SHS

Creative Nonfiction
Module 4
Creative Non-Fiction
Module 4
 TARGET

Writing is a process that uses symbols to communicate

thoughts and ideas in a readable form. Thus, there are ways to write
depending on how ideas are being expressed. Such, one can write creatively
coming from the world that they have created, others would do the same
thing but then it would be more in a world that is real. It is true to its
characteristic; writing can be complex knowing that we write too much
giving possibilities to make thoughts and ideas permanent. It’s beauty and
dynamism can also be utilized for the expression of one’s creativity that will
provide readers not only learning and understanding facts and valid pieces
of information but also amusement and enjoyment in reading.

In the previous lesson, you were provided with the different elements that a
factual / nonfictional work should have like plot, characters,
characterization, point – of – view, angle, setting and atmosphere, symbols
and symbolisms, irony, figures of speech. Dialogue, scene and other
elements that can be used in every literary convention.

This module will provide the processes of writing which leads to the making
of a draft using any of the literary conventions.

After going through this module, you are expected to:

1. Engage in writing a short piece using any literary convention (in this
module Travelogue) applying the pointers in writing.
2. Employ properly the use of the nonfictional elements making it
different from the fictional elements.

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 Module Process of Writing
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Figure 1. Process of Writing

Figure 1 shows the different pointers when writing any specific work may
that be technical, or creative. This is called the Writing Process.

In Module 1, you have learned about writing and the different non – factual
elements that you can use when you are about to write any of the literary
conventions.

JUMPSTART
Activity 1: Let’s Go with the Process

Direction: Read the three stages that involves writing. Go over with the
process.

Writing is said to be a process – oriented skill and it must go through a

procedure so that one can come up with a more effective effect that a writer
made through his observation.

This becomes true when one has to write about the travels that he would
like to share with readers. As a writer, you cannot just write immediately
your ideas you must have to organize everything from the beginning until
the end of your writing

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 Pre – Writing Stage is the preliminary or preparatory phase in which the
writer explores and select possible topics, subjects and themes.

During the Writing Stage setting out of an elucidation of the details and
ideas perceived to be relevant to the topic and theme of the written work.

Post – Writing Stage is the phase wherein checking and correcting

inconsistencies in content and mechanics.

Direction: Choose your answer from the given choices. Use a separate sheet
for your answer.

1. What writing stage does a writer explore possible topics?

A. During the Writing Stage
B. Pre – writing Stage
C. Post – Writing Stage
2. What writing stage is applied when there is a need to check the
grammar and punctuations used?
A. During the Writing Stage
B. Pre – Writing Stage
C. Post – Writing Stage

3. What writing stage prepares all the content needed?

A. During the Writing Stage
B. Pre – Writing Stage
C. Post – Writing Stage

4. What is called as a process – oriented skill?

A. Reading B. Speaking C. Writing

5. What is being elucidated in the During Writing Stage?

A. Ideas B. Theme C. Worksheet

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 Discover

Pre – Writing Stage it is where the

writer prepares everything which he is
going to generate ideas and formulates
the foundations of the topic for written
output. The brainstormed ideas will be
framed through outlining which will
serve as the backbone or blueprint
indicating how the written output will
look like.
Here, the writer will be choosing a topic of what he would like to write
anything that would be from his own experiences since it is a
nonfiction work. Every detail should be organized as he is going to
generate ideas.
Example of this is when the writer wanted to write something about a
place that he went to and wanted to promote it to its readers, as for
the pre – writing stage what he will be researching about the place or
if the writer went there already then information can be first handed
by him so that he could present a complete knowledgeable data base
for the readers.

During Writing Stage is when the

writer put
together all
the

brainstormed ideas, thus focusing on the

content rather than the structure. Since it
is only temporary, the writer would now
organize all the details perceived to be

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 relevant to the topic and theme and develop
them.
When writing, you must write freely and try to find the best way to
communicate your ideas.
When putting all your generated ideas into paragraph, you should
start by presenting the text topic using a question, an appropriate
quote, or a simple description
that would lead you to the discussion. Then from text topic we have the
thesis statement wherein you are going to tell your
reader the significance of the narrative under
discussion which is usually a single sentence near
the beginning of your narrative offering a
way to understand it.
In presenting the content or the body, paragraph
should present one idea or aspect of the general
topic and begin with a topic sentence that will orient
THESIS
the reader to what follows within the paragraph.
STATEMENT
Provide as much as possible
supporting sentences by means of using
examples, explanations, facts (trivia), opinions. Short statement
Remember that in this part of the process, you usually one sentence
should not be too harsh on yourself and do not that summarizes the
focus on fine nuances in meaning at this main point or claim
point. and is developed,
Example, in a travelogue, the body should supported and
focus on what you wanted to show regarding explained in the text by
the place. Make sure that when you are means of examples and
presenting details it should be supported evidences
enough that the readers will be able to
understand it. Theme of what you are writing (https://www,dictio
should also be developed in this stage. It must nary,com/browse/t
be felt all throughout the writing process and hesis-statement)
it must not confuse the readers.
Make sure that what you reflected in your
introduction and body will be totally in toto TOPIC
reflected in the end part of your narrative, it SENTENCE
should have a different way to present
Sentence that introduces
everything. You may end it with a question or
a paragraph by
better a challenge for the readers.
presenting that one topic
that will be the focus of
Post – Writing Stage this is the phase when that paragraph
inconsistencies that you have written in the
draft is being carefully checked and corrected (academicanswers.w
in terms of its content and mechanics. aldenu.edu/faq/)

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 In this stage, the written text is shared with other audience, can be
another learner (peer) or a teacher. Your peer (another learner) will
read your narrative if there is a sense. Since there is a re – reading
that will happen, your peer will eliminate fluff (unnecessary or
redundant details). Not only the fluffs will be eliminated or checked,
even spellings, vocabulary grammar are critically looked by another
peer paying attention to content organization and mechanics leading

Revision is a process of going back through your whole draft there will be
adding in, taking out, moving around, and polishing certain parts of draft.

Editing (Proofreading) a meticulous process of clarifying meaning by

revising each word and line of your draft.

you to focus on the bigger picture of your draft (revision) and on the
finer details, making sure every word contributes precise meaning to
your writing subject.

Here are some enrichment activities for you to work on to

master and strengthen the basic concepts you have learned from this
lesson.

Explore
Enrichment Activity 1: Looking at the pictures below what would be the
topic that you can derive from and can be use in writing a narrative. Use a
separate sheet for your answer.

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 Figure 1 Figure 2

Figure 3 Figure 4

Figure 5 Figure 6

Assessment1: Use a separate sheet for your answer. Write the correct word
from the choices inside the box.
Text topic
Outline Supporting Sentence

Organize and develop ideas Topic Sentence Outline topic

1. What do you call the sentence that introduces the paragraph which
will be the focus of the writing? Topic Sentence
2. What serves as the blueprint of the writer on how a written output will
look like? Outline topic

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 3. What should a writer do when he is in the drafting stage of writing?
Organize and develop ideas
4. What should be presented when generating your ideas into
paragraph?Text Topic
5. What do you call the sentence in a paragraph that provides facts,
opinions to the topic sentence? Supporting Sentence

Assessment 2: In a separate sheet of paper compose a brief thesis

statement of each pictures below.

Example: Banaue Rice Terraces a man’s love at his finest hard work.

Figure 1:Italians Riviera’s Cinque Terre, an outline of it’s cost.

Figure 2: The Historic Structure with a breathtaking view of the sea called
Lighthouse, only in Cape Bolinao,

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Figure 3: Room for cliffs, Hanging Coffins

Assessment 3: Using a separate sheet of paper identify if the thesis

statement is implicit or explicit to the following sentences.

1. Tourist destinations in the Philippines at this moment is facing a

tremendous economic breakdown due to pandemic. Implicit
2. Many people have admired Boracay’s breathtaking view after its
rehabilitation. Implicit
3. More tourists wanted to go Sagada because they wanted to see and
learn the culture that they hear from other people. Explicit
4. Travelers are not still allowed to visit places around the Philippines at
this moment. Explicit
5. Many of the tourist destinations in the Philippines have recovered
during the pandemic. Explicit

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Deepen
At this point, prepare a table that will serve as your guide for you in writing
a narrative about the unforgettable travel that you had and at the same time
it has something to do with the changes that you have made for your life. As
much as possible there should be photos that will support all your details.
Use a separate sheet for doing this. The rubric on the next page will be used
in assessing your output.

Place Event

__________________________________________________

Title

*Please see sample on Appendix A.

Guide Questions

1. When you had the travel for the first time in that particular what did
you feel?

2. Why is it that travel is very significant to you? What were the places
you’ve visited and what have you notice from those places?

3. How did you find the place? Are there any significant moment that
happened during the time you are there? Cite in your narrative textual
evidences and photographs.

4. In what way that you can promote the place to other tourists who
wanted to see and feel also the place?

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 RUBRIC FOR WRITING A TRAVELOGUE
CRITERIA BEST (5) FAIR (3) POOR (2) TOTA
L
I. Content Contains Contains 1 or 2 Contains 3 or
appropriate inappropriate more
and relevant and irrelevant inappropriate
pictures/phot pictures/photo and irrelevant
os of our s of our barrio pictures/photo
barrio as a as a scenic s of our barrio
scenic spot. spot. as a scenic
spot.
II. Organization The travelogue The travelogue The travelogue
has excellent has appropriate confused the
and very and organized intended
wellorganized formatting of audience due to
formatting of information. unorganized
information. formatting of
materials and
information.
III. Creativity There is an There is an There is no
excellent admirable coordination in
arrangement of arrangement of the
arts and arts and arrangement of
designs of designs of arts and
photos/pictur photos/picture designs of
es. s. photos/picture
s.

IV. Relevance The There are 1 or There are 2 or

photos/pictur 2photos/pictur more
es go well with es that do not photos/picture
the text go well with the s that do not go
information text information well with the
and are closely and are just text information
related to the related to the and are not
story. story. related to the
story.

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V. Grammar and Contains Contains 1 or Contains 3 or
Mechanics complete 2incomplete more incomplete
sentence. - sentences. - sentences. -

Language used There are 1 or 2 There are 3 or

are all correct errors in more errors in
(spelling, language used language used
grammar, (spelling, (spelling,
punctuations grammar, grammar,
and punctuations punctuations
capitalization) and and
capitalization) capitalization)

B. Directions: Answer the following questions briefly in 2 – 3

sentences. Use a separate sheet of paper.
1. Why is it necessary that when you write a narrative you
should have a clear thesis statement?

5 – Point Writing Rubric

Appendix A
Place Event
Teacher’s Camp (Romulo Hall) Home during the Congress

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Public Market Bought some souvenirs like bulol for
friends and loved ones
Mall Spotted some views like the Baguio
cathedral and the University of
Cordillera
Burnham park Went around to see what is on the
park while devouring banana cue
for snacks
Center Park Had a half – body massage
Session Road Had a night walk a visit to bar to
have a short drinking spree
Mines View Park, Wright Park, Visited with the family during the
Bencab Museum, Diplomat Hotel, second visit
Laperal House

FOREVER “BAGUIO – ED” ON MY MIND

Bernard Liwag
I was already in my early 20s when I first saw the City of Pines. As
ai could not have afforded to travel in earlier years, I waited until I found a
job and could finally afford to pay for my own transportation fare. The
opportunity came when I, together with a colleague in the public school
where I used to teach, was invited to a three – day Teachers Congress in
Baguio. My companion had been to Baguio several times in the past, so he
was not so excited as I was when we received the invitation. I believe he tried
to suppress a smile when I intimated that it was my first time to go there, as
if to suggest that I had missed half of my life.
We were billeted in Teacher’s Camp, a big complex of buildings for
transients built by Americans in the 1900s. we stayed in Romulo Hall, one of
the earliest and most well – preserved structures in the area. During one of
our dinners, some of my fellow attendees exchanged stories about ghostly
apparitions – of a lady dressed in white, a Caucasian – looking soldier
dressed in colonial military uniform, of spooky shadows in the washrooms.
Although I am an obdurate nonbeliever in ghosts, the stories easily piqued
my interest. I did not see any ghost, but I did not get numb, not with fear
but with cold while taking a quick shower.
The next day, the session ended rather early so my friend and I
went to the public market to buy some souvenirs for our friends and loved
ones in Manila. For this first t – timer, taking the non – air-conditioned
Baguio cab was exhilarating. I was looking around the whole time I was
inside the cab, marveling at the houses that were precariously standing on
the edges of cliffs.
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 When we reached the marketplace, we wasted no time walking
about. Although Baguio is well – known for its ukay – ukay (that is, handed
– me – down clothes which, if one is lucky, could be signature brands), I did
not buy any, thinking that I could buy ukay – ukay clothes almost anywhere
in the NCR. Instead, I bought two miniature versions of bulul, a wooden
figure used by the Igorots to guard their rice crops. One was squatting while
the other was standing and holding a spear and a shield. The cultural
student in me was trying to figure out how icons sacred to the Igorots could
become commodified as souvenir items. I also bought eight small clay jars,
not bigger than the palm of one’s hand and sold at Php 5 each to serve as
my display items at home.
We also went to a relatively big mall, the type I had never seen
before. While malls in Manila are comfort zones for denizens wanting to
escape from the heat of the city’s brutal and unmerciful summer, this big
Bagiuo mall has no air – conditioning unit, with the city’s sleep – inducing
breeze as its natural source for ventilation. From the second – and third
floor balconies, I was able to get a panoramic view of the city – of the Baguio
Cathedral, of the University of Cordilleras, of parks dotted with pine tree, of
rocky hills enveloped in fog and mist.
Anyfirst – timer should not miss strolling around Burnham
Park. Now on my own (because my co – teacher chose to take a nap instead),
I enjoyed going around the park without sweating so much. The temperature
was probably 15 degrees Celsius or thereabouts. And although I did not try
the rowboat, simply watching the young and old (perhaps some were from
Manila like me) enjoy their time on the human – made lake could already be
a source of delight for any observer. For snacks, I devoured two sticks of
banana cue. I walked around again after eating and tried a ten – minute,
half – body massage service at the center of the park.
At night, my peripatetic friend and I walked down the
Session Road and ended up in open – air eatery near the public market
where we wolfed down grilled hito while guzzling some beer. A few bottles,
we continued our drinking in a wholesome bar just a few steps away, where
we also sang our hearts out like spoiled, pleasure – seeking bachelors until 2
in the morning.
On reaching Teachers Camp around 3, I hit my bed and
caught a few hours of sleep before coming back to Manila. While the Cubao
– bound bus was weaving its way along Marcos Highway, I promised to go
back.
I immediately fell in love with Baguio --- so in love that since
then, I have made it a point to go back to the City of Pines at least once
every year, this time with my wife and daughter. Since then, I have also
visited the other tourist spots – Mines Vies Park, Wright Park, the Bencab

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 Museum; and, upon the insistence of my seven – year – old brat, haunted
buildings like the Diplomat Hotel and Laperal House.
Even if I visited some of the Baguio spots more than once, I
have not grown tired of them. Every Baguio experience, to me, is always
unique and memorable.

blic Market

made lake

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 MODUEL 5

Module Evaluating Other’s Draft

5

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 Creative Non-Fiction
Module 5

Target
Creative nonfiction can be described as a hybrid genre that pulls in
elements of fiction (literary techniques), the writer’s perspective, and
factual information. It is a concept that offers great flexibility and
freedom, while adhering to the basic tenets of nonfiction writing. In
creative nonfiction, writers can be poetic and journalistic simultaneously.

In your previous lesson, you are done with writing a draft of a short
piece using the literary conventions of genre.

This module will let you evaluate other’s drafts based on:
1. Clarity of idea
2. Appropriate choice of literary element
3. Appropriate use of the element
4. Effective combination of the idea and the chosen literary element
After going through this module, you are expected to:

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

Module Evaluating Other’s Draft

5

Activity 1: Agree or Disagree!

Anticipation Reaction Guide

Direction: The following statements enable you to gauge your level of
understanding about clarity of ideas and the literary elements of Creative
Nonfiction . You are required to agree or disagree with each of the following
statements. You will answer the activity in a separate sheet of paper divided
into two columns. The first column will be labeled Before the module study
and the second column will be labeled After the module study. Place a check
mark () on the Before the Module Study column if you agree with the

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statement and a cross (X) if you do not agree. Leave the After the Module
Study column for you will answer it in the later part of this module.
Before the After the
Module Statement Module
Study Study
1. Accuracy is the same with clarity.
2. It’s okay to make readers work through the
implications of what you’re saying.
3. The longer the sentence is, the more complex it is
to understand its meaning.
4. To make a thought simpler, provide examples to
the readers.
5. When examples are fun and topical, readers pay
more attention.
6. Writers of creative nonfiction base their stories on
real events.
7. Extensive research is needed so as not to
compromise the truthfulness of the events.
8. To emphasize critical moments, writers slow down
or speed up the pace of the story.
9. The most commonly used point of view for creative
nonfiction is second person.
10. An engaging dialogue grant characters a degree of
individuality.

Activity 2: Open Notes!

Direction: Recall the literary elements of Creative Nonfiction and their

definition that you are aware off. Write your answers in a separate sheet of
paper.
Notes Box

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 ___________________________
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_____________________________________________________________________________
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______________________________________________________________________ _______

Activity #3: Fill Me!

Direction: Fill the following graphic organizer with the three (3) best ideas to
make your narrative written output clear. Give an example to illustrate your
idea. Use a separate sheet of paper for your answer by copying the graphic
organizer in it.

How can we
achieve clarity of

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ideas?

21
 Discover

1. How to make our ideas clear in creative nonfiction?

Clear writing is a writing that readers can follow.
It’s okay to make readers work through the implications of what you’re
saying, but it’s not okay to make them piece together what you’re
saying in the first place.
Readers must easily understand every point.
We'll explore two tools for increasing clarity:
Simple sentences
Examples and Counterexamples

Simple Sentences
You use plain phrasing.
You use fewer ideas per sentence.

Use plain phrasing where possible.

Here’s a sentence with complex phrasing:
"The obstacle facing media organizations is to chart an
economically sustainable course through a landscape of commodity
journalism.”Let’s rewrite that sentence plainly:
“News companies are having a hard time staying in business
because anyone with a blog or Twitter account can report the news
now."
Simplify your sentences without dumbing down your ideas.

Use fewer ideas per sentence.

Consider this bad paragraph:
“There is a fast-growing collection of data describing the structure and
functional capacity of human gut bacteria in a variety of conditions. Ongoing
efforts to further characterize the multitude of functions of gut bacteria and
the mechanisms underlying its interactions will provide a better
understanding of the role of the microbiome in human health and disease.”

Let’s rewrite it:

“There’s a lot of research on gut bacteria. We’re quickly learning what

roles bacteria play and how they interact with each other. Researchers want
to better understand how these bacteria affect our overall health.”
The original paragraph's sentences contained two ideas each. That’s a
problem. Your brain interprets the meaning of a sentence after it's done

22
reading it. So, the longer the sentence, the more details you hold in your
head at once. That makes understanding a complex point even harder.
Don't be mean to your readers. Make it effortless to read your words.

Beware rephrasing
When authors restate a point, they point it out:
“In other words…”
“That is to say…”
“Put another way…”
These are often red flags: the point that came before needed to be rephrased
to be understood.
Instead, delete the rephrasing and reword the original statement to be
selfevident: use plain wording and use fewer ideas per sentence.
If simplification can't achieve the necessary clarity, it's time to provide
examples.

Provide examples
Providing examples is another tool for improving clarity. Examples make
abstract statements specific. Your brain best remembers things this way. A
few tips for providing examples:

 Provide before and after examples, or counterexamples, to clarify what

you don’t mean. Help readers orient themselves on a spectrum of right
and wrong.
 If you make examples fun and topical, readers pay more attention.
 Examples with many moving parts should be diagrams.
 Don’t waste time with examples if you’re confident your point was
selfevident

Takeaways for clear writing

 If you write something unclear, you're writing for an audience of one:

yourself. You might as well be writing in your diary.
 Instead, be clearer than you think is necessary. Use simple wording,
use simple sentences, and provide examples.
 Simple language doesn't weaken your writing. It strengthens your
points by helping what matters stand out.

2. What are the elements to choose from when writing nonfiction?

a. Reflection

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 The subjects in this genre usually center on events of
personal significance to the writer. For this reason, narrative
nonfiction commonly exhibits elements of narrative reflection—
writers provide their thoughts and views on the events and
experiences that have colored their lives. Writers may also
comment on the manner in which these experiences and people
have influenced other aspects of their lives. In such cases, works
of narrative nonfiction resemble the nonfiction genres of memoir
or the personal essay because they serve as a platform for the
writer’s personal views and opinions.

b. Accuracy and Research

First and foremost, writers of narrative nonfiction base
their stories on real events. Although narrative nonfiction
typically reflects on the personal experience of the writer, a
writer must accurately convey the people, places, and events
that occur within the narrative. As a result, a writer may need to
conduct extensive research so as not to compromise the
truthfulness of the events and people discussed. Writers must
fluidly and creatively blend accurate, researched-based details
with narrative story-telling techniques.
The biography is another type of nonfiction that overlaps
with narrative nonfiction as far as attention to facts. Like writers
of narrative nonfiction, writers of biographies research details to
ensure that their work is truthful and accurate. Unlike
biographies, however, narrative nonfiction provides writers with
more creative license to depict people, places, and events.

c. Characterization
Similar to characters in a fiction narrative, characters in a
work of nonfiction can be dynamic and undergo meaningful
growth and change. The author may recall a memory of a person
and use personal perception to further develop the character.
The flexibility of the narrative nonfiction genre allows the writer
to fictionalize or blur certain elements of a character or event.
Because a writer doesn’t know the full and truthful motives or
thoughts of a person, this genre gives license for writers to
develop and fictionalize certain features of an actual person.
Writers may use engaging dialogue to make characters
distinct from one another and grant them a degree of
individuality. Narrative nonfiction allows the writer to develop a
particular conflict (such as character versus society) for
characters that may simplify or not precisely portray the person’s
actual life.

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 d. Plot
The plot of a narrative nonfiction work may follow the
structure of a fictional novel, starting with the element of
exposition and moving on to rising action, climax, falling action,
and resolution. This narrative structure allows the writer to bring
cohesion and resolution to real-life events that may not have been
so clearly defined.

e. Narration and Point of View

Sometimes works of nonfiction, like biographies, may
chronicle the life of a person over a span of years. In narrative
nonfiction, writers use techniques such as time sequencing to
jump to or between critical parts of the story. The writer may
also use flash-forward or flashback to move through the plot.
Narrative pacing also enables writers to slow down or speed up
the pace of the story to emphasize critical moments.
As with other narrative forms, writers of narrative
nonfiction can use different narrative point of views, but first
person and third person are the most common. First-person
narration enables writers to express their personal views about
real-life people and events. In third person, the perspective is
limited for writers because they cannot accurately understand
the internal thoughts and motivations of the real people
represented by their characters. Instead, writers must use what
they've learned or observed about the actual people to develop
the characters and events.

Explore

Enrichment Activity 1: Am I Clear?

Write the letter of the clearer statement in a separate sheet of paper.

1. a. Extra-solar planet systems can be formed in two ways. In the first, a
terrestrial mass planet forms in the inner disk, while a gas giant forms
beyond the snow line. During the inward migration of the gas giant,
the terrestrial planet is captured in a mean motion resonance where it

25
 remains until migration ceases. In the second, a gas giant can migrate
through a disk of planetismals (minute planets). This results in mean
motion resonances with the gas giant sweeping through the disk of
planetismals, causing material to be either scattered out of the system
or captured into these resonances.
b. Extra-solar planet systems can be formed in two ways: the first is
when a terrestrial mass planet forms in the inner disk, while a gas
giant forms beyond the snow line, causing the terrestrial planet to
be captured in a mean motion resonance during the inward
migration of the gas giant where it remains until migration ceases.
Alternatively, a gas giant can migrate through a disk of
planetismals, resulting in mean motion resonances with the gas
giant sweeping through the disk of planetismals, causing material
to be either scattered out of the system or captured into these
resonances.
2. a. The current upsurge in stakeholder dissatisfaction with the
outcomes of local government decision-making is at least partially a
consequence of the predilection against long term planning.
b. The current rise in stakeholder dissatisfaction with local
government decisions is at least partly due to the lack of long term
planning.
3. a. Just as we see the events of the novel through Jane’s eyes, we only
learn the story of Mr. Galvez and Berta through what Mr. Galvez tells
Jane, which Jane then tells the reader. As Berta’s voice is excluded, it
is easy to believe Mr. Galvez’ version.
b. Just as the events of the novel are shown to us through Jane’s eyes,
we only learn the story of Mr. Galvez and Berta through what Mr.
Galvez tells Jane and Jane tells the reader. As Berta’s voice is
excluded, Mr.
Galvez’ version is easily believed.
4. a. Measurement of scanner performance can be achieved through
examination of four criteria: resolution, bit-depth, dynamic range and
software.
b. Scanner performance can be measured by examining four criteria:
resolution, bit-depth, dynamic range and software.

5. a. Breitman argues that when Eichmann and Dannecker talked of a

“final solution” in 1941, they must have intended mass murder. He
claims that , as Heydrich had submitted a proposal to Hitler before the
end of January, this must have been when the Final Solution was
concretely adopted.

b. Breitman argues that because Eichmann and Dannecker talked of a

“final solution” in early 1941, this must have meant that they

26
 intended a program of mass murder. He substantiates this claim by
pointing out that Heydrich had submitted a proposal to Hitler before
the end of January; therefore, this must have been the time that the
Final Solution was concretely adopted.

Enrichment Activity 1 : Pick me

Direction: Write the CAPITAL letter of your answer in a separate sheet of
paper.

1. People have different ways of learning. Some are better at making mental
pictures of new ideas. Others are more comfortable with writing lists of
things to memorize. Certain people can learn best when listening to music,
while others need silence to concentrate. Which of the following is the main
idea of the
passage?
A. Mental pictures help many to learn.
B. Some people prefer lists to making mental pictures.
C. To learn well you need to be comfortable.
D. Different individuals have different ways of acquiring information.

2. If you hold a piece of copper wire over the flame of a wooden match, heat
will be conducted by the copper wire to your fingers, and you will be forced
to drop the wire. You will, however, still be able to hold the match because
wood is a poor conductor of heat. Which of the following is implied in the
passage above? A. Copper is a good conductor of heat. B. Matches
should be made of copper.
C. Wood and copper conduct heat equally.
D. Wood is an excellent conductor of heat.

3. Cesar Chavez was an influential leader for farm workers. He fought for
their rights and better working conditions. Chavez led many strikes that
angered farm owners. Eventually he succeeded in getting increased wages
and better living situations for farm workers. The passage indicates that
Chavez changed lives by _____.
A. fighting for the rights of farm owners
B. helping to end the farm workers’ strikes
C. improving the conditions for farm workers
D. working on the farms every day
4. Many people own different pets. Dogs, cats, birds, and fish are common
household pets. Others’ pets are considered to be exotic animals. These

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 include snakes, lizards, and hedgehogs. According to the passage, snakes
are_____.
A. found only in zoos C. uncommon pets
B. to be found in a household with dogs D. not allowed in people’s
homes
5. When cartoonist Charles M. Schulz was a boy in elementary school, other
boys teased him for being small and not very good at sports, and his art
teacher told him he had no talent for drawing. He had few friends and was
too shy to talk to a red-haired girl he admired. Later in life, Schulz used his
childhood experiences in his comic strip Peanuts: the strip’s main character,
the sad and lonely Charlie Brown, represents Schulz as a little boy. Peanuts
was unique at the time because it contained no adult characters. Readers
fell in love with Charlie Brown, and Peanuts eventually became one of the
most popular comic strips of all time. What is the main idea of the
passage? A. Peanuts was the world’s most widely read comic strip.
B. Schulz was a very famous cartoonist.
C. Schulz turned the pain of his youth into success as an adult.
D. The comic strip Peanuts featured children as its only
characters.
6. Before giving first aid to an accident victim, you should obtain his or her
consent. Asking for consent takes a simple question. Say to the victim, “I
know first aid, and I can help until an ambulance arrives. Is that okay?”
According to the passage, it is wrong to _____.
A. use first aid on an accident victim without medical training
B. attempt to help an accident victim without permission
C. help a victim before an ambulance arrives
D. call for an ambulance instead of helping the victim

7. Dr. Ellen Ochoa is an inventor and is also the first female Hispanic
astronaut. Her inventions include technology to help robots inspect
equipment in space to maintain safety and quality control on spacecraft.
Before retiring, she logged more than 1,000 hours in space across several
space missions.
According to the passage, Dr. Ochoa is the first _____.
A. Hispanic person to travel into space C. woman to travel into space
B. inventor to travel into space D. Hispanic woman to travel into
space
8. Dogs and cats make very different types of pets. Before deciding whether to
buy or adopt a dog or a cat, prospective owners need to carefully consider
their own lifestyles and personalities. Dogs may make more affectionate
companions, but they require more care and attention. They must be taken
out several times a day and should not be left alone for more than a few
hours. Larger dogs require significant exercise to remain fit and healthy.
Cats are usually more independent in nature and interact less with their

28
 owners. Also, a cat can be left on its own all day, or even for several days,
as long as it has food and clean water to drink. From this passage, a
reader can conclude
A. owning a cat requires less work than owning a dog
B. people who are away from home during the day should not own a
cat
C. people who like to play with their pets should own a cat
D. owning a cat is more responsibility than owning a dog

Enrichment Activity 2: Arrange Me!

Direction: If you are to arrange the sentences to form a comprehensive
paragraph, what could be the arrangement? Write the CAPITAL LETTER of
your answer in a separate sheet of paper.
1. 1. There was desultory conversation, but after a while, a silence
fell and we sat waiting, waiting---waiting.
2. Every chair was filled and some patients were standing.
3. Finally an old man stood up and remarked, “Well, I guess I’ll go
home and die a natural death.”
4. I had been sitting in the doctor’s waiting room for a long time.
A. 1234 B. 3241 C. 3124 D. 4213

2. 1.If you get a present that does not interest him, then your choice of a
gift is a poor one.
2. If you select something that he can enjoy or use, he will appreciate it.
3. Whatever the occasion, you should remember what a person likes when
you buy him a present. That way you can buy an appropriate gift.
4. Whenever you buy a gift, you should always consider the interests of
the receiver.
A. 1234 B. 3241 C. 3124 D. 4321

3. 1. A computer is basically a machine that can make extremely fast

calculations, millions of them a second, and can store facts in its
electronic memory to use in those calculations.
2. For if the programming is wrong, then the answers will be wrong.
3. However, computers can only do what they are told to do. They must be
instructed or “programmed.”
4. It is said, with some justice, that a computer is no better than the person
who runs it.
A. 2134 B. 1342 C. 3124 D. 4321

4. 1. It shovels information at us in such quantities so relentlessly and

with such impact, we believe it instead of believing our own guts.
2. Television has lied to us about ourselves.
3. We find it harder to understand each other.

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4. We find it harder to understand ourselves.
A. 3412 B. 1342 C. 3124 D. 2134

5.
1. Allow plenty of time to get ready so that you wouldn’t be late for your
interview.
2. Before you leave the house, check whether you have a pen or an extra
personal data sheet.
3. Dress appropriately and observe proper grooming to create a good
impression.
4. To prepare for an interview, sleep early in order to be at your best, both
physically and mentally.
A. 1324 B. 2134 C. 3421 D. 4132

6. 1. If you have a green thumb, the rewards are two-fold.

2. If you intend to spend your lazy afternoon in quiet, placid hobbies,
gardening would be your best choice for such leisure time.
3. It relaxes you through your communion with nature.
4. There is no joy comparable to that of harvesting your own crop and setting
it on the table for all to see and enjoy.
A. 1243 B. 2134 C. 3124 D. 4321
Enrichment Activity 3: Simplify Me!

Direction: Choose the best paraphrase from each set of choices. Write the
CAPITAL LETTER of your answer in a separate sheet of paper.

1. Of the 138 million acres of land that Native Americans owned in 1887, 90
million acres were taken away by whites by 1932.
A. Native Americans owned 138 million acres of land in 1887,
whereas whites had only 90M acres.
B. In 1932 alone, the white settlers took 90 million acres of land that
belonged to Native Americans.
C. By 1932, Native Americans had lost almost all of their land.
D. Native Americans owned in 1932 a little more than half of the
land they had owned in 1887.

2. Martha thinks that the issue of adolescent problems is important to write

about.
A. Martha believes that the dream of most adolescents is to write
something important.
B. Martha thinks that adolescents like to write about their problems.
C. Martha feels that writing about adolescent problems is
worthwhile.
D. Martha thinks that adolescents can write about their problems.

30
3. Research data suggest that girls who witnessed maternal abuse may
tolerate abuse as adults more than girls who did not.
A. Women who witnessed the abuse of their mother as teens are more
likely to become abusive adults.
B. Women who observed the abuse of their mothers when they were
young are more likely to endure abuse themselves.
C. Girls who testify about maternal abuse tolerate abuse as adults
more readily.
D. Women who were abused as children are more likely to abuse their
own children.

4. A woman who was nominated by the president to head the department

was quickly approved by the board of trustees.
A. The board of trustees agreed with the president to appoint a
woman head of the department.
B. The president quickly approved the decision of the board of
trustees.
C. The woman and the president approved the decision of the board
of trustees.
E. The board of trustees approved the woman's interest in being head
of the Department.

Deepen

Activity 1: Quick Quotable

Directions: Use a separate sheet of paper for your answers on this activity.

a. On the left side of the column, write five (5) to six (6) of your most
favorite quotes from people you admire. Write the author’s names below
them.
b. In the adjoining column (middle), write your interpretation of the quote
and why it appeals to you.
c. If you are feeling good about it, write down why you consider it a great
quote and write your own ideas about it that are important to you in the
last column(right).
Favorite Quotes Your Own Why It Appeals to you/
Interpretation Why do you consider it

31
 a great quote
1.

2.

3.

4.

5.

6.

Gauge

Activity 1: Work It Out!

Direction: Read and answer carefully. Use another sheet of paper for
your answers.

a. Write your opinion on the situation given. If you are to choose

two (2) literary elements to be used in your output in Creative
Nonfiction, what would they be and why?
b. Apply these literary elements you have chosen to make an
output.
c. Read your output silently. Do you think you used the
appropriate literary elements in your output? Justify your
answer.
32
 d. Was there an effective combination of the idea and the chosen
literary element/s? Justify your answer.
e. Exchange output with one of your classmates. Judge/Assess
his/her output by answering the same set of questions starting
from c to d.

Additional activity: Agree or Disagree!

Anticipation Reaction Guide

Direction: The following statements enable you to gauge your level of
understanding about clarity of ideas and the literary elements of Creative
Nonfiction. You are required to agree or disagree with each of the following
statements. You will answer the activity in the same separate sheet of paper
that you used earlier. Place a check mark () on the After the Module Study
column if you agree with the statement and cross (X) if you do not agree.
Before the After the
Module Statement Module
Study Study
1.Accuracy is the same with clarity.
2. It’s okay to make readers work through the
implications of what you’re saying.
3. The longer the sentence is, the more complex it
is to understand its meaning.
4. To make a thought simpler, provide examples to
the readers.
5. When examples are fun and topical, readers pay
more attention.
6. Writers of creative nonfiction base their stories
on real events.
7. Extensive research is needed so as not to
compromise the truthfulness of the events.
8. To emphasize critical moments, writers slow
down or speed up the pace of the story.
9. The most commonly used point of view for
creative nonfiction is second person.
10. An engaging dialogue grant characters a
degree of individuality.

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