Senior High School

12 - 2nd Semester
Specialized Subject

Creative Nonfiction

Quarter 3
Module 3: Elements of Creative Nonfiction
 REGION 7 – CENTRAL VISAYAS

DIVISION OF CEBU CITY

THIRD QUARTER
Module 3 - Week 3
Other Elements of Creative Nonfiction

Content Standard : The learner understands the delineation between

creative and the nonfictional elements of creative
nonfictional text.

Performance Standard : The learner clearly and coherently uses multiple

elements conventionally identified with a genre for
a written output.

Competency : Analyze factual/nonfictional elements (plot,

characters, characterization, point of view,
angle, setting and atmosphere, symbols and
symbolism, irony, figures of speech, dialogue,
scene, other elements and devices) in the text

About the Module

This module Elements of Creative Nonfiction has one lesson. It aims to let learners
understand the different elements of creative nonfiction and extract these
elements out from the various creative nonfiction pieces. Analyzing the elements
in texts is the significant skill that this module wants you to achieve after
completion. In view of this, you are expected to have a meaningful learning
experience in answering the provided activities.
 Day 1

Pretest

Directions: Read the questions carefully and write the letter of the correct answers
on a separate sheet of paper.

For numbers 1-10, read the passage in order to answer the questions in each item.

The Good Fight (Autobiography Excerpt)

by Manuel L. Quezon

Before noon of December 12, 1941, I received a telephone call from General
MacArthur to inform me that he was sending his aide-de-camp, Lieutenant Colonel
Huff, to see me on a very important and urgent matter. I told the General I would
see his aid immediately. When Colonel Huff arrived, he told me that General
MacArthur wanted me to be ready on four hours’ notice to go with him in the
Corregidor.

I was shocked. I never imagined that I would ever have to take refuge in
Corregidor. I had known for years that the fortress of Corregidor had been built as
the last stronghold of the American forces in the Philippines and a safe refuge for
American Governors-General in case of grave danger. But it had never crossed my
mind, that there would ever come to a time when I would have to go to Corregidor.
I was no American Governor-General, but the Filipino President of the
Commonwealth.

It is true that while Major Grunert was still in command of the Philippines
Department, United States High Commissioner Sayre, in one of the conferences
that I held with him and General Grunert brought up the question of the evacuation
from Manila, in case of necessity, of both the High Commissioner and the President
of the Commonwealth. It was Mr. Sayre’s opinion that we should be in the same
locality. But I made it clear to both Commissioner Sayre and General Grunert that
I felt it was my duty to remain in the midst of my people, at whatever risk, because
my presence would help to keep up their morale. General Grunert understood my
feeling and thought it was right. Moreover, nothing was said in the conference to
indicate that a Japanese invasion of the Philippines was a possibility as long as the
American flag was still in the islands.

Source: Ricabar, R. (2005). Across Culture in Language and Philippine Culture. Sampaloc, Manila: St.
Augustine Publications, Inc.

1. Who is the narrator of the text?

A. General Grunert C. Commissioner Sayre
B. Manuel Quezon D. Cannot be determined
2. How will you describe the narrator of the given text?
A. Artistic C. Critic
B. Classic D. None of the above

3. What is then the point of view of the given text?

A. 2nd person point of view
B. Omniscient point of view
C. 3rd person point of view
D. 1st person point of view

4. Which lines below support your answer in number three?

I. I never imagined that I would ever have to take refuge in Corregidor.
II. It was Mr. Sayre’s opinion that we should be in the same locality.
III. Moreover, nothing was said in the conference to indicate that a
Japanese invasion of the Philippines was a possibility as long as the
American flag was still in the islands.
IV. I told the General I would see his aid immediately.

A. I, II, III and IV C. I and III

B. I, II and IV D. II and III

5. Which line in the text shows nationalism of the narrator?

A. I felt it was my duty to remain in the midst of my people, at whatever
risk, because my presence would help to keep up their morale.
B. But it had never crossed my mind, that there would ever come to a time
when I would have to go to Corregidor.
C. Moreover, nothing was said in the conference to indicate that a Japanese
invasion of the Philippines was a possibility as long as the American flag
was still in the islands.
D. It was Mr. Sayre’s opinion that we should be in the same locality.

6. What type of conflict can be inferred in the given text?

A. Man vs. Society C. Man vs. Man
B. Man vs. Nature D. Man vs. Himself

7. What element of creative nonfiction is revealed by the phrase “Before noon of

December 12, 1941”?
A. Point of View C. Setting
B. Plot D. Characters

8-10. Arrange the following events in order. Write A-C to identify the first, second,
and the last event.
____ The narrator pointed out his duty to serve his people even at war.
____ General MacArthur called the narrator to come to his aid in Corregidor.
____ The narrator together with the American generals attended a conference.
For numbers 11-15, read the given text to answer the questions in each number.

When in Cebu: Chasing History (Travelogue Excerpt)

My first stop was The Magellan’s Cross. It was believed to be planted on

March 15, 1521 by Portuguese and Spanish explorers headed by Ferdinand
Magellan that marked the birth of Christianity. The paintings at the ceiling depict
Magellan’s first landing on Cebu and the planting of the cross at the shore. At the
base of the cross, unlit candles of different colors are piled.

Next stop was Colon Street. Colon Street is considered as the oldest and the
first national road in the Philippines. It is located in downtown Cebu, the most
crowded part of Cebu where most shopping stalls and business establishments can
be seen. Then, another stop was the ‘Taj Mahal of Cebu‘ – the Temple of Leah. A
Roman inspired temple built in honor of Leah Villa Albino Adarna, the grandmother
of one of Philippines’ famous actresses, Ellen Adarna. Its construction is still
ongoing since it started in 2012 and is becoming a famous attraction in Cebu.

The weather was already gloomy and it was also getting dark. I was alone so
I decided to head back to my hotel. I wasn’t able to stop by Sirao Garden, which is
just a couple of minutes from the Temple of Leah. There will always be a next time.

Source: https://adbernturista.wordpress.com/tag/cebu/

11. Which sentence from the text is an example of a figure of speech?

A. Colon Street is considered as the oldest and the first national road in the
Philippines.
B. I really love History and Geography subjects that’s why I included Cebu
in my bucket list.
C. The weather was already gloomy and it was also getting dark.
D. At the base of the cross, unlit candles of different colors are piled.

12. What is the point of view of the given text?

A. 1st person point of view C. 2nd person point of view
B. 3rd person point of view D. Omniscient point of view

13. Which line below supports your answer in the previous number?
A. There will always be a next time.
B. Another stop was the ‘Taj Mahal of Cebu‘ – the Temple of Leah.
C. I was alone so I decided to head back to my hotel.
D. The weather was already gloomy and it was also getting dark.

14. What does the cross symbolize as mentioned in the travelogue?

A. Death C. Good luck
B. Addition D. Christian religion

15. What figure of speech is presented by the given lines below?

I saw my very low score in my English test and I then said, “What a good start
of the day! Keep it coming!”
A. Hyperbole C. Alliteration
B. Irony D. Simile
 Elements of Creative
Nonfiction
What I Need to Know

After completing this module, you are expected to:

➢ identify other elements of creative nonfiction;
➢ recognize features of the focused creative nonfiction elements; and
➢ analyze factual/nonfictional elements in the texts.

What’s In

Directions: Based on the previous module, write your own idea of the
given creative nonfiction elements. Write your answers
on a separate sheet of paper.

ELEMENTS OF CREATIVE NONFICTION

Aside from the elements tackled in

the previous module, there are
Notes to still other elements of creative
the Student nonfiction.
 Day 2

What’s New

In the previous modules, the creative nonfiction elements such as theme,

setting, characters, plot, and figurative languages were discussed. In
creative nonfiction, elements are essentials in order to craft a true-to-life masterpiece.
In connection, this lesson will discuss more on other elements of creative nonfiction.

What Is It

OTHER ELEMENTS OF CREATIVE NONFICTION

Element Description Tips for Extraction (How to get

such element from the
narrative?)
A. Point of is the element that reveals how This can be determined through the
View the narrative is being told. pronouns used outside the direct
speeches of a narrative.
Types:

1. 1st person - is a point of view Make sure that pronouns “I” and
that reveals that the narrator is ‘We” are outside direct speeches in
also a character in the narrative order for the narrative to be in the 1st
and can be illustrated in the person point of view. Mention
pronoun “I” or very seldom sample lines from the piece to prove
using the “we” when referring to your point of view.
a group.

2. 3rd person - is a point of view Make sure pronouns “he”, “she”, “it”,
that reveals that the narrator “they” and actual names of people
is not involved in the narrative are found outside direct speeches.
or just an observer and can be Pronouns “I” and “We” can be found
illustrated by the storyteller as inside direct speeches but never
“she”, “he”, “it”, “they”, or outside the direct speeches in order
actual names of people and for the narrative to be in the 3rd
never uses the pronouns “I” or person point of view. Mention
“We”. sample lines from the piece to prove
your point of view.

Make sure the pronoun “you” is

3. 2nd person – is a point of view
found outside the direct speeches
used to tell a story to another
in order for the narrative to be in
character with the word “you”.
the 2nd person point of view.
 Mention sample lines from the piece
to prove your point of view.

4. Omniscient- is a point of view Make sure the narrator allows you

that allows readers to see the to access the inner thoughts of
minds of all characters moving characters. Mention sample lines
from one character to the other from the piece to prove your point
when needed. of view.
B. Dialog is the element that shows actual This can be identified through the
words of characters enclosed by lines of characters enclosed by
quotation marks (direct quotation marks (direct speeches).
speeches) in order to make the These lines enclosed in quotation
narrative livelier and more marks can help you make opinions
realistic. and judgments on characters.

C. Figure of is a literary device that uses This can be identified in the

Speech words to creatively express ideas narration, dialogs or any words in
but should not be understood the narrative that depict sample
literally. figures of speech.

Other Type:
1. Irony- is a figure of
speech that expresses an
idea but means the opposite
(verbal irony) or projecting
situations that are least
expected (situational irony).

Types of Irony:
1. Verbal irony- uses a word but This can be identified in the words
actually means the opposite. used in the texts but mean the
opposite.
Examples:
a. Great! We are quarantined for
14 days.
b. Lucky me! I’ll be the one to
clean this room.

2. Situational Irony- presents a This can be identified through

situation which is least likely situations in texts that show ironic
to happen. (unexpected) situations.

Examples:
a. The fire station burns down.
b. The genius got zero in the test.
D. Symbols are things that signify another This can be tracked through objects
meaning. and characters (especially repetitive
ones) in the narrative and analyze
Examples: them, for they might symbolize
1. black- evil or death another idea.
2. caged bird- no freedom
3. fire- danger, anger,
passion, love, pain
4. light- good, power
5. red rose-love and
romance
6. broken mirror-separation
E. Conflict is the problem or issue that the
character faces in the narrative.

Types:
1. man vs. man (character
faces another character)
2. man vs. society (character
clashes with the society’s
values, ideas, and culture) This can be determined through
3. man vs. nature narration, actions and dialogs of
(man struggles against characters. Make sure to identify
natural disasters or and classify the piece’s conflict with
calamities) explanation.
4. man vs. self
(man has inner
struggles and emotional
dilemmas)
F. Plot is the element that pertains to
the sequence of events in the
narrative.

Basic Plot Structure:

1. Exposition – is the beginning This can be determined on the
part that provides the beginning lines of a traditional
background knowledge narrative.
(commonly setting and
characters), so readers can
understand the story.

2. Rising Action – is the start of This can be identified on the part of

the problem in the story. the narrative where the problem
first occurred.

3. Climax- is the most thrilling This can be identified on the part of

part of the narrative wherein the narrative wherein the main
 this is the final battle between character struggles against the
the good and the bad. enemy for the last time.

4. Falling Action- is simply what This can be determined on the part

the characters are doing after closest to the ending.
the final struggle (climax).

5. Denouement- is the final part This can be determined on the last

of the narrative where part of the narrative.
everything is explained and
resolved.

Most of these elements are present in a

piece. Now, let’s try to analyze these
Notes to elements from actual creative nonfiction
the Student pieces.

What I can do

Directions: Read the text titled “Making the Right Choice” and supply
the required information asked below. Write your answers on a separate sheet.

Making the Right Choice

(Reflection Essay Excerpt)
by Leio PJ R. Revelo

As school year 2008-2009 had finally ended, I knew that my college life was just
around the corner. Deep down, I know that teaching Social Studies is my passion and
I decided to pursue it on my tertiary education.

Through the years, the thought of choosing English as my major did not really
cross my mind. I had underestimated myself when it came to English, for I was really
not that talkative and confident in nature, and people often expect English majors to
be like that. I did notice though in high school that I got good scores in grammar
lessons, but it was just not my interest at that time. I did not have any guts to tell my
mother that I wanted Social Studies as my major. Great! I felt like a caged bird at that
time. Maybe it was my fault. Maybe I was not firm enough that I submitted to her
choice which was English. There was like this bothersome thorn in my heart, but I
just kept it to myself, hoping that it would all go away.

On my first day in my major subject, I did recall several classmates speaking

English with confidence. I was so edgy and uncomfortable, feeling like I was a recluse
among them. Being in that place, the clock moved so slowly. Minutes in there seemed
like hours. In deep thought, I began to dread that maybe I was not meant to be an
English major at all. I should have probably listened to my heart’s desire. In the
recesses of my mind, the thought of shifting major got bigger and bigger that I couldn’t
possibly ignore it. Maybe it was my go signal. Maybe it was my sign to do it.

Indeed excited to experience Social Studies as my major, I asked a Social

Studies teacher of the school to allow me to sit in their class, and I told her that I was
planning to shift major next semester. Luckily, she allowed me to stay in her class. I
was already there, waiting to learn from the major that I believed I loved. However, as
I lengthened my stay, I was not feeling it at all. It was just like the story “The Dead
Stars” by Paz Marquez Benitez. I was feeling empty. There was no spark. The passion
was not there. It was not what I had expected.

It was so funny that I did not shift to Social Studies, the major that I really
believed that was meant for me. I was wrong. The tables had turned. I found out that
I had unexpectedly come to like English, realizing it a little late in time. The disinterest
and fear that I had for English were slowly blooming into something likable.

I was actually enthused by a fellow English major who demonstrated in some

of our Education subjects. I was amazed how she demonstrated the literature “The
Daffodils” by William Wordsworth, and the topic “Subject-Verb Agreement”. She taught
the lessons with passion and meaning. Other English demonstrators also showed me
how fun English could be taught to students. With smile painted on my face, I jovially
joined their demonstrations as a student, and I enjoyed the learning experience. After
observing and participating in the actual demo teachings of my Educ classmates, my
heart was more drawn to English than any other subject. I also observed classes in
laboratory school--a school where student interns practice their teaching skills to real
students. Sitting at the back of the classroom, I observed several English interns on
how they taught the students. At that point, English seemed so intriguing and
interesting. English appeared so relatable to students, for it usually dealt with real life
experiences.

With everything that had happened, I continued my course. I knew now that I
was at the right path, and it only took some doubts and question marks to get me
here. Sometimes, I find that there are really points in life that a person is sure what
he wants to be, only to find out that there are other things in store for him. I liked how
my teacher in high school taught me Social Studies. He inspired me to be a Social
Studies teacher, but I guess I couldn’t be like him. I am a different person. That subject
was not destined to be mine, for I was destined to something else.

As time went on, there were really times that I struggled in my classes especially
on debates and impromptu speaking, but I didn’t allow my fiascoes and weaknesses
to get the best of me. I stood my ground, and I decided to finish this course all the
way. I learned to love English, and I had to defend this choice that I finally made for
myself.
 Elements of the text “Making the Right Choice”

Element Answer Lines from the text that

(Word/Phrase) support the answer
(Sentence)
1. Characterization
of the main character

2. Point of View
3. Figures of Speech
(Figurative languages
on the previous module
are applicable)
4. Plot
a. Exposition
b. Rising Action
c. Climax
d. Falling Action
e. Denouement
5. Conflict
6. Symbol/s (include the
possible meaning)

What significant learning did you acquire from this lesson?

Day 3
What’s More

Directions: Read the given text and compose a simple literary analysis paper on
its elements. The analysis paper must have five paragraphs with 5 to 10
sentences per paragraph. Below is the guide for your composition and the
rubrics. Write it on a separate sheet of paper.

1. First paragraph--plot summary

2. Second Paragraph--explanation of the narrative’s point of view
3. Third paragraph-- analysis of one character using dialogs
4. Fourth paragraph—type of conflict with explanation based on text
5. Fifth paragraph—figures of speech and symbolism with evidences from
the text
 Three Creepy Nights
(Personal Narrative)
by Leio PJ R. Revelo

My mother often told us stories of the supernatural. The wakwak, white lady,
santelmo, sigbin and many more were her stories which were shared to her by her
parents when they were young children. I have liked scary and supernatural
phenomena since I was young, but I was never really expecting that one would happen
in certain nights of my childhood.

“Loy, lock the door. It’s already late in the evening,” said my mother who was
already preparing the bed for sleep. I did what I was told and locked the door of our
room. My mother, big sister, younger brother and myself shared the same room. The
four of us stayed together in one place which made the other two rooms of the house
vacant. Inside, it had two beds. The first bed was bigger and near the door while my
bed was next to it which was near the windows.

I watched together with my family that night some teleseryes in ABS-CBN and
in GMA. I had no choice to watch them, for my family had only one T.V, and it had no
cable connection. I thought it was just like any typical evening, but I was wrong.

It was still around 10pm that time. The light was still turned on and the aircon
blasted cool air which made all of us cover ourselves with blankets, still chattering
while watching TV. “BOOOOOOOOOOOG!!” A loud sound was heard behind the door
which somehow created small vibrations on the floor. All of us heard it. It felt like
something kicked the door from the outside. Scared of what was heard, I hid under
my bed, covering my face with a pillow. My mother stood up from the bed, and then
quickly turned off the TV, and the light. “Let us now sleep.” said mother. “What was
that, Ma?”, I asked her out of fear and curiosity. She then replied, “It was just the
wind, Loy. Now, go to your bed.” That night, I was not really convinced of her answer.
My mind was telling me of something else—something dark, something scary.

The next night, I was there already in the room with my family. As usual, I
watched TV with them, argued with my siblings and sometimes got scolded by my
mother. Then, as the night grew old, my mother told me to turn off the light.
Complaining and murmuring, I stood up from my bed and went towards the light’s
switch. When I was about to turn it off, I heard it again and I was so near the door.
“BOOOOOOOOOOOOOOG!!” I got automatic goosebumps! “Mama!!”, I shouted as I
ran away from the switch. I then hid under my bed for the second time. My mother
then said, “Let us now sleep. No questions asked.” She hurriedly went to the switch
and turned it off. I returned to my bed with more question marks than ever. I did not
tell them though that aside from the loud sound they heard, I also heard a faint sound
when I was near the door. It was soft, and it sounded like “Brrrrrrrr...Brrrrrr...Brrrrrr”.
Maybe something was there outside door together with the darkness.
 I was really hoping that it wouldn’t happen again this evening. We all looked at
the door, expecting something to come up. My mother reluctantly said. “If it will
happen again tonight, we will check outside.” I really did not like that idea.

In the middle of the night, it again happened. “BOOOOOOOOOOG!!!” After the

sound, my mother shouted, “Who’s there!!!” She then bravely went towards the door
and hit it with metal stick. “THUGGG!” was the sound created when mama’s stick hit
the door. After few minutes, Mama then said, “Bring something that we can use as a
weapon before we go out.” My mama brought a metal stick and my sister brought a
big plastic bottle of sprite. My mother angrily exclaimed, “That’s a great choice! What
will that plastic bottle do?! Why on earth did you choose to bring that?!” I forgot what
my brother and I brought that time, but we also went with them.

Outside the room was the kitchen already. They quickly proceeded to the living
room to check if someone was there. Slowly walking, I was still at the kitchen. My
family did not dare to turn on the lights. It was still dark. All I saw were the cabinets
where the kitchen utensils were stored. All were in black. As I continued walking, I
heard a sound on the door found in the kitchen. It was a sound as if a person from
the outside was turning the knob. Curious, I silently approached the door. There was
a small portion where one can see what was outside. Peeking at that portion, I
somehow saw a silhouette of a hand, turning the knob for several times. I could not
explain, but I did not do anything about it. I did not scream at all. I did not run like a
real coward that I was. I just silently went away from the door and proceeded to the
living room. Sometimes, I thought to myself that maybe it did not happen or I was just
imagining the entire scenario.

Upon reaching the living room, I saw my mother and my siblings. They were
about to leave the area. Mother said, “There’s no one in the house. Let’s go back to our
room.” My siblings and I nodded. I returned to my bed, and forced my disobedient eyes
to close for the night.

The next day, when I returned to the house, I saw my mother, my siblings,
some of our neighbors and a priest in the house. My mother explained to me that the
priest blessed the house. I saw him sprinkled water in the different areas of the house.
Following them, I looked at my mother. She was silent, holding dearly a rosary on her
right hand.

When evening came, I was still too cautious that at any instant the door will
make a sound. My eyes were glued to the door. I was waiting and waiting, but nothing
happened. The darkness was purely quiet. Maybe it had finally left the house.
 Literary Analysis Paper Rubrics

CATEGORY 5 4 3 2 1
Completeness All Mentioned Only half Below half No elements
mentioned elements of the of the of the
elements were elements elements narrative
were analyzed, of were were
analyzed. but unable narrative analyzed. analyzed.
to include were
other analyzed.
elements.
Content All Several Only half Below half All analyses
analyses analyses are of the of the are poorly
are well- fairly analyses analyses explained
explained explained are fairly are fairly and not
and and backed acceptable acceptable backed up
backed up up with and and with
with evidences, backed up backed up evidences.
plausible but few with with
evidences. portions evidences. evidences.
need to be Half of it Several
improved. needs to portions
be need to be
improved. improved.

Organization The flow The flow of The flow of Minimal All ideas are
of ideas in ideas in theideas in ideas can not properly
the entire analyses is the be sequenced
analyses is easy to analyses followed, which can
easy to follow, but can be and the cause great
follow. not that followed rest are confusion.
consistent. but some confusing.
aspects
can be
confusing.
Grammar The work The work The work The work The work
shows no shows 1-5 shows 6- shows 11- shows more
grammati- grammatical 10 15 than 15
cal errors. errors. grammati- grammar grammar
cal errors. errors. errors.
Length The entire The work Half of the Below half The entire
work follows the work of the work is too
follows the sentence follows the work long or too
given length but given follows the short when
sentence few portions sentence given based on
length. do not. lengt. sentence the given
length. instructions
.
 Day 4
Post Test

Directions: Using a separate sheet of paper, write the CAPITAL LETTER

of the correct answer for each item. Label your paper as Post
Test- Module 3 in CREATIVE NONFICTION.

1. What figure of speech is reflected by the given line?

One student replied, “Really? The studious Educ student performed poorly in
his final demo teaching?! That’s so unlikely.”
A. Hyperbole C. Irony
B. Metaphor D. Simile

2. What symbol is used in the given texts?

Seeing those skulls, I developed a fear of the future. I know everything that
has life will soon perish.
A. Skulls C. Future
B. Fear D. Life
3. What do you think is the deeper meaning of the symbol in the previous number?
A. Life C. Bones
B. Death D. Evil

For numbers 4-10, read the given text in order to answer the questions in each item.
(Diary Excerpt)
Dear diary,
I wonder what exactly I was feeling when my teacher first came to me? Was
I scared? Nervous? Anxious? I think it was more like happiness. But yet I was so
mad that everybody else could speak without using sign language, like I had to. I
couldn't speak because I was young and I never got taught how to speak. But I was
too mad to listen to her the first day she got to me. I locked her in the nearest closet
I found and hid the key so nobody knew where it was except me. After a day of her
in the closet, I realized something. I realized this lady was the closest to me
becoming normal, so I let her out of the closet. I could tell she was mad at me by
the way her face felt on my hand. But, after that, I don't think I ever mistreated my
teacher. She taught me manners and I love her for that.

The next day was similar to the last. She tried to get me to calm down. But
when she tried, I just screamed for not getting my own way. It was difficult teaching
me, and I'm so glad she was my teacher.

If I had to go back and change that part of my life, I would have definitely
treated her with more respect when she first came. I was just so angry and I
couldn’t help myself. I know now that I was very wrong to do that to a friend of
mine and even my parents. I should have treated them better; I mean they are my
parents.
-Helen Keller

Source: https://allisonwagner.weebly.com/diary-entry.html
4. What point of view is used in this literary work?
A. Omniscient C. 3rd person
B. 1 person
st D. 2nd person

5. Which lines below support your answer in number four?

I. She taught me manners and I love her for that.
II. I was just so angry and I couldn’t help myself.
III. I don't think I ever mistreated my teacher.
IV. The first thing we did was learn different names for different things.

A. I, II and IV C. II and III

B. I, II, III and IV D. I and III

6. What is the role of Helen Keller in her nonfiction piece?

A. She is only the narrator of the given nonfiction text.
B. She is no other than the writer of the given nonfiction text.
C. She is only the main character in the diary.
D. She is the narrator, writer and character all at the same time.

7. What major conflict is revealed in the diary?

A. Man vs. Man C. Man vs. Self
B. Man vs. Nature D. Man vs. Society

8. Based on the lines written by Helen Keller, what kind of character is she?
A. Enemy C. Changing
B. Not changing D. Minor

9. Which line supports your answer in number eight?

A. I got so mad that I used to lock my parents in closets and hide the keys.
B. I couldn't speak because I was young and I never got taught how to speak.
C. But I was too mad to listen to her the first day she got to me.
D. I realized this lady was the closest to me becoming normal, so I let her out
of the closet.

10. What does the ending part of the diary reveal?

A. If Helen could go back in time, she wanted to be nicer to her parents
and teacher.
B. Helen wanted to learn more from her parents and teacher about the beauty
of life.
C. Helen wanted to give up on life because there were so many challenges that
she couldn’t handle.
D. If Helen can redo her life, she wanted to become a normal girl that can see
the wonders of the world.
 For numbers 11-15, read the passage in order to answer the questions in each item.

Biography of Apolinario Mabini (Excerpt)

Apolinario Mabini was born in Talaga, Tanauan, Batangas, on July 22, 1864. His
parents belonged to the impoverished peasantry. He studied at the Colegio de San Juan
de Letran in 1881 and at the University of Santo Thomas, where he received the law
degree in 1894. During this time, he earned his living by teaching Latin and then serving
as copyist in the Court of First Instance in Manila.

In 1896 Mabini contracted an illness, probably infantile paralysis, that deprived

him of the use of his legs. Then, in May 1898, Emilio Aguinaldo summoned Mabini to
act as his adviser. When the revolutionary congress was convoked in Barasoain,
Malolos, Bulacan, on Sept. 15, 1898, Mabini found himself opposed to the plans of the
wealthy bourgeoisie to draft a constitution. Mabini's conflict with the conspiracy of
property owners and the landlord class in the congress led to his eclipse in 1899 as
Aguinaldo's trusted adviser.

When the Aguinaldo camp fled from the advancing American forces, Mabini was
captured on Dec. 10, 1899. Still refusing to swear an oath of allegiance to the U.S.
government and continuing to support the insurgents in their ideological struggle, he
was deported to Guam in 1901. He died on May 13, 1903.

Source: https://biography.yourdictionary.com/apolinario-mabini

11. What point of view is used to tell the biography?

A. Omniscient C. 1st person
B. 3 person
rd D. 2nd person

12. Which explains correctly the point of view of the biography?

A. The point of view is omniscient, for the narrator knows everything about
Mabini.
B. The point of view is 3rd person because another person is telling Mabini’s life.
C. The point of view is changing. It is sometimes first person and later on third
person.
D. The point of view is 1st person, for it is Apolinario Mabini himself who
wrote this work.

13. What conflict is revealed in the later parts of the biography?

A. Man vs. society C. Man vs. self
B. Man vs. nature D. Man vs. man

14. Which paragraph shows the exposition?

A. 1st C. 3rd
B. 4th D. 5th

15. Which paragraph shows the start of the problem of Mabini’s life?
A. 2nd C. 3rd
B. 1st D. 4th
WHAT’S MORE 5. Conflict: WHAT I CAN DO
Mostly man vs. 1. Answers may WHAT’S IN
Short Literary self vary
Analysis Paper (explanations 2. 1st Person (Possible
may vary) Point of View Answers)
Criteria are (explanations 1. Setting is the
provided. 6. Symbols: may vary) time and place of
a. thorn-pain 3. Simile, the narrative.
b. caged bird- Metaphor, Irony, 2. Characters are
no freedom Personification the ones who are
c. spark- (Evidences may involved in the
connection vary) narrative.
d. question 4. Plot: 3. Plot is the
marks- a. Exposition: series of events.
confusions The character 4. Figures of
plans to be a Speech are
WHAT I HAVE Social Studies creative ways of
LEARNED teacher. expressing ideas.
b. Rising Action: 5. Theme is the
Answers may The character reality
vary enrolled the emphasized in a
major that he did piece.
not like.
c. Climax:
The character
decided to give
up in his major
but changed his
mind under
several
circumstances.
d. Falling Action:
The character
realized that he
had learned to
love the major he
was in.
e. Denouement
The character
continued his
major.
15. D
Answer Key
References:

Books:
Aguila, Augusto A., Galan, Ralph & Wigley, John Jack. 2017. Wording the
World: The Art of Creative Writing. Quezon City: C&E Publishing, Inc.
DepEd. 2017. English 7 Learner’s Material. Philippines: FEP Printing Corp.
Ricabar, R. (2005). Across Culture in Language and Philippine Culture.
Sampaloc, Manila: St. Augustine Publications, Inc.
SyGaco, Sonia B. 2017. Writing Techniques in Creative Nonfiction. Quezon City:
Great Books Trading
Image/s:

Weliever, K. (2017) Understanding yourself. Thepreacherword.com.

https://thepreachersword.files.wordpress.com/2017/12/understanidng-
yourself.jpg

Internet Sources:
Wagner, Allison. (n.d.). Helen Keller: Her Life. Retrieved from
https://allisonwagner.weebly.com/diary-entry.html
Wordpress. (2018). Travelogue: Cebu. Retrieved from https://adbernturista.
wordpress.com/tag/cebu/
Your Dictionary (n.d.). Apolinario Mabini. Retrieved from https://biography.
yourdictionary.com/apolinario-mabini

Acknowledgments:

Creative Nonfiction- SHS (Specialized Subject)

Quarter 3- Module 3: Elements of Creative Nonfiction

Development Team of the Self-Learning Modules

Compiler: Leio PJ R. Revelo

TIII, Basak Community High School
Editors: Marijune Indig-Torreon
MT2, Abellana National School

Mary Jane Moloboco Acusar

MT1, Abellana National School

Evaluator: Evelyn Rias Pielago

Principal IV, Abellana National School

For inquiries or feedback, please write or call:

Department of Education- Division of Cebu City
Office Address: Imus Avenue, Cebu City
Telephone Nos: (032) 255-1516/ (032) 253-9095
E-mail Address: [email protected]