LESSON 1: LITERARY LANGUAGE

A. EXPLORATION

LITERATURE

Literature is a term used to describe written and sometimes spoken

material. Derived from the Latin litteratura meaning "writing formed with
letters," literature most commonly refers to works of the creative imagination,
including poetry, drama, fiction, nonfiction, journalism, and in some instances,
song.

Literature represents the culture and tradition of a language or a people.

For many, the word literature suggests a higher art form, merely putting words
on a page doesn't necessarily mean creating literature.

Literature is the written word that has a deep, lasting effect on those who
read it. It is typically rich with symbolism, themes, and high artistic/aesthetic
quality.

B. WRITER’S WORKSHOP

WORD DENOTATIVE CONNOTATIVE

LIPS either of the two fleshy folds that Lips refer to the woman’s
surround the mouth in humans and past love relationships.
many other vertebrates and are
organs of human speech essential to
certain articulations

ARMS human upper limbs; especially : the Arms mean the men that
part between the shoulder and the the woman has
wrist welcomed into her life as

GHOSTS disembodied soul; especially : the
soul of a dead person believed to be
an inhabitant of the unseen world or
to appear to the living in bodily
likeness
CRY to shed tears often noisily
WINTER the season between autumn and
spring comprising in the northern
hemisphere;
the colder half of the year
BIRD any of a class (Aves) of warm-
blooded vertebrates distinguished by
having the body more or less
completely covered with feathers and however, have flown
the forelimbs modified as wings
BOUGH a branch of a tree; especially : a
main branch
her lovers.
Ghosts are the memories
of the past, which the
woman wanted so badly
to forget or put into
oblivion.
Cry is the request for or
invitation or proposal to
engage in a romantic
relationship.
Winter is the moment or
period where the lady felt
alone because her
romantic relationship
has cut loose, feeling
inept at making her
relationships last.
Birds are the emotions
or feelings the men had
for the lady but,
away from her for
reasons unknown or
unclear to the woman.
Boughs are the acts of
love or love languages
through which the men
had expressed their love
for the woman.
 SUMMER the season between spring and Summer is the season
autumn comprising in the northern when the woman was
hemisphere; mutually in love or in a
the warmer half of the year relationship.

LESSON 2: FIGURATIVE LANGUAGE

A. EXPLORATION
1. He is about to Figurative The person is feeling so
explode. much pressure that he
can't contain it any
longer. He is about to
lose his temper.
2. She looks Literal The woman is wearing a
beautiful in a red red dress and she looks
dress. beautiful in it.
3. I feel like a million Figurative You feel very attractive
dollars. and well-dressed. Also,
you feel healthy and
happy.
4. I smell a rat. Figurative Suspicious: causing a
feeling that something is
wrong or that someone is
behaving wrongly
5. Beth let the cat Literal A cat was inside the
out of the house. house and Beth let it
out.
B. WRITER’S WORKSHOP
I. Identify what figurative language technique or figure of speech is
exemplified.

1. Hyperbole
2. Simile
3. Alliteration
4. Assonance
5. Symbolism
6. Metaphor
7. Allusion
8. Simile
9. Hyperbole
10. Imagery

II. Rewrite the statements by using figurative language that expresses the
same idea.

1. Her hair is like the threads of gold.

2. Mario is a doughnut in a box of munchkins.
3. My blood is boiling and steam’s coming out of my ears.
4. He could eat a horse.
5. This house is an elephant’s graveyard.
6. Gloom rested on my shoulders, like a barbell of blue.
7. We’re having a feast.
8. This road is killing me.
9. Nothing can stop the kids from playing.
10. You’re the greatest thing since sliced bread. And when I say bread,
it’s a metaphor because you are not remotely bread-like except in so
far that bread is great. Fundamentally great. Like water, or air, or
you.
 LESSON 3: WORKING WITH METAPHORS

A. EXPLORATION
I. Interpret the following verses.

1. Life is the night with its dream-vision teeming. Death is the waking at
day.
 Irony seems to be the one speaking here about a person who is
filled with dreams but refuses to face the reality that he needs
to take actions to reach those dreams.

2. See the sun, far off, a shriveled orange in a sky gone black.
 A relationship that was once full of life, full of hope, and full of
dreams started falling apart. Either or both of them decided to
blow out the flame of love so the love started to burn a bit less
until it couldn’t flicker anymore and died.

3. From the blue vase the rose of evening drops.

 It is a shifting of time from day into night.

4. Thy tones are silver melted into sound.

 A man was captivated and allured by the wholeness of a woman
that he was instantly taken with her the very first time he saw
her.

5. My soul was a lampless sea and she was the tempest.

 A man’s life of solitude changed when he met a woman who
unpredictably caused uproar in his life. The event of meeting
 the woman is a plot twist in his life lampless life story that most
probably brought it light.

II. Explain in what way each verse is a metaphor.

1. Dreams fill a person with life and fuel him to make plans to reach it.
However, when day comes and he is prompted to work for his dream,
there he loses it because of his insincerity to fulfill his dreams.

2. It is a generally accepted fact that the sun is a source of warmth. Like

love, the orange sun against a blue sky is a beautiful sight that calms
a person and allows him to dream and hope. But when the sun is
shriveled in a sky gone black, like love when it is against the rocks,
one would just prefer to leave than stay in an emerging storm.

3. The blue vase is the blue sky that slowly turned dark when it hits
nighttime.

4. Initially, the man’s emotion for the woman was sparked by physical
attraction. Her tones are silver, meaning the man regarded them as
valuable and precious. The man sensed that the sound he
encountered is the exact passion he has been wanting to hear in his
life.
5. Here is a man who is determined to stay in a lampless sea. He seems
to be at peace even though unreached by light until a tempest, windy
and violent, in the form of a woman, reaches him. That tempest
causes disturbance or unexpected twists in his life, and as a result
changes his state. Love is what the tempest brought.
B. WRITER’S WORKSHOP

I. Discuss the metaphors presented in the poem by Mary Swenson. What

ideas do such metaphors convey?

house: refuge
horse: strength
hound: loyalty and friendship

The poem illustrates a person's individual response to the loss of

someone special and significant. The pain of loss can be overwhelming,
making the poet experience all kinds of difficult and unexpected
emotions. These emotions can range from shock to disbelief, self-pity,
and/or profound sadness. The loss can challenge him to move forward
especially when he lost someone whom he has considered a refuge, a
source of strength, and a partner in almost everything he does.

The poet seems to have acknowledged the pain of the loss and the
unexpected emotions it triggered. Although he is still at the stage of
asking questions on how to move on, to continue living without that
significant person, he grieves in a way that is personal to him without
judgment and embarrassment.

II. Study the following words. Use these words as domains to represent
ideas or concepts. Write down the ideas or target domains that you can
connect with these sources and show how these are connected.

1. Night: Beauty is night.

 When the sun has gone to rest with darkness closing in, the
moon glows in utter beauty, the stars shine brightly. There
 you’ll realize what a beauty there is in the night. Beauty is
something that glows even when circumstances are dark.

2. Mother: Courage is mother.

 Courage, a universally admired virtue, is not something one is
born with. It is developed, cultivated, and honed. Courage
empowers people to deal with problems and confront life
challenges. Mothers, on the other hand, are heroes who
empower their children to be the persons they ought to be in
order to bring positive impact in the society. To conquer fear,
one needs courage. And basically, when children are affirmed
by their parents of their strengths, almost always they conquer
their fears.

3. Storm: Trouble is a storm.

 Life is not always about good and sunny days as we also
experience (yet rise) above our troubles and storms along the
way. Troubles and storms are either mild or difficult and they
may bend us even to the point of being horizontal to the
ground. But after the troubles and storms die down, we get to
flourish because even in the midst of them, we are able to grow,
recover, and stand up right again. This time, stronger.

4. Fence: Love is a fence.

 The fence installed around one’s property is a means of
protection, security, and marking of a property. The Greek word
for love is “stegei”, which means “to cover” and this includes the
idea of protecting and preserving, like a fence. As a fence serves
to protect the property and the people within it, love likewise
 protects the loved one. To protect, in love and in fence, means
to strengthen what is weak and shield what is vulnerable.

5. Ocean: Life is an ocean.

 The ocean is vast and deep and unimaginably wide to hold all
the creatures within it. Sometimes it’s calm; sometimes it’s
scary. But to enjoy and experience it fully, we need to dive in in
the midst of fears, unknowns, and ineptness. Like an ocean, life
is meant to be ventured in to experience its fullness. There are
good and bad days that sometimes we tend to hesitate to keep
going when faced with troubles.
The ocean and life itself sometimes calls us to take risks and set
aside our fears. The truth is, the experiences we will gain if we
choose to dive in (in the ocean and in life) are the ones that are
going to mold, teach, prepare, and wholly make us humans.
 LESSON 4: FIGURING OUT SYMBOLISMS

A. EXPLORATION
State what could the following figures stand for or symbolize. Write below the
figure.

life and strength peace magnificence and beauty

salvation and freedom higher wisdom stability and strength

tranquility unity and cooperation majesty and power

 B. WRITER’S WORKSHOP

Read and discuss the symbolisms present in the poem.

Rose: The use of rose stands for the sentiments of the poet that
kindle the desire to take vengeance. When someone is
consumed by unpleasant events, the tendency is to churn
over those details until it gets the better of that someone.
The tendency of hurt people is to hurt people.

Water: The word water symbolizes the treatment received in

whatever forms and ways, which is perceived to be negative
by the one steeped in bitterness. The poet is being convinced
to let go of whatever negative harbored inside to have a
better perspective of “water poured for him”.

Rock: The use of rock represents the source of faith to overcome

unpleasant emotions, to move on from heartbreaking
situations, and to forgive in order to start the process of
genuine healing.

Liquid light: The use of liquid light stands for a ray of hope, wisdom, or
illumination that allows one to think through in the proper
perspective and to heal after experiencing betrayal, anger, or
loss of hope.
 LESSON 5: VISUALIZING IMAGERY

A. EXPLORATION

List all the sensory words you find and identify to what sense does each word
appeals to.

hot: feel orange: sight cool: feel

green: sight wilting: sight dry: sight
sun-baked backs: feel sweaty: feel tepid: feel
stifled: feel brown: sight dusty: sight
parched: feel cool: feel strawberry: taste
ice: feel tall: sight frosted: sight
dense: feel crackling: hear sharp: sight
damp: feel pungent: smell dusty: odor
dry: feel pink: sight sweetness: taste

B. WRITER’S WORKSHOP
Describe the picture in words.

Hot and sunny day Cold ice cream Green grass Furry dog

Special friendship Tasty and creamy Magical moment

Golden hour

Warm weather Peace Black and long hair

Longing Solitude Cultivated fields

 CREATIVE WRITING
MODULE 2

Submitted by:
Franeli Jessa C. Jaramilla

Submitted to:
Dr. Arniel Padrigan