SENIOR

HIGH
SCHOOL
Creative
Nonfiction
Creative Nonfiction
Quarter 1 – Module 5: Using the Literary
Conventions of a Genre in Writing

Quarter 1 – Module 5:
Using the Literary Conventions of a Genre in Writing
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 book 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 auth ors do not
represent nor claim ownership over them.

Regional Director: Gilbert T. Sadsad

Assistant Regional Director: Jessie L. Amin

Development Team of the Module

Writer: Joyce T. De Guzman

Editors: Cecile F. Laxa

Francia T. Briones

Reviewer: Honesto M. Pesimo Jr.

Camarines Norte Division (headed by Emma Dasco)

Layout Artist: Joyce T. De Guzman

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 QUARTER 1, MODULE 5
• Using the Literary Conventions of a Genre in
Writing

Throughout your stay in school (that’s from elementary through senior

high), you must have had countless experience writing your very own
formal and informal compositions. How was your writing experience?
What did you remember about theme writing? In this lesson, you will be
adding another writing experience in your school life. This time, you will
be doing it with an awareness of the different literary conventions, while
being meticulous about the writing process from pre-writing to publishing,
so that you will get to enjoy the journey (yes, we are talking about your
journey as a writer!) and be able to succeed. Read on and find out.

Learning Competencies:
1. Write a draft of a short piece using any of the literary conventions of genre following
these pointers: a. Choosing a topic
b. Formulating a thesis statement
c. Organizing and developing ideas
d. Using any literary conventions of a genre
e. Ensuring that theme and technique are effectively developed

2. Peer-edit each other’s draft based on

a. clarity of idea
b. appropriate choice of literary element
c. appropriate use of the element
d. effective combination of the idea and the chosen literary element

3. Revise the draft of a short piece using any of the literary conventions of a genre
(e.g. plot for narrative piece)

Learning Targets:
At the end of the lesson, you are expected to:
1. Write a short literary work of your choice (using any writing convention of a genre);
2. Edit at least one work of your peer based on a set criteria/standard;
3. Revise your work based on the peer feedback.

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KEY WORDS

literary conventions of
topic thesis statement
a genre

VOCABULARY LIST
1. Topic is the theme, subject, and matter of any fiction or nonfiction material.
2. Thesis Statement is the most important expression/communication of a literary or
non-literary work.
3. Literary Conventions of a Genre is a type of writing that uses literary styles and
techniques to create narratives.

PRE-TEST

Directions: Read the following creative nonfiction work then answer the questions that
follow in your notebook.

We raced to the hospital. When we arrived, my four uncles, my three aunts and my
step-grandmother were already there. My mother and I kneeled by the bed. His eyes were
open, and we couldn’t close them because all the mucus or whatever it was clumped so
the eyelids wouldn’t budge. The funeral home people came to take his body. It was an
incredibly painful experience. When they straightened his body out, I realized what a tall
man he had been. They covered him up in sheets and I thought that he was about to
scream: “Will someone get these damn sheets off me!” because that’s what he would’ve
done if he were alive and covered in sheets. We accompanied the funeral people to the
elevator. The hospital staff had done an announcement that a deceased and his family
were going to pass and that everyone come out and stand solemnly at the side of the
hallway. Back in the room, my mother had given me a locket with a bit of his hair in it so I
could at least have a bit of my grandfather with me.
That evening the whole family (we are a very big family) went to St. Hubert which
was my grandfather’s favorite restaurant. At the end of supper my uncle Ollie asked the
waitress if he could take home two of the St. Hubert wine glasses since it was his deceased
father’s favorite restaurant, the waitress said yes, so it wasn’t technically stealing.
(From Sara Goertz (2019), “Last Memories of My Grandfather”)

1. What is the excerpt/topic about?

The topic/excerpt is all about the deceased grandfather.
2. What was highlighted in the excerpt?
The things that his/her grandfather used to do when he’s still alive.
3. How did the writer focus on the moment of experience?
The persona made a double approach where he/she used memories as a happy
state and the deceased or death of his grandfather as for sad state.
4. If you were to rewrite the piece, what changes will you do? Why?

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 I will change the mood of the story to its original mood, sad. Death is something
serious to talk about.

LEARNING ABOUT IT
Later in this lesson, you will be asked to write a short literary work using any of
the writing conventions of a short story. To be able to do that, read the following pointers.

Short Story Tips: 10 Hacks to Improve Your Creative Writing

(from Jerz Literacy Weblog, est 1999,
https://jerz.setonhill.edu/writing/creative1/shortstory/)

Writing short stories means beginning as close to the climax as possible —

everything else is a distraction. A novel can take a more meandering path but should still
start with a scene that sets the tone for the whole book.
A short story conserves characters and scenes, typically by focusing on just one
conflict, and drives towards a sudden, unexpected revelation. Go easy on the exposition
and talky backstory — your reader doesn’t need to know everything that you know about
your characters.

1. Get Started: Emergency Tips What

does your protagonist want?
(The athlete who wants her team to win the big game and the car crash victim who
wants to survive are not unique or interesting enough.)

When the story begins, what morally significant action has your protagonist taken
towards that goal?
(Your protagonist should already have made a conscious choice, good or bad, that
drives the rest of the story.)

What obstacles must the protagonist overcome in order to reach the goal? (Simply
having a rival is not that interesting. Yes, Harry Potter defeats Voldemort, but first
he must mature into a leader with the moral clarity and teamwork skills necessary
to defeat Voldemort. A short story can’t possibly tackle that kind of character
development, but a character who faces internal obstacles and must negotiate
messy moral trade-offs is more dramatically interesting than the hero in the white
hat who must use the right weapon to defeat the villain in the black hat.)

What unexpected consequences — directly related to the protagonist’s

goaloriented actions — ramp up the emotional energy of the story?
(Will the unexpected consequences force your protagonist to make yet another
choice, leading to still more consequences? How does Huck change, first when he
teams up with Jim, and later when he realizes how much Jim depends upon him?)

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 Show Don't (Just) Tell
What details from the setting, dialog, and tone help you tell the story?

At the climax, what morally significant choice does your protagonist make? (Your
reader should care about the protagonist’s decision, and ideally shouldn’t see it
coming.)

Drawing on your own real-life experiences, such as winning the big game, bouncing
back after an illness or injury, or dealing with the death of a loved one, are attractive
choices for students who are looking for a “personal essay” topic. But simply listing
the emotions you experienced (“It was exciting” “I’ve never been so scared in all
my life” “I miss her so much”) is not the same thing as generating emotions for your
readers to experience.

2. Write a Catchy First Paragraph

In today’s fast-moving world, the first sentence of your narrative should catch your
reader’s attention with the unusual, the unexpected, an action, or a conflict. Begin
with tension and immediacy. Remember that short stories need to start close to
their end.

3. Developing Characters
In order to develop a living, breathing, multi-faceted character, it is important to
know way more about the character than you will ever use in the story.

Imagining all these details will help you get to know your character, but your reader
probably won’t need to know much more than the most important things in four
areas:
a) Appearance. Gives your reader a visual understanding of the character.
b) Action. Show the reader what kind of person your character is, by describing
actions rather than simply listing adjectives.
c) Speech. Develop the character as a person — don’t merely have your
character announce important plot details.
d) Thought. Bring the reader into your character’s mind, to show them your
character’s unexpressed memories, fears, and hopes.

4. Choose a Point of View

Point of view is the narration of the story from the perspective of first, second, or
third person. As a writer, you need to determine who is going to tell the story and
how much information is available for the narrator to reveal in the short story. The
narrator can be directly involved in the action subjectively, or the narrator might
only report the action objectively.

5. Write meaningful dialogue.

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 Dialogue is what your characters say to each other (or to themselves). Each
speaker gets his/her own paragraph, and the paragraph includes whatever you
wish to say about what the character is doing when speaking.

Write Meaningful Dialogue Labels

“John asked nervously” is an example of “telling.” The author could write “John
asked very nervously” or “John asked so nervously that his voice was shaking,”
and it still wouldn’t make the story any more effective.

How can the author convey John’s state of mind, without coming right out and telling
the reader about it? By inference. That is, mention a detail that conjures up in the
reader’s mind the image of a nervous person.

6. Use setting and context.

a) Setting includes the time, location, context, and atmosphere where the plot
takes place. Remember to combine setting with characterization and plot.
b) Include enough detail to let your readers picture the scene but only details
that add something to the story. (For example, do not describe Mary locking
the front door, walking across the yard, opening the garage door, putting air
in her bicycle tires, getting on her bicycle–none of these details matter except
that she rode out of the driveway without looking down the street.)
c) Use two or more senses in your descriptions of setting.
d) Rather than feed your readers information about the weather, population
statistics, or how far it is to the grocery store, substitute descriptive details
so your reader can experience the location the way your characters do.

7. Set Up the Plot

Plot is what happens, the storyline, the action. Jerome Stern says it is how you set
up the situation, where the turning points of the story are, and what the characters
do at the end of the story.

Understanding these story elements for developing actions and their end results
will help you plot your next short story.
a) Explosion or “Hook.” A thrilling, gripping, stirring event or problem that
grabs the reader’s attention right away.
b) Conflict. A character versus the internal self or an external something or
someone.
c) Exposition. Background information required for seeing the characters in
context.
d) Complication. One or more problems that keep a character from their
intended goal.

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 e) Transition. Image, symbol, dialogue that joins paragraphs and scenes
together.
f) Flashback. Remembering something that happened before the short story
takes place.
g) Climax. When the rising action of the story reaches the peak.
h) Falling Action. Releasing the action of the story after the climax.
i) Resolution. When the internal or external conflict is resolved.

8. Create conflict and tension.

Conflict produces tension that makes the story begin. Tension is created by
opposition between the character or characters and internal or external forces or
conditions. By balancing the opposing forces of the conflict, you keep readers glued
to the pages wondering how the story will end.

Yourke’s Conflict Checklist

a) Mystery. Explain just enough to tease readers. Never give everything away.
b) Empowerment. Give both sides options.
c) Progression. Keep intensifying the number and type of obstacles the
protagonist faces.
d) Causality. Hold fictional characters more accountable than real people.
Characters who make mistakes frequently pay, and, at least in fiction,
commendable folks often reap rewards.
e) Surprise. Provide enough complexity to prevent readers predicting events
too far in advance.
f) Empathy. Encourage reader identification with characters and scenarios
that pleasantly or (unpleasantly) resonate with their own sweet dreams (or
night sweats).
g) Insight. Reveal something about human nature.
h) Universality. Present a struggle that most readers find meaningful, even if
the details of that struggle reflect a unique place and time.
i) High Stakes. Convince readers that the outcome matters because someone
they care about could lose something precious. Trivial clashes often produce
trivial fiction.

9. Build to a Crisis or Climax

This is the turning point of the story–the most exciting or dramatic moment. While
a good story needs a crisis, a random event such as a car crash or a sudden illness
is simply an emergency –unless it somehow involves a conflict that makes the
reader care about the characters.

10. Find a Resolution

The solution to the conflict. In short fiction, it is difficult to provide a complete
resolution and you often need to just show that characters are beginning to change
in some way or starting to see things differently.

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 Yourke examines some of the options for ending a story.
a) Open. Readers determine the meaning.
Brendan’s eyes looked away from the priest and up to the mountains.
b) Resolved. Clear-cut outcome.
While John watched in despair, Helen loaded up the car with her belongings
and drove away.
c) Parallel to Beginning. Like the beginning situation or image.
They were driving their 1964 Chevrolet Impala down the highway while the
wind blew through their hair.
Her father drove up in a new 1964 Chevrolet Impala, a replacement for the
one that burned up.
d) Monologue. Character comments. I wish Tom could have known Sister
Dalbec’s prickly guidance before the dust devils of Sin City battered his soul.
e) Dialogue. Characters converse.
f) Literal Image. Setting or aspect of setting resolves the plot.
The aqueducts were empty now and the sun was shining once more.
g) Symbolic Image. Details represent a meaning beyond the literal one.

Looking up at the sky, I saw a cloud cross the shimmering blue sky above us as we stood
in the morning heat of Sin City.

KEEPING YOU IN PRACTICE

Task 1

Directions: Try to recall some literary works which you have read already, whether it is
from the genre of fiction, drama, or poetry. What do you think made them memorable?
Write your answer in your notebook.

My all-time favorite literary works are Last leaf written by O. Henry and the Little Prince
written by Antoine de Saint-Exupery. However, the Last leaf by O Henry much caught
my attention. Last Leaf is a short story. The genre of Last leaf is fiction. For me, it is
memorable because there was a touch of suspense in story where I thought that Johnsy
is the one who’ll die in the story but it turned out that Mr. Behrman is the one who died.

Task 2
Directions: As you recall those genres, try writing down their respective literary elements
below. The first example is done for you. Write your answers in your notebook.

Title of Literary Work: The Little Prince (Antoine De Saint Exupery)

Genre classification: novella

Genre Element Specific answers

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Characters The little prince, the narrator (pilot), the rose, the fox, the
snake, the baobabs, the king, the vain man, the drunkard,
the businessman, the lamplighter, the geographer, the
railway switchman, the salesclerk, the roses in the rose
garden, the three-petaled flower, the little prince’s echo, the
Turkish astronomer
Plot The narrator, an airplane pilot, crashes in the Sahara desert.
The crash badly damages his airplane and leaves the
narrator with very little food or water. As he is worrying over
his predicament, he is approached by the little prince,

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12
TITLE OF THE LITERARY WORK: The Last Leaf written by O. Henry
GENRE CLASSIFICATION: A Short story and a Fiction

CHARACTERS:
- Joana or Johnsy as written in the story. Joana is a young artist form California.
- Sue, A young artist from Maine. Friend of Johnsy.
- Behrman, an old and somewhat cantankerous artist who lives downstairs from Sue and
Johnsy’s apartment.
- The Doctor who checked to Joana and Behrman’s condition.

PLOT:
-Two girls named Sue and Johnsy live in a squatty in the little district of Greenwich Village
in Washington Square. Johnsy soon falls ill with pneumonia, and the doctor tells Sue that
Johnsy will probably not survive because she has no longing to live. Johnsy wants to die
when the last leaf falls an she believes that she will die during a bad storm that happens
though the night. Sue went to talk to Mr. Behrman about Johnsy's illness. Johnsy doesn't
want to try to get better so when the last leaf falls off the ivy vine, she says that she will go
with it. Sue goes to talk to Mr. Behrman about posing for her drawing. Mr. Behrman falls
wick with pneumonia after painting his masterpiece for Johnsy and Sue. A janitor found
him unconscious and freezing. The janitor said he found Mr. Behrman with a lit lantern
and found a ladder outside. Sue and Johnsy then realized that the last ivy leaf never fell
because Mr. Behrman had painted it onto the brick wall.

CONFLICT:
-The main conflict is an external conflict; Johnsy fighting pneumonia. She has stopped
fighting and the pneumonia is slowly making her weaker each day. She has decided that
when the last leaf falls off the tree outside her window, she will fall along with it.

SETTING:
-'The Last Leaf' is set in an area of Greenwich Village that functions as an artists' colony.
The story focuses on the lives of two artists who share a studio: Sue and Johnsy (short
for Joanna). The two met at a New York restaurant in May, and our story takes place in
November.

POINT OF VIEW:
-The point of view in the story, “The Last Leaf” is third-person point of view where the
narrator seems to be an observer for the happenings.

THEME:
-The theme of the story are Sacrifice, Friendship and Hope.

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Task 3
Directions: Now that you have read the above hacks to improve your creative writing, get
ready to write a short piece that depicts or describes your favorite place in your town or
city of at least three (3) elements of your choice. Write it in your notebook.

Since I was a child, my parents used to tour me around our hometown in Batangas. I
considered it as one of my favorite past time. We used to go there when we do have a
break from work and in school. Our hometown in Batangas is located in Laurel and Sta.
Teresita. The view of Mt. Taal is overlooking from the place where our rest house was
being situated. The one and only conflict we’re facing is that we don’t have enough time
to always go there. The time that we’re bound to go there ranges from summer most
probably we’re just being there for 2 months only.

*Rubrics
5 – Correct use of language/grammar; presence of three or more elements;
appropriateness of elements that depict or describe your favorite place in your town or city.
3 – Minor errors on the use of language/grammar; presence of one or two elements;
appropriateness of elements that depict or describe your favorite place in your town or city.
1 – Major errors on the use of language/grammar; absence of an element;

NOTE:
You do not need to write an elaborate whole story. You only have to choose one of the
literary conventions listed above and develop it into a short narrative piece. As you write
your piece, have a topic, theme, and technique in mind. Be guided by the following
standards:
1. Choose a topic that interests you.
2. Formulate a thesis statement.
3. Organize and develop the ideas.
4. Use any of the literary conventions of a short story discussed above.
5. Ensure that theme and technique are effectively developed in your piece.

Task 4
Directions: After writing your piece, have your classmate/peer edit your work based on
the standards listed in the table below. You peer, on the other hand, will edit your work
using the same standards.
To edit your peer’s work, read the text thoroughly before giving constructive
feedback and comments. Comments should be based on the standards listed below. In
your notebook, write your comments that are specific, clear, and understandable. You can
also give suggestions for the improvement of your peer’s work.

Standards Description

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Idea Idea/Topic, point of view and theme are clearly expressed.
Choice of literary Literary element chosen is appropriate.
element Clear focus on the literary element is evident.
The main point or idea is elaborated and explained by
enough and specific details, descriptions, and reactions.
Fusion of idea and Clear and logical flow of ideas are evident.
literary element Effective use of literary element to express the idea or
topic.

After writing your work and editing the work of your peer, be ready to revise your output.
To do this, be guided by the instructions below.
1. Be open-minded. Writers improve their craft by listening to the feedback of other
writers. Do not feel bad if your peer gave a lot of comments.
2. Read the comments before revising your work. Take note of what you should
improve, revise or change in your first draft.
3. If the comments are not clear, feel free to ask your peer about it.
4. Work on improving your draft by making the necessary changes to your work.
Research if you see the need for it. Ask questions.
5. Put yourself in the position of your reader as you revise. If you cannot understand
what you have written, chances are, your readers will also feel the same.
6. Write your revised draft presentably.
7. Finally, be ready to publish your work.

Task 5
You have tried working on your short fiction piece following the set standards. In
like manner, you also edited your peer’s work. Finally, you revised your draft. The process
might have seemed difficult at first, but you will be doing things like these in the future
lessons as you deal with other topics. Let it not frustrate you as this is part of the journey
you must go through as a writer. Remember the cliché “no pain, no gain”? Well, it may be
a cliché, but it sure holds an undeniable truth, and in this topic, we are sure that it was a
lesson well-learned.
You have also focused on only one literary convention, but perhaps found the task
overwhelming. Seasoned writers create works using the different elements to come up
with a masterpiece – a unified whole which keeps readers thinking even long after they
have finished reading the piece.
After focusing on only one element, what literary convention do you think is the most
challenging thing/idea to write about? Write your answers in your notebook.
As a relentlessly keen from my Journalism classes back when I am still on my high school
days, our PSA used to teach us on how to write in a creative way and I think I still do have
that “creative way” of writing pieces and the most difficult or challenging thing/idea that I
face when I’m writing is the POV. It’s hard to put dialogues and point of views to certain
characters most probably because characters may be static and flat. They can be change
depending on what may that characters are suffering or feeling.

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*Rubrics
5 – Correct use of language/grammar; presence of one element; clear discussion
of ‘the most challenging thing/idea’ to write about
3 – Minor errors on the use of language/grammar; presence of one element; clear
discussion of ‘the most challenging thing/idea’ to write about
1 – Major errors on the use of language/grammar; presence of one element; no
discussion of ‘the most challenging thing/idea’ to write about

POST-TEST
Directions: Write a dialogue of not more than 200 words about how good the Bicolanos
are. Be guarded with your language and grammar. Be sure that your written output
portrays positive attitude and culture of the Bicolanos. Write your answers in your
notebook.

Character 1: Hey! I guess we’ve met before? The flight from Bicol?

Character 2: Oh! Is that so? Haven’t met you for so long, buddy! Did you enjoy the trip?
Any learnings? Or what?

Character 1: Yeah. I did enjoy the trip. It was nice seeing our Bicolano friends there! They
are so hospitable and kind. Have you heard that Bicolano are the fourth-largest Filipino
ethnolinguistic group in our country. They have lots of delicacies mostly spicy foods and
such.

Character 2: Wow! Seems you really enjoy the trip. That’s nice though. Anyways, I have
to go. I have a meeting from nearby. Hope to see you soon! Best of luck! Take care!

Character 1: Is that so? Okay. Go ahead! See you soon again!

Character 2: Thank you! Take care!

*Rubrics
5 – Correct use of language/grammar; clear and logical conversation; appropriate
characterization of Bicolanos’ as regards to their attitude and culture
3 – Minor errors on the use of language/grammar; clear conversation;
appropriate characterization of Bicolanos as regards to their attitude and culture
1 – Major errors on the use of language/grammar; clear conversation;
inappropriate characterization of Bicolanos as regards to their attitude and culture

ASSIGNMENT

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Directions: Is your knowledge on Creative Nonfiction relevant in your life as a student and
as a person? What learning have you assimilated after finishing the module/subject? Use
appropriate language and correct grammar. Write your answer in your notebook.

As a student and a person in general, it is important learning this kind of creative aspects
because fiction may or may not be that related in reality but at some points it seems be
coincidence to the reality we’re living. As a startup writer, it is important to build your
point of view on point because I believe it will reflect of who I am and you are as writer.
Empathy and Stance are mere factors to be considered when creating a point of view in
a certain topic.

*Rubrics
5 – Correct use of language/grammar; identification of the relevance of Creative
Nonfiction; clear discussion of the learning assimilated
3 – Minor errors on the use of language/grammar; identification of the relevance of
Creative Nonfiction; clear discussion of the learning assimilated
1 – Major errors on the use of language/grammar; identification of the relevance of
Creative Nonfiction; vague discussion of the learning assimilated
References

Department of Education. (February 2014). K to 12 Senior High School Humanities and

Social Science Strand – Creative Nonfiction Curriculum Guide.

Goertz, S. “Last Memories of My Grandfather”, 2019.

Short Story Tips: 10 Hacks to Improve Your Creative Writing. From Jerz Literacy Weblog,
est 1999, https://jerz.setonhill.edu/writing/creative1/shortstory/)

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