2

CREATIVE NONFICTION
Quarter 2–Module: 11

WRITE A DRAFT OF CREATIVE NONFICTION PIECE BASED ON

THE LEARNER’S MEMORABLE REAL-LIFE EXPERIENCE

Ill

Development Team of the Module

Writer: Rosette Anne M. Marientes
Editor: Daniel C. Reyes
Reviewer: Maria Elizabeth M. Morales
Layout Artist: Froilan G. Isip

Management Team Zenia G. Mostoles EdD, CESO V, SDS

Leonardo C. Canlas EdD CESE, ASDS
Rowena T. Quiambao CESE, ASDS
Celia R. Lacanlale PhD, CID Chief
Arceli S. Lopez PhD, SGOD Chief
June D. Cunanan EPS- English
Ruby M. Jimenez PhD, EPS-LRMDS

Published by the Department of Education, Schools Division of Pampanga

Office Address: High School Boulevard, Brgy. Lourdes,
City of San Fernando, Pampanga
Telephone No: (045) 435-2728
E-mail Address: pampanga@deped.gov.ph
Introductory Message
For the Facilitator:
Welcome to the Creative Nonfiction Alternative Delivery Mode (ADM) Module on
Writing a Draft of Creative Nonfiction Piece based on the learner’s memorable real-life
experience. This module was collaboratively designed, developed and reviewed by
educators from public 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.

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 Nonfiction Alternative Delivery Mode (ADM) Module on
Writing a Draft of Creative Nonfiction Piece based on the learner’s memorable real-life
experience.

Writing is everything. This will help you explore the world of writing following the
guidelines or process of writing. Writing is the new art of bringing all the traditional strategies
of fictional storytelling to narrating real-life events. This subject will enhance your skills in
writing and enable you to write memorable real-life experiences. You will also learn how to
craft powerful memoirs, family histories, and stories of inspiring moments in the world of
writing.
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.

What I Need to Know

This module will help the learners to write a draft of a creative nonfiction piece based
on his/her memorable real-life experience to explore the different world of writing.
For the Learner:
Writing creative nonfiction will help you develop your skills and enable you to share
your real-life experiences. You can achieve this by learning the skills and competencies
discussed in this particular lesson.
 OBJECTIVES:

After accomplishing the lesson, the learners will be able to:

1. Apply effective writing processes and techniques;

2. Evaluate an academic paper based on a rubric;
3. Produce a draft of a creative nonfiction piece that is based on real life experiences.

What I Know

Multiple Choice: Read carefully each statement. Write the letter of the correct answer in
your notebook.

_____1. Which of the following processes of writing is systematically arranged?

a. Pre-writing, Revising, Writing the draft, Editing and Publishing
b. Pre-writing, Editing, Writing the draft, Publishing and Revising
c. Pre-writing, Writing the draft, Revising, Editing and Publishing
d. Pre-writing, Writing the draft, Editing, Revising and Publishing

_____2. This is a type of writing that expresses the writer’s thoughts and feelings in
an imaginative, often, unique way.
a. creative b. technical c. academic d. formal

_____3. This refers to change in tone and dialogue, indicating different emotions
or sarcasm.
a. Dialogue b. Intonation c. Inflection d. Repetition

_____4. It is the main message that the reader can take from the story.
a. Theme b. Play c. Drama d. Genre

_____5. This refers to the events or the sequence of the story.

a. Poetry b. Plot c. Flat d. Round

_____6. It is the element of fiction that tells when and where the events occurred.
a. Character b. Setting c. Conflict d. Plot

_____7. It is a technique where the story begins in the middle.

a. Plot twist b. En medias res c. Flashback d. Foreshadow

_____8. What is the main idea of a story or the message the author is conveying?
a. tone b. foreshadow c. theme d. flashback

_____9. Which type of writing focuses on telling facts, exposing truths, and sharing
real-life situations?
a.creative b. technical c. academic d. formal
____10. This element of fiction is the peak of emotion in a story. It is the most
intense among all elements.
a. exposition b. rising action c. climax d. falling action

_____11. This is one of the common kinds of creative writing. It can be in lyrical or
narrative form, rhythmical or non-rhythmical, metrical or free form.
a. Journal b. Essay c. Poetry d. Story

_____12. Long narratives divided into chapters and events and are taken from true-
to-life stories.
a. Novel b. Novella c. Epic d. Oration

_____13. What is the greatest benefit of using an outline to draft an essay?

a. Outlines allow the writer to compile information and set a direction for the
essay before jumping to a first draft.
b. An outline is the same thing as the first draft, so once the outline is written,
the draft is done.
c. With an outline, writers do not have to worry so much about their final
product.
d. Writers who use an outline always produce successful and
engaging essays.

_____14. What do you call factual information or a concept that offers freedom?
a. Creative Fiction b. Creative Nonfiction c. Technical d. Academic

_____15. This will help you explore your ideas and all you have to do is to write
everything that comes to mind.
a. Brainstorming b. Clustering c. Flow Chart d. Concept Map
Lesson WRITE A DRAFT OF CREATIVE NONFICTION PIECE

11
BASED ON THE LEARNER’S MEMORABLE
REAL-LIFE EXPERIENCE

LESSON PROPER

Introduction
What was your purpose in writing? How did you revise your writing?

The Writing Process

Life teaches us a lot of things which we can write about. We are fortunate to be
blessed with memories, ideas, emotions, questions and experiences. Every writer
must always consider the situation.
Writing critically and thoughtfully shapes the ideas that onewishes to express. This
process gives form to our ideas and enables us to communicate them to others.

The following model shows the four components thatmust be considered in every
writing activity.

THE WRITING SITUATION

PURPOSE

AUDIENCE

SUBJECT

WRITER

Figure 1. The Writing Situation

Purpose – all kinds of writing require specific goals. This is the crucial part where
you have to maintain a clear and specific objective, regardless of the piece/type of
writing you are working on.
Audience – writing is effective only when the readers receive and understand what
the writer intends to send.
Subject – when you write, you subject is about someone or something. Sometimes,
you write about yourself: your own interests, feelings, experiences, values and
others. Your subject must be well-developed and explained to inform and
communicate your views to your audience effectively.
Writer – your identity or personality as a writer is revealed by your words, tone,
approaches and attitudes in writing. Your characteristics as a writer will influence not
only what is written but also your intended readers.

Drafting and the Writing Task

Despite the many different writing methods, the basic steps in the writing process
remain constant:
1. Generating ideas/finding a topic
2. Stating the main idea or thesis/finding your topic
3. Organizing ideas
4. Drafting/writing the draft
5. Proofreading, editing and revising

Writing starts with identifying your topic or subject. At this stage of generating ideas,
a number of strategies are useful, such as brainstorming, clustering and free-writing
to stimulate your creative thinking.
The following may help you generate ideas:
1. Brainstorming is exploring your mind with ideas and all you have to do is write
whatever comes into your mind.

Steps in brainstorming
a. Write your topic at the top of a piece of paper.
b. Jot down words and ideas as they come to you.

Sample Topic: Getting a Bachelor’s Degree

 Set my goals
 Put education before social life
 Have determination and patience
 Be motivated
 Improve study skills
 Be focused
 Don’t procrastinate
 Do and submit all school requirements
 Don’t be frustrated with school assignments
 Self-discipline
 Attend classes on time
 Don’t miss classes
 What’s In

Use brainstorming to explore ONE of the following topics.

1. The biggest challenge in life that I must confront…

2. Effects of the global economic crisis…

3. English proficiency is important because …

Generating Ideas

2. Clustering – is similar to brainstorming and involves putting them in circles.

Generate and connect other ideas from the original topic. Use arrows to make the
connections.

Steps in clustering

1. Write your topic or key idea in the middle of the paper and circle it.
2. Concentrate on the idea in the circle. Around it, write other ideas that come to
your mind.
3. Circle each of those ideas and connect them with the main idea.
4. Concentrate on each new idea you have written and see what other ideas
emerge. Write these ideas, circle them and connect them with an arrow to the
circles they relate to.
Sample Topic: To Be A Nurse

Emergencie
Bruises Challenging s
Broken
arm

Hospital
To help work
people Injuries
Operatin
To be a g room

Childhood Nurse
dream

Mom Do not quit Encourag

Support
e me

You
Inspired by can do
people it
Motive Medical
practitioner
s

What’s New

Stating the Main Idea

The thesis statement or topic sentence states the topic and the controlling idea.
Notice that the thesis statement includes all of the sentences in the supporting
sentences. This is called the essay map. However, some writers still indicate the
ideas to be discussed in the body of the essay to give their readers a clear preview
of what to expect in the body of the essay.
Example:
Thesis Statement: Elections can be very disappointing because cheating and vote-
buying are rampant; the electoral process is a big hassle; and the candidates who
are popular lack the competencies to lead the country.

Supporting Ideas:
A. Vote-buying activities make this democratic process rather disappointing.
B. The complex electoral process discourages the voters to exercise their right to
vote.
C. The candidates who have the high probability of winning barely possess the
minimum qualifications of competent public servants.

What’s More

Independent Activity 1

Provide supporting ideas for each of the thesis statements.

Thesis Statement: Public highways should have bicycle lanes.

Supporting Ideas:

A._________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
B._________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
C._________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Thesis Statement: With enough funding and support, Filipino movies can compete
globally.
Supporting Ideas:
A._________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
B._________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
C._________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Writing the Draft

The purpose of drafting is to begin the writing process. Drafting begins when you
actually put words on paper. As your draft, keep the following questions in mind:
1. What is my main idea?
2. Is my explanation enough to have a fully developed idea?
3. Do I have the sufficient examples, evidence and arguments to support the main
idea?
4. Do I have a conclusion? Is it a good one?

Introduction
What is proofreading? The researcher provides the understanding of learners in
writing a draft.

Proofreading, Revising and Finalizing the Draft

Proofreading is identifying errors in your paper while editing is correcting these

errors. The first draft is just a starting point. Some writers need multiple drafts to
increase the levels of effectiveness; others can get things done in good shape
quickly. Revise your drafts as clearly as possible. Check the spelling, punctuations,
sentence forms, paragraph divisions, transitions, etc.

If you decide to revise your own work, consider the following questions which could
help you as you write your draft.
1. Have I stated my main idea clearly?
2. Have I proven my point to my readers? Do I have enough information and
examples?
3. Do I need to rearrange any of my ideas to help my audience understand my paper
more easily?

Writing is effective only if readers understand the writer’s ideas. As you write your
draft, keep in mind the reader’s needs and expectations. Begin with your main idea
and stick to it. Get adequate specific evidence, connect your evidence, and write a
conclusion. You can connect ideas by using transitions, words or sentences that
show the relationship between ideas.
Transition Words

When including examples:

To introduce your example – To connect examples –

for example also, as well as

for instance another example of,

furthermore specifically

next, in addition, similarly not only… but also

When telling a story or explaining a process:

after during last

since as eventually later

soon as soon as finally meanwhile

then at last first next

when before following now while

When persuading with reasons:

To introduce your reasons – To conclude your argument –

first (second, third …) consequently, hence

another, in addition therefore

because, since in conclusion

last, finally clearly, above all

When writing about effects:

as a result hence then thus

consequently so therefore because

When comparing or contrasting:

To indicate similarities –

similar to equally on the other hand different from

like also on the contrary but

just as too instead of although

unlike whereas

Where concluding your paper:

In conclusion evidently clearly finally

Writing your Conclusion

Conclusions bring a piece of writing to a definite and satisfying end. Effective

conclusions refer back to the main idea to create unity, coherence, and a sense that
the writing has come full circle. Conclusions also focus readers’ attention on the
significance of what has been written.

Independent Assessment 1

Write about the topic “An Experience That Affected My Value.” Begin by
considering the elements discussed in the writing situation. (Purpose, Audience,
Subject and Writer)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
____________________________

The writing assignment provides a good opportunity for you to reflect on your writing
process.

1. Generating Ideas
Think of an experience that affects your value and other people’s lives. Then ask the
following questions:
a. What happened? Using an outline and sequence the major events of the
experience.
b. What were your thoughts, reactions and feelings?
c. What roles did other people play? Where and when did the experience happen?
Specific details or statements will make your story vivid. What was the result of the
experience? How did it affect your value?
d. What was the significance of the experience to you? How has the
experience influenced your life?

2. Stating Your Main Idea

Formulate a general statement in a sentence. This general statement (main idea) is
like the summary of your paper contained in a sentence. Your main idea must be
specific to clearly convey your idea to your readers and also to reflect your primary
purpose.

3. Organizing Ideas

Think about how to organize your ideas considering the three major parts:
introduction, body, and conclusion.
4. Drafting
The paper you are about to write consists of three parts – your value, your
experience, and their connections. Whether you write about each component, your
ideas must be unified and coherent.

Guidelines in Writing Your Draft

a. While writing the different parts of your draft, all your gathered information must be
placed in front of you in such a way that you see your available ideas.
b. Free-write. Do not worry so much about your spelling, sentences, words,
punctuations, and organization. Anyway, you will have time to edit and revise
your work.
c. If you are drafting in your computer; do not forget to save what you have written.
d. When you return to drafting, reread what you saved to resume the flow of
your ideas.
e. Every time you finish a part of your draft, take time to relax. This will help you
recharge your energy in writing and at the same time regenerate more brilliant ideas.
5. Revising
One of the best strategies in revising your paper is to get your reader’s comments.

Guidelines for Peer Review (groups of three or four members)

a. Choose someone from your group to keep the time.
b. A student reads his/her work aloud while the group members listen.
c. The members write their comments on a clean sheet of paper.
d. The writer-student then will ask and take notes of the members’ observation,
comments or reactions.
The figure below shows how the parts of an essay work together. The main idea is
presented in the introductory paragraph. The supporting details are given in the body
or supporting paragraphs, and the conclusion in the concluding paragraph.

The Essay Model

FirstParagraph The Introductory Paragraph

Write your main idea in a sentence.
State your purpose and provide a brief background.
The Body or Supporting Paragraphs

Second Paragraph Begin with a topic sentence.

Support each topic with specific evidence.

Third Paragraph Topic sentence

Specific evidence

Fourth Paragraph Topic sentence

Specific evidence
Fifth Paragraph
Conclusion

Figure 2. The Essay Model

Independent Activity 2

Write a three-paragraph essay reflection based on the given article:

What I Have Lived For

by Bertrand Russell
Three passions, simple but overwhelmingly strong, have governed my life:
the longing for love, the search for knowledge, and unbearable pity for the
suffering of mankind. Three passions, like great winds, have blown me hither and
thither, in a wayward course, over a deep ocean of anguish, reaching to the very
verge of despair. (The underlined statement is the main idea or thesis
statement.)
I have sought love, first, because it brings ecstasy – ecstasy so great that I
would often have sacrificed all the rest of life for a few hours o this joy. I have
sought it, next, because it relieves loneliness – that terrible loneliness in which
one shivering consciousness looks finally, because in the union of love I have
seen, in a mystic miniature, the prefiguring vision of the heaven that saints and
poets have imagined. This is what I sought, and though it might seem too good
for human life, this is what – at last – I have found, (This paragraph is about
love.)
With equal passion I have sought knowledge. I have wished to understand
the hearts of men. I have wished to know why the stars shine. And I have tried to
apprehend the Pythagorean power by which number holds sway above the flux.
A little of this, but not much, I have achieved. (This paragraph talks about
knowledge.)
Love and knowledge, so far as they were possible, led upward toward the
heavens. But always pity brought me back to Earth. Echoes of cries of pain
reverberate in my heart. Children in famine, victims tortured by oppressors,
helpless old people a hated burden to their sons, and the whole world of
loneliness, poverty and pain make a mockery of what human life should be. I
long to alleviate the evil, but I cannot, and I too suffer. (This paragraph is about
pity.)
This has been my life. I have found it worth living, and would gladly live it
again if the chance were offered me.

(This last paragraph is the summary or conclusion)

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_____________________
Introduction

How much do you know about essay writing? This lesson will help you
understand the content of essay writing.

What is an essay?

An essay is a piece of writing that usually has five or more paragraphs. An

essay is written about one topic that has several main points. The main points are
introduced in an introductory paragraph and supported in body paragraphs. The
conclusion is the last paragraph.
An essay is a short non-fiction, non-imaginary work about a subject. It may be
classified by tone and style as formal or informal.
It has many purposes depending on what the writer wants to write about and how
he/she wants to affect the readers.

Parts of an Essay

Conclusion

Introduction

Body
Paragraphs

Overview of an Essay
Introduction
General statements
and information
about the topic
Body
Paragraph 1 Thesis statement-
Body Paragraphs lists the main ideas
Body in the essay
Support the main
Paragraph 2
ideas of the thesis
statement
Body
Begin with topic Paragraph 3
sentences
Conclusion
Brief summary of
main points of the
essay
 The Hamburger Method

 Essays, like sandwiches or burgers, are

divided into different parts.
 Introduction
 Body
 Conclusion

Parts of an Essay

An Introduction

An introductory paragraph is the first paragraph in an essay. It contains two parts.

1. General Statements:a few sentences about your subject that catch the
attention of your reader.
2. A Thesis Statement: one sentence that tells your reader the main points of
your topic and states the overall “plan” of your essay.

Body Paragraph
The body consists of one or more paragraphs following the introduction. Each
paragraph supports the main idea of your essay by breaking it down into smaller
ideas or sub-topics. Each body paragraph consists of a topic sentence and several
supporting sentences. A conclusion sentence draws the paragraph together.

Conclusion
The conclusion paragraph is the last paragraph in the essay. It completes the essay
by summarizing or repeating the most important ideas. The conclusion can also
include an opinion, a prediction, or a solution to a problem.
Independent Assessment 2

Use clustering to explore one of the following topics.

1. A teacher or a friend who inspired you

2. Television program that has a positive or negative effect on children
3. Your advice to the youth

Independent Activity 3

This is a student’s free-writing activity about the topic “My Dream.”

I’ve always wanted to be a teacher. Teaching children to read and write. A noble
profession. It may not be a high-paying profession. This does not, discourage me. I
see myself inside the classroom assisting my pupils do their work. Like writing a
short essay. Make the classroom activities fun and enjoyable. This is what I want to
do, I will not regret getting old in this profession.

Directions: Free-write or discuss your responses to ONE of the following topics.

1. A good friend or a dear classmate is someone who …

2. If I had superpowers, I would …

3. Writing is very important because…

4. What I value most

Independent Assessment 3

Think of your memorable real-life experience. Write a draft of your shared

feelings or thoughts based on the lessons that you’ve learned in this module.

I CAN DO IT!
 What I Have Learned

Based on the creative nonfictional text titled, “What I Have Lived For” by
Bertrand Russell, write your insights and relate them to real-life experiences using
clustering writing methods that you’ve learned in this particular module.

“What I
Have Lived
For”
by:
Bertrand

What I Can Do

Write an essay about the given topic following the parts of an essay which
includes introduction, body and conclusion on the space provided.

Topic: Importance of a High School Diploma

Topic: Measuring Success

 Assessment

_____ 1. This is an element of fiction is the peak of emotion in a story. It is the most
intense among all elements.
a. exposition b. rising action c. climax d. falling action

_____ 2. This is one of the common kinds of creative writing. It can be in lyrical or
narrative form, rhythmical or non-rhythmical, metrical or free form.
a. Journal b. Essay c. Poetry d. Story

_____ 3. A long narrative divided into chapters and events are taken from true-to-
life stories.
a. Novel b. Novella c. Epic d. Oration
_____ 4. What is the greatest benefit of using an outline to draft an essay?
a. Outlines allow the writer to compile information and set a direction for the
essay before jumping to a first draft.
b. An outline is the same thing as the first draft, so once the outline is written,
the draft is done.
c. With an outline, writers do not have to worry so much about their
final product.
d. Writers who use an outline always produce successful and
engaging essays.

_____ 5. Which of the following process of writing is systematically arranged?

a. Pre-writing, Revising, Writing the draft, Editing and Publishing
b. Pre-writing, Editing, Writing the draft, Publishing and Revising
c. Pre-writing, Writing the draft, Revising, Editing and Publishing
d. Pre-writing, Writing the draft, Editing, Revising and Publishing

_____ 6. This is a type of writing that expresses the writer’s thoughts and feelings in
an imaginative, often unique way.
a. creative b. technical c. academic d. formal

_____ 7. This refers to change in tone and dialogue, indicating different emotions
or sarcasm.
a. Dialogue b. Intonation c. Inflection d. Repetition

_____ 8. It is the main message that the reader can take from the story.
a. Theme b. Play c. Drama d. Genre
_____ 9. This refers to the events or the sequence of the story.
a. Poetry b. Plot c. Flat d. Round

_____ 10. It is the element of fiction that tells when and where the events occurred.
a. Character b. Setting c. Conflict d. Plot
_____ 11. It is a technique where the story begins in the middle.
a. Plot twist b. En medias res c. Flashback d. Foreshadow

_____ 12. What is the main idea of a story, or the message the author is conveying?
a. tone b. foreshadow c. theme d. flashback

_____ 13. Which type of writing focuses on telling facts, exposing truths, and sharing
real- life situations?
a. creative b. technical c. academic d. formal

_____ 14. What do you call factual information or a concept that offers freedom?
a. Creative Fiction b. Creative Nonfiction c. Technical d. Academic

_____ 15. This will help you to explore your ideas and all you have to do is to write
everything that comes into your mind.
a. Brainstorming b. Clustering c. Flow Chart d. Concept Map

Additional Activities

Differentiate creative nonfiction from creative fiction? Which form do you enjoy
more? Explain your answer
 Answers Key

References
Balinas, et al. (2009). Study and Thinking Skills: An English Skill Text for General

Communication Tasks. C & E Publishing, Inc.

Barnwell, W.,& Dees, R. (1999). The resourceful writer: A basic writing course. New

York: Houghton Mifflin Co.

Barton, G. (2001). Active grammar. United Kingdom: Oxford University Press.

Blachowicz, C. (2001). Reading comprehension strategies for independent learners. New

York: The Guilford Press.

Guth, P., & Rico, G. (2003). Writing in a changing world: A writer’s guide with handbook.

USA: Longman.

Reigstad, G. (2008). Best Practice in Writing Instruction K-8. Retrieved September 20,

2018 from http://differentiatedinstruction.efoliom.com/Uploads/WrittenLanguage