CNFQ2W1CA PDF - Creative Nonfiction Past Paper

FOR ZAMBOANGA CITY DIVISION USE ONLY NOT FOR SALE 11/12 CREATIVE NONFICTION QUARTER 2 WEEK 1 Capsulized Self-Learning Empowerment Toolkit Schools Division Office of...

FOR ZAMBOANGA CITY DIVISION USE ONLY NOT FOR SALE 11/12 CREATIVE NONFICTION QUARTER 2 WEEK 1 Capsulized Self-Learning Empowerment Toolkit Schools Division Office of Zamboanga City Region IX, Zamboanga Peninsula Zamboanga City “Unido, Junto avanza con el EduKalidad Cree, junto junto puede!” Written by: JACQUELINE V. FRANCISCO (Teacher II) Ayala National High School  1 CapSLET Capsulized Self-Learning Empowerment Toolkit SUBJECT & CNF QUARTER 2 WEEK 1 DAY ___________________________________ GRADE/LEVEL 11/12 _ dd/mm/yyyy TOPIC Food Writing Learning Competency: Present a commentary/critique on a chosen creative LEARNING Code: nonfictional text representing a particular type or form HUMSS_CNF11/12 COMPETENCY Objectives: -IIb-c-17  Note important features of a food writing; and  Write a commentary/critique on a food writing article IMPORTANT: Do not write anything on this material. Write your answers on the Learner’s Activity and Assessment Sheets provided separately. UNDERSTAND Topic Title: Food Writing Let’s begin today’s lesson with some refreshing truth. Bill Holand, an author, once said, “If you really want to make a friend, go to someone’s house and eat with him…the people who give their food give you their heart”. Who won’t like to start the day with a scrumptious food to eat? Then, let us all be excited for the experience you’ll have today along with your comrades at home. Have you ever heard of the phrase “food writing”? It may not be that familiar but surely it sounds interesting, since all of us love food. Many, should I say, gather when someone would offer food, even more when the food is presented appetizingly. That’s why it is no surprise that many writers choose this genre to “sink their teeth into”. What is food writing then? Food writing should theoretically be the most veracious of all nonfiction forms. Food writing is all about passion- a passion for food, for tastes, and for the senses. Food writers are a diverse class of writers much like the multi-faceted shapes, angles and images represented in a kaleidoscope. Food writing has a wide spectrum: from novelists and historians to reporters to restaurant consultants, and from daily bloggers to photography enthusiasts. The common theme in food writing may be food, but it is also about life, the lifespan of food, and the passion every food writer has about the delicious world they live in. Restaurant reviews and cookbooks are the easiest and most identifiable form of food writing. Certain restaurant reviewers focus solely on the dishes served, while other food writers branch out to detail ambiance, service, and featured cuisines. Food historians are also considered as food writers; they cultivate the history of food products- whether chronologically tracking the history of agriculture or documenting legislation that affects food distribution. Some well-known food writers are M.K.Fisher, Julia Child, James Peterson, William Woys Weaver and Francine Segan. The following are the points to be considered in a food writing/article: Food should be sensual: remember that food writing should focus on the senses. What does a dish look like? What does it smell? What does it taste like and yes, what does it feel like? From your words you want your readers to smell the apple pie, to feel the fuzzy down of a peach, to see the vibrant colors of the spices, to hear the bite and to taste the sweet and sour. Limited use of adjectives. If the writing is strong enough there’s no need of the words “delicious” or “appetizing”. Rather, use the English language the way it was meant to be used, describing without embellishing to the point of redundancy. The use of metaphors or similes will do the work of adjectives. Generic terms are discouraged. Again, words like delicious or tasty are boring, and boring is not what you are trying to convey in a food article. Go for something like satin-smooth or buttery if you must use an adjective. Act of cooking makes an action movie: Don’t just tell the reader how to prepare the recipe. Tell them what happens while you are preparing it. Ex. “The crust cracks audibly as you press it with your fork”. “The butter glides down the stack or blueberry pancakes as raindrops glide down a leaf.”) As you attempt to write a critique/commentary about Food writing/article today, refresh your memory first about its foremost concepts outlined in this portion of the module. Written by: JACQUELINE V. FRANCISCO (Teacher II) Ayala National High School  2 A critique/commentary is a formal analysis and evaluation of a text, production, or performance—either one's own (a self-critique) or someone else's. Getting constructive criticism of your writing is one of the best ways to improve and learn your craft. But giving critique to other writers doesn’t just help the writer who received a commentary but also the one who gives the commentary, to find out which works and what doesn’t. Williams’s (2018) and Victor’s (2020) Pointers in Writing A Commentary or Critique 1. Summarize and interpret. At the first stage, you are not judging the piece or offering suggestions. You are just telling the author what you think it is about, and what you think it is trying to do. This is important because it tells the author how well he or she succeeded in communicating it. It also tells the author if you have understood the piece correctly. Keep a cheat sheet  On your sheet keep track of the following: genre, what’s at stake throughout the story/article, point of view, what the narrator/writer wants, themes, inviting incidents/hook, what pushes the story forward, grammar, structure, format, content and style. Read the story/article at least twice  It’s almost impossible to pick up on all the different elements and details of a story in just one reading, which is why it’s important to read it multiple times and take notes as you read. 2. Say what you think is working well. Point the best parts of the piece and strengths of the author’s writing. Starting with positive feedback also makes it easier for the author to listen to criticism later without becoming defensive or discouraged. Don’t only focus on the bad elements.  Whatever faults a story/article might have, it’s important to mention them, however, it’s also important to remember the writers are people too. Make it a point to also notice the good features in each read piece. 3. Give constructive criticism. Make sure that criticism is respectful and delivered in a form that allows the author to make specific improvements. Authors tend to have a high emotional stake in their work, and that may at some level confuse criticism of the story or article for a criticism of their talent or vision. It is therefore especially important to make your comments as specific as possible and keep them clearly focused on the piece. Provide detailed examples  “Your language annoyed me.” This comment is an actual comment. Not very helpful, right? The comment is vague and doesn’t give any actionable steps to improve writing. Instead, it leaves a feeling of frustration and a little bit of anger. Ex. Rather than starting right away with the how an “adobo” is cooked or what an “adobo” is, why not start with a quote or a saying about serving a delightful food? 4. State your overall interpretation, relationship of particular interpretations to subject as a whole and critical assessment of the value, worth and meaning of the work both positive and negative. Keep the big picture in mind.  Start to see recurring themes or symbols in a piece, always make sure to note them on the “cheat sheet”. Sometimes, it’s easy to get caught up in a smaller detail of a story/article and a broader analysis of themes and symbols can oftentimes point writers, especially if they’ve been considered before, or maybe inspire future stories/articles. Ex. “The general theme of this article is…” “The writer’s intention is clearly…because..” An important thing to remember when giving feedback is to be constructive and also kind. It’s not going to help the writer improve much if you only talk about things you liked about the work, but it’s also not very helpful to be too aggressive in your criticism. Try to offer a good balance, pointing out both things that you felt were strong points of the work, as well as areas that you feel could be improved. Don’t eat the Mistress’ banana Most of us loves to go shopping, watch movie, play bowling or golf, hangout with friends, and the most popular eat food may it be in restaurants or just on the sidewalks. For what reason? To feel HAPPY. In order to somehow feel like the world is still a heavenly-like place. Why am I saying these? Because today, I have a food that is very affordable, accessible and a star-for-all-season among all the food. What is it? BANANA. Bananas are one of the world's most appealing fruits. Global banana exports reached about 18 million tons in 2015, according to the United Nations. About half of them went to the United States and the European market. In the United States, each person eats 11.4 lbs. of bananas per year, according to the U.S. Department of Agriculture, making it Americans' favorite fresh fruit. Banana is a HAPPY FRUIT. Bananas can be helpful in overcoming depression "due to high levels of tryptophan, which the body converts to serotonin, the mood-elevating brain neurotransmitter," Flores said. Plus, vitamin B6 can help you Written by: JACQUELINE V. FRANCISCO (Teacher II) Ayala National High School sleep well, and magnesium helps to relax muscles. Additionally, the tryptophan in bananas is well known for its sleep- 3 inducing properties. Banana trees can be seen growing like a usual grass wherever you go in the Philippines, may it be in rural or urban, small and narrow backyard or forests. Whether you are rich or poor you may have a banana. Most importantly, you may eat the banana in whatever manner you want to—cooked or uncooked. I love to eat bare bananas. I enjoy pilling it and feeling the smooth glide of it in from my lips to my mouth. Its sweetness is just good and balance. It is like apple that replenishes my thirst especially when it came from our fridge. It is soft and easy to cut even when I had my braces on. I love bananas that are placed split on a plate and with ice cream on top. When that is served on our table, all bananas are mine. No one dares to touch my banana, remember that! Sample critique: It is clear that the writer’s subject is “banana”; and that his/her intention is to let people appreciate it more, for the reasons of its health benefits, availability and affordability. The part which strengthened this feeling of invitation of the writer was presented in the last part of the article. As I began reading, the title itself got my attention and interest immediately. I did not actually think that this article is about food, it intrigued me. I even more got hooked as I read the introduction. I think it was good idea to start by sharing some practical truths. The way the statements in the last paragraph was crafted was also beautiful. Somehow it made me want to have bananas on my table, and place it on our fridge sometimes as well. I think these things are the strengths of this article—practical truths, amazing and accurate facts, and sensuality of the language used. However, I feel like there are still many things the writer could have placed in his/her article. Like maybe he/she can present a recipe or menu wherein bananas are used as an ingredient. Elaborate more on how it is being mixed in a meal. Also, the writer could have used more sensory words like “oozing in the throat as it glides” or “it is mouth-watery when the ice cream sits on the top of the banana”. I think it would improve the article if the writer could have used more metaphors and similes in writing the article. Though there were chances when it was used like “Banana is a Happy Fruit” and “Banana trees can be seen growing like a usual grass”, but maybe the author can add more to statements like that. Overall, I guess this article is good. Comprehensible, catchy, audience-friendly and a good reminder. I accept the invitation dear Mistress. SAQ-1: What makes food writing more interesting for the readers to read? Explain your answer. SAQ-2: As an ordinary student, if you are going to write a food article how do you think can you make your piece more appetizing to your fellow students? Let’s Practice! (Write your answer on the separate sheets provided.) Directions: Read the article below and write a commentary/critique about the article based on the guide questions given. Getting to Know the Adobong Manok by Jacqueline V. Francisco I happened to get-to-know this delicious and aromatic native dish of the Philippines one late afternoon. It can be served atop of rice, with potatoes, or just plain. There was nothing else inside our human-like size refrigerator but a single pack of chicken. Then there was the soy sauce, a little amount of oil and spices. And so, I started cooking. First, I heated the garlic and onion in oil on medium heat. Add the garlic first and cool until lightly brown. Then add the chopped onions and cook until it becomes translucent. I was careful not to burn the garlic and onion. And used a wooden spoon or spatula to keep the ingredients moving. Then there I added the chicken and stir. Pause: With this introduction, was your interest and attention hooked? What caught your attention? I, of course, just had chunked parts of it. Though my stomach was really crying because of hunger like I can eat the whole of it in reality, alone. Next, the soy sauce, vinegar, peppercorn, salt, sugar, water, and bay leaves all together jumped into the pan. Stir and mix everything together. I waited and brought the chicken to a boil. The steamed form of water, soy sauce and oil was an aromatic perfume which reached my tummy and dried my throat. Once everything begins to boil, then that’s it, I turned the stove to low heat. After very short minutes, it was cooked. I welcomed the adobong manok with my mouth widely and excitingly open. Pause: How did this part of the article made this write up more inviting for the readers to read? Does this part contribute to the effectiveness of this article? How? Support your answer with specific details. Having read that article please answer the following questions: 1. Which word/s of the writer helped you to imagine the food and helped you connect with the writer? 2. Was it clear and easy to imagine? 3. What is the general theme of this food article? Is the intention of the writer clear? 4. Are there similes or metaphors used in the paragraphs you’ve just read? Are there words used which Written by: JACQUELINE V. FRANCISCO (Teacher II) Ayala National High School  4 tickled your imagination, your sense of smell, taste, or feel? Give specifics. 5. Is this article relevant to you? How? 6. What are the strengths and weaknesses of the article you’ve just read? 7. What is your overall judgment for the article read? REMEMBER Key Points Food writing is a creative nonfiction which is mainly written to express the writer’s passion about food. May it be present the food’s taste, benefits, lifespan, aesthetic quality, setting, etc. In a food writing, the following features are important: Food should be sensual, limited use of adjectives, generic terms are discouraged, and act of cooking makes an action movie. A critique/commentary is a formal analysis and evaluation of an article, poem, production or performance. Remember that in writing a critique/commentary you should summarize the author’s point and intention, present the strengths and weaknesses of the article, give positive feedback and constructive criticism and lastly leave a helpful and encouraging remark. TRY Let’s see how much have you learned today!(Answer on the Learner’s Activity and Assessment sheets.) Directions: Read the article below and then evaluate it by writing a commentary/critique about it. You may tbe guided by the sample given in the Understand part. Rubrics will be utilized to score your output. 4 dishes you should not miss from a Tausug feast 1. Tiyula itum. This special dish with a black soup seasoned (and blackened) with burnt coconut is a mainstay at weddings and all other celebrations. To make tiyula itum, cubes of beef are rubbed with a condiment called pamapa, a blend of burnt coconut paste and spices that may include pounded ginger and garlic. The beef is then braised with fried onion and garlic before turmeric, ginger, chopped galangal and pounded bird’s eye chilies, or siling labuyo, are added. Cooking tiyula itum is usually a communal activity among the menfolk. 2. Beef Kulma. Because Tausug communities are located along coastal areas, seafood is considered daily fare. The Sulu Archipelago is a particularly rich fishing ground, so seafood is plentiful and inexpensive. It’s also the reason why many dishes for special occasions feature meats like beef and chicken. The rich stew is flavored with coconut milk, cinammon, lemon juice and lemongrass, and spiced with curry powder, red pepper and paprika. Dollops of peanut butter (that’s right) are added for a creamy, nutty taste. It’s one of the dishes that shows the kinship Tausugs have with the rest of the region, and the ethnic roots they share. 3. Chicken Piyanggang. The meaning of “piyanggang” is a description of how it’s made — “grill after marinating”. Coconut milk is then added for a creamier finish. The chicken — marinated in a mix of onion, garlic, salt, lemongrass and the special black paste — is a literal labor of love. Served as the main entrée for the Tausug traditional wedding dulang (feast), it’s cooked specially for the bride and groom. 4. Piyassak. Piyassak holds the same stature in Tausug cuisine as foie gras does in the French culinary tradition. But instead of goose liver, this delicacy uses beef liver as its main ingredient, sliced into bite-sized cubes, because the Tausug believe digestion begins in the mouth. The liver is fried in a pan and flavored with pounded ginger, garlic, turmeric, black pepper, lemongrass and burnt coconut, which the Tausug believe has anti-carcinogenic properties. Coconut milk is then poured into the mix and the dish is left to cook until the liquid is completely absorbed by the liver cubes. Food styling by Nayna Katigbak This article first appeared in the October 2018 issue of Smile magazine. Tiyula Itum Beef Kulma Chicken Piyanggang Piyassak Food styling by Nayna Katigbak This article first appeared in the October 2018 issue of Smile magazine. Rubric for Writing a Commentary/Critique Written by: JACQUELINE V. FRANCISCO (Teacher II) Ayala National High School  5 Criteria 8-10pts 6-7pts 4-5pts 2-3pts 1pt Thesis Clearly presents Presents author’s Present author’s Insufficient No explanation statement and author’s thesis and thesis and describes thesis, but may explanation of of author’s Summary describes his/her his/her strategies not provide author’s thesis. thesis, and/or no (30%) strategies for for supporting it. sufficient And/or description of supporting it. description of insufficient strategies for strategies for description of supporting supporting it. strategies for thesis. supporting thesis. Exhibits clarity, Exhibits clarity and Exhibits some Exhibit some Exhibit little or complexity, some depth about clarity, though faulty logic, no evidence of perceptiveness, the topic but lacks only minimal and/or effective originality and depth the qualities of depth of thought stereotypical or thinking about Overall Quality of thought about the complexity, about the topic. superficial the topic of Analysis topic. perceptiveness, and Makes some thinking about the Poor to no (30%) Provides excellent originality attempt to present topic. attempt to evaluation of text’s exhibited in a level the weaknesses or Insufficient present the weaknesses and A. strengths of the attempt to present weaknesses or strengths; evaluative Provides clear text, evaluative the weaknesses or strengths of the criteria are unique and evaluation of text’s criteria are used. strengths of the text, no obvious interesting. weaknesses or Places text in text, evaluative criteria for Uses creativity to strengths; context. criteria are evaluation. interpret text (e.g. evaluative criteria unclear. Poor to no places it in interesting are unique and Insufficient attempt to put context or interesting. attempt to put in text in context. compares/contrasts Put texts in context. with other relevant meaningful context texts). when interpreting it. Exhibits command of Exhibits control of Exhibits some Exhibit Exhibit a basis/ focus, coherent focus, organization, control of focus, insufficient elementary organization, and and development organization control of focus, sense of interesting (all of the subject (structure may be organization (way organization development (with matter is relevant to formulaic or be ramble, be (may be purely Organization carefully chosen, the topic, but is not organized loosely repetitious, or descriptive or and Support of insightful details, as insightfully around the topic), locked into a strictly Analysis (20%) examples, arguments, selected as a and development formula), and/or formulaic), but etc.) of the topic. response at level A) (may contain development (it ideas about the Paragraphs contain of the topic. some poorly may be mostly topic are clear topic sentences, All paragraphs chosen descriptive or lack generally focus on a single issue, contain topic information, but adequate support) undeveloped, are coherent, and sentences, focus on major ideas are of the topic. illogical, organized according to a single issue and adequately Paragraph irrelevant or an obvious pattern of are coherently supported). structure needs inconsistent. argument. structured. Most paragraphs improvement Paragraphs are focus on a single (some may be unfocused, topic and are incomplete, or incoherent or coherently focus on too many require structured. issues, or be restructuring. incoherent). Clear, concise Mostly clear, Adequate Poor sentence Very poor sentences. concise sentences. sentence structure structure. Writing sentence No grammatical May have some but may require may be wordy or structure, and/or Grammar and errors. minor grammatical editing for difficult to follow uses Mechanics Suggested format is errors. clarity/wordiness. in places. inappropriate (20%) evidently followed. Suggested format is Some Many language or clearly followed. grammatical grammatical language that is errors, but these errors. too informal. do not impede Suggested format Significant understanding. is not followed. number of Suggested format grammatical is not obviously errors. followed. Suggested format is not followed. Written by: JACQUELINE V. FRANCISCO (Teacher II) Ayala National High School  6 For further readings: BOOKS Source:Sonia B. SyGaco. Writing Techniques in Creative Nonfiction. West Avenue, Quezon City: Great Books Trading., 2017. pp. 34-37. INTERNET Source:“What is Food Writing?”, Chris Kohatsu, last modified June 22, 2020, https://www.wisegeek.com/what-is-food-writing.htm Source:“A Mighty Appetite”, Kim O’ Donnel, last modified June 13, 2007, https://voices.washingtonpost.com/mighty-appetite/2007/07/what_is_food_writing.html Source:“Food Writing: So Good You can Taste It”, Dianne Jacob, last modified REFERENCE/S September 11, 2019, https://www.writing.ie/resources/food-writing-so-good-you-can- taste-it-dianne-jacob/ Source:“How to Write a Food Article”, Bill Holland, last modified May 18, 2016, https://owlcation.com/academia/six-typesoffood-writing-articles Source:“The Novel Writer’s Blog: How do fiction critique (feedback) in a writer’s circle”, The Novel Factory, last modified September 6, 2017, https://www.novel- software.com/blog?article=how-to-do-fiction-critique-(feedback)-in-a- writer%E2%80%99s-circle Source:“#5 on Fri: Five Tips for Writing A Helpful Critique”, Manuel Williams, last modified October 26,2018, https://diymfa.com/writing/5onfri-writing-a-helpful-critique Source:“How to Write a Critique”, William Victor, last modified 2020, https://www.creative-writing-now.com/how-to-write-a-critique.html This learning resource contains copyrighted materials. The use of which has not been specifically authorized by the copyright owner. We are making this learning resource in our efforts to provide printed and e-copy learning resources available for the learners about the learning continuity plan of this division in this time of pandemic. DISCLAIMER OF LIABILITY Credits and respect to the original creator/owner of the materials found in this learning resource. This material is not intended for uploading nor for commercial use, but purely for educational purposes and for the utilization of Zamboanga City Division only. No malicious infringement is intended by the writer. Written by: JACQUELINE V. FRANCISCO (Teacher II) Ayala National High School