Creative Nonfiction Module 1 for Quarter 3

1. Creative Nonfiction
Quarter 3 – Module 1:
Analyzing the Themes and
Techniques Used in a Text
12

2. Creative Nonfiction – Grade 12
Self-Learning Module (SLM)
Quarter 3 – Module 1: Analyzing the Themes and Techniques Used in a Text
First Edition, 2020
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Development Team of the Module
Writer: Esther D. Vinson
Editors: Louie Mark G. Garvida , Imelda C. Martinez, Jerryl Jean L. Salunayan
Reviewers: Helen J. Ranan, Sally A. Palomo
Illustrator: Reginard C. Fajanoy
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Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Gerardo Magno – Subject Area Supervisor
Juliet F. Lastimosa - CID Chief
Sally A. Palomo - Division EPS In- Charge of LRMS
Gregorio O. Ruales - Division ADM Coordinator
Ronnie R. Sunggay / Helen J. Ranan – Subject Area Supervisor /
Coordinator

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Creative
Nonfiction
Quarter 3 – Module 1:
Analyzing Themes and
Techniques Used in a Text

4. 4
Introductory Message
For the facilitator:
Welcome to the Creative Nonfiction- Grade 12 Self-Learning Module (SLM) on
Analyzing Themes and Techniques Used in a Text!
This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:
As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
Notes to the Teacher
The lessons presented here may not be complete but you can
add inputs to your students should they need your guidance.

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For the learner:
Welcome to the Creative Nonfiction- Grade 12 Self-Learning Module (SLM) on
Analyzing Themes and Techniques Used in a Text!
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.
What I Know This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
What’s In This is a brief drill or review to help you link
the current lesson with the previous one.
What’s New In this portion, the new lesson will be
introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
What is It This section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.
What’s More This comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
What I Have Learned This includes questions or blank
sentence/paragraph to be filled in to process
what you learned from the lesson.
What I Can Do This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.

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Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
Additional Activities In this portion, another activity will be given
to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.
Answer Key This contains answers to all activities in the
module.
At the end of this module you will also find:
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
References This is a list of all sources used in developing
this module.

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What I Need to Know
This module was designed and written with you in mind. It is here to help you
master how to analyze themes and techniques used in a text. The scope of this
module permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are arranged
to follow the standard sequence of the course. But the order in which you read them
can be changed to correspond with the textbook you are now using.
After going through this module, you are expected to:
1. contrast creative writing to creative nonfiction; and
2. identify the themes and techniques used in the texts.
Most Essential Learning Competency
• Analyze the theme and techniques used in a particular text.

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What I Know
Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
1. What is the hybrid of nonfiction and literary components which are done in
essay and story forms with setting, characterization, concepts, and facts?
a. creative nonfiction
b. creative writing
c. science fiction
d. literary genre
2. What genre is purely based on imagination or inspired from the stories or
ideas of other people and aims to entertain and share human experiences?
a. science fiction
b. drama
c. fiction
d. diary
3. What is known as the literary element that expresses the general idea or the
message of the text in complete sentence?
a. theme
b. motif
c. claim
d. tone
4. What technique in creative nonfiction exaggerates or alters the objective
realities for the purpose of enhancing and clarifying the meaning in the
context of fiction?
a. figures of speech
b. creative license
c. symbolism
d. dialogue
5. What is known as the use of objects or images to represent ideas?
a. symbolism
b. imagery
c. theme
d. motif
6. What is the technique where characters speak to one another and is used to
substitute for exposition?
a. creative license
b. exposition
c. dialogue
d. irony

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7. What irony is the opposite of what the characters’ expectation and what
actually happens?
a. situational irony
b. dramatic irony
c. verbal irony
d. disparity
8. “It seems that your upper lip is growing numb, fat and thick, as if swollen with
liquid.” What kind of imagery is dominant in this statement?
a. gustatory imagery
b. auditory imagery
c. tactile imagery
d. visual imagery
9. Which of the following does NOT symbolize the color “red”?
a. romance
b. danger
c. peace
d. war
10.“The river jumps over the mountain.” What is the technique used in this
sentence?
a. figure of speech
b. creative license
c. symbolism
d. irony
11.“ABS-CBN was said to be unbeatable.” What kind of irony is this?
a. expectation versus reality
b. situational irony
c. dramatic irony
d. verbal irony
12.“The psychiatrist’s son died because of suicide.” What technique is used in
this statement?
a. exposition
b. imagery
c. theme
d. irony
13.Which of the following is expressed in correct form of a theme?
a. Love does not judge one’s past.
b. Opposites attract.
c. Dare to care
d. God is love.

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14.“I already told this to you million times, yet you do not change!” What figure of
speech is this statement?
a. personification
b. hyperbole
c. metaphor
d. simile
15.Which of the following is NOT an example of creative nonfiction?
a. interview story
b. memoir
c. novels
d. diary

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Lesson
1
Analyzing Themes and
Techniques Used in a Text
Hello! Congratulations for doing a great job in your First Semester subjects.
You are here again to another subject that will boost your potential in writing and
can hone your skill in expressing your ideas and speaking up your mind through
composing essays and stories. All people have different roads they are taking, varied
choices, destinies, and decisions that build their character. In other words, they all
have different stories to tell and write and writing creative nonfiction is not that hard
since the experiences are already embodied in your existence.
Further, you have learned in your Creative Writing subject that theme is the
general idea or the message of the text expressed in complete sentence and is
applicable in fiction and non-fiction. On the other hand, literary techniques are used
by the authors on how they construct their language to convey the message. These
techniques occur within a single word, phrase, or group of words at a single point in
a text however, there are techniques in fiction which are not applicable in nonfiction.
These are the things you will be learning in this module. So, before you will write
nonfiction, you will analyze first how the writers tailor their texts through the
techniques and themes they incorporate.
What’s In
Before learning this first module, try to recall the concepts in Creative
Writing, the pre-requisite subject to Creative Nonfiction.
Activity 1. Walk Down the Memory Lane. Read the statements below and
identify what is being described in each item. The choices are inside the
wooden label. Write your answer on a separate sheet of paper.
Situational Irony
Dramatic Irony
Verbal Irony
Symbolism
Diction
Motif
Literary Techniques
Figure of Speech
Literary Genre
Foreshadowing
Theme
Image

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1. It means the presentation of details, characters, or incidents in a narrative
way wherein the events are prepared for or “shadowed forth".
2. Sometimes recurring throughout the text, it is described as a concrete
representation of a sense impression, a feeling, or an idea.
3. It is a category of literary composition and being determined by literary
techniques, tone, content, or length of the text.
4. These are linguistic techniques that produce special effect such as figure of
speech, narrative style, or plot.
5. It is also known as figurative language that creates pictures in the mind of
the readers or listeners.
6. Commonly, it refers to an object, a setting, or an action representing the
character or situation.
7. This type of irony contrasts to what the character thinks and what the
readers think is true.
8. It is one type of irony in literature wherein what is said contrasts with what
is meant.
9. It is the assertion, argument, or the main idea of a literary work.
10.This refers to the selection of words in a literary work.
Notes to the Teacher
As your students’ helping hand, your role as a teacher is really
needed to guide them with the use of this material. They may have
queries that this material cannot answer, it is expected that you
can enlighten them and hopefully motivate them to write creatively.

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What’s New
Creative Nonfiction Defined
As a genre of writing, creative nonfiction uses literary styles and techniques
to create factual and accurate narratives of events and individuals. It is also called
literary nonfiction or narrative nonfiction. Creative nonfiction is different with other
nonfiction just like technical writing or journalism which is purely based on accurate
fact or precise reality. It is a hybrid of nonfiction components and literary features
which are done in essay form and story form with setting, rhetorical patterns,
characterization, concepts, facts (not just beauty of words), and researched truths.
In this genre, the patterns of development in writing are done in narration,
explanation, and exposition where the author is personally engaged to the
experiences conveyed in the text.
Furthermore, the ultimate goal of creative nonfiction is for the author to
communicate well-researched details similar to a reporter but being tailored like that
of a fiction. It possesses both accuracy and style. There are three broad categories
under creative nonfiction: biographical narratives (e.g. full length biography, literary
biography, historical biography, profile, character sketch, and interview story);
autobiographical narratives (e.g. full-length autobiography, multi-volume
autobiography, memoir, diary, and journal); and personal and informal essay (e.g.
literary reportage, descriptive essay, and reflective essay.) Other types of creative
nonfiction are travel writing, food writing, and nature writing while there are
emerging forms such as testimonio, blog, and Facebook status report.
On the other hand, creative writing talks about human experiences like love,
dreams, hopes, loss, and other things that in reality happened to humanity. It is
purely based on imagination or inspired from the stories or ideas of other people. In
other words, it aims to entertain and share human experiences. Examples of creative
writing are poetry, plays, songs, movie and television scripts, speeches, novels, and
short stories.
Activity 2. Between the Lines. From the above information, contrast creative
writing and creative nonfiction. Write your answers on a separate sheet of
paper using the pants diagram.
Creative Writing Creative Nonfiction

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What is It
There are techniques used in creative nonfiction that can also be used also in
fiction. However, the techniques listed below are features mainly used for creative
nonfiction.
Literary techniques are definite and intentional use of words that the authors use
to convey the message of the text. These usually occur within a word or phrase, or
phrases, at one single point in a text. However, literary techniques are not really
required to be always in the text unlike the literary elements.
1. Creative license. It is a technique in creative nonfiction wherein the author
exaggerates or alters the objective realities for the purpose of enhancing and
clarifying the meaning in the context of fiction. It is the author’s freedom to
go away with the conventions or rules in writing. For example, the phrase “you
and I” is used instead of “you and me” in order to create and effect. Another
is applying small distortions as a way of handling factual materials.
2. Figures of Speech. These techniques are also related to figurative language
wherein the intended meaning is different from the actual meaning of the
words. Examples are simile, hyperbole, personification, onomatopoeia,
oxymoron, and lot more.
3. Symbolism. The use of objects or images to represent ideas not only in fiction
but also in nonfiction is called symbolism. A symbol is something that is
tangible and visible and the idea that it symbolizes is abstract although the
meaning sometimes may vary. For example in the statement “I was born when
the locusts came,” the word locust signifies problem as it is associated with
pests. The word “rock” may signify strength; “couch” implies for comfort; and
“dove” symbolizes peace.
4. Exposition. It is in this part that the author interrupts the story to explain
something or to give important background information. Look at the excerpt
from a memoir entitled “A Virtuous Woman” below. Notice that the second
paragraph provides additional knowledge about the writer’s mother.
And it happened. When I received the news that she refused to eat and take
medicines, I said, “this is it.” as I was sitting at her bedside, the night before she left,
I was holding her hand. I kept caressing those calloused hands, the hands that
nurtured me when I was young, the hands that comforted me when I was hurt, and
the hands that molded me to what I am now. As I was sitting that night I cannot help
but recall memories of my sweet mother.
She was very meek, a very submissive wife. She never answered back nor
reasoned out to my father. I admired her (and pitied her) for that. She surrendered
even her faith, and followed my father’s religion. We are very thankful for her doing
that, I still cling to that faith. It is one thing that I owe to my father.
-Sally Ardaniel Palomo

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- You Do Not Want It, You Need It
By: Shania Winona Tracey E. Canda
5. Dialogue. It is a technique where characters speak to one another and is used
to substitute for exposition. It is through dialogue that many of the characters
thoughts and actions are being revealed. Notice the exchange of dialogue in
the text below between the writer and her Mom in the essay below.
“But Mom,” I protested after she showed me another pair of pants.
“That is very uncomfortable. This one makes me more comfortable. This is what I
need.”
“Nonsense,” my mother snapped back.
“Don’t you think it is much appropriate for young girls like you to wear such popular
brand of clothes?”
That statement always bounces back to me whenever my family and I go shopping
not only for my clothes but also for food, school supplies, shoes, and even the tiniest
of things like hair clips.
6. Imagery. This refers to the language that describes in detail appealing to the
senses like visual imagery and sound imagery. The images are those that can
be seen, touched, heard, smelled, and tasted. For example, the phrases “she
had extreme difficulty of breathing” and “cursing in a loud voice” create an
auditory imagery because of the word “breathing” and “cursing” that appeal to
the hearing. Another example is “he shortened his grip on the arm…” makes a
tactile imagery because of the word “grip” that the reader can imagine the act
of holding or touching the arm.
7. Irony. There are three types of irony: verbal, dramatic, and situational. Verbal
irony is about the disparity between the words of the characters and what they
meant; situational irony is the opposite of what the characters or readers’
expectation and what actually happens; while the dramatic irony is the
contrast of what the character knows and what the reader knows. The
statement “The cop was caught parking on a wrong side” is an example of
situational irony.
Moreover, theme is another element needed in analyzing the text. It means the
central idea, the thesis, or the overall message that the text is communicating to the
readers. It should be expressed also in complete sentence and should not be
mistaken as the topic. It should be the topic plus the idea about the topic. Below are
the examples of themes.
“Problems come to make people become strong and mature.”
“Making decisions in life is not an easy thing to do.”
“Love makes people smile behind the struggles.”
“Failures are part of making one successful.”

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What’s More
As a student of public school, what struggles have you faced and conquered
before? What motivated you to study and keep going? In the text that you are about
to read, you will discover that indeed, whatever hindrances in life, if there is the
will to succeed, a person will surely rise above his or her circumstances.
The Man Who Dares to Fail
He has a lot of qualities not to excel, but like a small stone thrown into the
water that creates ripples, he dared to fail and made a difference.
As a son of illiterate parents, who came from the poorest of the poor families,
he suffered a hand-to-mouth struggle in order to survive. His father had not gone to
school, while his mother had only reached Grade III. None of his elder sister and
brother graduated in elementary. He, the youngest of the three children, barely
finished Grade V when his right eardrum was perforated and infected, because of
muro-ami-like fishing. He and his friends used to swim deep into the seabed to
hammer layers of rocks, so fishes would move out for them to hit with their self-made
arrow. Financially and educationally incapacitated, he was left in the healing ritual
of the albularyo and became hearing impaired.
Walking and crossing a river to go to school with cooked corn grains and bulad
(dried fish), ginamos/bagoong (salted fish) or salt, wrapped in banana leaf as baon
was bearable, but being bullied due to his handicap drained his self-esteem. He had
to quit schooling.
“I remember during my elementary, I used to climb a Mabolo tree in school and
(food) took my lunch there, because I was ashamed to let my schoolmates see my baon,
but it was the bullying of my schoolmates of my defect that hurt me more” he said.
He helped his landless parents in the farm or worked as a child laborer in
sugarcane plantations to augment their family income. But then, he realized later
that the only way to haul his family from the quagmire of poverty was through
education. At the age of 15, he went back to school as working student, matured and
tough enough to endure the bullying that went with his hearing impairment.
This time he vowed to himself that no amount of bullying and poverty could
bar him from succeeding.
He was not an elementary graduate when he enrolled in high school, but he
consistently ranked first of his class since his first year and graduated valedictorian
at Surallah National Agricultural School in South Cotabato. He gained and
maintained his academic scholarship with his highly satisfactory grades and finished
his Bachelor of Science in Business Administration – Accounting and Bachelor of
Science in Education - History as cum laude at Mindanao State of University-General
Santos City. He was also a consistent academic excellence, journalism and college
leadership awardee.

17. 17
Not resting from his laurels, he obtained his Master of Arts in Education –
Educational Management at Notre Dame of Marbel University, Koronadal City in
1997 and his Doctor of Philosophy in Educational Management in MSU-General
Santos City in 2018.
“My student life was a constant struggle. When the degree of the intensity of
my hearing is too low, I resorted to lip-reading. I had to borrow notebooks from my
classmates or spend almost sleepless nights to reading books during my high school
and college, and researching online during my PhD,” he recalled.
In 2006, he won the Metrobank Foundation Outstanding Teacher of the
Philippines award, the first awardee from SoCSarGen (South Cotabato-Sarangani-
General Santos). He was also the first recipient of the joint Metrobank Foundation
and Japan Foundation Secondary School Educators Group Tour award to Japan for
half month on the same year.
As school paper adviser, he accumulated medals as the Best School Paper
Adviser of the Philippines for eight times (NSPC 1997, 1999, 2002, 2003, 2004, 2006,
2007, and 2008). In 2004, he was awarded as the Most Outstanding School Paper
Adviser of the Philippines at the National Schools Press Conference - Sta. Cruz,
Laguna. Last June 1, 2019, Asia-Pacific Global Citation and Center for the Promotion
of Campus Journalism bestowed on him the Gawad Dyornalismo Lifetime
Achievement Award in Campus Journalism in Tagaytay City.
An author of campus journalism books, an award-winning short film actor
and stage play writer/director, division, regional, and national trainer and resource
person on campus journalism and theatre arts, these are but a few of the
achievements that this very loving husband and supportive father of four children
has accumulated.
Needless to say, he has proven to the whole world that there is life beyond
handicap and wallowing in the quagmire of poverty is but a lame excuse not to
succeed in life.
This man whom I admire so much, started from the rock-bottom and sky-
rocketed to the peak of success. I am so immensely lucky and proud that he is my
best friend, my teacher, my idol and my father, DR. GELLY ELEGIO ALKUINO.
-Marlo Gel P. Alkuino
Activity 3. The Taste of Words
After reading the above text, try analyzing the themes and techniques in the
text using the creative nonfiction analysis framework. Write your answer on a
separate sheet of paper.

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Creative Nonfiction Analysis Framework
A. Themes
Guide Questions Answers
1. What are the underlying themes
in the text?
2. Can you quote lines from the
text to support your answer?
B. Techniques
1. Does the author show creative
license in the text? Support
your answer if it is evident.
Creative license
Figure of speech 2. What figures of speech are
being used by the writer? Cite
them.
Symbolism 3. Does the text use symbols to
represent something? If there is,
briefly explain your answer.
Exposition 4. Is there an exposition part in
the text? If yes, support your
answer.
Dialogue 5. Does the character/s have the
throwing of dialogues? Provide
an example.
Imagery 6. Are there images in the text?
What kinds of imagery are
they?
Irony 7. Is there a statement of irony
from the text? If yes, support
your answer.

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The techniques
in analyzing
creative
nonfiction
are…
What I Have Learned
In your own words, how do you describe the functions of the techniques and
themes in analyzing creative non-fiction?
The themes in
analyzing creative
nonfiction are…
What I Can Do
Do you have plants at home? What are the kinds of plants do you have or your
family members collect? Try to go outside your house and name the plants around
because this next text is about the different foliage.
Activity 4. Planting Hope. Read the text below and identify the theme and
techniques used in the text using the creative writing analysis framework.
‘Plantdemic’ Chronicles
“Why will I buy plants this pandemic time? They’re not basic needs! They
cannot be eaten.” These were the words I reciprocated to Jane who was so obsessed
of looking for plants with her Aunt Sol. They even went to the market as early as 4:00
a.m. just to catch up with the cheaper plants.

20. 20
“You see, you have eaten your words, Ading.” Jane added who used to call me
Ading. She graduated two degrees in doctoral but look at her, she loves to collect
plants.
“When I retire, these plants will be my leisure,” she added. Those were her
words as she told me, gardening is the thing for the oldies. I wondered her notion
about gardening that it is for the oldies because even I was young, all of my family
members loved to garden, sweeping the ground, planting ornamentals, watering the
plants, grooming them after waking up in the morning to find out that nobody was
cooking at the kitchen to prepare for the meals.
But these pandemic times, everybody becomes the plantita and plantito. These
are coined terms from the words plant and tita or tito referring to the men and women
in all ages and even the celebrities became such. Some of the very popular of these
celebrities presenting their expensive plant collections in the social media are Jinky
Pacquiao, Aubrey Miles, and Gretchen Fulido. These people love to post their plants
or collections in their Instagram, Facebook, and other social media platforms. They
actually call their new collection as “babies” referring to the different floras and
foliage they newly bought, planted, and collected. Even Ethel Booba had a spoof of
her pricey indoor plant collection from other countries which are eggplant and
banana in a pot and placed inside the house.
There are other plants which were sensationalized just like the Mimosa pudica
(sensitive plant) or commonly known as makahiya that I thought only as a grass in
the fields but is being sold in the gardens. It is called sensitive plant because when
one touches it, the leaves fold. But be careful, you will be pricked because of its
thorns. It is like shy person that can retaliate when being hurt or touched.
Another is the Queen of the Night (Epiphyllum oxypetalum), a special kind of
orchid cactus with white flower resembling water lily and grows from leaf cuttings. It
is very expensive flower in other countries like India, and Sri Lanka because this
nocturnal plant shows its petals late at night for two hours only. Not only that, it
blooms only once every three to five years and the petals’ extract can be used as
perfume. Sometimes it is called “wishing flower” as people say, you can wish if the
petals are open. There was even a belief that fairies are attracted because of its
fragrance. Sometime in 2012, I was able to take picture of its petals. It was beauty
in the dark, majestic yet exclusive and the scent was so strong and irresistible. I even
went back inside the house right away after taking a picture thinking that there were
bad spirits around. That was almost 12 midnight when I witnessed it.
“Here’s your soil, Ate.” Mike, my cousin called me from inside the house
because I started planting during the Enhanced Community Quarantine (ECQ) time.
I have already different collections before the pandemic because every festival at the
oval plaza, I always buy plants for my collections. Other plants came from my parents
which they bought from Makilala, North Cotabato wherein there are both vast and
small gardens just along the National Highway. In other words, I was already plantita
even before the plants became sensationalized. It means that the prices of the plants
puffed up even the pots, the pumice, and other garden supplies.

21. 21
“I should have tried what you taught Mike to this giganteum variegata. I was so
excited and I cut and planted it,” I told Mike regretting of what I’ve done. He told me
some techniques how to plant that is to half cut the stem, let it stay for a week or
month before totally removing from the mother plant. You will see the cutting is
already dry and consequently will not rot and die. I did this way of propagating to my
other philodendron large foliage just like Jose Buono, dark lord, black majesty, and
melalonii and it worked. The plant did not adjust so much and the leaves did not
wither.
After finishing my job related tasks, I go directly to my backyard garden and
check my plants. I talk to them when they look sad, and appreciate them when I see
them lively and vibrant. After the rain, they look revived, taken a bath, and refreshed.
Looking at these plants, I can see the wonders of God’s creation. Just imagine the
different genus of plant with different species, and each has its own beauty, design,
and characteristics. For instance, I was so amazed by the peperomia genus that it
can be propagated through its leaves. It has 1,000 species but what I have collected
are only peperomia scadens, watermelon peperomia, peperomia obtusifolia, and
pepperomia obtusifolia variegata. That means I still do not have the 996 kinds of
peperomia varieties. (Variegata is a botanical term being used to indicate that the
leaves or the stems have variegation, patches or spots in different colours because of
mutation or genetics.)
One time I bought an army and pink rose caladiums from an online seller
together with the anthurium magnificum but the leaves were torn. “If not because of
my daughter’s medicine, I would not sell my plants,” he said. Well, I said, at least I
was an instrument by God that this man can buy medicine for his ailing child. His
not so pretty and small anthurium magnificum now flaunts its magnificence and
thanking me for the care that I gave.
However, I had also bad experience when I was really attracted at the pictures
of hosta plants available in seeds posted in the one of the ornamental groups in
Facebook in South Cotabato. The pictures posted were very colourful and vibrant in
different colors of pink, yellow, and yellow green with variegations. I let my husband
picked the seeds in Digos City. After a week or two, it grew but very, very far from
what I expected. It was a zinnia flower (resembling sunflower tribe.) It is sad to know
that there are people who would fool others even during crisis just to make money.
Looking at the plants would mean inspiration. It rejuvenates me, it makes me
busy taking care of them that I am already satisfied staying at home. The
repercussion is so strong that it gives me inner peace, joy, and contentment. It means
hope, that when I see a budding leaf, a shoot, or another flower, it implies that’s
God’s grace is there. If God blesses them with beauty and let them grow, how much
more we, His people who are very precious in His eyes.
-Esther D. Vinson

22. 22
Creative Nonfiction Analysis Framework
A. Themes
Guide Questions Answers
1. What is the underlying theme
in the text?
2. Can you quote line/s from the
text to support your answer?
3. Techniques
1. Does the author show creative
license in the text? Support
your answer if it is evident.
Creative license
Figure of speech 2. What figures of speech are
being used by the writer? Cite
them.
Symbolism 3. Does the text use symbols to
represent something? If there is,
briefly explain your answer.
Exposition 4. Is there an exposition part in
the text? If yes, support your
answer.
Dialogue 5. Does the character/s have the
throwing of dialogues? Provide
an example.
Imagery 6. Are there images in the text?
What kinds of imagery are
they?
Irony 7. Is there a statement of irony
from the text? If yes, support
your answer.

23. 23
Assessment
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. “I can hear the rushing of the wind, the rustling of the bamboo leaves, and the
bubbling waters from the rivers.” What imagery is dominant in this
statement?
a. gustatory imagery
b. auditory imagery
c. tactile imagery
d. visual imagery
2. What is the combination of fiction and nonfiction which are done in essay
and story forms with setting, characterization, concepts, and facts?
a. creative nonfiction
b. creative writing
c. science fiction
d. literary genre
3. What genre is also called imaginative writing characterized by inventiveness
of situation, perspective, or story?
a. science fiction
b. drama
c. fiction
d. diary
4. What literary element tells the central idea, thesis, or overall message that
the story conveys?
a. theme
b. motif
c. claim
d. tone
5. What is the technique that goes beyond the conventions or using small
distortions in handling factual materials?
a. figures of speech
b. creative license
c. symbolism
d. dialogue
6. “I have imported plants from Thailand. These are tomatoes, potatoes, squash,
and ginger.” What kind of irony is this statement?
a. situational irony
b. dramatic irony
c. verbal irony
d. disparity

24. 24
7. “The carpenter builds structures but cannot build properly his own house.”
What technique is used in this statement?
a. exposition
b. imagery
c. theme
d. irony
8. “The grasses dance gracefully to the music of the winds.” What is the
technique used in this sentence?
a. figure of speech
b. creative license
c. symbolism
d. irony
9. What technique is used in creative nonfiction that allows the characters to
explicitly talk to each other?
a. creative license
b. exposition
c. dialogue
d. irony
10.“I walk with my smiles up to my ears as I approach my friends.” What kind of
figure of speech is this?
a. personification
b. metaphor
c. hyperbole
d. simile
11.Which of the following is expressed in correct form of a theme?
a. Fulfilling dreams, building hopes, changing perspectives
b. Having dreams will change the course of person’s life.
c. Dream, believe, survive
d. No vision, no success
12.Which of the following is NOT an example of creative nonfiction?
a. nature writing
b. food writing
c. song
d. blog
13. Which of the following is NOT the purpose of the dialogue?
a. It provides information about the relationship of the characters.
b. Characters’ thoughts and actions are revealed.
c. It is a way of handling factual materials.
d. It gives additional data about the plot.

25. 25
14.Which of the following words signifies the word “thorns”?
a. choices
b. dreams
c. hopes
d. trials
15.What imagery appeals to the sense of smelling?
a. gustatory
b. olfactory
c. auditory
d. tactile
Additional Activities
Search and read for a blog or Facebook status report. Pick only one and
write the theme of the text on a separate sheet of paper.
1. Title of the text
2. Theme of the text
3. Quotation to support the theme
4. Techniques used in the text

26. 26
Answer Key
Pre-Assessment
1.
A
2.
C
3.
A
4.
B
5.
B
6.
C
7.
A
8.
C
9.
C
10.A
11.B
12.D
13.A
14.B
15.C
What's
In
1.
Foreshadowing
2.
Image
3.
Literary
genre
4.
Literary
technique
5.
Figures
of
speech
6.
Symbolism
7.
Dramatic
irony
8.
Verbal
irony
9.
Theme
10.Diction
Post
Assessment
1.
B
2.
A
3.
C
4.
A
5.
B
6.
C
7.
D
8.
A
9.
C
10.C
11.B
12.C
13.B
14.D
15.B

27. 27
References
Creative Writing Curriculum Guide. (2016). K to 12 Senior High School Humanities
and Social Sciences Strand
Davison, M. (2017). Literary devices, techniques, and elements. Retrieved from
https://www.pittsfordschools.org/site/handlers/filedownload.ashx?modulei
nstanceid=542&dataid=4672&FileName=Literary%20Devices.pdf&fbclid=IwA
R11N21vwh8bdSn1wR_hjIl0-ECsTosXju2KIb2ErNR4RS2wE3sobW6xPXk
Writing Creative Nonfiction. Retrieved from
https://davehood59.wordpress.com/2010/02/17/writing-creative-
nonfiction/
Aguila, A., Galan, R., & Wigley, J. (2017). Telling the Truth: The Art of Creative
Nonfiction. C & E Publishing, Inc. Quezon City

28. 28
DISCLAIMER
This Self-Learning Module (SLM) was developed by DepEd SOCCSKSARGEN
with the primary objective of preparing for and addressing the new normal.
Contents of this module were based on DepEd’s Most Essential Learning
Competencies (MELC). This is a supplementary material to be used by all
learners in Region XII in all public schools beginning SY 2020-2021. The
process of LR development was observed in the production of this module.
This is version 1.0. We highly encourage feedback, comments, and
recommendations
For inquiries or feedback, please write or call:
Department of Education – SOCCSKSARGEN
Learning Resource Management System (LRMS)
Regional Center, Brgy. Carpenter Hill, City of Koronadal
Telefax No.: (083) 2288825/ (083) 2281893
Email Address: region12@deped.gov.ph