CREATIVE WRITING/MALIKHAING PAGSUSULAT

ACLC COLLEGE OF TACLOBAN

SHS DEPARTMENT

LECTURE NOTES

Lesson 1
Introduction to Creative Writing
Writing is a big part of human life. It is what preserves human life, and keeps
those who come before as alive and remembered. To quote a dialogue from the
film, Dead Poets Society, “we don't read and write poetry because it's cute. We read
and write poetry because we are members of the human race. And the human race
is filled with passion. And medicine, law, business, engineering, these are noble
pursuits and necessary to sustain life. But poetry, beauty, romance, love, these are
what we stay alive for.”

“Every writer I know has trouble writing.”

~ Joseph Heller

Creative Writing Also known as “the art of making things up,’ creative writing
is a vital art of modern society. Traditionally referred to as literature, creative
writing is an art of sorts - the art of making things up. It’s writing done in a way that
is not academic or technical but still attracts an audience. It can for the most part
be considered any writing that is original and self-expressive.
Types of Creative Writing:
Poetry
Plays
Movie and television scripts
Fiction (novels and short stories)
Song
Speeches
Memoirs
Personal Essays

Creative Writing vs Technical Writing

CREATIVE WRITING TECHNICAL WRITING
Fictional and Imaginative Factual, journalistic and academic
Entertaining, provocative and captivating Informative, instructional or persuasive
Artistic, figurative, symbolic or even vague Clear, precise and straightforward
Subjective Objective
Generalized Vocabulary (Colloquial) Specialized Vocabulary (Jargons)

Creative writing is written to entertain and educate. We enjoy reading novels and
stories, not because they are necessary to read or helpful for us, just because we get a
certain pleasure from reading them, the pleasure which can’t be got from reading
technical writing. In creative writing the most of the part is self-created, although the idea
might be inspired but in technical writing the facts are to be obliged and the note is
delivered from leading on what previously other greats have concluded.

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ACLC COLLEGE OF TACLOBAN
SHS DEPARTMENT

LECTURE NOTES

Most commonly, the creative writing is for general audience or for masses but
technical writing is for specific audience. The creative writing entertains people as it has
poetry or some illustrations or another idea, whereas the technical writing causes
boredom as it follows the strong pattern based on facts and is just to transfer the
information to the audience

In technical writing the specialized vocabulary, such like scientific terms and other
are used while in creative writing, one can go with slang or evocative phrases or even
something which can be perceived well by the audience. Humor, satire might be the useful
essences in creative writing but such thoughts or ideas have no link with the technical
writing.

Creative writing is different to academic writing. Writing for websites is different to

writing for newspaper columns.

Journal entries are different to writing press releases on behalf of a brand. Writing
purposes do vary. It’s important that when undertaking any writing you have a firm grasp
on this concept.

The Principal Difference

Style is the chief difference between academic and creative writing. Creative
writing need not adhere to any specific style parameters. Academic writing is different.
Academic writing needs to be structured and executed adhering to a series of guidelines.

One kind of writing – academic writing – is rigid, procedural, purposed purely to

convey knowledge, data and information. It’s orderly, organized and follows a formula. It
is necessary. It can be dull. Anyone can master it. Everyone should master it.

The other kind of writing – creative writing – is inspired, artistic and entertains with
word pictures, concepts and deep meaning. It is enjoyable to read. It touches us while
teaching us. It’s an art form. It’s not necessary to learn, but a joy to those who do.

Academic writing will earn you A’s, creative writing may get you published.
Academic writing must be taught, but rarely is; creative writing is optional, but is almost
always the focus of writing curricula.

Overall, creative writing allows for more personal expression whereas

academic/scholarly writing aims to explore an idea, argument, or concept.  Academic
writing requires more factual evidence for support, and presents challenges such as the
pressure of time.

Example:

Tecnical: Because of the -2.2°C Creative: The icy cold waters

made Rose shiver down to her
temparature, Rose was
bones on the makeshift raft,
hypothermic. numbing her fingers and toes.

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ACLC COLLEGE OF TACLOBAN
SHS DEPARTMENT

LECTURE NOTES

Notice the difference between the two ideas. The marked slices of trees refer to the different pages
of a novel (or any book) and hallucinating means visualizing what is being read. Both sentences,
though written differently, refer to the act of reading any written materials.

Another Example:

A Martian Sends a Postcard Home

By: Craig Raine
Caxtons are mechanical birds with The first puzzle is given the name
many wings “Caxtons”, which are “mechanical birds with
and some are treasured for their many wings … [that] cause the eyes to melt /or
markings – the body to shriek without pain.” Although
these “birds” have never been seen to fly,
they cause the eyes to melt “sometimes they perch on the hand”. It may
or the body to shriek without pain. seem a little incongruous that our Martian
does not know the word “book” but does know
I have never seen one fly, but that William Caxton invented printing! That
sometimes they perch on the hand. said, it is the outsider’s description of crying
and laughing that strikes the reader most
Mist is when the sky is tired of flight forcibly.
and rests its soft machine on ground: The poem then moves on to describe
two forms of weather, namely mist and rain.
then the world is dim and bookish Mist is “when the sky is tired of flight / and
like engravings under tissue paper. rests its soft machine on the ground”, which is
not only perceptive but a rather beautiful
Rain is when the earth is television. description of what mist is. Then comes a very
It has the property of making colors different account of rain, “when the earth is
darker. television”, which is a wholly unexpected piece
of imagery. However, just as one can adjust the
Model T is a room with the lock inside brightness of a TV screen, so does rain have
– “the property of making colors darker”.
a key is turned to free the world In describing how a car works the
Martian turns everything inside out, in terms of
for movement, so quick there is a film how a human might regard things. The reader
to watch for anything missed. has also to imagine that this Martian has read
something about cars but very little, so that
But time is tied to the wrist just as books are “Caxtons” the only car
or kept in a box, ticking with available is the “Model T”. This is “a room with
impatience. the lock inside” such that the key “is turned to
free the world / for movement”. He then
In homes, a haunted apparatus presents a puzzle with “there is a film / to
sleeps, watch for anything missed”. Just as movies
that snores when you pick it up. appear on screens, large and small, so does
the outside world pass by when seen in the
If the ghost cries, they carry it car’s rear-view mirror.
to their lips and soothe it to sleep The Martian’s idea of time is that it is
“tied to the wrist / or kept in a box”, but he is
with sounds. And yet, they wake it up also able to assign an inappropriate human
deliberately, by tickling with a finger. quality to time by describing it as “ticking with
impatience”.
Only the young are allowed to suffer The most intriguing puzzle in the poem
openly. Adults go to a punishment is that of the “haunted apparatus” that “snores
room when you pick it up”. This thing can cry, and
humans then “carry it / to their lips and soothe
with water but nothing to eat. it to sleep / with sounds.” Just as with the
watches and clocks mentioned above, the

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ACLC COLLEGE OF TACLOBAN
SHS DEPARTMENT

LECTURE NOTES

They lock the door and suffer the Martian cannot distinguish between organic
noises and inorganic objects, with the result that the
reader might think that a baby or a cat is being
alone. No one is exempt referred to, whereas it soon becomes clear
and everyone’s pain has a different that this “apparatus” is a dial telephone that
smell. can be woken by “tickling with a finger”.
The poem ends by concentrating on
At night, when all the colors die, human habits, notably their frequent recourse
they hide in pairs to “a punishment room / with water but nothing
to eat.” Given that they lock the door and then
and read about themselves – “suffer the noises / alone”, one can soon see
in color, with their eyelids shut. how a Martian might confuse a toilet with a
prison cell. Finally, humans “hide in pairs” and
their dreaming is described as “read[ing]
about themselves / in color, with their eyelids
shut”.

The poem talks about the strangeness of human actions viewed out of their
context. The narration focuses on “seeing ourselves as others see us” and the persona’s
ignorance of what is really going on is presented in a dogmatic pronouncement based on
what is observed. The creativity in expressing the observations made the poem amusing
despite really talking about random and ordinary topics.

The Martian’s muddle-headedness works because the reader is reminded of how

humans are often just as confused when faced with things that they do not understand.
The poem succeeds by focusing on concepts that, for most readers, need no explanation
and showing that if the context and familiarity are stripped away, they could appear to be
very puzzling indeed. The reader can laugh at the Martian but must also bear in mind that
anyone, when thrown into a completely new environment that need not be all that far from
home, can make similar mistakes that would strike those “in the know” as being equally
deserving of ridicule.

SUMMARY:

Creative Writing is a way of expressing the creativity of a writer, as to how one can
bend reality and share it to the readers based on how the author views it. It is highly artistic,
and uses different techniques to enhance the aesthetic of the text, both in form and in
meaning.

On the other hand, Technical Writing is at the end of the spectrum. This form
focuses on structure and writing about reality as it is. It heavily relies on facts and is very
structured. With the given examples, notice how the ideas remain the same or similar
despite being expressed differently. At first glance, the meaning in Creative Writing can
be difficult to understand. However, by looking at its constituents, the words used and
how they are grouped, the meaning will slowly surface and understanding the text will be
easier.

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ACLC COLLEGE OF TACLOBAN
SHS DEPARTMENT

LECTURE NOTES

Lesson 2
Introduction to Creative Writing II
Creative Writing relies heavily on artistic and beautifully composed strings of
words. This composition evokes multiple emotions and as such, the writer should
ensure that the emotions are captured by the composition. The writing must
encapsulate what the author wants the readers to feel or know after reading the
composition. Using Imagery, sensory details, figures of speech and even the diction
and redundancy are some techniques to help an aspiring creative writer.

“Good writing is remembering detail. Most people want to forget. Don’t forget
things that were painful or embarrassing or silly. Turn them into a story that tells
the truth.”
~ Paula Danziger

IMAGERY
⪢ It is the language used by poets, novelists, and other writers to create
images in the mind of the readers.

⪢ Improve reading experience through the reader’s sense

The Importance of Using Imagery

a) Because we experience life through our senses, a strong composition

should appeal to them through the use of imagery.
b) Descriptive imagery launches the reader into the experience of a warm
spring day, scorching hot summer, crisp fall, or harsh winter.
c) It allows readers to directly sympathize with characters and narrators as
they imagine having the same sense experiences.
d) Imagery commonly helps build compelling poetry, convincing narratives,
vivid plays, well-designed film sets, and descriptive songs.

Examples of Imagery

A. Visual Imagery

Visual imagery describes what we see: comic book images, paintings, or

images directly experienced through the narrator’s eyes. Visual imagery may
include:
1. Color, such as: burnt red, bright orange, dull yellow, verdant green, and Robin’s egg
blue.
2. Shapes, such as: square, circular, tubular, rectangular, and conical.
3. Size, such as: miniscule, tiny, small, medium-sized, large, and gigantic
4. Pattern, such as: polka-dotted, striped, zig-zagged, jagged, and straight.

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ACLC COLLEGE OF TACLOBAN
SHS DEPARTMENT

LECTURE NOTES

Imagery using Visuals:

The night was black as ever, but bright stars lit up the sky in beautiful and varied
constellations which were sprinkled across the astronomical landscape.
In this example, the experience of the night sky is described in depth with color (black as
ever, bright), shape (varied constellations), and pattern (sprinkled).

B. Auditory Imagery

Auditory imagery describes what we hear, from music to noise to pure

silence. Auditory imagery may include:
1. Enjoyable sounds, such as: beautiful music, birdsong, and the voices of a chorus.
2. Noises, such as: the bang of a gun, the sound of a broom moving across the floor,
and the sound of broken glass shattering on the hard floor.

Imagery using Sounds:

Silence was broken by the peal of piano keys as Shannon began practicing her concerto.

Here, auditory imagery breaks silence with the beautiful sound of piano keys.

C. Olfactory Imagery

Olfactory imagery describes what we smell. Olfactory imagery may include:

1. Fragrances, such as perfumes, enticing food and drink, and blooming flowers.
2. Odors, such as rotting trash, body odors, or a stinky wet dog.

Imagery using Scent:

She smelled the scent of sweet hibiscus wafting through the air, its tropical smell a
reminder that she was on vacation in a beautiful place.

The scent of hibiscus helps describe a scene which is relaxing, warm, and welcoming.

D. Gustatory Imagery

Gustatory imagery describes what we taste. Gustatory imagery can include:

1. Sweetness, such as candies, cookies, and desserts.
2. Sourness, bitterness, and tartness, such as lemons and limes

Imagery using Taste:

The candy melted in her mouth and swirls of bittersweet chocolate and slightly sweet but
salty caramel blended together on her tongue.

Thanks to an in-depth description of the candy’s various flavors, the reader can almost
experience the deliciousness directly.

E. Tactile Imagery

Tactile imagery describes what we feel or touch. Tactile imagery includes:

1. Temperature, such as bitter cold, humidity, mildness, and stifling heat.
2. Texture, such as rough, ragged, seamless, and smooth.

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ACLC COLLEGE OF TACLOBAN
SHS DEPARTMENT

LECTURE NOTES

3. Touch, such as hand-holding, one’s in the grass, or the feeling of starched fabric
on one’s skin.
4. Movement, such as burning muscles from exertion, swimming in cold water, or
kicking a soccer ball.

Imagery using Touch:

After the long run, he collapsed in the grass with tired and burning muscles. The grass
tickled his skin and sweat cooled on his brow.

In this example, imagery is used to describe the feeling of strained muscles, grass’s tickle,
and sweat cooling on skin.

F. Kinesthetic Imagery

Kinesthetic imagery describes the actions and movements of people or

objects. Kinesthetic imagery includes:
1. Actions that lead to touch, as in running fingers on soft, silk fabric.
2. Physical movement, as in fiddling with his car keys.
3. Temperature, as in the warm sunlight kissed her face.

Imagery using Movement:

He enjoyed watching the palm trees swaying in the wind as rain drizzled from the sky.

In this example, imagery is used to describe the movement of the palm trees and the rain
as viewed by the “he” persona in the scenery.

G. Organic Imagery

Organic imagery entails the use of words and phrases that make the reader
feel. Organic imagery includes:
1. Personal experiences of a character’s body
2. Internal sensations and emotions

Imagery using Feelings:

Her eyes lit up the moment she saw him, and she ran into his arms.

In this example, the expression in the eyes of the girl shows the longingness she has
endured, and the sight of the guy she longs for had changed her mood, and has filled her
with so much happiness that she immediately went in to hug him.

SENSORY DETAILS
The writer's ability to create a gripping and memorable story has much to do
with engaging our five senses.

Sensory details include sight, sound, touch, smell, and taste. Writers
employ the five senses to engage a reader's interest. If you want your writing to
jump off the page, then bring your reader into the world you are creating. When
describing a past event, try and remember what you saw, heard, touched, smelled,
and tasted, then incorporate that into your writing.

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ACLC COLLEGE OF TACLOBAN
SHS DEPARTMENT

LECTURE NOTES

Sensory details are used in any great story, literary or not. Think about your
favorite movie or video game. What types of sounds and images are used? What
do your favorite characters taste, smell, and touch? Without sensory details,
stories would fail to come to life.

Tips on using sensory details in your writing:

1. Identify the thing to describe. Keep it simple. It’s difficult to describe something
that is diffuse or abstract. If possible, name the thing you want to describe.
2. State what the thing does. Sometimes it’s not necessary to compare the smell or
taste to something else. A clear statement of what the thing does (cooking in its
own grease) can clearly evoke the thing—and sometimes it can suggest sensory
details. So, explain in close detail what the thing does. When and where do you find
it? How do you know it’s there? What is it doing? How do people react?
3. Describe the thing with a few senses. Perhaps you can use more, or even all; if
so, great. But, very often, it’s effective to choose one or two senses and explore
the different ways to use them. Haider uses two different onomatopoeic words. He
twice describes how the smell sticks to different parts of his body. He finds two
different visual descriptions of bacon: color and texture. Try choosing a sense and
finding different ways that the thing looks, sounds, feels, smells, or tastes.
4. Connect the senses to story. You’re really just connecting the thing to story, which
should be easy; why else would you be describing it in the first place? Think about
the effect the thing has on you. How does it affect your behavior? As you consider
this, remember the sensory details. The smell of bacon made it difficult for Haider
to hide the fact that he’d eaten it. How does one of the sensory details you wrote
make the thing difficult to ignore?

Let’s examine these:

Moby Dick, Herman Mellville (1851)

“The vast swells of the omnipotent sea; the surging, hollow roar
they made, as they rolled along the eight gunwales, like gigantic
bowls in a boundless bowling-green; the brief suspended agony
of the boat, as it would tip for an instant on the knife-like edge of This passage uses kinesthetic imagery—
the sharper waves, that almost seemed threatening to cut it in surging, rolled, tip, dip, slide, shuddering—
two; the sudden profound dip into the watery glens and hollows; to give the feeling of motion on a boat.
the keen spurring and goading to gain the top of the opposite Sound is also important to this passage:
hill; the headlong, sled-like slide down its other side;—all these, one can imagine the screams of chickens,
with the cries of the headsmen and harpooneers, and the the gasps of the oarsmen, and the hollow
shuddering gasps of the oarsmen, with the wondrous sight of the roar of the ocean.
ivory Pequod bearing down upon her boats with outstretched
sails, like a wild hen after her screaming brood;—all this was
thrilling.”
Jane Eyre, Charlotte Brontë (1847)
“I heard the rain still beating continuously on the staircase
Descriptions of temperature and moisture
window, and the wind howling in the grove behind the hall; I grew
are tactile imagery. In this case, the rain
by degrees cold as a stone, and then my courage sank. My
and Jane’s physical discomfort mirror her
habitual mood of humiliation, self-doubt, forlorn depression, fell
dark mood.
damp on the embers of my decaying ire.”
The Yellow Wallpaper, Charlotte Perkins Gilman (1892)
“The color is repellant, almost revolting; a smouldering, unclean The descriptions of color here are visual
yellow, strangely faded by the slow-turning sunlight. It is a dull imagery. “Faded,” “dull,” and “lurid” are all
yet lurid orange in some places, a sickly sulphur tint in others.” adjectives we associate with color.
Meanwhile, “smouldering,” “unclean,” and
“sickly” are unusual descriptors, since
they’re typically associated with people,

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LECTURE NOTES

not colors. By using a combination of

commonplace and unusual language to
describe color, Perkins Gilman both
invites us to imagine the actual color of
the wallpaper and imbues it with
emotional weight, transforming this room
into a symbol of the character’s emotional
frustration and oppression.
The Lion, The Witch, and The Wardrobe, C.S. Lewis (1950)
“The Queen let another drop fall from her bottle on to the snow,
One of the best scenes from the book,
and instantly there appeared a round box, tied with green silk
this scene describes the taste of sweets
ribbon, which, when opened, turned out to contain several
in this imagery and Edmund’s love for the
pounds of the best Turkish Delight. Each piece was sweet and
Turkish delight as the White Witch fulfills
light to the very centre and Edmund had never tasted anything
his wish.
more delicious. He was quite warm now, and very comfortable.”
The Awakening, Kate Chopin (1899)
“There were strange, rare odors abroad—a tangle of the sea Chopin compares the smell of the sea to
smell and of weeds and damp, new-plowed earth, mingled with smells that we associate with the earth
the heavy perfume of a field of white blossoms somewhere (weeds, soil, flowers) throughout The
near.” Awakening, both adding a layer of
complexity to her imagery (beyond the
usual salty, briny, fishy smells associated
with the ocean) and positioning the sea as
part of the earth. This foreshadows the
pull this character will feel toward the sea.

FIGURES OF SPEECH
A figure of speech is a rhetorical device that achieves a special effect by
using words in a distinctive way. Though there are hundreds of figures of speech,
the lesson will focus on 20 top examples.
Figurative language is often Did You Know?
associated with literature and with poetry in
particular. Whether one is conscious of it or Figures of speech are also of style,
not, everyone uses figures of speech every rhetorical figures, figurative
day in their own writing and conversations. language, and schemes.

Figures of Speech are words or

phrases that depart from straightforward literal language, hence, they are often
used and crafted for emphasis, freshness, expression, or clarity.
Figures of speech can be broken into two main groups: figures of speech
that play with the ordinary meaning of words, and figures of speech that play with
the ordinary arrangement or pattern in which words are written.
It is an expression used to make a greater effect on readers or listeners.
It includes making comparisons, contrasts, associations, exaggerations and
constructions.

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TOP 16 COMMON FIGURES OF SPEECH

1. Simile: A stated comparison (usually formed with "like" or "as") between two
fundamentally dissimilar things that have certain qualities in common.
Example: Roberto was white as a sheet after he walked out of the horror movie.

2. Metaphor: An implied comparison between two dissimilar things that have something
in common.
Example: Without dreams, life is a rudder-less boat.

3. Onomatopoeia: The use of words that imitate the sounds associated with the objects
or actions they refer to.
Example: The Red Death arrived with the ticking of the ebony clock crying midnight.

4. Personification: A figure of speech in which an inanimate object or abstraction is

endowed with human qualities or abilities.
Example: See how the trees dance gracefully.

5. Synecdoche: A figure of speech in which a part is used to represent the whole.

Example: His eye met hers as she sat there, paler and whiter that anyone in the vast ocean
of anxious faces.

6. Metonymy: A figure of speech in which a word or phrase is substituted for another with
which it is closely associated; also, the rhetorical strategy of describing something
indirectly by referring to things around it.
Example: Friends, romans, countrymen, lend me your ears.

7. Euphemism: The substitution of an inoffensive term for one considered offensively

explicit.
Example: Royal wrench! She made great Caesar lay his sword to bed. He plowed her, and
she cropped.

8. Hyperbole: An extravagant statement; the use of exaggerated terms for the purpose
of emphasis or heightened effect.
Example: Her beauty launched a thousand ships.

9. Irony: The use of words to convey the opposite of their literal meaning. Also,
a statement or situation where the meaning is contradicted by the appearance or
presentation of the idea.
Example: “How nice!” she said, when I told her I had to work all weekend.

10. Oxymoron: A figure of speech in which incongruous or contradictory terms appear

side by side.
Example: Parting is such a sweet sorrow.

11. Paradox: A statement that appears to contradict itself.

Example: "This is the beginning of the end," said Eeyore, always the pessimist.

12. Alliteration: The repetition of an initial consonant sound.

Example: She sells seashells by the seashore.

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13. Apostrophe: Directly addressing a nonexistent person or an inanimate object as

though it were a living being.
Example: Death be not proud, though some have called thee.

14. Pun: A play on words, sometimes on different senses of the same word and sometimes
on the similar sense or sound of different words.
Example: A pessimist’s blood type is b-negative.

15. Understatement: A figure of speech in which a writer or speaker deliberately makes a

situation seem less important or serious than it is.
Example: I have to have this operation. It isn’t very serious. I have this tiny little tumor on
the brain.

16. Allusion: A figure of speech that uses an unexplained reference to a well-known

person, place, or event.
Example: We found Wonderland, you and I got lost in it.

Others:
An idiom is a common phrase with a figurative meaning. Idioms are different from other
figures of speech in that their figurative meanings are mostly known within a particular
language, culture, or group of people.

A proverb is a short, commonplace saying that is universally understood in today’s

language and used to express general truths.

How to Use Figures of Speech in Your Writing

Now that you have these most common figures of speech under your belt, it’s time
to put them into practice:

1. Think of a scene you want to describe. Start with only one scene for the moment.
2. List down as many things you can think of that may be compared to your scene.
For example, if you want to describe a woman’s face, write down everything that
you can connect with it. It could be objects that are the same shape as her eyes,
or the same texture as her hair, etc. Be creative.
3. Start by writing sentences using simile and metaphor. Remember, similes use
words like “as” or “like,” whereas metaphors directly impose the compared object
onto the subject.
4. Next, try your hand at personification. Think of the movements or actions that your
inanimate object does, and this time, think of movements that a person does. For
example, in talking about a woman’s hair in a thunderstorm, you might describe it
as the lash of a person’s whip.
5. Also, practice using oxymoron and paradox by listing down contradicting ideas
that you may use to describe your scene.
6. As for understatement, practice using these in scenes of extreme emotion and see
whether it makes a different impact.

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DICTION
As a literary device, diction refers to the choice of words and style of
expression that an author makes and uses in a work of literature. Diction can have
a great effect on the tone of a piece of literature, and how readers perceive the
characters.
One of the primary things that diction does is establish whether a work is
formal or informal. Choosing more elevated words will establish a formality to the
piece of literature, while choosing slang will make it informal.
For example, consider the difference between “I am much obliged to you,
sir” and “Thanks a bunch, buddy!” The former expression of gratitude sounds
much more formal than the latter, and both would sound out of place if used in the
wrong situation.
In Creative Writing, the writer must be cautious on the word – phrases usage
to be coherent with the ideas, to avoid misinterpretation. Layman’s term, easy
vocabulary that one can understand is relevant in creative writing; any famous
fiction writer uses effective words to sustain the reader’s attention.

Common Examples of Diction

We alter our diction all the time depending on the situation we are in.
Different communication styles are necessary at different times. We would not
address a stranger in the same way as a good friend, and we would not address a
boss in that same way as a child. These different choices are all examples of
diction. Some languages have codified diction to a greater extent. For example,
Spanish is one of many languages that has a different form of address and verb
conjugation if you are speaking to a stranger or superior than if you are speaking
to a friend or younger person. Here are more examples of different diction choices
based on formality:
- “Could you be so kind as to pass me the milk?” Vs. “Give me that!”
- “I regret to inform you that that is not the case.” Vs. “You’re wrong!”
- “It is a pleasure to see you again! How are you today?” Vs. “Hey, what’s up?”
- “I’m a bit upset,” Vs. “I’m so pissed off.”
- “I would be delighted!” Vs. “Sure, why not?”
- “I’ll do it right away, sir,” Vs. “Yeah, just a sec.”

Diction Tips in Creative Writing:

1. Use strong and exact words. Provide vivid descriptions to create a better
impact. Pay attention to the sentence construction.
2. Use specific words/color. Do not simply “tell” you readers about what you
are writing; “show” them to eliminate boredom.
3. Try to avoid clichés. Cliches are words or phrases that are overused and
lack originality. These should be avoided in Creative Writing.

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4. Be concise and avoid redundancies. Deadwood words and phrases do not

make the meaning clearer, as well as repetition of words, phrases, or ideas;
hence, avoid them.
5. Use adjectives and adverbs appropriately. Do not hesitate to use
adjectives and adverbs (modifiers) to make a more creative impact in your
writing.

Significance of Diction in Literature

Authors make conscious and unconscious word choices all the time when
writing literature, just as we do when speaking to one another. The diction in a
piece establishes many different aspects of how we read the work of literature,
from its formality to its tone even to the type of story we are reading.
For example, there could be two practically identical spy novels, but in one we are
privileged to the main character’s innermost thoughts about the situation while in the other
we only see what the main character does. The author has chosen verbs either of
introspection or action, and this type of diction thus determines what kind of story the
book presents. This is the difference between spy novels by, for example, John le Carré
(Tinker, Tailor, Solider, Spy; A Most Wanted Man) and Dan Brown (The Da Vinci Code;
Inferno).

Examples:
Passage 1
The thousand injuries of Fortunato I had The persona was able to endure the
borne as best I could, but when he “injuries” that Fortunato had made him
ventured upon insult, I vowed revenge. suffer. However, the moment that he was
You, who so well know the nature of my insulted by Fortunato, he vowed to seek
soul, will not suppose, however, that gave revenge. And you, who knows him, fully
utterance to a threat. understand that he has reached his limits,
and his words were not a mere threat.
- The Cask of Amontillado, Edgar Allan Poe

Passage 2
Miss Elizabeth. I have struggled in vain and The persona is expressing his feelings
I can bear it no longer. These past months towards Miss Elizabeth, however he used a
have been a torment. I came to the formal tone in doing so. He expressed his
Rosings with the single object of seeing feelings not in a traditional way, but in a
you… I had to see you. I have fought more intellectual and formalistic way.
against my better judgement, my family’s
expectations, the inferiority of your birth
by rank and circumstance. All these things
I am willing to put aside and ask you to end
my agony.

-Pride and Prejudice, Jane Austen

Passage 3
"But I reckon I got to light out for the Mark Twain’s use of words like “light out”
territory ahead of the rest, because Aunt and “sivilize” establishes Huck as a
Sally she's going to adopt me and sivilize Southern boy with a bit of an attitude. His
me, and I can't stand it. I been there informal, colloquial dialect does much of
before." the characterization work for him.
- The Cask of Amontillado, Edgar Allan Poe

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LECTURE NOTES

REDUNDANCY
Redundancy means superfluity or using words unnecessarily or using words
for a second time. Redundancy in English usually happens when an adjective is
added to a verb or noun that means the same thing. A speaker or writer is often
trying to add emphasis or attempting to thoroughly explain something when they
make the common mistake. In general speaking, a redundancy might be
overlooked, but it could cause you problems in a school paper or business letter.

Example 1: If all of us cooperate together, we will succeed.

In this sentence, the words cooperate and together have been used. But both
these words convey the same meaning. One of the two words should be dropped in order
to make the sentence a correct one.
• If all of us cooperate, we will succeed.
• If all of us work together, we will succeed.

Example 2: The accused was guilty of false misstatement.

This sentence uses false and misstatement whereas both these words convey the
same meaning. The correct sentence is:
• The accused was guilty of misstatement.

Example 3: It was the general consensus of opinion that we must go to the movie.
The two words which convey the same meaning are consensus and opinion.
One word should be removed to make this sentence correct one. The correct sentence
is:
• It was the general opinion that we must go to the movie.

Example 4: The three brothers had nothing in common with each other.
Here also two phrases in common and with each other have been used to convey
the same meaning. The correct sentence is:
• The three brothers had nothing in common.

Example 5: I am enclosing herewith my bio-data.

Enclosing and herewith are the two words which convey the same meaning. The
correct sentence is:
• I am enclosing my bio-data.

Example 6: There was an ovation when the minister rose up to speak.

The two words convey the same meaning. The correct sentence is:
• There was an ovation when the minister rose to speak.

In literature, redundancies are often used for authors to emphasize their point
or make a dramatic effect within their composition. However, unnecessary
redundancies may cause the text to be unclear. Hence, as much as possible. It
should be avoided in making compositions.

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SUMMARY:

Since Creative Writing is requires artistry in compositions, devices like Imagery,

Sensory Details, and Figures of Speech are employed to achieve it. Imagery focuses on
using the five senses to create a mental image that will help the readers. Sensory details
employ the five senses to give the readers the wholistic experience just by reading the
composition. Figures of speech also helps make one’s compositions creative. Theses
figures of speech range from comparisons of two objects, substitution or repetition of
words or sounds, and even exaggerating. These techniques will really enhance the
composition.

Furthermore, diction and redundancies also affect the creativity of the writing. The
choice of words, be it formal or informal, has a certain way of making a composition
creative. The way the author chooses the words and thread them together would help
also in making the text challenging for the readers and add up to their excitement.
Redundancy or repetition is a double-edged sword. It can be used to make the text
creative by emphasizing or making something dramatic. However, this can quickly turn the
text into something unclear or confusing.

So as writers, one should remember to consider all techniques to be used in

composition to avoid losing the readers’ interest. Carefully considering these devices
would help in making a good literary piece.

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LECTURE NOTES

Lesson 3
Elements of Genre
“Sometimes the ideas just come to me. Other times I have to sweat and almost
bleed to make ideas come. It’s a mysterious process, but I hope I never find out
exactly how it works. I like a mystery, as you may have noticed.”
~ J.K. Rowling

GENRE
A genre refers to the type or category of story you are writing. There are
many different genres – action, fantasy, science fiction, drama, romance, to name
but a few. Some genres have become more complex in response to readers
becoming more discerning about the types of books they like and want to read.
Some authors focus specifically on a particular genre and may achieve notoriety
within that genre, whereas others are less concerned with appealing to a specific
genre and write books which fit into different categories.
Webster’s Encyclopedic Unabridged Dictionary of the English Language
defines genre as “a category of artistic, musical, or literary composition
characterized by a particular style, form, or content.”

ESSENTIAL ELEMENTS

1. Characters: It is a person, animal, being, creature, or thing writers use to perform

actions, speak dialogue, moving along a plot.

2. Setting: It is where and when a story or scene takes place, and may include
landscape, architecture, time of day, social context, and weather.

3. Plot: It is the sequence of interconnected events within the story of a play, novel,
film, epic, or other narrative literary work.
4. Theme: It is defined as a main idea or an underlying meaning of a literary work
that may be stated directly or indirectly.
5. Style: It is the way in which an author writes and/or tells a story, which presents
mood, tone, atmosphere, and diction.

ELEMENTS FOR SPECIFIC FORMS

Conventional forms:

Depending on the language you write, conventional includes:

• Metric rules for number of words, number of paragraphs, number of rhymes. As in
Sonnets, Tanaga or Haikus, both ancient.
• Grammatical rules, as types of rhymes.
• Syntax, as how words relate themselves to the sentence.

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• Onomatopoeia, or words intended to describe a natural sound.

• Use of words as graphics, like in good old-fashioned concrete poems.

Example:
(Haiku). Haikus are composed of 3 lines, each a phrase. The first line typically has 5
syllables, second line has 7 and the 3rd and last line repeats another 5.

From across the lake,

Past the black winter trees,
Faint sounds of a flute.
- Richard Wright

(Tanaga). The Tanaga consists of four lines with seven syllables each with the same rhyme
at the end of each line --- that is to say a 7-7-7-7 Syllabic verse, with an AAAA rhyme
scheme.

Sa mga tala tagos Translation: Way beyond the stars

Ang aking pusong upos My heart’s reduced to ashes
Nasunog man ng lubos Though completely burned up
Tahimik na natapos I ended in silence.

MAIN CATEGORIES OF GENRE

1. Non-fiction: refers to any works that is based on facts and conclusions from the
author’s research or expertise, meant to provide information.

2. Fiction: refers to any works that is made up of imaginary people and events, to stimulate
the imagination of the readers.

3. Poetry: refers to any works that evoke an experience or a specific emotional response
through language chosen and arranged for its meaning, sound, and rhythm.

4. Prose: refers to any works that articulate and communicate concepts, events, stories,
and ideas through sentences and paragraphs.

5. Drama: refers to any works that contain dialogue, character portrayal through
impersonations, performed on stage in front of a live audience, with props. Drama is to be
read, while play is to be seen.

SUB-CATEGORIES OF GENRE
1. Biography
• Story of a real person’s life
• Form of nonfiction (true)
• Bios means life
• Graphe means to write
• Author must do research by interviewing the subject or those who knew the subject

2. Realistic Fiction
• Form of fiction (not true)
• Accurately reflects life as it could be lived today
• Everything in the story could happen to real people living in our natural physical
world
• The characters have normal human characteristics

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• Story may be set in real places, but the story is NOT based on history

3. Autobiography
• Form of nonfiction (true)
• Story of a real person’s life
• Auto means self
• Bios means life
• Graphe means to write
• Written by the person the story is about
• Author does not need to do research
• Author shares how he/she feels and what he/she thinks

4. Historical Fiction
• Form of fiction (not true)
• Based on historical events
• Authentic settings
• Characters portrayed in realistic manner
• Some characters may be actual people from history, but the story is fictional
• Artistic mix of fiction and historical fact

5. Science Fiction
• Form of fiction (not true)
• Contains some sort of scientific element, such as
• Outer space
• Medicine
• Technology
• Within the realm of possibility
• Characters have some believable traits/qualities

6. Fantasy
• Form of fiction (not true)
• Contains one or more of the following:
• supernatural occurrences
• characters with magical powers
• things with magical powers
• animals with human characteristics
• real people in fantastic places
• fantastic creatures or characters in real situations

7. High Fantasy
• Form of fiction (not real)
• Good vs. evil (supernatural/evil forces)
• Story written in a series of books/ volumes
• Coming- of- age themes
• Include fantastical elements, such as:
o Elves and dwarves
o Magic
o Wizards
o Invented languages
o Quests

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8. Mystery
• Form of fiction (not true)
• Story revolves around a puzzle/problem
• Characters deal with the solution to a puzzle/problem, such as
• finding a missing item/person
• unraveling a secret
• rationalize an event that is not explained
• Contains clues/hints that help the characters and readers solve the puzzle/problem

9. Folktales
• Form of fiction (not true)
• Story that teaches a lesson
• Contain the beliefs and customs of a region or country
• Original story is modified to make it more interesting or more humorous
• Present larger-than-life characters and very unusual happenings
• Fables
• Form of fiction (not true)
• Type of folktale
• Ends in a moral or lesson
• Characters are animals that talk and act like humans
• A character usually represents a single human characteristic, such as a fox being
symbolic of a trickster

10. Legend
• Form of fiction (not true)
• Stories written about a real-life hero and his/her mighty deeds
• Mix of fiction and historical facts that have been creatively altered to encourage
moral conduct and right choices
• Leaves questions/wonder in the reader’s minds (Did Mike Fink really wrestle a
grizzly bear?)

11. Myths
• Form of fiction (not true)
• Pertains to the actions of the gods and/or goddesses
• Characters are super-natural beings with human emotions and qualities
• Plot may involve interplay between worlds (this world and previous/original world)

12. Classics
• Form of fiction (not true)
• Timelessness: enjoyed by readers from generation to generation
• Deals with universal themes and experiences that relate to readers, such as:
o love conquers all
o good vs. evil
o rags to riches
• Communicates ideas across cultures
• Unforgettable characters

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LECTURE NOTES

SUMMARY:

Creative Writing outputs or Literary Works take on different genres or category.

For some types, they have specific characteristics to achieve such genres. One should be
very careful to ensure the target genre is reflected in the literary output.

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