Creative

Writing
4th quarter week 2
! !!! !! ! !!! ! !!! !! ! !!! ! !
R EV I E W ! ! !! !
!
•Determine which part of a
stages writing the following
descriptions are referring to.
•Write your answer on your
lecture notebook.
A. Prewriting
B. Drafting
C. Revising
1.It involves
brainstorming and
conceptualization
A. Prewriting
B. Drafting
C. Revising
2. This stage of writing
has the following
techniques: Diary, Notes,
Photographs
A. Prewriting
B. Drafting
C. Revising
3. In this stage, the topic, genre,
point of view, writing style
(persuasive, descriptive, expository,
narrative), themes, target audience,
etc. are all tackled.
A. Prewriting
B. Drafting
C. Revising
4. Recording your experience and
observation is helpful in your
stories, poems, articles, etc.

A. Prewriting
B. Drafting
C. Revising
5. The Conceptualized ideas
from prewriting are being
developed in this stage.
A. Prewriting
B. Drafting
C. Revising
m e ?
i k e
u l
yo
D o Or
not
?
m e ?
li ke
yo u O r n ot ?
D o
• Decide whether you
like the following
items or not.
• In your lecture
notebook, write one to
two sentences telling
the reason why you
m e ?
li ke
yo u O r n ot ?
Do
m e ?
li ke
yo u O r n ot ?
Do
m e ?
li ke
yo u O r n ot ?
Do
THE
CRITIQUE
The What, Why and How
What is a critique?
NOUN: An analysis and evaluation of a
subject, situation, literary work, etc.

VERB: To analyze and evaluate a subject,

situation, literary work, etc.

(Webster’s New World College Dictionary, 4th Edition)

What is a
critique?
A critique is an opinion,
supported by evidence, about
the themes, setting, symbols,
and other elements of a
nonfiction piece.

libguides.dickinson.edu
Op
ini
on

I don’t like ampalaya

because of its bitter
taste.
Op
ini
on

I don’t like ampalaya

because of its bitter
taste. Evid
e nce
What does a critique do?
Describe: gives the readers a sense of the
writer’s purpose

Analyze: examine how the structure and

language of the text convey meaning.

hunter.cuny.edu
What does a critique do?
Interpret: state the significance or
importance of each part of the text.

Assess: make a judgement of the work’s

worth or value

hunter.cuny.edu
Critique VS Criticize
• Well-rounded • One-sided
• Strengths and
weaknesses • Point out faults
• Examine and • Destroy
analyze
• Provide perspective
Dance
End Me To The
Jennifer Anderson
Dance Me To The
End Jennifer Anderson, 2019. Brevitymag.com

Four o’clock on a Friday afternoon. My

grandmother slumps against the arm of the sofa,
eyes half-closed, sinking down, down, down.
The tips of her fingers graze the floor, and she
them about, grasping at some hidden things she
keeps secrete
Dance Me To The
End Jennifer Anderson, 2019. Brevitymag.com

Today is no different. She has just turned

ninety. The dementia, the vision and hearing
loss have made her close in on herself. She
seldom speaks unless prompted. Her responses
are brief. Yes. No. I suppose.
Dance Me To The
End Jennifer Anderson, 2019. Brevitymag.com

Some days she parts her lips as if to talk.

Gulping air, a terrible fish. She cannot find the
words at all.

It’s time for bed.

Dance Me To The
End Jennifer Anderson, 2019. Brevitymag.com

Some days she parts her lips as if to talk.

Gulping air, a terrible fish. She cannot find the
words at all.

It’s time for bed.

Dance Me To The
End Jennifer Anderson, 2019. Brevitymag.com

She wraps her arms around me and rests her

head on my shoulder. Dean Martin sings
another standard, and we begin to sway. I rub
her back, the sharp wings of her shoulders. She
presses her cheek against the pulse in my
throat.
Dance Me To The
End Jennifer Anderson, 2019. Brevitymag.com

My baby, she murmurs. Beside us, there is a

mirror on the bureau. I don’t need to look. We
lean into each other, my grandmother and I, as
if we have always moved together this way,
holding each other tight that we became one.
y : C o m m e n t o n i t !
A c tiv i t

•Write a comment (at least 3-5

sentences) about the excerpt
Dance Me To The End.
•Write your answer on you
your lecture notebook.
R ef l e c t i v e j o u r n a l

•Make a creative
summary of what you
have learned in
today’s lesson.
Quiz
Identify the following phases or
sentences whether it describes
CRITIQUE or CRITICIZE.
Quiz
1. A well-rounded assessment of the
book.
2. It provides strengths and
weaknesses of the piece.
3. The evaluation is one-sided.
Quiz
4. It examines and analyze the
structure of the entire text.
5. The review only point outs the
faults.
6. The comments destroy the entire
book.
Quiz
TRUE OR FALLS

7. A critique is an opinion, supported

by evidence.
8. A critique gives the readers a sense
of the writer’s purpose
Quiz
TRUE OR FALLS

9. It makes no judgement of the work’s

worth or value.
10. It does not state the significance or
importance of each part of the text.
END OF DAY 1
Creative
Writing
4th quarter week 2
! !!! !! ! !!! ! !!! !! ! !!! ! !
R EV I E W ! ! !! !
!
•Share you output
to the class by
participating and
reading your work
Dance
End Me To The
Jennifer Anderson

SAMPLE CRITIQUE PARAGRAPH

SAMPLE CRITIQUE PARAGRAPH
Jennifer Anderson’s “Dance me to the End”
explores the theme of love defying old age.
Throughout the story, the grandmother is
depicted as helpless and has difficulty
speaking beyond “Yes, No. I suppose.” The
author describe her as a “terrible fish” gulping
for air, her old age restricting her speech.
SAMPLE CRITIQUE PARAGRAPH
However, towards the end, the
grandmother expressed her affection
towards the author with the endearment,
“my baby” as they held each other tight
and danced. The grandmother defied the
limitations of old age to express her love.
Critique paragraph
1 Topic sentence (argument)

2 Evidence an explanation

3 Concluding sentence
T E N C E
TOP IC S EN
• States the argument for the entire paragraph.

• It could be a description, analysis, interpretation, or

assessment of the work.

• Begins with the author’s name and the title of the

work.
N T E N C E ID E A S
TOP IC S E

• What did you like about the story?

• What do you think is the theme of the story?

• What imagery or symbolism stood out to you?

SAMPLE CRITIQUE PARAGRAPH

Jennifer Anderson’s “Dance me to the End”

explores the theme of love defying old age.
Throughout the story, the grandmother is
depicted as helpless and has difficulty
speaking beyond “Yes, No. I suppose.” The
author describe her as a “terrible fish” gulping
for air, her old age restricting her speech.
e a n d E x p l a n a t i o n
E v id e n c
• Part of the story that proves your point.

• You may use in-text citations or summaries as pieces of

evidence.

• Make sure to explain the importance of your evidence

after presenting it.
SAMPLE CRITIQUE PARAGRAPH

Jennifer Anderson’s “Dance me to the End”

explores the theme of love defying old age.
Throughout the story, the grandmother is
depicted as helpless and has difficulty
speaking beyond “Yes, No. I suppose.” The
author describe her as a “terrible fish” gulping
for air, her old age restricting her speech.
d i n g s e n t e n c e
C o n clu
• Reinforce your topic sentence

• Remind your readers about the argument you are trying

to prove

• Provide the closure we all need

SAMPLE CRITIQUE PARAGRAPH

Jennifer Anderson’s “Dance me to the End”

explores the theme of love defying old age.
Throughout the story, the grandmother is
depicted as helpless and has difficulty
speaking beyond “Yes, No. I suppose.” The
author describe her as a “terrible fish” gulping
for air, her old age restricting her speech.
WE USED TO
BE
He was sitting at the last bench on the last
Kid Nadado. 2019
row of the humid church building. I did not
make eye contact. I never tried. He would not
either. I’m sure.

However, I see him in my peripheral vision,

his expression somber.
WE USED TO
BE
He looked tired. Three-days old worth of
Kid Nadado. 2019
mustache and scruff. His hair disheveled,
a little different than what he used to
have. He had great hair. I would tell him
that. He used to smile from across the
building.
WE USED TO
BE
We were really close, Like brothers. Best
Kid Nadado. 2019
friends, I think. At least from before.

I turned left towards the restrooms. He

was there.
WE USED TO
BE
It was a narrow corridor. I couldn’t have
Kid Nadado. 2019
avoided him. I did not. We made eye
contact.

“ Ui, kapatid,” I said.

“Kuya.”
WE USED TO
BE
The hug was tentative. It was so fast it felt
Kid Nadado. 2019
like a blur. It was more of an obligation.
Like he did not have a choice. Like it
never happened.
He left and I kept walking.
I never looked since.
ri t e a c r i t i q u e
PT3 : W
•Write a critique paragraph
( 3-5 sentences )about an
excerpt
•Follow the TOPIC
SENTENCE, EVIDENCE
AND EXPLANATION, and
RUBRIC/CRITERIA
CRITERIA 5 4 3
TOPIC SENTENCE The topic sentence The topic sentence The topic sentence
is clear and direct is a bit clear and is unclear and
to the point. direct to the point. indirect to the
point.
EVIDENCE and All evidence and Almost every pieces Some pieces of
EXPLANATION explanation support of evidence and evidence and
the topic sentence explanation support explanation support
the topic sentence the topic sentence
CONCLUDING SENTENCE The restatement of The restatement of The restatement of
the topic sentence the topic sentence the topic sentence
is clear to prove is a bit clear to is unclear to prove
one’s argument. prove one’s one’s argument.
argument.
MECHANICS Spelling, grammar, Spelling, grammar, Some of the elements
punctuations, and punctuations, and of mechanics is not
capitalization are capitalization are done well.
all excellent all good
COHERENCE All details are Almost every details Some details are
connected to the are connected to the connected to the
topic sentence topic sentence topic sentence
Quiz
Identify the following sentences, phases
whether it describes TOPIC
SENTENCE, EVIDENCE AND
EXPLANATION, and CONCLUDING
SENTENCE
Quiz
1. States the argument for the entire
paragraph.
2. Part of the story that proves your
point.
Quiz
3. You may use in-text citations or
summaries as pieces of evidence.
4. Make sure to explain the
importance of your evidence after
presenting it.
Quiz
5. It could be a description, analysis,
interpretation, or assessment of the
work.
6. Begins with the author’s name and
the title of the work.
Quiz
7. Reinforce your topic sentence
8. Provide the closure we all need
Quiz
9. Remind your readers about the
argument you are trying to prove
10. Provide the thesis of the text
END OF DAY 2
Creative
Writing
4th quarter week 2
! !!! !! ! !!! ! !!! !! ! !!! ! !
R EV I E W ! ! !! !
!
•Determine which part of a
critique paragraph the
following descriptions are
referring to.
•Write your answer on your
lecture notebook.
A. Topic sentence
B. Evidence and
explanation
C. Concluding
sentence
1. Begins with the
author’s name and title
of the work.
A. Topic sentence
B. Evidence and explanation
C. Concluding sentence
2. Remind the reader
about the argument you
are trying to prove.
A. Topic sentence
B. Evidence and explanation
C. Concluding sentence
3. You may use in-text-
citation or summaries as
pieces of evidence.
A. Topic sentence
B. Evidence and explanation
C. Concluding sentence
BIOGRAPHY
And

AUTOBIOGRAPHY
BIOGRAPHY
• Tells about a real person
• The writer knows a lot about the person
• Describes the person’s environment
• Shows how the person affects other people
• Written in the third person point of view
AUTOBIOGRAPHY
• The main character is the author.
• Recounts the key incidents in the writer’s
life
• Written in first person point of view
• Reveals the writer’s feelings, reactions,
values, and goals.
Look out for the difference
Reading #1
Aunt Cindy was a big part of Jane’s childhood.
Jane and her parents visited Aunt Cindy at least
once a month. She remembers many visits to
Aunt Cindy’s tiny dark apartment. It was very
quiet in that building – maybe because tenants
were not allowed to have children or pets.
Look out for the difference
Reading #1
In spite of that, Aunt Cindy found a new
way to express her love for animals; she
spent days working at an animal shelter near
her home and scouting out alleyways for
strays and finding them homes.
Look out for the difference
Reading #2
Aunt Cindy was a big part of my childhood. My
parents and I visited Aunt Cindy at least once a
month. I remember many visits to Aunt Cindy’s
tiny dark apartment. It was very quiet in that
building – maybe because tenants were not
allowed to have children or pets.
Look out for the difference
Reading #2
In spite of that, Aunt Cindy found a new
way to express her love for animals; she
spent days working at an animal shelter near
her home and scouting out alleyways for
strays and finding them homes.
LET’s THINK
ABOUT
How are theIT!
two readings
alike and how they are
different?
THIRD PERSON POINT OF VIEW

• The third person point of view in nonfiction

is when the author reports the facts.
• The author tells the story! (limited)
• Pronouns: he, she, it, they, them, him, her,
his, hers, its, their, theirs
THE FIRST FILIPINO
Leon Maria Guerrero III
THE FIRST FILIPINO
Leon Maria Guerrero III

Burgos, Gomez, and Zamora had been stripped

of their priestly robes and were chained hand
and foot. When friars and Filipino seculars
offered to shrive them, the court-martial’s
advocate-general mocked the condemned men.
THE FIRST FILIPINO
Leon Maria Guerrero III

The three priest followed Saldua; Burgos.

“Weeping like a child.” Zamora, with vacant
eyes and Gomez, head held high, blessing the
Filipinos who knelt at his feet, heads bared and
praying.
THE FIRST FILIPINO
Leon Maria Guerrero III

Gomez was next to die. When his confessor, a

Recollect friar, exhorted him loudly to accept
his fate, he replied: ”Father, I know that not a
leaf falls to the ground but by the will of God.
Since He wills that I should die here, His holy
will be done.”
THE FIRST FILIPINO
Leon Maria Guerrero III

Zamora went up the scaffold

without a word and delivered his
body to the executioner; his mind
had already left it.
THE FIRST FILIPINO
Leon Maria Guerrero III

Burgos was the last, a refinement of cruelty that

compelled him to watch the death of his
companions. He seated himself on the iron rest and
then sprang up crying: “ But what crime have I
committed? Is it possible that I should die like this?
My God, is there no justice on earth?
THE FIRST FILIPINO
Leon Maria Guerrero III

A dozen friars surrounded him and pressed him

down again upon the seat of the garrote, pleading
with him to die a Christian death. He obeyed but,
feeling his arms tied round the fatal post, protested
once again: “But I am innocent!”
THE FIRST FILIPINO
Leon Maria Guerrero III

“So was Jesus Christ,” said one of the friars. At

this Burgos resigned himself. The executioner
knelt at his feet and asks his forgiveness.

“ I forgive you, my son. Do your duty.” And it

was done.
THE FIRST FILIPINO
Leon Maria Guerrero III

“Seventeen years later Rizal would write to Ponce:

“If at his death Burgos shown the courage of
Gomez, the Filipinos of today would be other than
they are.”

Life is so pleasant, and it is repugnant to die on the

scaffold, still young and with ideas in one’s head.
a m i n e a B i o g r a p h y
A c t i v i t y :E x

•Analyze the sample biography by

identifying the ff.
•Who were the characters?
•What is the context of the
paragraph?
•How does each character deal with
their situation/dilemma?
n d m e a B i o g r a p h y
A c t i v i t y : F i

•Analyze the sample biography by

identifying the ff.
•Among the priests, whom do you
think is the bravest? Provide
evidence for the text.
R ef l e c t i v e j o u r n a l

•Make a creative
summary of what you
have learned in
today’s lesson.
Quiz
Identify the following sentences, phases
whether it describes Autobiography or
biography.
Quiz
1. Tells about a real person
2. The main character is the author.
3. Recounts the key incidents in the
writer’s life
Quiz
4. The writer knows a lot about the
person
5. Describes the person’s
environment
6. Shows how the person affects other
people
Quiz
7. Written in first person point of view
8. Reveals the writer’s feelings,
reactions, values, and goals.
Quiz
9. Written in the third person point of
view
10. Written history of a person's life
END OF DAY 3
Creative
Writing
4th quarter week 2
FIRST PERSON POINT OF VIEW

• First person point of view is when the

author/narrator tells the story from their
perspective.
• The reader only knows what the
author/narrator knows.
• Pronouns: I, we, us, my, mine, ours
AMERICA IS IN
THE HEART
Carlos Bulosan
AMERICA IS IN THE HEART
Carlos Bulosan

“What is it son?” asked my father, taking

the rope from his mouth and tying it to the
plow handle. “Why are you running like a
hound so early in the morning?”
AMERICA IS IN THE HEART
Carlos Bulosan

“I think I saw brother Leon,” I said, hoping that I

was right about the stranger who resembled my
oldest brother. “I saw him coming toward our
house.” Father kicked the dirt off his feet and said:
“Your brother Leon is still fighting in Europe.
Maybe he is dead now. I have not heard from him.”
AMERICA IS IN THE HEART
Carlos Bulosan

He took the rope again and flipped it gently and

suggestively across the carabao’s back, and the two
of them, the patient animal and my father, walked
slowly and industriously away, the sharp plow
blade breaking smoothly through the rich soil
between them.
AMERICA IS IN THE HEART
Carlos Bulosan

I stopped suddenly when I saw my brother Leon.

I had seen only his picture on the large table in
our house in town. I did not know what to say
now that I was seeing him for the first time. My
father looked at me and his face broke into
sudden gentleness.
AMERICA IS IN THE HEART
Carlos Bulosan

“It is your brother, son,” he said,

picking up the rope. “He is home
now, from the war.” “Welcome
home, soldier,” I said.
AMERICA IS IN THE HEART
Carlos Bulosan

Leon grabbed my shoulder and swung me swiftly

above his head; then he put me back on the
ground and looked blank for a moment. Suddenly,
with an affectionate glance at the animal, he took
the rope from my father and started plowing the
common earth that had fed our family for
generations.
AMERICA IS IN THE HEART
Carlos Bulosan

The sudden, sweeping years that later came to my

life and pushed me into the unknown, the vital,
negative years of hard work and bitter trials
oftentimes resurrected his face for me with great
vividness.
AMERICA IS IN THE HEART
Carlos Bulosan

And at other times I was to go back again

and again to this moment for an assurance
of righteous anger against the crushing
terror that filled my life in a land far away,
…
Tips for
writing
Autobiograph
ies
Tips for writing Autobiographies
1. Write an outline of your life, much like a table
of contents, with major and minor chapters to
help you get started.

2. Brainstorm a list of the major turning points

of your life and use them to help organize
your material.
Tips for writing Autobiographies
3. Start with your childhood and everything you
can recall about each year.
4. Look at the photographs, listen to songs from
the era you’re writing about, cook food that
you associate with your family.
5. Write a little each day.
a u t o b i o g ra p h i c a l
PT 4 : Wri t e a n
entry
•Select a random photo of you
when you were a child.
•Recall the events surrounding
that photo. Write an
autobiographical entry
describing that event.
RUBRIC/CRITERIA
CRITERIA 5 4 3
ACCURATE All the descriptions are Almost every descriptions Some descriptions are
DESCRIPTION accurate as it make sense is accurate as it make accurate as it make
OF THE in what is on the photo sense in what is on the sense in what is on
PHOTOGRAPH/ photo the photo
S
ORGANIZATIO The paragraph has The paragraph has The paragraph has a
N OF organization that ties organizationthat ties the bit organization that
CONTENT the entire work together entire work together. ties the entire work
in a meaningful way together
ELABORATION The theme is richly The theme is supported by Some parts of The
supported by relevant relevant fact and examples. theme are supported by
facts and examples. facts and examples
MECHANICS Spelling, grammar, Spelling, grammar, Some of the elements
punctuations, and punctuations, and of mechanics is not
capitalization are all capitalization are all good done well.
excellent
COHERENCE The writer uses cohesive The writer uses cohesive The writer uses
devices correctly and devices correctly. cohesive devices.
appropriately.
END OF DAY 4