropriate use of the element
4. Effective combination of the idea and the chosen literary element

After going through this module, you are expected to:

Revise the draft of a short piece using any of the literary

conventions of a genre (e.g. plot for narrative piece)

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 Module Evaluating Other’s Draft
5

(Taken from:https://www.google.com)

The students are evaluating each other’s drafts to improve overall

learning by helping them become better readers, writers, and collaborators.

In Module 4, you are done with writing a draft of a short piece using
the literary conventions of genre.

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 Jumpstart

Activity 1: Agree or Disagree!

Anticipation Reaction Guide

Direction: The following statements enable you to gauge your level of

understanding about clarity of ideas and the literary elements of Creative
Nonfiction . You are required to agree or disagree with each of the following
statements. You will answer the activity in a separate sheet of paper divided
into two columns. The first column will be labeled Before the module study and
the second column will be labeled After the module study. Place a check mark
() on the Before the Module Study column if you agree with the statement and
a cross (X) if you do not agree. Leave the After the Module Study column for
you will answer it in the later part of this module.

Before the After the

Module Statement Module
Study Study
1. Accuracy is the same with clarity.
2. It’s okay to make readers work through
the implications of what you’re saying.
3. The longer the sentence is, the more complex it is
to understand its meaning.
4. To make a thought simpler, provide examples to
the readers.
5. When examples are fun and topical, readers pay
more attention.
6. Writers of creative nonfiction base their stories on
real events.
7. Extensive research is needed so as not to
compromise the truthfulness of the events.
8. To emphasize critical moments, writers slow down
or speed up the pace of the story.
9. The most commonly used point of view for creative
nonfiction is second person.
10. An engaging dialogue grant characters a degree of
individuality.

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Activity 2: Open Notes!

Direction: Recall the literary elements of Creative Nonfiction and their

definition that you are aware off. Write your answers in a separate sheet of
paper.

Notes Box

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Activity #3: Fill Me!
Direction: Fill the following graphic organizer with the three (3) best ideas to
make your narrative written output clear. Give an example to illustrate your
idea. Use a separate sheet of paper for your answer by copying the graphic
organizer in it.

How can we
achieve clarity of
ideas?

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 Discover

1. How to make our ideas clear in creative nonfiction?

Clear writing is a writing that readers can follow.
It’s okay to make readers work through the implications of what you’re
saying, but it’s not okay to make them piece together what you’re
saying in the first place.
Readers must easily understand every point.
We'll explore two tools for increasing clarity:
Simple sentences
Examples and Counterexamples

Simple Sentences
You use plain phrasing.
You use fewer ideas per sentence.

Use plain phrasing where possible.

Here’s a sentence with complex phrasing:
"The obstacle facing media organizations is to chart an
economically sustainable course through a landscape of commodity
journalism.”Let’s rewrite that sentence plainly:
“News companies are having a hard time staying in business
because anyone with a blog or Twitter account can report the news
now."
Simplify your sentences without dumbing down your ideas.

Use fewer ideas per sentence.

Consider this bad paragraph:
“There is a fast-growing collection of data describing the structure and
functional capacity of human gut bacteria in a variety of conditions. Ongoing
efforts to further characterize the multitude of functions of gut bacteria and
the mechanisms underlying its interactions will provide a better
understanding of the role of the microbiome in human health and disease.”

Let’s rewrite it:

“There’s a lot of research on gut bacteria. We’re quickly learning what

roles bacteria play and how they interact with each other. Researchers want
to better understand how these bacteria affect our overall health.”

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 The original paragraph's sentences contained two ideas each. That’s a
problem. Your brain interprets the meaning of a sentence after it's done
reading it. So, the longer the sentence, the more details you hold in your
head at once. That makes understanding a complex point even harder.
Don't be mean to your readers. Make it effortless to read your words.

Beware rephrasing
When authors restate a point, they point it out:
“In other words…”
“That is to say…”
“Put another way…”
These are often red flags: the point that came before needed to be rephrased
to be understood.
Instead, delete the rephrasing and reword the original statement to be self -
evident: use plain wording and use fewer ideas per sentence.
If simplification can't achieve the necessary clarity, it's time to provide
examples.

Provide examples
Providing examples is another tool for improving clarity. Examples make
abstract statements specific. Your brain best remembers things this way.
A few tips for providing examples:

 Provide before and after examples, or counterexamples, to clarify what

you don’t mean. Help readers orient themselves on a spectrum of right
and wrong.
 If you make examples fun and topical, readers pay more attention.
 Examples with many moving parts should be diagrams.
 Don’t waste time with examples if you’re confident your point was self-
evident

Takeaways for clear writing

 If you write something unclear, you're writing for an audience of one:

yourself. You might as well be writing in your diary.
 Instead, be clearer than you think is necessary. Use simple wording,
use simple sentences, and provide examples.
 Simple language doesn't weaken your writing. It strengthens your
points by helping what matters stand out.

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2. What are the elements to choose from when writing nonfiction?
a. Reflection
The subjects in this genre usually center on events of
personal significance to the writer. For this reason, narrative
nonfiction commonly exhibits elements of narrative reflection—
writers provide their thoughts and views on the events and
experiences that have colored their lives. Writers may also
comment on the manner in which these experiences and people
have influenced other aspects of their lives. In such cases, works of
narrative nonfiction resemble the nonfiction genres of memoir or
the personal essay because they serve as a platform for the writer’s
personal views and opinions.

b. Accuracy and Research

First and foremost, writers of narrative nonfiction base their
stories on real events. Although narrative nonfiction typically
reflects on the personal experience of the writer, a writer must
accurately convey the people, places, and events that occur within
the narrative. As a result, a writer may need to conduct extensive
research so as not to compromise the truthfulness of the events
and people discussed. Writers must fluidly and creatively blend
accurate, researched-based details with narrative story-telling
techniques.
The biography is another type of nonfiction that overlaps
with narrative nonfiction as far as attention to facts. Like writers of
narrative nonfiction, writers of biographies research details to
ensure that their work is truthful and accurate. Unlike
biographies, however, narrative nonfiction provides writers with
more creative license to depict people, places, and events.

c. Characterization
Similar to characters in a fiction narrative, characters in a
work of nonfiction can be dynamic and undergo meaningful growth
and change. The author may recall a memory of a person and use
personal perception to further develop the character. The flexibility
of the narrative nonfiction genre allows the writer to fictionalize or
blur certain elements of a character or event. Because a writer
doesn’t know the full and truthful motives or thoughts of a person,
this genre gives license for writers to develop and fictionalize
certain features of an actual person.
Writers may use engaging dialogue to make characters
distinct from one another and grant them a degree of
individuality. Narrative nonfiction allows the writer to develop a
particular conflict (such as character versus society) for characters
that may simplify or not precisely portray the person’s actual life.

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 d. Plot
The plot of a narrative nonfiction work may follow the
structure of a fictional novel, starting with the element of exposition
and moving on to rising action, climax, falling action, and
resolution. This narrative structure allows the writer to bring
cohesion and resolution to real-life events that may not have been
so clearly defined.

e. Narration and Point of View

Sometimes works of nonfiction, like biographies, may
chronicle the life of a person over a span of years. In narrative
nonfiction, writers use techniques such as time sequencing to
jump to or between critical parts of the story. The writer may also
use flash-forward or flashback to move through the plot. Narrative
pacing also enables writers to slow down or speed up the pace of
the story to emphasize critical moments.
As with other narrative forms, writers of narrative nonfiction
can use different narrative point of views, but first person and
third person are the most common. First-person narration enables
writers to express their personal views about real-life people and
events. In third person, the perspective is limited for writers
because they cannot accurately understand the internal thoughts
and motivations of the real people represented by their
characters. Instead, writers must use what they've learned or
observed about the actual people to develop the characters and
events.

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 Explore

Enrichment Activity 1: Am I Clear?

Write the letter of the clearer statement in a separate sheet of paper.

1. a. Extra-solar planet systems can be formed in two ways. In the first, a
terrestrial mass planet forms in the inner disk, while a gas giant forms
beyond the snow line. During the inward migration of the gas giant, the
terrestrial planet is captured in a mean motion resonance where it
remains until migration ceases. In the second, a gas giant can migrate
through a disk of planetismals (minute planets). This results in mean
motion resonances with the gas giant sweeping through the disk of
planetismals, causing material to be either scattered out of the system or
captured into these resonances.
b. Extra-solar planet systems can be formed in two ways: the first is
when a terrestrial mass planet forms in the inner disk, while a gas giant
forms beyond the snow line, causing the terrestrial planet to be captured
in a mean motion resonance during the inward migration of the gas giant
where it remains until migration ceases. Alternatively, a gas giant can
migrate through a disk of planetismals, resulting in mean motion
resonances with the gas giant sweeping through the disk of planetismals,
causing material to be either scattered out of the system or captured into
these resonances.
2. a. The current upsurge in stakeholder dissatisfaction with the outcomes
of local government decision-making is at least partially a consequence of
the predilection against long term planning.
b. The current rise in stakeholder dissatisfaction with local government
decisions is at least partly due to the lack of long term planning.
3. a. Just as we see the events of the novel through Jane’s eyes, we only
learn the story of Mr. Galvez and Berta through what Mr. Galvez tells
Jane, which Jane then tells the reader. As Berta’s voice is excluded, it is
easy to believe Mr. Galvez’ version.
b. Just as the events of the novel are shown to us through Jane’s eyes,
we only learn the story of Mr. Galvez and Berta through what Mr. Galvez
tells Jane and Jane tells the reader. As Berta’s voice is excluded, Mr.
Galvez’ version is easily believed.

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 4. a. Measurement of scanner performance can be achieved through
examination of four criteria: resolution, bit-depth, dynamic range and
software.
b. Scanner performance can be measured by examining four criteria:
resolution, bit-depth, dynamic range and software.

5. a. Breitman argues that when Eichmann and Dannecker talked of a

“final solution” in 1941, they must have intended mass murder. He
claims that , as Heydrich had submitted a proposal to Hitler before the
end of January, this must have been when the Final Solution was
concretely adopted.

b. Breitman argues that because Eichmann and Dannecker talked of a

“final solution” in early 1941, this must have meant that they intended a
program of mass murder. He substantiates this claim by pointing out
that Heydrich had submitted a proposal to Hitler before the end of
January; therefore, this must have been the time that the Final Solution
was concretely adopted.

Assessment Activity :
Direction: Write the CAPITAL letter of your answer in a separate sheet of
paper.

1. People have different ways of learning. Some are better at making mental
pictures of new ideas. Others are more comfortable with writing lists of things to
memorize. Certain people can learn best when listening to music, while others
need silence to concentrate. Which of the following is the main idea of the
passage?
A. Mental pictures help many to learn.
B. Some people prefer lists to making mental pictures.
C. To learn well you need to be comfortable.
D. Different individuals have different ways of acquiring information.

2. If you hold a piece of copper wire over the flame of a wooden match, heat will
be conducted by the copper wire to your fingers, and you will be forced to drop
the wire. You will, however, still be able to hold the match because wood is a
poor conductor of heat. Which of the following is implied in the passage above?
A. Copper is a good conductor of heat.
B. Matches should be made of copper.
C. Wood and copper conduct heat equally.
D. Wood is an excellent conductor of heat.

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3. Cesar Chavez was an influential leader for farm workers. He fought for
their rights and better working conditions. Chavez led many strikes that
angered farm owners. Eventually he succeeded in getting increased wages
and better living situations for farm workers. The passage indicates that
Chavez changed lives by _____.
A. fighting for the rights of farm owners
B. helping to end the farm workers’ strikes
C. improving the conditions for farm workers
D. working on the farms every day
4. Many people own different pets. Dogs, cats, birds, and fish are common
household pets. Others’ pets are considered to be exotic animals. These include
snakes, lizards, and hedgehogs. According to the passage, snakes are_____.
A. found only in zoos C. uncommon pets
B. to be found in a household with dogs D. not allowed in people’s
homes
5. When cartoonist Charles M. Schulz was a boy in elementary school, other
boys teased him for being small and not very good at sports, and his art
teacher told him he had no talent for drawing. He had few friends and was
too shy to talk to a red-haired girl he admired. Later in life, Schulz used his
childhood experiences in his comic strip Peanuts: the strip’s main character,
the sad and lonely Charlie Brown, represents Schulz as a little boy. Peanuts
was unique at the time because it contained no adult characters. Readers fell
in love with Charlie Brown, and Peanuts eventually became one of the most
popular comic strips of all time. What is the main idea of the passage?
A. Peanuts was the world’s most widely read comic strip.
B. Schulz was a very famous cartoonist.
C. Schulz turned the pain of his youth into success as an adult.
D. The comic strip Peanuts featured children as its only characters.
6. Before giving first aid to an accident victim, you should obtain his or her
consent. Asking for consent takes a simple question. Say to the victim, “I
know first aid, and I can help until an ambulance arrives. Is that okay?”
According to the passage, it is wrong to _____.
A. use first aid on an accident victim without medical training
B. attempt to help an accident victim without permission
C. help a victim before an ambulance arrives
D. call for an ambulance instead of helping the victim

7. Dr. Ellen Ochoa is an inventor and is also the first female Hispanic
astronaut. Her inventions include technology to help robots inspect equipment
in space to maintain safety and quality control on spacecraft. Before retiring,
she logged more than 1,000 hours in space across several space missions.
According to the passage, Dr. Ochoa is the first _____.
A. Hispanic person to travel into space C. woman to travel into space
B. inventor to travel into space D. Hispanic woman to travel into
space

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8. Dogs and cats make very different types of pets. Before deciding whether to
buy or adopt a dog or a cat, prospective owners need to carefully consider
their own lifestyles and personalities. Dogs may make more affectionate
companions, but they require more care and attention. They must be taken out
several times a day and should not be left alone for more than a few hours.
Larger dogs require significant exercise to remain fit and healthy. Cats are
usually more independent in nature and interact less with their owners. Also,
a cat can be left on its own all day, or even for several days, as long as it has
food and clean water to drink. From this passage, a reader can conclude
that _____.
A. owning a cat requires less work than owning a dog
B. people who are away from home during the day should not own a cat
C. people who like to play with their pets should own a cat
D. owning a cat is more responsibility than owning a dog

Enrichment Activity 2: Arrange Me!

Direction: If you are to arrange the sentences to form a comprehensive
paragraph, what could be the arrangement? Write the CAPITAL LETTER of
your answer in a separate sheet of paper.
1. 1. There was desultory conversation, but after a while, a silence fell and
we sat waiting, waiting---waiting.
2. Every chair was filled and some patients were standing.
3. Finally an old man stood up and remarked, “Well, I guess I’ll go home
and die a natural death.”
4. I had been sitting in the doctor’s waiting room for a long time.
A. 1234 B. 3241 C. 3124 D. 4213

2. 1.If you get a present that does not interest him, then your choice of a
gift is a poor one.
2. If you select something that he can enjoy or use, he will appreciate it.
3. Whatever the occasion, you should remember what a person likes
when you buy him a present. That way you can buy an appropriate gift.
4. Whenever you buy a gift, you should always consider the interests of
the receiver.
A. 1234 B. 3241 C. 3124 D. 4321

3. 1. A computer is basically a machine that can make extremely fast

calculations, millions of them a second, and can store facts in its
electronic memory to use in those calculations.
2. For if the programming is wrong, then the answers will be wrong.
3. However, computers can only do what they are told to do. They must
be instructed or “programmed.”
4. It is said, with some justice, that a computer is no better than the
person who runs it.
A. 2134 B. 1342 C. 3124 D. 4321

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4. 1. It shovels information at us in such quantities so relentlessly and with
such impact, we believe it instead of believing our own guts.
2. Television has lied to us about ourselves.
3. We find it harder to understand each other.
4. We find it harder to understand ourselves.
A. 3412 B. 1342 C. 3124 D. 2134

5. 1. Allow plenty of time to get ready so that you wouldn’t be late for your
interview.
2. Before you leave the house, check whether you have a pen or an extra
personal data sheet.
3. Dress appropriately and observe proper grooming to create a good
impression.
4. To prepare for an interview, sleep early in order to be at your best,
both physically and mentally.
A. 1324 B. 2134 C. 3421 D. 4132

6. 1. If you have a green thumb, the rewards are two-fold.

2. If you intend to spend your lazy afternoon in quiet, placid hobbies,
gardening would be your best choice for such leisure time.
3. It relaxes you through your communion with nature.
4. There is no joy comparable to that of harvesting your own crop and
setting it on the table for all to see and enjoy.
A. 1243 B. 2134 C. 3124 D. 4321

Enrichment Activity 3: Simplify Me!

Direction: Choose the best paraphrase from each set of choices. Write the
CAPITAL LETTER of your answer in a separate sheet of paper.

1. Of the 138 million acres of land that Native Americans owned in 1887, 90
million acres were taken away by whites by 1932.
A. Native Americans owned 138 million acres of land in 1887, whereas
whites had only 90M acres.
B. In 1932 alone, the white settlers took 90 million acres of land that
belonged to Native Americans.
C. By 1932, Native Americans had lost almost all of their land.
D. Native Americans owned in 1932 a little more than half of the land
they had owned in 1887.

2. Martha thinks that the issue of adolescent problems is important to write

about.
A. Martha believes that the dream of most adolescents is to write
something important.
B. Martha thinks that adolescents like to write about their problems.

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 C. Martha feels that writing about adolescent problems is worthwhile.
D. Martha thinks that adolescents can write about their problems.

3. Research data suggest that girls who witnessed maternal abuse may tolerate
abuse as adults more than girls who did not.
A. Women who witnessed the abuse of their mother as teens are more
likely to become abusive adults.
B. Women who observed the abuse of their mothers when they were
young are more likely to endure abuse themselves.
C. Girls who testify about maternal abuse tolerate abuse as adults more
readily.
D. Women who were abused as children are more likely to abuse their
own children.

4. A woman who was nominated by the president to head the department was
quickly approved by the board of trustees.
A. The board of trustees agreed with the president to appoint a woman
head of the department.
B. The president quickly approved the decision of the board of trustees.
C. The woman and the president approved the decision of the board of
trustees.
E. The board of trustees approved the woman's interest in being head of
the Department.

Deepen

Activity 1: Quick Quotable

Directions: Use a separate sheet of paper for your answers on this activity.

a. On the left side of the column, write five (5) to six (6) of your most favorite
quotes from people you admire. Write the author’s names below them.
b. In the adjoining column (middle), write your interpretation of the quote
and why it appeals to you.
c. If you are feeling good about it, write down why you consider it a great
quote and write your own ideas about it that are important to you in the
last column(right).

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 Favorite Quotes Your Own Why It Appeals to you/
Interpretation Why do you consider it
a great quote
1.

2.

3.

4.

5.

6.

Activity 2: Daring Doodles

I am challenging you to draw your understanding of the concept

“CREATIVE NONFICTION.” The scoring rubric on the next page will be
used in assessing your outputs.

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17
 Rubric for the Drawing

Category 5 4 3 2
Drawing Drawing is Drawing is Drawing has The drawing
expressive and expressive and few details. It lacks almost
detailed. somewhat is primarily all detail or
Shapes, detailed. Little representation it is unclear
patterns, use has been al with very what the
shading made of little use of drawing is
/texture are pattern, pattern, intended to
used to add shading, or shading or be. Student
interest to the texture. texture. needs to
drawing. Student has Student needs work on
Student has basics, but had to improve control.
great control not “branched” control.
and is able to out.
experiment.
Design/ Student Student Student The student
Compositio applies design applies designapplies design does not
n principles(unit principles(unit
principles(unit appear to be
y, contrast, y, contrast, y, contrast, able to apply
balance, balance, balance, most design
movement, movement, movement, principles to
direction, direction, direction, his/her own
emphasis, and emphasis, and emphasis, and work.
center of center of center of
interest) with interest) withinterest) but
great skill. fair skill. the overall
result is not
pleasing.
Creativity The artwork the artwork The artwork The artwork
demonstrates a demonstrates a demonstrates a demonstrate
challenging satisfactory basic level of s very little
level of level of attention to attention to
production and production and production, production,
creativity as creativity as creativity, and creativity,
well as well as logical problem and problem
outstanding problem solving skills. solving
problem solving skills. skills.
solving skills.
Total Score
Comment/s:
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______________________________________________________________________________
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.

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 Gauge

Activity 1: Work It Out!

Direction: Read and answer carefully. Use another sheet of paper for your
answers.

a. Write your opinion on the situation given. If you are to choose two
(2) literary elements to be used in your output in Creative
Nonfiction, what would they be and why?
b. Apply these literary elements you have chosen to make an output.
c. Read your output silently. Do you think you used the appropriate
literary elements in your output? Justify your answer.
d. Was there an effective combination of the idea and the chosen
literary element/s? Justify your answer.
e. Exchange output with one of your classmates. Judge/Assess
his/her output by answering the same set of questions starting
from c to d.

Activity 2: Let’s Talk it Over!

Direction: Discuss the importance of having clear ideas when writing creative
nonfiction. Write your answer in a separate sheet of paper.

______________________________________________________________________________
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Activity 3: Agree or Disagree!

Anticipation Reaction Guide

Direction: The following statements enable you to gauge your level of

understanding about clarity of ideas and the literary elements of Creative
Nonfiction. You are required to agree or disagree with each of the following
statements. You will answer the activity in the same separate sheet of paper
that you used earlier. Place a check mark () on the After the Module Study
column if you agree with the statement and cross (X) if you do not agree.

Before the After the

Module Statement Module
Study Study
1.Accuracy is the same with clarity.
2. It’s okay to make readers work through
the implications of what you’re saying.
3. The longer the sentence is, the more complex it
is to understand its meaning.
4. To make a thought simpler, provide examples to
the readers.
5. When examples are fun and topical, readers pay
more attention.
6. Writers of creative nonfiction base their stories
on real events.
7. Extensive research is needed so as not to
compromise the truthfulness of the events.
8. To emphasize critical moments, writers slow
down or speed up the pace of the story.
9. The most commonly used point of view for
creative nonfiction is second person.
10. An engaging dialogue grant characters a
degree of individuality.

21
 APPENDIX A

Key Answer

Enrichment Activity 1

1. B
2. B
3. B
4. B
5. A
Assessment Activity

1. D
2. C
3. C
4. C
5. C
6. B
7. D
8. A

Enrichment Activity 2

1. D
2. D
3. B
4. D
5. D
6. B

Enrichment Activity 3

1. B 3. B
2. C 4. A

22
REFERENCES

Printed

Arciaga, Maximina L. et al. 2010. Literatures of the Philippines. Baguio City:

Saint Louis University.

Medriano Jerome P. (2020) Rubrics in Writing a Story Analysis. Retrieved July

25 from http://rubistar.4teachers.org/index.php

Murcia, Loren (2015) Action Research on Student and Pupil Absenteeism in

School. Retrieved September 2 from https:// www.google.com

Murray, Andrew V. 2008. High School Subjects for Self- Study. Quezon City:
Success Unlimited Enterprises.

Website Sources

https://owl.purdue.edu/index.html

https://wabisabilearning.com/blogs/assessment/15-assessment-activities-
fast-formative

https://writingcenter.baruch.cuny.edu/online-resources/writing-
guides/clarity-style/

http://www.butte.edu/departments/cas/tipsheets/style_purpose_strategy/
writing_clearly.html

https://www.julian.com/guide/write/editing-and-style

https://www.lib.sfu.ca/about/branches-depts/slc/writing/style/better-
sentences

https://www.monash.edu/rlo/research-writing-assignments/writing/clear-
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https://www.trainingcoursematerial.com/free-games-
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http://www.wildwords.org/blog/2016/2/16/clarity-of-ideas

https://theartofeducation.edu/2017/03/14/5-types-rubrics-use-art-
classes/

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