11/12

Creative Nonfiction
Quarter 1 – Module 4:
Writing a Draft
of a Short Piece

Grade 11/12-Creative Nonfiction 1

Competency: Writing a Draft of a Short Piece
(HUMSS_CNF11/12-Ib-d-5)
 English – Grade 11/12
English Learning Kit
Writing a Draft of a Short Piece
First Edition, 2020

Published in the Philippines

by the Department of Education
Schools Division of Iloilo
Luna Street, La Paz, Iloilo City

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This English Learning Kit is published to be utilized by the Schools Division

of Iloilo.

ALL RIGHTS RESERVED. No part of this learning resource may be

reproduced or transmitted in any form or by any means electronic or mechanical
without written permission from the Schools Division of Iloilo.

Development Team of English Learning Kit

Writer: Ma. Jonalyn O. Gegato

Illustrators: Armand Glenn S. Lapor, Mark T. Dasa, John Bermudo,

Joven Velasco

Layout Artists: Armand Glenn S. Lapor, Ricky T. Salabe, Jun Victor F. Bactan,
Sanil John S. Perez

Division Quality Assurance Team:

Lilibeth Larupay, Armand Glenn S. Lapor,
Dr. Ruby Therese P. Almencion, Ricky T. Salabe,
Sanil John S. Perez, Ma. Jonalyn O. Gegato, Rita M. Bertomo

Management Team: Ma. Gemma M. Ledesma, Dr. Josilyn S. Solana,

Dr. Elena P. Gonzaga, Donald T. Genine,
Dr. Paul Nestor M. Pingil, Dr. Roel F. Bermejo,
Dr. Nordy D. Siason, Jr. Dr. Lilibeth T. Estoque,
Dr. Azucena T. Falales, Ruben S. Libutaque, Lilibeth E. Larupay,
Dr. Ruby Therese P. Almencion

Grade 11/12-Creative Nonfiction 2

Competency: Writing a Draft of a Short Piece
(HUMSS_CNF11/12-Ib-d-5)
 Introductory Message
Welcome to Grade 11/12 Creative Nonfiction!

The English Learning Kit is a product of the collaborative efforts of the Division
of Iloilo Secondary English Teachers Association (DISETA) and the Division English
Coordinators Association (DECA) writers, illustrators, layout artists, reviewers, editors,
and Quality Assurance Team from the Department of Education, Schools Division of
Iloilo. This is developed to guide you dear learning facilitators in helping our learners
meet the standards set by the K to 12 Curriculum.

The English Learning Kit aims to guide our learners in accomplishing activities
at their own pace and time. This also aims to assist learners in developing and
achieving the lifelong learning skills while considering their needs and situations.

For the learning facilitator:

The English Learning Kit is developed to address the current needs of the
learner to continue learning in the comforts of their homes or learning centers. As the
learning facilitator, make sure that you give them clear instructions on how to study
and accomplish the given activities in the material. Learner’s progress must be
monitored.

For the learner:

The English Learning Kit is developed to help you, dear learner, in your needs
to continue learning even if you are not in school. This learning material aims to
primarily provide you with meaningful and engaging activities for independent learning.
Being an active learner, carefully read and understand to follow the instructions given.

Grade 11/12-Creative Nonfiction 3

Competency: Writing a Draft of a Short Piece
(HUMSS_CNF11/12-Ib-d-5)
 Writing a Draft of a Short Piece

BEGIN

Hello Senior High School Learners! Do you

know that writing skill is essential for any learner to
acquire? This skill must just be hiding within you and
waiting to be discovered.
Through writing, you can express your thoughts
and share your most significant and memorable
experiences. Also, you can have an avenue to reflect
on the real events or occurrences happening around
you.
Thus, this learning material will help you unleash
your writing prowess by writing a draft of a short piece
following some guidelines.
Happy Writing!

TARGETS

At the end of this lesson, you should be able to:

1. identify the elements of the different literary genres; and
2. write a draft of a literary piece based on the following guidelines:
a. choosing a topic
b. formulating a thesis statement
c. organizing and developing ideas
d. using any literary conventions of a genre
e. ensuring that theme and technique are effectively developed

Grade 11/12-Creative Nonfiction 4

Competency: Writing a Draft of a Short Piece
(HUMSS_CNF11/12-Ib-d-5)
 TRY THIS

Activity 1
DEFINE ME RIGHT!
A. Directions: Identify what is being described in each sentence. Choose your
answer from the pool of words below and write them in your CNF
activity notebook.

LITERATURE CREATIVE NONFICTION

ESSAY BIOGRAPHY LITERARY GENRE

1. This refers to a category of literary composition determined by literary

techniques, tone, content, or length.
2. This refers to works of the creative imagination, including poetry, drama, fiction,
nonfiction, journalism and song.
3. This is described as a prose composition of moderate length, usually expository
in nature, which aim to explain or elucidate an idea.
4. It is a factual account of a person’s life written by someone other than the
subject.
5. It is a particular type of literature, painting, music, film, or other art form which
people consider as a class because it has special characteristics.

B. Directions: Match the guidelines on writing a first draft of a piece in column B

with its definition in column A. Write only the letter of the correct
answer in your CNF activity notebook.

Column A
Column B

6. It refers to the writing of a one- sentence summary A. Organization of Ideas

that guides, controls and unifies ideas when writing
a paper.

7. It is the use of literary composition determined B. Formulating the Thesis by

literary techniques, tone, content or length Statement
8. It is the use of the central controlling idea and C. Use of Literary Genre
symbolism, imagery and figurative language
in a write-up.
9. It is the presentation of a write up in D. Choosing the Topic
a logical manner.
10. It includes brainstorming to generate ideas and E. Ensuring the Effective
dealing with a specific area of personal Development of Theme
experience, interest or expertise. and Technique

Grade 11/12-Creative Nonfiction 5

Competency: Writing a Draft of a Short Piece
(HUMSS_CNF11/12-Ib-d-5)
 RECALL

In your previous lesson, you have

learned how to analyze factual/nonfictional
elements in the texts. I am sure you have
learned so much about it. To review your
previous lesson, accomplish the activity below.

Activity 2
FIND THE RIGHT CHOICE!
A. Directions: Identify what is being described in each sentence. Choose from
the pool of words below. Write the correct answer in your CNF activity
notebook.

characters setting dialogue

theme plot music

1. They are the individuals in a story.

2. It discusses what the play is all about.
3. It is a series of events and scenes that occur in a story.
4. These are the speeches that the characters say to each other.
5. It is the surroundings and time in which the events of a story take place.

B. Directions: Identify what figure of speech is being described in each sentence.

Write only the letter of the correct answer in your activity notebook.

6. She is a phantom of delight. A. Paradox

7. My love is like a red red rose, that’s B. Metaphor

newly sprung in June.
C. Oxymoron
8. The wind whistled in my ears.
D. Simile
9. “Parting is such a sweet sorrow.”
E. Personification
10. A million dreams are keeping me awake.

Grade 11/12-Creative Nonfiction 6

Competency: Writing a Draft of a Short Piece
(HUMSS_CNF11/12-Ib-d-5)
 DO THIS

Activity 3
GETTING TO KNOW EACH OTHER
Directions:
1. Choose two to three members of your family then conduct series of
interviews.
2. Copy this table and write the answers on your activity notebook.

Name of Interviewee: ______________________________

QUESTIONS ANSWERS

1. What color do you prefer?

2. What is your favorite dish?

3. What do you usually do during

your free time?

4. When it comes to fashion, are you

a trendsetter or a follower?

5. What kind of music do you like to

listen to?

3. After completing this table, you may now start asking more questions
to know more about one another and to share some significant and
remarkable experiences.

4. This time, you are to work on your own. Write down the things you
have learned from your family. Do they have the same likes and
dislikes? How are they different from you? Write down your
observations in your activity notebook.

Grade 11/12-Creative Nonfiction 7

Competency: Writing a Draft of a Short Piece
(HUMSS_CNF11/12-Ib-d-5)
 ACTIVITY 4
READ ON!
Directions: Read and analyze the essay. Then answer the questions in your CNF
activity notebook.

Where Am I?
by Jann Carmel B. Matchan

I slowly opened my eyes waking up in a four walled white room. I was lying on
the bed alone, with a blanket covering my body. I got up and looked around realizing
that there is nothing in here but a single bed and me. Everything was white, I am even
wearing some white pajamas. I suddenly feel strange. I was alone in this huge room,
but it suffocates me. Where Am I?
I could hear the droplets of the rain hitting the roof. Is it raining? I slowly went
to the door ready to turn the nob when I heard some laughters. Curiosity kills me, then
I opened it. The first thing that got my attention were the green grasses. I walked out
of the room realizing I was on a different place. Where Am I?
A kid bumped into me, "Ay, sorry nang!" I smiled at her and looked around, I
was at the park and the laughters came from the kids playing in here. They were
running and playing around. I stopped when I remembered something. That kid was
familiar. I think I saw her somewhere else. My eyes widened and I grasped for air when
I realized that the kid was me. She was me when I was just 7 years old.
The 7 year old me was happily playing around the park. She was laughing so
loud when one of her friends was running after her. I was just there watching when
suddenly she slipped. I was about to run to catch her when a woman suddenly helped
her up. That’s my mom. She comforted the little girl because she was crying so loud.
Then suddenly everything went blank. Another image flashed in front me. I
was walking alone in an unfamiliar street. No one was in there but me. Then I
stopped in a door. I opened it and saw someone. It’s a girl sitting on a table full of
books and notebooks. She was very busy. Was she studying? I looked around and
asked, where Am I?
Then another person came running, "Carmel tapos kaw rn sa aton
assignment?" He asked the girl on the table. Then it came to my senses that I was in
a library. But wait. Was that girl me? I looked at her direction again and realized that
indeed, she was me. That girl was me when I was on my junior high school years.
The girl looked at her friend, "Wait lang kim, wara pa ako ka tapos." Tears hiding
behind her eyes was about to fall. She was starting to cram and get hysterical as the
due of her assignment drew near. I wanted to go to her but her friend Kim was already
comforting her.

Grade 11/12-Creative Nonfiction 8

Competency: Writing a Draft of a Short Piece
(HUMSS_CNF11/12-Ib-d-5)
 I walked out of the library and my foot brought me to another place. Where Am
I? Then I remembered it. Oh oh! This was the place where I confessed to my first ever
crush. And there, I saw myself walking towards someone. "Sorry, bata pa kita ma
eskwela ta anay mayad." I heard my crush saying these painful words to the 15 year
old me. My first ever heart break. It was a new feeling for me and I cried a lot that time.
I saw myself running out of the place, leaving her crush.
While I was standing in the same place a group of friends passed by. I followed
them and saw where they were going. They were heading to the SHS building. While
walking, I stopped in a classroom. Inside I saw some students who were attentive to
a teacher speaking in front of them. I stalked at them by the window. And again, I saw
myself. She was sitting beside her friends, listening to the teacher while sneaking
some curls out to eat every time the teacher was not looking. That made me laugh.
Then all of a sudden, I felt that someone was touching me. I can even hear
voices, though not clear. Then everything turned fuzzy. I opened my eyes slowly,
Where Am I? I looked around and realized I was in my room and it was raining outside.
What was that? I asked myself. Was it a dream? "Carmel dasiga, mapa enroll
ka pa sa college tulad." Woah, it was all but a dream. A throwback of both my sad and
funny memories. Cool! I got out of the bed and prepared for a whole new day.
Source: Jann Carmel B. Matchan (Iloilo, July 17, 2020).

1. What is the selection all about?

2. What type of literary genre was the selection? Support your answer.
3. What special events in the author’s life were mentioned in the text? Relate
them to your personal experience, if there are.
4. What meaning can you infer from the title, "Where am I”? What kind of
impact does it give its readers? Explain.
5. What do you think is the general message of the author?

EXPLORE
E
Great! You did a wonderful job in providing
possible solutions in the preliminary activities. Now
let us connect your responses to the following
questions. Write your answers in your activity
notebook.

1. How did you find the given activities?

2. What literary genres are you most interested in?
3. What do you think will be your goal/purpose as a writer?
4. What topics are you interested to write on?
5. What do you see as your strengths and weaknesses as a writer?
Grade 11/12-Creative Nonfiction 9
Competency: Writing a Draft of a Short Piece
(HUMSS_CNF11/12-Ib-d-5)
 KEEP THIS IN MIND

Good job! You have successfully accomplished the

challenges in the previous activities.
As a writer, your success lies in your ability to communicate
with your reader in a clear and simple language which contains
the literary genre that best interest you and the elements of humor,
adventure, romance, tragedy, mystery, social purpose and many
others.
Now are you ready? You are all set for the discussion about
writing a draft of a short piece (Fiction, Poetry, Drama, etc.) using
any of the literary conventions of genre and following some
pointers.

GUIDELINES IN WRITING A FIRST DRAFT

A first draft is a rough stage. When you write a first draft, just get your ideas into
sentences and paragraphs. The following are the steps in writing the first draft of any
piece.
1. CHOOSE THE TOPIC1.
Choosing the topic to write on should be the first thing to do. Once
there is a topic, you can now start writing; however, there are certain
things to bear in mind in choosing for a topic.

▪ Generate ideas through brainstorming. It involves using a loose

structure of questions to stimulate ideas about a topic.
▪ Limit the topic. This allows you to deal with a specific area of
personal experience, interest or expertise.
▪ State your topic clearly and convert it into a specific problem.

For example:
Topic: Internet (broad topic)
How does internet impact people’s lives nowadays?
What are the use and significance of internet?

For example:
Topic: Childhood (broad topic)
What are my most unforgettable childhood memories?

1
Merna G. Rico Lopez and Ma. Asuncion Christine V. Dequilla, et al., Study and Thinking Skills in English
(Iloilo City, Philippines: M. Malones Printing Press, 2003).

Grade 11/12-Creative Nonfiction 10

Competency: Writing a Draft of a Short Piece
(HUMSS_CNF11/12-Ib-d-5)
 ▪ Narrow topics to specifics. This allows the chosen topic to be
effectively covered in the allotted amount of space.
▪ Determine your audience and purpose for writing. Ask yourself,
who will be reading my work? What is my purpose for writing? Your
language and examples will be based on your audience and
purpose and should suit their interest.

For example:
Internet (broad topic)
The impact of internet in this time of pandemic. (specific topic)

For example:
Childhood (broad topic)
My most unforgettable childhood memories.

2. FORMULATE A THESIS STATEMENT 2.

Thesis statement conveys the central idea of a multiple-
paragraph composition and often indicates how the main idea will be
supported. It states the purpose of the composition. It is a one- sentence
summary that guides, controls and unifies ideas when writing a paper.
Further, it is a statement of position, of belief, or of a point of view, either
your own, or that of someone else such as the author.

How to Write an Effective Thesis Statement

▪ It should be written in a complete sentence with a clearly stated
subject.
▪ It should not be too narrow nor too broad and should contain at
least two details.
▪ Avoid an awkward thesis statement which states the obvious.
▪ Enumerated details should have the same level of significance. If
one of the details can be classified under another detail, you can
omit it.
▪ It should not state an absolute fact because it will not present any
central idea that can be developed further. It should have a point.

2
Jessie S. Barrot, “Thesis Statement, Topic Sentence, and Supporting Details,” in Academic Reading &
Writing for Senior High School (Quezon City, Philippines: C & E Publishing, Inc., 2016), pp. 119-125.

Grade 11/12-Creative Nonfiction 11

Competency: Writing a Draft of a Short Piece
(HUMSS_CNF11/12-Ib-d-5)
 For example:
1. Internet has a great impact nowadays.
(unsupported thesis statement)
Internet has a great impact on people’s lives
nowadays: it becomes the source of information, it allows
communication all over the world possible, and it binds
families. (supported/effective thesis statement)

2. Alvin thinks he has a cold or flu.

(unsupported thesis statement)

Alvin thinks he has a cold or flu because he has a

sore throat, a headache, and a fever.
(effective thesis statement)

3. ORGANIZE AND DEVELOP IDEAS3.

The supporting information in a paragraph should be presented
in a logical order and linked with transitions, repetition of main words,
and in some paragraphs, with a concluding sentence. Five orders are
most frequently used to achieve a logical flow of ideas as stated below:

Organization of Paragraphs
Order Use
Arranges information in time sequence, Gives a
sequence of events; tells what happened first, second,
Chronological (time) third and so on.

Arranges details/information according to space

relationships, from nearest to farthest, top to bottom,
Spatial (space)
left to right and so on.

Ranks information from least important to most

Order of Importance important of vice versa.

Presents information according to similarities and

Comparison and Contrast differences between items

Arranges information so that one point leads logically

Developmental to the next.

3
Forlini, et al., Gary. “Composition-Forms and Process of Writing.” Essay. In Prentice Hall 1
Grammar and Composition, 479–81. Pasig, Philippines: ANVIL Publishing, Inc., 1998

Grade 11/12-Creative Nonfiction 12

Competency: Writing a Draft of a Short Piece
(HUMSS_CNF11/12-Ib-d-5)
 4. USE ANY LITERARY CONVENTIONS OF A GENRE 4.
There are various literary conventions of a genre, but this time let us
focus on creative nonfiction, its three types and elements.

Sample paragraph using order of importance.

The expressions one, even greater, and most significantly indicate that the
paragraph moves from the least important point to the most important.
Internet has a great impact on people’s lives nowadays. One benefit of
internet is it makes communication all over the world possible. Meetings,
conferences and important transactions are held through video/virtual
conferencing. An even greater advantage is it becomes the source of information.
News especially are now watched through internet or other social media
platforms. Most significantly, internet binds families. Parents and children,
grandparents and grandchildren, and other family members can talk and connect
with each other wherever they are through the use of internet.

WHAT IS CREATIVE NON-FICTION?

Creative Nonfiction- is the branch of literature comprising works of
narrative prose dealing with or offering opinions or conjectures upon facts and
reality such as biography, history and essay.
It merges the boundaries between literary art (fiction, poetry) and
research nonfiction (statistical, fact-filled journalism). It is a writing composed
of the real, or of facts, that employs the same literary devices as fiction such as
setting, voice/tone, character development and etc.
Creative nonfiction should (1) include accurate and well-researched
information, (2) hold the interest of the reader, and (3) potentially blur the realms
of fact and fiction in a pleasing, literary style (while remaining grounded in fact).
TYPES OF CREATIVE NONFICTION:
A. Biography- is a factual account of a person’s life written by someone other
than the subject. It is not, however, a mere chronicle of days or
events; rather, it is an overview, an attempt to place the subject
in time and to explain the meaning or importance of his or her life.
Biography are book-length texts that cover the entirety of
another person's life. It examines the same significant life events,
accomplishments and experiences as autobiographies, but

4
May Love A. Salinas, “Introduction to Literary Genres,” slideshare, November 17, 2016,
https://www.slideshare.net/maylov3/introduction-to-literary-genres-mlas.

Grade 11/12-Creative Nonfiction 13

Competency: Writing a Draft of a Short Piece
(HUMSS_CNF11/12-Ib-d-5)
 without the intimacy that comes from the subject himself telling
the story.
You can research the person and their life, and then write
a life story, including details of obstacles and setback that were
overcome, achievements and accomplishments, significance to
the present day.
B. History - involves writing about past events, such as the Civil War and
World War II. It is writing about historical people who are now
deceased, such as Hitler, Stalin, Bin Laden, and Martin Luther
King. It is also sharing a story about ordinary events and ordinary
people, providing the story is interesting.

Different ways to write about history:

▪ Writing a Memoir. It is writing about a period in the person’s life,
not their entire life. Often political leaders write about their
experiences in public office. Anyone can write a memoir,
providing it is interesting and unique. The writer constructs
a true story about a time or period in his/life, one that had
significant personal meaning and a universal truth. The
writer composes the story using the first person “I.”

▪ Writing a Short Profile or Biography Sketch. Instead of writing

a biography, many writers write a biography sketch or
profile of a historical figure, artist, politician, writer,
photographer, even an ordinary person. The sketch is
much shorter than autobiography or biography, usually
between 500 to 2,000 words. Unlike the books of
biography or memoir, the profile or sketch is published in
magazines or newspapers.

▪ Narrative History. You can write a creative nonfiction essay,

based on historical narrative, or a book of narrative history.

C. Essay5. - are generally described as a prose composition of moderate

length, usually expository in nature, which aim to explain or
elucidate an idea, a theory, an impression, or point of view.

Different Types of Essays:

▪ Descriptive essay - It gives a description about a particular topic,
or describes the traits and characteristics of something or
a person

5
Forlini, et al., Gary. “Composition-Forms and Process of Writing.” Essay. In Prentice Hall 1 Grammar
and Composition, 479–81. Pasig, Philippines: ANVIL Publishing, Inc., 1998

Grade 11/12-Creative Nonfiction 14

Competency: Writing a Draft of a Short Piece
(HUMSS_CNF11/12-Ib-d-5)
 ▪ Personal essay- allows you to explore a topic through the lens
of your own, personal experiences, reflections, ideas, and
reactions. It can be one of the most powerful kinds of
writing you get to do, both in its direct connection to you,
the writer, allowing you to engage with material in class at
a very personal, complex, and meaningful level, and also
in the amount of latitude that you as a writer are afforded
in terms of style, technique, and form. The writer crafts and
essay that is based on personal experience or a single
event, which results in significant personal meaning or a
lesson learned. The writer uses the first person “I.”

▪ Reflective Essay- an analytical practice of describing a real or

imaginary scenes, thoughts and adding a personal
reflection

▪ Literary Journalism Essay. The writer crafts an essay about an

issue or topic using literary devices, such as the elements
of fiction and figurative language.

Parts of an Essay6

I. Introductory Paragraph

• The introduction attracts the reader’s interest.

• The thesis sentence states the main idea advanced in the paper.
• The plan of development is a list of the points that support the thesis.
The points are presented in the order in which they will be developed in
the paper.

Example:
The Real Beauty of Life
by Mary Cyrstalline S. Nabua

Tony Robbins once said "Life is a gift and it offers us the privilege,
opportunity and responsibility to give something back by becoming
more." Life is like a limited edition book. So we should do more and be
more while it is still there. It is a God given gift, irreplaceable and limited.

6
Merna G. Rico Lopez and Ma. Asuncion Christine V. Dequilla, et al., Study and Thinking Skills in English
(Iloilo City, Philippines: M. Malones Printing Press, 2003).

Grade 11/12-Creative Nonfiction 15

Competency: Writing a Draft of a Short Piece
(HUMSS_CNF11/12-Ib-d-5)
 II. First Supporting Paragraph
• The topic sentence advances the first supporting point for the thesis, and
the specific evidence in the rest of the paragraph develops that first point.

Example:
However, people nowadays are tied to the thought of gaining
money and making a living. Money is life. Students are fixed with the
thought of being on top and making the best grades. Others are used
to play mobile games 24/7 and do nothing anymore.

III. Second Supporting Paragraph

• The topic sentence advances the second supporting point for the thesis,
and the specific evidence in the rest of the paragraph develops that
second point.

Example:
Why do they not take a break to see how beautiful life is? To touch
the soft sand with our feet, smell the sweet petal of a newly bloomed
flower, breathe the fresh breeze and see the bounty of the earth. In
order for us to do more is to know the value of being less and enough.
Less worries about gaining money that prevents us from doing
something we want. To be contented that we are doing enough. Less
pressure in doing our best is enough. The most important thing about
studying was enjoying while learning.

IV. Third Supporting Paragraph

• The topic sentence advances the third supporting point for the thesis,
and the specific evidence in the rest of the paragraph develops that
third point.

Example:
We have to always remember that life isn't an exam that we
need to know each and every answer. Instead, it is knowing how to
live. Less on spoiling. Giving children their needs is enough. Spoiling
them about their wants is not. Kids must be taught manners and how
to live life simply and happily.

Right now, we can't fully enjoy our activities outside but this is
the time to grab the opportunity and become more responsible of
ourselves. Learn to give more time being productive instead of
slouching. Free your mind from worries and be creative. Do more
now, that there is less work. Discover how beautiful life can be despite
being limited.

Grade 11/12-Creative Nonfiction 16

Competency: Writing a Draft of a Short Piece
(HUMSS_CNF11/12-Ib-d-5)
 V. Summary or Concluding Paragraph

• A summary is a brief restatement of the thesis and its main points.

• A conclusion is a final thought or two stemming from the subject of the
paper.
Example:
To be more is to know less, to be the best is being enough.
Knowing how beautiful life is can ease our mind. Learn to live happily.
Be contented and satisfied. The real beauty of life is living it to the fullest
with no regrets.

ELEMENTS OF NONFICTION:
• Deals only with real people, events, or idea.
• Narrated from point of view, or perspective of the author, who is a real
person.
• Nonfiction presents facts or discusses concepts.
• It may reflect historical context of the time period, including references
to major social and cultural information

5. ENSURE THAT THEME AND TECHNIQUE ARE EFFECTIVELY DEVELOPED 7

Theme - is the central controlling idea or unifying statement of an entire work.
The theme in a story is its underlying message, or ‘big idea’. The
theme is what the text is about. (Menoy, 2017 & Marantan, 2016)

For example:
In the excerpt of the essay below entitled, The Real Beauty of Life
by Mary Cyrstalline S. Nabua, the text revolves around the theme Life.

(1)
Tony Robbins once said "Life is a gift and it offers us the privilege,
opportunity and responsibility to give something back by becoming more." Life
is like a limited edition book. So we should do more and be more while it is still
there. It is a God given gift, irreplaceable and limited.
(2)
However, people nowadays are tied to the thought of gaining money
and making a living. Money is life. Students are fixed with the thought of being
on top and making the best grades. Others are used to play mobile games 24/7
and do nothing anymore.

7
Jesus Z. Menoy, Creative Nonfiction (Mandaluyong, Philippines: Books Atbp Publishing Corp., 2017).
Rizelyn M. Marantan, Creative Writing. (Philippines: Jimcyville Publications. 2016).

Grade 11/12-Creative Nonfiction 17

Competency: Writing a Draft of a Short Piece
(HUMSS_CNF11/12-Ib-d-5)
 Literary Techniques - often use symbolism, imagery, figurative languages
such as simile, metaphor, personification, alliteration, parallelism,
irony and many others. But the most commonly used techniques in
fiction are flashback, foreshadowing, symbol, irony and imagery.
These techniques are used for the purpose of creating a more
interesting, more meaningful, more authentic, and more entertaining
story. (Menoy, 2017)

For example:
Going back to the essay entitled, The Real Beauty of Life by Mary
Cyrstalline S. Nabua, the literary techniques used are figurative
language and imagery which are evident in the following sentences:

1. Life is a gift and it offers us the privilege, opportunity and responsibility to

give something back by becoming more. (metaphor)
2. Life is like a limited edition book. So we should do more and be more while
it is still there. (simile)
3. It is a God given gift, irreplaceable and limited. (symbolism)
4. Money is life. (metaphor)
5. To touch the soft sand with our feet, smell the sweet petal of a newly
bloomed flower, breathe the fresh breeze and see the bounty of the earth.
(imagery)

Grade 11/12-Creative Nonfiction 18

Competency: Writing a Draft of a Short Piece
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 SUM UP

You have just learned about the

guidelines in writing your first draft as well as the
various literary genres and their elements.
Further, you were introduced with the process on
the first draft of writing.

Guidelines in the Writing Process of a First Draft:

1. Choose the Topic.
2. Formulate a Thesis Statement.
3. Organize and Develop Ideas.
4. Use the Literary Conventions of Nonfiction
Types of Nonfiction
▪ Biography
▪ History
▪ Essay
Elements of Nonfiction
• Deals only with real people, events, or idea.
• Narrated from point of view, or perspective of the author, who is
a real person.
• Nonfiction presents facts or discusses concepts.
• It may reflect historical context of the time period, including
references to major social and cultural information
5. Ensure that Theme and Technique are Effectively Developed.

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Competency: Writing a Draft of a Short Piece
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 APPLY WHAT YOU HAVE LEARNED

Now, that you are refreshed with the

literary genres and their respective elements
and have learned the guidelines, you are now
ready to do the following activities.

Activity 5
MAP IT OUT!
Direction: Copy the concept map and answer the activity in your activity notebook.

Question: What comes into your mind when you hear the word COVID19? Write the
words in this web.

COVID19

Grade 11/12-Creative Nonfiction 20

Competency: Writing a Draft of a Short Piece
(HUMSS_CNF11/12-Ib-d-5)
 Activity 6
BUILD YOUR VOCABULARY!
Directions: Before reading the selection, write the synonym or meaning of the
vocabulary words below. This will help you understand the essay better.
Do this in your CNF activity notebook.

1) lockdown - _________________________________________________

2) COVID19 - __________________________________________________

3) frontliner - ___________________________________________________

4) pandemic - __________________________________________________

5) succumb - __________________________________________________

6) genuine - __________________________________________________

The Dark and Bright Sides of Lockdown

By: Florian M. Sicatin

Why do we experience so much suffering? In this world today, that's

understandable. Human is filled with misery caused by war, injustice, poverty, disaster,
sickness and death. And today, we are fighting against COVID19 which is like a thief
at night that steals life and brings a lot of problems to many people especially to the
frontliners who are directly fighting the unseen enemy.
People cry of hunger, suffer from sickness and sometimes die. Many
employees lost their jobs due to lockdown because of this pandemic. That’s why we
suffer from poverty. COVID19 kills millions of people around the world and leaves us
with no choices. It can get anybody’s life. It may be that of the rich, powerful, poor or
innocent. It can harm anytime and anywhere. It is unjust.
However, like what is often said, "Everything happens for a reason". Maybe
COVID19 comes and occurs because we already forget the purpose why we are here
in earth.
Back then, when COVID19 had not come yet, we were always busy gaining
money in anything we do. Sometimes, we had no time for our family and for GOD.
During the lockdown, I realized this pandemic has its brighter side. Because of it, we
have a lot of time for our families. To bond and to deeply know each other. And I
realized that most people have a kind heart to always help others no matter what
obstacles happen. And this pandemic has its purpose for coming.
And to end, we have to always remember we are not here on our own. No
matter what challenges we face, no matter how difficult the circumstances are, we just
have to pray. For there is that heavenly GOD who gives us hope, strength and courage
both in this world and the world to come.

Grade 11/12-Creative Nonfiction 21

Competency: Writing a Draft of a Short Piece
(HUMSS_CNF11/12-Ib-d-5)
 Activity 7
SPOT THE GUIDES!
Directions: From the given selection, complete the following statements. Write your
answers in your activity notebook.

1. The topic is about_____________________________________________.

2. The thesis statement is ________________________________________.
3. In the organization and development of ideas, it used ________________.
4. The literary conventions of a genre utilized is _______________________.
5. What is the over-all theme? What literary technique/s is/are present in the
selection? __________________________________________________.

REFLECT
REFLECT
Well done! You have shown great
improvement after accomplishing all the
tasks in each lesson. This time you will
reflect on your work and rate your
confidence.
ACTIVITY 8
MY REFLECTIONS in 3-2-1!
Direction: Provide answers to what is being asked in each emoticon. Use your
activity notebook.

3 Things I Learned 2 Things I Found

1 Question I Still Have
Today Interesting

Grade 11/12-Creative Nonfiction 22

Competency: Writing a Draft of a Short Piece
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 LEARN MORE

Activity 9
LET THE PICTURE SPEAK!
Directions: Pictures can paint a thousand words as they can be used to represent
abstract ideas or concepts. Now, study the pictures below. Then, write at
least three sentences about some ideas that come into your mind or your
personal experiences encountered relevant to the given pictures in your
activity notebook.
Picture 1.

__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________

Picture 2.

__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________

Grade 11/12-Creative Nonfiction 23

Competency: Writing a Draft of a Short Piece
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 Picture 3.

_________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________

Picture 4.

__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________

Picture 5.

__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________

Source: Rodgen M. Jabor, 2019, Facebook, 2019, https://www.facebook.com/Rodgejabor

photography/photos_albums.

Grade 11/12-Creative Nonfiction 24

Competency: Writing a Draft of a Short Piece
(HUMSS_CNF11/12-Ib-d-5)
 ASSESS WHAT YOU HAVE LEARNED

ACTIVITY 10
MAKE A RIGHT CHOICE!
A. Directions: Read each statement carefully and choose the letter of the correct
answer in your activity notebook.

1. What is a particular type of literature, painting, music, film, or other art form which
people consider as a class because it has special characteristics?

A. Biography B. Literary Genre C. Creative Nonfiction D. Essay

2. What do you mean by a prose composition of moderate length, usually expository

in nature, which aims to explain or elucidate an idea?

A. Biography B. Literary Genre C. Creative Nonfiction D. Essay

3. What do you call a factual account of a person’s life written by someone other
than the subject?

A. Biography B. Literary Genre C. Creative Nonfiction D. Essay

4. What is being referred to as the works of the creative imagination, including

poetry, drama, fiction, nonfiction, journalism and song?

A. Literature B. Literary Genre C. Creative Nonfiction D. Essay

5. What do you call a category of literary composition that is determined by literary

techniques, tone, content, or length?

A. Literature B. Literary Genre C. Creative Nonfiction D. Essay

6. It is the presentation of a write up in a logical manner.

A. Organization of Ideas C. Use of Literary Genre

B. Formulating the Thesis Statement D. Choosing the Topic

7. It is the use of the central controlling idea and symbolism, imagery and figurative
language in a write-up.

A. Choosing the Topic C. Formulating the Thesis Statement

B. Organization of Ideas D. Ensuring the Effective
Development of Theme
and Technique

Grade 11/12-Creative Nonfiction 25

Competency: Writing a Draft of a Short Piece
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 8. It includes brainstorming to generate ideas and dealing with a specific area of
personal experience, interest or expertise.

A. Choosing the Topic C. Formulating the Thesis Statement

B. Organization of Ideas D. Ensuring the Effective
Development of Theme
and Technique

9. It refers to the writing of a one- sentence summary that guides, controls and
unifies ideas when writing a paper.

A. Organization of Ideas C. Use of Literary Genre

B. Formulating the Thesis Statement D. Choosing the Topic

10. It is the use of literary composition, determined literary techniques, tone, content
or length.

A. Organization of Ideas C. Use of Literary Genre

B. Formulating the Thesis Statement D. Choosing the Topic

Activity 11
IT IS THE WRITE TIME!
Directions: Chose at least two pictures from any resources you may have and write
a draft of a literary piece for each. It may be a poetry, a fiction, a nonfiction,
a drama or a folktale. Make sure to follow the guidelines in writing a draft
and consider the elements of the various literary genres. Your write-up will
be scored based on the rubric below. Use your activity notebook.

Grade 11/12-Creative Nonfiction 26

Competency: Writing a Draft of a Short Piece
(HUMSS_CNF11/12-Ib-d-5)
 STANDARDS AND CRITERIA FOR SUCCESS

Points 4 3 2 1

Topic is specific The topic is broad The topic is broad Topic is not
Choice of and relevant to the but relevant to the and has little relevant to the
Topic content. content. relevance to the content.
content.

First sentence,
Captures reader's
First sentence, paragraph, or line
attention from first Gets reader's
paragraph, or line not only lacks
interesting attention with first
lacks the ability to interest for the
Thesis sentence, sentence,
draw the reader reader but also
Statement paragraph, or line; paragraph, or line,
into the piece; contains a cliché
reader cannot help draws reader into
reader may not idea/image (or
but continue the rest of piece.
keep reading. worse, no ideas or
reading
images).

Details are Details organized Some attempt to There is no

arranged in an reasonably well; order information apparent order.
order that reader there may be minor has been made, Writing rambles
can follow; clear lapses from logical but the sequence is and/or is confusing
Organization transition between order, but they do difficult to follow. to the reader.
steps; overall not seriously
presentation is detract from
coherent. coherence of
presentation.

Impresses the Interests the reader Lacks originality in

reader from most of the way ideas, language,
Offers little plot, imagery, etc.
beginning to end through with some
originality in ideas, Filled with clichés
through original original and
language, plot, and/or stereotypes.
and interesting use interesting use of
imagery, etc. May Reader sees the
of ideas, language, ideas, language,
Literary Genre contain many piece as “spinning
plot, character plot, character
clichés and/or its wheels” – not
development, development,
stereotypes. developing anything
dialogue, imagery, imagery, etc.
Reader may lose as it goes.
etc. Contains no Contains a few
interest.
clichés or clichés or
stereotypes. stereotypes.

Succeeds in
getting the reader
Possesses a Lacks the ability to
to care about its Lacks the ability to
quality that keeps hold reader interest;
outcome by being keep the reader
reader reading-- fails to present
Theme and grounded in a reading; problem,
possibly, grounded problem, dilemma,
Literary significant problem, dilemma, or
in a problem, or paradox. Writer
Technique dilemma, or paradox presented
dilemma, or may seem as
paradox that needs may seem trivial at
paradox that needs uninterested in the
to be addressed times.
to be addressed. work.
and gets reader
involved.

Contains few errors Contains many

Contains no errors Contains errors in
in grammar, usage, errors in grammar,
in grammar, usage, grammar, usage,
or mechanics usage, and
Mechanics or mechanics or mechanics; that
(aside from those mechanics; errors
(unless used for interfere with
used for artistic block
artistic purposes) reading.
purposes) understanding.

Grade 11/12-Creative Nonfiction 27

Competency: Writing a Draft of a Short Piece
(HUMSS_CNF11/12-Ib-d-5)
 GLOSSARY

Biography - a factual account of a person’s life written by

someone other than the subject.
Chronological Order- information arranged in time sequence. It gives a
sequence of events; tells what happened first,
second, third and so on.
Comparison and Contrast- information presented according to similarities and
differences between items.
Developmental Order- information arranged so that one point leads
logically to the next.
Essay- generally described as a prose composition of
moderate length, usually expository in nature,
which aim to explain or elucidate an idea, a theory,
an impression, or point of view.
Genre - a particular type of literature, painting, music, film,
or other art form which people consider as a class
because it has special characteristics.
Literary Conventions - refining features of a particular genre such as a
novel, a short story, or a play
Literary Genres - a category of literary composition determined by
literary techniques, tone, content, or even (as in
the case of fiction) length. The most general
genres in literature are epic, tragedy, comedy,
creative nonfiction. They can all be in the form of
prose and poetry.
Nonfiction- the branch of literature comprising works of
narrative prose dealing with or offering opinions or
conjectures upon facts and reality, including
biography, history and essay.
Spatial- details/information arranged according to space
relationships, from nearest to farthest, top to
bottom, left to right and so on.
Thesis statement - the central idea of a multiple-paragraph
composition.
Topic- a subject in which the write-up is all about.

Grade 11/12-Creative Nonfiction 28

Competency: Writing a Draft of a Short Piece
(HUMSS_CNF11/12-Ib-d-5)
 ANSWER KEY

TRY THIS! RECALL

ACTIVITY 1. DEFINE ME RIGHT! ACTIVITY2. FIND THE RIGHT CHOICE!
1. Literary Genre 1. characters
2. Literature 2. theme
3. Essay 3. plot
4. Biography 4. dialogue
5. Creative Nonfiction 5. setting
6. B 6. B
7. C 7. D
8. E 8. E
9. A 9. A
10. D 10.C

DO THIS
ACTIVITY 3. GETTING TO KNOW EACH OTHER

1. The selection is about the recalling of both sad and fun memories of the author
through a dream.
2. Essay because an essay is an example of a nonfiction literary genre comprised of
works of narrative prose dealing with or offering opinions or conjectures upon facts
and reality.
3. Special events in the author’s life:
• Childhood event where she is playing and her mom comforted her when she
slipped
• JHS memory in the library where she cram for the submission of an
assignment is
• Near and her friend Kim comforted her
• The time when the author confessed to her crush and she was rejected
• SHS Life where she sneaked eating her curls in between class discussions
(Answers may vary on the linking of these events to the readers personal
experiences.)

4. Answers may vary.

5. That life is a package of both sad and happy memories that we treasure and can
recall anytime.

Grade 11/12-Creative Nonfiction 29

Competency: Writing a Draft of a Short Piece
(HUMSS_CNF11/12-Ib-d-5)
 EXPLORE
1-5. Answers may vary.
APPLY WHAT YOU HAVE LEARNED
ACTIVITY 5. MAP IT OUT

Swab test
Face mask
Alcohol
Lockdown
COVID19
Social distancing
pandemic
death
frontliners

ACTIVITY 6. BUILD YOUR VOCABULARY!

1) lockdown – the confining of people in one place, state of isolation or restriction

2) COVID19- Corona Virus Disease 2019, deadly virus
3) frontliner- people who lead the workforce
4) pandemic- a disease prevalent in a country or globally
5) succumb - submit, surrender
6) genuine – true, honest

ACTIVITY 7. SPOT THE GUIDES

1. The topic is about the negative and positive effect of lockdown/ COVID19 to people.
2. Why do we experience so much suffering? In this world today, that's
understandable. Human is filled with misery caused by war, injustice, poverty, disaster,
sickness and death. And today, we are fighting against COVID19 that brings a lot of
problems to many people especially to the frontliners who are directly fighting the
unseen enemy.

Grade 11/12-Creative Nonfiction 30

Competency: Writing a Draft of a Short Piece
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 3. Organization of Ideas:
• Chronological because the information are arranged in time sequence
using transition words.
• Spatial because the ideas/ information are arranged according to space
relationship from top to bottom, and
• Developmental because the information are arranged so that one point
leads logically to the next.
4. Nonfiction
5. The theme is the effect of covid19/ lockdown to people. The literary technique used
is definition, figures of speech and imagery.

ACTIVITY 8. MY REFLECTIONS!
Answers may vary.
LEARN MORE
ACTIVITY 9: LET THE PICTURE SPEAK!
Answers May Vary.
ASSESS WHAT YOU HAVE LEARNED
ACTIVITY 10: MAKE A RIGHT CHOICE!
1. C 3. A 5. B 7. D 9. B
2. D 4. A 6. A 8. A 10. C

ACTIVITY 11: IT’S THE WRITE TIME!

Answers may vary.

Grade 11/12-Creative Nonfiction 31

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 REFERENCES

Barrot, Jessie S. “Thesis Statement, Topic Sentence, and Supporting Details.”Essay.

In Academic Reading & Writing for Senior High School, 119–25. Quezon City,
Philippines: C & E Publishing, Inc., 2016.

Dela Peña (2010). Communication Arts in English 8: Angelicum College Quezon City

Forlini, et al., Gary. “Composition-Forms and Process of Writing.” Essay. In Prentice

Hall 1 Grammar and Composition, 479–81. Pasig, Philippines: ANVIL
Publishing, Inc., 1998.

Hood, Dave. Find Your Creative Muse Learn How to Write Poetry, Fiction, Personal
Essays, And More (blog), November 16, 2012.
https://davehood59.wordpress.com/2012/11/16/the-writing-process-the-first-
draft retrieved July 23, 2020.

Hood, Dave. Find Your Creative Muse Learn How to Write Poetry, Fiction, Personal
Essays, And More (blog), November 16, 2012.
https://davehood59.wordpress.com/2012/11/16/the-writing-process-the-first-
draft retrieved July 23, 2020.

Jabor, Rodgen M. 2019. Facebook. https://www.facebook.com/rodgejabor

photography/photos_albums retrieved July 25, 2020.
Marantan, Rizelyn M. Creative Writing. Philippines: Jimcyville Publications. 2016

Matchan, Jann Carmel B. Iloilo: San Joaquin, July 17, 2020.

Menoy, Jesus Z. Creative Nonfiction. Mandaluyong, Philippines: Books Atbp

Publishing Corp., 2017.

Nabua, Mary Crystalline S. Iloilo: San Joaquin, July 17, 2020.

Salinas, May Love A. “Introduction to Literary Genres.” slideshare, November 17,

2016. https://www.slideshare.net/maylov3/introduction-to-literary-genres-mlas
retrieved July 20, 2020.
Serrano, J. (1996). Communication Arts and Skills through Filipino Literature.
Quezon City: Phoenix Publishing House, Inc.

Sicatin, Florian M. Iloilo: San Joaquin, July 18, 2020.

Rico Lopez, Merna G., and Ma. Asuncion Christine V. Dequilla, et al. Study and
Thinking Skills in English. Iloilo City, Philippines: M. Malones Printing Press,
2003.

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