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Creative Writing
Quarter 1 – Module 1:
Imagery, Diction, Figures of
Speech and Specific Experiences
for Meaningful Responses
Creative Writing
Alternative Delivery Mode
Quarter 1 – Module 1: Imagery, Diction, Figures of Speech, and Specific Experiences
for Meaningful Responses
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Ruth P. Bacquial
Editors: Ernesto V. Baclaan, Jr.
Reviewers:
Illustrator:
Layout Artist:
Management Team: Reynaldo M. Guillena, CESO V
Basilio P. Mana-ay Jr., CESE
Emma A. Camporedondo, CESE
Alma C. Cifra, EdD
May Ann M. Jumuad, PhD
Aris B. Juanillo, PhD

Printed in the Philippines by _________________________________________________

Department of Education – Davao City Division, Region XI

Office Address: Elpidio Quirino Ave., Poblacion District, Davao City, 8000 Davao del Sur
Telefax: (082) 224-3274, (082) 222-1672
E-mail Address: davao.city@deped.gov.ph
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Creative Writing
Quarter 1 – Module 1:
Imagery, Diction, Figures of
Speech and Specific Experiences
for Meaningful Responses
Introductory Message
For the facilitator:

Welcome to the Creative Writing Grade 12 Alternative Delivery Mode (ADM) Module
on Imagery, Diction, Figures of Speech, and Specific Experiences for meaningful
Responses.

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:

Dear students,

Please read and understand the content or topics in

this module in all honesty so that you will be able
to answer the questions thereafter and also
understand the lesson well so you can follow on
what to do with the given activities in this module.

- Creative Writing Teachers

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.

For the learner:

Welcome to the Creative Writing Grade 12 Alternative Delivery Mode (ADM) Module
on Imagery, Diction, Figures of Speech, and Specific Experiences for meaningful
Responses.

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

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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.

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

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 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:

References This is a list of all sources used in

developing this module.

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!

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 What I Need to Know

In this module, you will learn how to use imagery, diction, figures of speech, and
specific experiences to evoke a meaningful response from the reader. This skill is
very important because as read there must be a connection with the author. As we
read, we must be able to make meaning of what we are reading. Authors use these
powerful tools to achieve its purpose. They use imagery, diction, figures of speech
so that they will be able to communicate their message; their purpose in writing
such literature.

After going through this module, you are expected to:

1. define imagery, diction and figures of speech;
2. classify imagery, diction, figures of speech, and specific experiences as
responses from readers; and
3. use imagery, diction, figures of speech and specific experiences to evoke
meaningful responses from readers.

What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.

1. It is a visually descriptive or figurative language, especially in a literary work

a. Imagery
b. Manuscript
c. Symbolism
d. Publication
2. In the following excerpt from “All Summer in a Day” by Ray Bradbury, the
lines “It had been raining for seven years; thousands upon thousands of
days compounded and filled from one end to the other with rain” appeal to
which sense?
a. smell
b. sight
c. taste
d. touch

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3. The words chill, clammy, grainy, harsh and knobby appeal to which sense?
a. smell
b. sight
c. taste
d. touch

4. From the All Summer in a Day by Ray Bradbury, the line “A boom of thunder
startled them and like leaves before a new hurricane, they tumbled upon
each other and ran” appeal to which sense?
a. smell
b. sight
c. hearing
d. touch
5. The words acrid, greasy, moldy, musky and pungent, what sense is
being appealed to?
a. Smell
b. Sight
c. Taste
d. Touch
6. Writing goes straight to the point; does not use unnecessary words. It
expresses exactly what you want to say.
a. Asset
b. Basis
c. Diction
d. Element
7. The words used must be colorful enough to express the writer or
speaker’s thoughts. By this, we mean that the communication must
be alive. It is called _______.
a. Line Diction
b. Nature Diction
c. Specific Diction
d. Vivid Diction
8. All words must be categorized as abstract and general or concrete and
specific. As much as possible, use specific in place of general words.
This is called _________.
a. Line Diction
b. Nature Diction
c. Specific Diction
d. Vivid Diction

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9. From the excerpt Footnote to Youth by Jose Villa, the line “The ground
was broken up into many fresh wounds and fragrant with a sweetish
earthly smell” used _____.
a. Line Diction
b. Nature Diction
c. Specific Diction
d. Vivid Diction
10. The following are series of specific and concrete words: land, house,
building, farm, beach resort. What general word is being referred to?
a. Footwear
b. Furniture
c. Property
d. Equipment
11. The following are series of words in specific and concrete words:
reputation, honor, standing and disposition. What general word is
being referred to?
a. Case
b. Character
c. Degree
d. Factor
12. Which of the famous statements below is a figure of speech?
a. “Life is like a bed of roses.”
b. “All the world’s a stage.”
c. “Hand me the salt, would you?”
d. “Cleanliness is next to Godliness”
13. Which figure of speech compares two unlike objects without using
the words “like” or “as”?
a. Irony
b. Literal truth
c. Metaphor
d. The gullibility of the audience
14. Which figurative language expressed negation of its opposite?
a. Litotes
b. Allusion
c. Metonymy
d. Hyperbole
15. Which statement below is a metaphor of the line “My love is like a
red rose”
a. My life is a rose.
b. My life is as red as a red rose.
c. My life is a red rose.
d. My life! My life is a red red rose.

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Lesson Definition of Imagery,
1 Diction and Figurative
Language

Imagery, diction, and figurative language are important techniques

that authors use. Let us learn more of these techniques as we do the
different activities in this module.

What’s In

Activity 1 Take a look!

Directions: Read the poem “We should not mind so Small a flower” by Emily
Dickinson and answer the questions that follow. Writer your answers on a
sheet of paper.

We should not mind so small a flower -

Except it quiet bring
Our little garden that we lost
Back to the Lawn again.

So spicy her Carnations nod —

So drunken, reel her Bees —
So silver steal a hundred flutes
From out a hundred trees —

That whoso sees this little flower

By faith may clear behold
The Bobolinks around the throne
And Dandelions gold

1. What are the images found in the poem?

2. Are there any figures of speech made by the author in the poem?
3. What lines in the poem can you relate to your own life experiences?

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 What’s New

Activity 2 Take a Look…

This time, you are going to look at the scenario of the COVID-19 Pandemic and
do the following:
1. List down the imagery that can be found in the picture
2. Write something as caption of the picture (diction).
3. Write a sentence/s that you can relate with the covid19 experience.
4. Write your answers in a separate sheet of paper.

Source: https://www.google.com/search?q=scenario%20of%20covid%2019%20pandemic

The imageries created from the image:

1. _______________________________________________________________
2. _______________________________________________________________
3. _______________________________________________________________
4. _______________________________________________________________

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Caption/s for the image:
1. _______________________________________________________________
2. _______________________________________________________________

Experience related to covid19:

1. _______________________________________________________________
2. _______________________________________________________________

What is It

Now, let us try to define the following based on the activities that you have
just accomplished.

Imagery means to use figurative language to represent objects, actions, and

ideas in such a way that it appeals to our physical senses
Examples of imagery:
1. It was quite and bare during Sundays in the covid crisis… The words
quite and bare are visual images.
2. People maintain social distancing when they go out to buy food.
The phrase maintains social distancing also has a visual image.
There are five main types of imagery, each related to one of the human
senses:
. Visual imagery (sight)
- Auditory imagery (hearing)
- Olfactory imagery (smell)
- Gustatory imagery (taste)
- Tactile imagery (touch)

Diction is being able to choose words that exact instead of indefinite, vivid
instead of trite, specific instead of general, proper instead of inappropriate.

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Examples:
1. “Dodong got tickled and jerked his foot, flinging into the air.” From Jose
Garcia Villa’s Footnote to Youth.

We call the example as a vivid diction meaning it is alive and arouses the
reader’s interest.
2. The woman opened right away her wallet to pay for her newly bought
fresh veggies.

Kinds of Diction:

A. Exact Diction – good writing goes straight to the point. It does not use
unnecessary words. It expresses exactly what you want to say. The reader
does not have to ponder and read through a mass of words before he can get
the meaning of a sentence. Use exact words which will fit your meaning
instead of using the first word that comes to your mind. Let’s try to read the
short passage below.

“It was Father. The lantern fell on his face, and it was an old man’s
face. All through my days in America, in a hundred old men’s faces I
had met in parks, restaurants, and other places, I had seen Father’s
face. That was perhaps the reason why I had dreaded meeting those
old men and old women. Now the meaning of that fear was clear.”
Source: The Bamboo Dancers by N.V.M. Gonzales

Notice that no unnecessary words are used in the passage. Each word serves to
add the basic idea that the author wants to bring out.

B. Vivid Diction – by this we mean that the communication must be alive.

The words used must be colorful enough to express the writer or speaker’s
thoughts.
Examples:

3. “Dodong got tickled and jerked his foot, flinging into the air.” (from
Jose Garcia Villa’s Footnote to Youth)
4. The woman opened right away her wallet to pay for her newly bought
fresh veggies. (From the presented picture the previous page)

We call the example as a vivid diction meaning it is alive and arouses the
reader’s interest. The best way to achieve vivid diction is by avoiding trite,
worn-out expressions or clichés which have lost their glow through constant
use. They tend to make a speaker’s speech sound dry, artificial, and

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uninteresting. Among these expressions are “last must not the least”, “from
time immemorial”, and “to make the story short.”
C. Specific Diction – as much as possible, use specific in place of general
words. As we know, all words may be categorized as abstract and general
or concrete and specific. This classification is not fixed: all abstract words
may be regarded in some sense, but many are general in relation to other
concrete words.

Words expressing ideas and naming the qualities of physical things are
abstract.

Example: virtue, honor, sweetness, brightness, color.

Words naming the classes to which objects belong are general:

Example: vegetation, animal, people, cattle.

Concrete words are image-making words, sensory words: Example:

tree, soap, man, milk

But concrete words such as these are general in relation to the following
words which are both concrete and specific: Example: Acacia tree, Safeguard
soap, Mr. Lopez, Darigold milk.

When explaining, use concrete examples instead of abstract ideas. A

specific word, as you learned, names a narrow concept; a general word
names a broad concept

Below are clear representations of General words and Specific and

Concrete Words

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Figurative Language - You can create vivid pictures in your reader’s minds
not only by using specific words but also by using figurative language.
The two most common types of figurative language are similes and
metaphors.
The term figurative language covers a wide range of literary devices and
techniques, a few of which include: personification, onomatopoeia,
oxymoron, hyperbole, allusion, and many more.
Similes and metaphors stimulate the reader’s imagination by expressing a
similarly between two things that are essentially different.
Similes state a comparison by using the words like or as. Metaphors
however imply a comparison by simply saying that one thing is another.
Examples:
Simile
• Summer moved like a flame upon the meadows. (Ray Bradbury)
• COVID 19 Pandemic is like Lenten season which the surrounding is
less with people roaming around.

Metaphor
• The road was a ribbon of moonlight. (Alfred Noyes)
• Nevertheless, COVID 19 still brings positive vibes to people with their
plants growing, uniting the family eating together and prayer the
rosary.

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 Let us further discuss on how to use imagery, diction, figures of speech and
specific experiences to evoke meaningful responses.

Imagery can be defined as a writer or speaker’s use of words or figures of

speech to create a vivid mental picture or physical sensation. Imagery in
poetry creates similar snapshots in a reader’s mind.
The five senses we mentioned above help the reader imagine the writing,
making your words come to life. Using the imagery, diction and figures of
speech in writing helps the readers puts himself or herself in your shoes.

What’s More

Activity 3. Let’s get physical!

Directions: One activity we enjoy doing is through physical exercises inside
our homes due to this covid pandemic. Answer the given questions based
on the picture.

https://www.google.com/search?q=physical+exercise+examples

1. What are the images found in the picture?

2. Write at least two statements using figurative language.

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Activity 4. Writing a Poem!
3. Based on the picture, write your own poem. Be reminded to use
imagery, appropriate diction, figures of speech.
4. Please be guided with the rubric below.

What I Have Learned

Remember:

• Imagery means to use figurative language to represent objects, actions,

and ideas in such a way that it appeals to our physical senses.
• Diction is being able to choose words that exact instead of indefinite,
vivid instead of trite, specific instead of general, proper instead of
inappropriate.
• Similes state a comparison by using the words like or as.
• Metaphors however imply a comparison by simply saying that one
thing is another.

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 What I Can Do

Activity 5. Write on your own.

This time you can see another scene. You are going to write a composition about
the picture and you have to use imagery, diction, figures of speech, and specific
experiences to evoke meaningful responses from readers. You may refer to the
Rubric.

https://www.pinterest.com/pin/430234570639034982/

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 Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. Which of the choices below means to use figurative language to

represent objects, actions, and ideas in such a way that it appeals to
our physical senses?
a. Diction
b. Imagery
c. Figurative Language
d. Relevant Experiences
2. Which of the words and terms below that is being able to choose
words that are exact instead of indefinite, vivid instead of trite, specific
instead of general, proper instead of inappropriate?
a. Diction
b. Imagery
c. Figurative Language
d. Relevant Experiences
3. You can create vivid pictures in your reader’s minds not only by using
specific words but also by using ____________.
a. Diction
b. Imagery
c. Figurative Language
d. Relevant Experiences
4. The following are the types of imagery except ______________.
a. Visual imagery
b. Auditory imagery
c. Tactile imagery
d. Extrasensory imagery
5. When can imagery be used?
a. poem
b. novel
c. scientific paper
d. Both a and b
6. How are personification and onomatopoeia related to imagery?
a. Imagery is a type of personification, and personification is a type
of onomatopoeia
b. Personification and onomatopoeia are used for imagery
c. Personification describes people, and imagery describes scenes
d. Onomatopoeia describes sound, and personification describes
people

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7. “There is a place where the sidewalk ends and before the street
begins, and there the grass grows soft and white” appeals to which
sense?
a. Sight
b. Taste
c. Smell
d. Sound
8. “He shrieked and screamed and rolled around,” appeals to which
sense?
a. Sight
b. Taste
c. Sound
d. Touch
9. “And then one day he took a bit and started chewing with delight”
appeals to which sense?
a. Sight
b. Taste
c. Smell
d. Sound
10. The following are series of specific and concrete words: coat and tie,
barong tagalog and cocktail dress. What general word is being
referred to?
a. Attire
b. Property
c. Equipment
d. Jewelry
11. The following are series of specific and concrete words: incident,
occurrence, episode. What general word is being referred to?
a. Case
b. Condition
c. Degree
d. Element
12. “Time flies so fast!” Which kind of figurative language is used here?
a. Simile
b. Metaphor
c. Personification
d. Onomatopoeia
13. The following statement is an example of which figurative language?
My mom’s voice is annoying as nails scratching against a
chalkboard!
a. Metaphor
b. Imagery
c. Simile
d. Symbolism

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Questions 14-15 will be based from the picture below.

https://www.pinterest.com/pin/68741182814/

14. In the ideal picture, what dominant sense is being appealed to?
a. smell
b. sight
c. taste
d. touch
15. What type of figurative language is used in the line, “The room is
with scented nature outlook that is so refreshing to relax”?
a. Alliteration
b. Hyperbole
c. Metaphor
d. Simile

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 Additional Activities

Directions: Do a screenshot of an amazing spot and create a poem using

imagery, diction, figures of speech. Write your poem in a short bond paper.
Be guided with the rubric below.

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 Answer Key

Assessment What's More What I Know

1. B Note: Varied answers are 1. A

2. A accepted. 2. B
3. C 3. D
4. D 4. C
5. D 5. A
6. B 6. C
7. A 7. D
8. C 8. C
9. B 9. D
10. A 10. C
11. A 11. B
12. C 12. B
13. C 13. C
14. B 14. A
15. C 15. C

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References

https://www.google.com/search?rlz=1C1CHBF_enPH844PH844&sxsrf=ALeKk02oZ
FzZ6s7KHMu9e-
ml80egiqXsUA:1596174161784&q=poem+with+beautiful+scenery+background&tb
m=isch&chips=q:poem+with+beautiful+scenery+background,online_chips:nature+p
oems&usg=AI4_-
kRRf05ZBWfoINPsC7cbm_biGaku5w&sa=X&ved=2ahUKEwjqoKaP5PbqAhVUFogKH
TnCDjIQgIoDKAB6BAgKEAU&biw=1366&bih=657#imgrc=DzwjlIIgyUtmwM&imgdii
=qfCceDEgfTB4mM
https://www.google.com/search?q=scenario%20of%20covid%2019%20pandemic&t
bm=isch&tbs=rimg%3ACTQrvEHFCtDNYXTawYR9fyP-&hl=en-
GB&sa=X&ved=0CBsQuIIBahcKEwjY6tyH6fbqAhUAAAAAHQAAAAAQEg&biw=1349
&bih=657#imgrc=-Eas7_KeRiXhEM
www.austincc.edu> andreac
https://study.com> academy > imagery
www.litchart.com> imagery
https://www.google.com/search?q=physical+exercise+examples&rlz=1C1CHBF_en
PH844PH844&sxsrf=ALeKk009LJ0aWePe7e3BgtAUFX9sXBGpug:1596185289510&
source=lnms&tbm=isch&sa=X&
https://www.pinterest.com/pin/451697037620711802/
https://www.pinterest.com/pin/68741182814/
https://www.pinterest.com/pin/430234570639034982/
https://www.google.com/search?q=composition+writing+rubrics&tbm=isch&chips
=q:essay+writing+rubric,
(Fernando, Habana, Cinco)
(Heath English Level 9)

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