HUMSS_CWRIT Creative Writing 1st Quarter PDF

HUMSS_CWRIT Creative Writing First Term - 1st Quarter Prepared by: Bea Bianca Uy, Julia Pauleen Gomez, Mary Allyssa Non, Alexa Bianca Mallari Pointe...

HUMSS_CWRIT Creative Writing First Term - 1st Quarter Prepared by: Bea Bianca Uy, Julia Pauleen Gomez, Mary Allyssa Non, Alexa Bianca Mallari Pointers to Review: ➔ Need for free individual expression LESSON 1: Introduction to Creative Writing LESSON 2: Stages of Writing Ways of Reading LESSON 3: Forms of Fiction ➔ Reading as a reader LESSON 4: Forms of Poetry ◆ Reading in order to be entertained, LESSON 5: Salingkit - A 1986 Diary for enjoyment. LESSON 6: Flash Fiction ➔ Reading as a writer LESSON 7: Bionote ◆ Also for enjoyment but prioritizes LESSON 8: Elements of Fiction critical reading and analysis of the text. ◆ Understanding the techniques and LESSON 1: INTRODUCTION TO CREATIVE WRITING devices used by the reader in order to create the text. Creative Writing ➔ Uses literary devices and figurative language Benefits of Creative Writing ➔ A way of self-expression ➔ An opportunity to explore and experiment 1. Builds confidence on other writing styles and genres of writing 2. Promotes artistic self-expression ◆ writing that goes outside the bounds 3. Boosts imagination of normal professionals 4. Helps clarify thoughts ➔ It is imaginative writing—using ones 5. Builds empathy and communication skills imagination to create a story. 6. Better understanding of the mechanics of writing and writing Purpose of Creative Writing 7. Fosters better physical, mental and ➔ It’s purpose is to entertain the readers emotional in individuals ◆ Dulce et utile by Horace It means to “delight and Academic Writing instruct” ➔ Technical writing, formal and professional. ➔ Need for keeping records of significant ➔ Prescribed format. experience (past, present and future events) ➔ Need for sharing experience with an interested group ALL CONTENTS FROM THIS REVIEWER ARE SOURCED FROM THE LECTURES OF MS ZENDY VICTORIA SUE VALENCIA LPT, MA AND MS. MARY ANN M. MAJUL, LPT, MA. THIS REVIEWER IS A SUPPLEMENTARY MATERIAL AND NOT A LECTURE EQUIVALENT. LESSON 2: STAGES OF WRITING LESSON 3: FORMS OF FICTION Pre-Writing Fiction ➔ “before writing” and Idea generation stage ➔ A type of prose ➔ Also includes writing exercises ➔ Narrative created from one’s imagination ◆ What do you want to right about? ➔ Stories that uses fictional people, events and ◆ What genre? places ◆ In what language will you write in? According to length Writing Stage/ Writing Proper ➔ Novel: 50k + words ➔ Drafting; to get the idea on paper. ➔ Novella: 17,500-49,999 words ➔ Largest chunk of the writing process ➔ Short story: atleast 2,000 words Post-Writing According to Quality ➔ After writing/the workshop stage ➔ Literary fiction ➔ The critiquing stage ◆ Geared to a particular audience; ➔ revision or editing stage conforms to a specific standard; has garnered accolades (awards). ➔ Commercial fiction NOTE ◆ Available to the general public and is ➔ Writing is not a linear process more affordable. ➔ There is no perfect manuscript ◆ For enjoyment. ◆ Does not have high intellectual value. ◆ Are sometimes called “Trash novels” Prewriting Strategies because of the wide availability of these novels. 1. Listing a. Categorizing. According to Types 2. Clustering ➔ Novels a. Mind mapping. ◆ Realistic 3. Index Card matching Truthful or is based on true a. You put all words and phrase in an live events. index card, shuffle, then pick and see what words match; then make ◆ Graphic comic strip; has something out of that idea. illustrations/pictures and 4. Free writing words. a. For 5 minutes, you will write about that word that you chose. ALL CONTENTS FROM THIS REVIEWER ARE SOURCED FROM THE LECTURES OF MS ZENDY VICTORIA SUE VALENCIA LPT, MA AND MS. MARY ANN M. MAJUL, LPT, MA. THIS REVIEWER IS A SUPPLEMENTARY MATERIAL AND NOT A LECTURE EQUIVALENT.  Picaresque ◆ Shorter Types of Fiction Has a likeable rogue as a protagonist, and focuses on Anecdotes that character. ➔ Short stories/recountings of our experiences ◆ Historical ➔ Contain realizations or lessons learned Set on a particular time Sketch period. ➔ Fast drawing out of an idea ◆ Bildungsroman Character sketch A coming of age story. ➔ Listing the characteristics or description of ◆ Epistolary the character that will be used in the story. Letter or diary entry narrative Vignette style. ➔ Very short story. ◆ Autobiographical ➔ One paragraph; summary of a story but has Tells a life story. complete beginning, middle, end. ◆ Children's novel Fegshoot Has educative purpose. ➔ Humorous. ◆ Detective ➔ The end goal is to explain a pun/joke. Mystery genre. Twitterature ◆ Interactive ➔ Stories that you can make in a tweet (280 An adventure story, where characters or less). audience has the freedom ➔ Not all written in twitter can be considered how the story will unfold. as literature; depends on the quality of the ➔ Modern Short Story work. ◆ Forerunners Flash Fiction ◆ Fables ➔ Should be as short as possible. ◆ Folktales ➔ Word count is less than 2000 (usually 1,500) Myths ➔ Elements of a good Flash Fiction: Legends ◆ Plot ◆ Parable ◆ Characters ◆ Allegory ◆ a hook ◆ Romance and romance ◆ a great finish Romance is a literary ➔ Drabble- six-word movement, preoccupation with the expression of Implied Endings feelings ➔ Endings that are not detailed. romance focused on love as a ➔ To make readers think, and to hold emotions. theme for a literary work ALL CONTENTS FROM THIS REVIEWER ARE SOURCED FROM THE LECTURES OF MS ZENDY VICTORIA SUE VALENCIA LPT, MA AND MS. MARY ANN M. MAJUL, LPT, MA. THIS REVIEWER IS A SUPPLEMENTARY MATERIAL AND NOT A LECTURE EQUIVALENT. Salingkit imagination”: and poetry is ➔ Discussed through a textual analysis or connected with the origin of man. closed reading. Defamiliarization - to take what is familiar, and present it Closed Reading with fresh eyes. ➔ Read and absorb the text as is. ➔ Formalistic approach ➔ Edgar Allan Poe ◆ “I would define, in brief, the poetry of Reader’s Response words as the Rhythmical creation of ➔ Basic text reading. beauty. Its sole arbiter is taste. With ➔ Makes readers question, if they like the the intellect or with the conscience, context of the text. it has only collateral relations. Unless ➔ Opinionated or up to the reader’s incidentally, it has no concern interpretation and insights. whatever either with duty or with truth.” Dialogue ➔ First person ➔ Matthew Arnold ➔ Third person ◆ “Poetry is a criticism of life; that the greatness of a poet lies in his Flash Forward Technique powerful and beautiful application of ➔ Time skip ideas to life–to the question: How to ➔ Double paragraph spacing live?” Unreliable Narrator Forms of Poetry ➔ Narrates the surface level and does not analyze According to Types 1. Narrative a. They aim to tell a story. LESSON 4: FORMS OF POETRY i. Epic ii. Ballad Poetry iii. idyll ➔ Percy Bysshe Shelley’s essay, “A defence of 2. Lyric poetry” a. Poetry that follows a particular rhyme ◆ Poetry is the record of the best and or meter/songs. happiest moments of the happiest b. It is meant to be sung. and best minds. i. Sonnet ◆ Poetry, in a general sense, is defined ii. Elegy to be “the expression of the iii. Ode iv. Haiku ALL CONTENTS FROM THIS REVIEWER ARE SOURCED FROM THE LECTURES OF MS ZENDY VICTORIA SUE VALENCIA LPT, MA AND MS. MARY ANN M. MAJUL, LPT, MA. THIS REVIEWER IS A SUPPLEMENTARY MATERIAL AND NOT A LECTURE EQUIVALENT.  v. Diona Tone ➔ Refers to the attitude of the writer to their Dramatic readers ➔ It is meant to be performed on the stage. ➔ What is his purpose for writing the poem? ◆ soliloquy ◆ To Persuade ◆ To gain sympathy from the readers According to Conventions ◆ To make readers understand a particular feeling/idea/concept 1. Conventional ◆ To express the author's feelings a. Traditional or simple. (happy, sad, angry, etc.) i. Blank ii. Rhymed Diction iii. Villanelle ➔ Choice of words iv. Tanaga ◆ Denotation 2. Non-Conventional the literal meaning of a text; a. Non-traditional/experimental. dictionary definition; how we i. Free verse take it on a surface level. ii. Prose poetry ◆ Connotation iii. Performance poetry Supposed to be read in a iv. Concrete poetry deeper manner Rhythm Elements of Poetry ➔ Musical quality of a rhyme; sound patterns ◆ End rhyme Persona similar sound at the end of ➔ Refers to the person that is speaking in the the lines poem Ex: ➔ The point of view where we see how the I do not like ham poem is unfolding I certainly do not like it Tam ◆ Internal rhyme Address Rhyme that occurs within the ➔ The one being talked about or who the same line author is writing to Ex: Once upon a midnight dreary, while I pondered weak Theme and weary. ➔ Insights/message drawn from the poetry ◆ Leonine rhyme ➔ “What do I want my readers to get from this Occurs at the caesura and poem?” line end within a single line– like a rhymed couplet printed as a single line. ALL CONTENTS FROM THIS REVIEWER ARE SOURCED FROM THE LECTURES OF MS ZENDY VICTORIA SUE VALENCIA LPT, MA AND MS. MARY ANN M. MAJUL, LPT, MA. THIS REVIEWER IS A SUPPLEMENTARY MATERIAL AND NOT A LECTURE EQUIVALENT.  ○ Caesura - short pause Meter that occurs between ➔ Patterns of stress and unstressed words the lines but doesn’t look like a line cut. Types of Meters ○ Ex: I bring fresh showers for the 1. Iambic meter thirsting flowers. a. Multiple unstressed/Stressed ◆ Masculine rhyme syllables Two words ending with the b. Iambic pentameter same vowel-consonant i. 5 syllables in one line combination Ex: stand/land 2. Trochaic meter ◆ Feminine rhyme a. Stressed/unstressed syllables Sometimes called “double b. Ex: ARgue, BISHop rhyme”; two syllables rhyme Ex: profession/discretion 3. Spondaic meter ◆ Slant rhyme a. Stressed/Stressed syllables Words that have similar but b. Ex: ICE CREAM, HOT LINE not identical sounds; mostly formed by words with 4. Anapestic meter identical consonants and a. unstressed/unstressed/Stressed different vowels or vice versa syllables Ex: worm-swarm b. Ex: of a KIND, souvenIR ◆ Assonance rhyme Similar vowels, and different 5. Dactylic meter consonants a. Stressed/unstressed/unstressed Ex: dip/limp, man/prank syllables ◆ Consonance rhyme b. Ex: ELephant, POSSible Similar consonants and different vowels Literary Devices Ex: limp/lump, bit/bet ➔ Tools which poets use to improve the quality of the poem; consists of elements and Rhyme Scheme techniques. ➔ Arrangement of rhyming words ➔ Alternate: ABAB Devices and Techniques in Poetry ➔ Enclosed: ABBA ➔ Chain: ABAB BCBC CDCD Imagery ➔ Appeals to the senses and forms a mental image ALL CONTENTS FROM THIS REVIEWER ARE SOURCED FROM THE LECTURES OF MS ZENDY VICTORIA SUE VALENCIA LPT, MA AND MS. MARY ANN M. MAJUL, LPT, MA. THIS REVIEWER IS A SUPPLEMENTARY MATERIAL AND NOT A LECTURE EQUIVALENT.  ➔ Ex: Excerpt describing a fish: Figures of speech ➔ His brown skin hung in strips like ancient wallpaper, and its pattern of darker brown ➔ Allegory was like wallpaper: shapes like full- blown ◆ Characters, images, and/or events roses stained and lost through age. act as symbols ➔ Antanaclasis Types of Imagery ◆ Repetition of a word or phrase but with a different meaning than in the 1. Auditory first case a. Describes what we hear. ➔ Euphemism 2. Visual ◆ A polite or mild word or expression a. Describes what we see. ➔ Irony 3. Tactile ◆ A contrast or incongruity between a. Describes what we touch or feel. expectations and reality 4. Olfactory ➔ Meiosis a. Describes what we smell. ◆ Minimizes the importance of 5. Gustatory something through euphemism a. Describes what we taste. ➔ Metaphor ◆ Compares two subjects without the Symbolism use of “like” or “as” ➔ Use of symbols to give meaning to ➔ Synecdoche something. ◆ A word or phrase that refrs to a part of something is substituted to stand Enjambment in for the whole, or vice versa. ➔ Thought sense that spills over another line ➔ Metonymy without a pause or end mark. ◆ Use of a linked term to stand in for an object or concept. Trope ➔ Any type of figure of speech, theme, image, character, or plot element that is used many times LESSON 5: SALINGKIT - A 1986 DIARY ➔ Irony ◆ Is when something is said, done, or Salingkit: About the Author expected, but the complete opposite of that is what happens. Dr. Cyan Abad Jugo Verbal ➔ Author Dramatic Situational Education ALL CONTENTS FROM THIS REVIEWER ARE SOURCED FROM THE LECTURES OF MS ZENDY VICTORIA SUE VALENCIA LPT, MA AND MS. MARY ANN M. MAJUL, LPT, MA. THIS REVIEWER IS A SUPPLEMENTARY MATERIAL AND NOT A LECTURE EQUIVALENT.  ➔ Bachelor’s Degree: Ateneo de Manila ➔ Young and doesn’t think they can do University anything yet as students concerning political ➔ Master’s Degree: Simmons College, Boston issues ➔ Doctorate: University of the Philippines ◆ “What can they do? They’re just Diliman students” ◆ “We’re too young to vote. Let’s enjoy Career our childhood first” ➔ Teaches literature at Loyola Schools Kitty ➔ Initially wrote poetry ➔ Main character ➔ NVM Gonzales convinced her to switch to ➔ Friend group: New Wavers Club (NWC) fiction ➔ Mom (Sophia) is going to the States ➔ Most works can be classified as realist ➔ Lives with Kuya Alan, his dad (Simon) and fiction mom (Leanna) ➔ Sometimes writes fantasy due to influences ➔ Code name: Goro of: ◆ Martin Gore from Depeche Mode ◆ Luis Katigbak ◆ Dean and Nikki Alfar (married couple) Kitty’s best friends (code names) 1. Cielo - Taylor 3 Notable Works 2. Ysabel - Orzabal 1. Father and Daughter: The Figures of Our 3. Annie - Mrs. Curt Smith Speech a. Published in 1996 Kitty’s classmates b. Created with her father, renowned 1. Dominique poet Gemino Abad 2. Wanda 2. Leaf and Shadow: Stories About Some 3. Robert Friendly Creatures 4. Bensy 3. Salingkit: A 1986 Diary. Kitty’s relatives Chapter 1: Salingkit 1. Kuya Alan - cousin 2. Mama (Sophia) Setting 3. Lola Sol ➔ Post-martial law 4. Tito Simon ➔ Just before snap elections and People Power 5. Tita Leanna Revolution of 1986 6. Father 7. Tita Samantha Conflict ➔ Her mother leaving her with her aunt and Forms of fiction of Salingkit uncle, the feeling of being left behind ➔ Realistic fiction ➔ Historical account ALL CONTENTS FROM THIS REVIEWER ARE SOURCED FROM THE LECTURES OF MS ZENDY VICTORIA SUE VALENCIA LPT, MA AND MS. MARY ANN M. MAJUL, LPT, MA. THIS REVIEWER IS A SUPPLEMENTARY MATERIAL AND NOT A LECTURE EQUIVALENT.  ➔ Bildungsroman ➔ Speculative fiction LESSON 7: BIONOTE ➔ autobiographical Bionote Martial Law’s contribution to the Arts ➔ Brief summary of an individual’s professional ➔ Golden Age of Philippine Cinema and academic achievements ➔ Lino Brocka ➔ Highlights of a person ➔ National Artist Award ➔ Can be written informally or formally. ◆ this was instituted during the Marcos ◆ The common form is formal, as it regime provides a professional look. ➔ Protest Literature ➔ Effigies Considerations in Writing a Bionote ➔ Infrastructures (CCP) 1. Be concise 2. State your name and key qualifications and achievements LESSON 6: FLASH FICTION 3. Third person is preferred 4. Maintain professional tone Tips on Writing a Flash Fiction 5. Be creative and innovative ➔ Show, don’t tell ➔ Use scenes, not summaries ➔ Truncate LESSON 8: ELEMENTS OF FICTION ◆ Cutting off unnecessary parts to shorten the story. Plot ➔ Use symbolism ➔ Sequence of events with causality ➔ Use figurative language ➔ Shapes the story ➔ Trust the reader ➔ Character in conflict and action ➔ Connected with movement What to Avoid When Writing a Flash Fiction ➔ No need for too much interiority 4 Elements of Plot ➔ Avoid excess backstory ➔ Review moments of inaction 1. Exposition ➔ Use the passive voice sparingly a. Also known as the introduction ➔ Avoid prepositions b. It consists of the setting and point of ➔ Be careful with adverbs view. c. The main character’s situation at the beginning of the story 2. Rising Action a. Inciting Accident ALL CONTENTS FROM THIS REVIEWER ARE SOURCED FROM THE LECTURES OF MS ZENDY VICTORIA SUE VALENCIA LPT, MA AND MS. MARY ANN M. MAJUL, LPT, MA. THIS REVIEWER IS A SUPPLEMENTARY MATERIAL AND NOT A LECTURE EQUIVALENT.  b. The event that pushes the story into b. Characters against forces of motion nature/circumstances they have no c. The protagonist encounters control of difficulties in making decision with long-lasting consequences. 4. Man vs Society a. Portrays a struggle between a 3. The Falling Action character and the a. Denouement demands/expectations of society. i. Untangling knots of the story b. The consequences of the choices of 5. Man vs Technology the character are dealt with. a. Character’s reliance on technology grows beyond its intended use 4. Resolution (dilemma arises). a. Ending of the story where every point is accounted for. Character ➔ People who live within the world of the story Conflict ➔ Makes stories possible Types of Characters According to.. ➔ The drama (no drama = no story) 1. Presence ➔ External or internal a. How often characters are seen ◆ External - happening around the character (earthquake, tsunami) MAJOR MINOR ◆ Internal - happening inside the character ➔ Point of view ➔ Appear in specific characters scenes 5 Types of Conflict ➔ Central to plot of ➔ Have specific role 1. Man vs Man the story ➔ Not central to plot a. External Conflict b. Two or more characters against each 2. Position other. a. Whether reader is against or supportive of the character’s 2. Man vs Himself motivation a. Internal Conflict b. Characters struggle with themselves regarding moral/ethical choices PROTAGONIST ANTAGONIST 3. Man vs Nature ➔ Major character ➔ Major character a. External Conflict ➔ Audience does not believe or ALL CONTENTS FROM THIS REVIEWER ARE SOURCED FROM THE LECTURES OF MS ZENDY VICTORIA SUE VALENCIA LPT, MA AND MS. MARY ANN M. MAJUL, LPT, MA. THIS REVIEWER IS A SUPPLEMENTARY MATERIAL AND NOT A LECTURE EQUIVALENT.  Types of Point of View ➔ Audience empathize with empathizes and motivation 1. 1st POV believes motivation a. Character directly tells the story b. “I” perspective 3. Characterization 2. 2nd POV a. Manner of creating/portraying the a. If the reader is addressed and character involved b. Known as the cinematic point of view ROUND FLAT c. “You” perspective ➔ Portrayed using all 3 ➔ Portrayed using 3. 3rd POV aspects of only 1 or 2 aspects a. Known as the “fly on the wall” point character: of character of view appearance, ➔ Exist to support b. He, she, it, they perspective attributes, round characters aspirations LIMITED OMNISCIENT 4. Movement ➔ An observer ➔ God-like a. How the plot of the character moves ➔ Tells us everything along he/she does DYNAMIC STATIC Setting ➔ Time and place (when and where) ➔ Exist throughout ➔ Exist during certain ➔ Introduced in exposition (beginning) entire plot section of plot ➔ Creates mood, influences behavior and ➔ Change usually ➔ Characterization emotion, and provides obstacles occurs in does not change ➔ Vital force impinges on characters and their characterization situations, not scenery ➔ Most effectively rendered: showing characters in action within it Point of View ➔ Frequently layered = contributing to rich ➔ Perspective in which the story is told fictional environment ➔ Most complex element of fiction ➔ Concerned with the relationship between writer, characters, and readers INTEGRAL SETTING BACKDROP SETTING ➔ Fully describes the ➔ Vague and general time and place ALL CONTENTS FROM THIS REVIEWER ARE SOURCED FROM THE LECTURES OF MS ZENDY VICTORIA SUE VALENCIA LPT, MA AND MS. MARY ANN M. MAJUL, LPT, MA. THIS REVIEWER IS A SUPPLEMENTARY MATERIAL AND NOT A LECTURE EQUIVALENT.  a. Repetition of consonant sounds ➔ Usually found in within close proximity historical fiction b. Usually within the sentence c. Example: She sells seashells by the Dialogue seashore ➔ The conversational exchange between the 3. Allusion characters a. Brief and indirect reference to a person, place, thing/idea of DIRECT DIALOGUE INDIRECT DIALOGUE historical, cultural, literary, or political significance ➔ Uses the character’s ➔ Dialogue comes b. Example: The rise of poverty will actual words. from a second-hand unlock Pandora’s box of crimes ➔ Quotation marks are report of what was 4. Anastrophe used. said/written, not a. Inversion of words in a sentence the exact words. b. Example: “Strong in the Force, you are,” says Yoda Mood and Tone 5. Anthropomorphism ➔ Attitude of the writer toward his writing a. Portrays animals and inanimate ➔ Relies exclusively on writer’s personal objects as people, giving human feelings/opinions about the topic characteristics ➔ Mood b. Example: Animal Farm by George ◆ Atmosphere that pervades in a piece Orwell of writing 6. Aphorism a. Short, concise statement of a general Techniques and Devices in Fiction truth/insight/good advice b. Example: A bad penny always turns Fictional Devices up ➔ Tools writers use to emphasize/express ideas 7. Chiasmus in their story a. Flipped set of parallel clauses b. Example: Live simply so that others Literary Devices might simply live - Mahatma Gandhi 8. Colloquialism 1. Allegory a. Use of informal language a. Every aspect of a story is b. Example: You betcha! representative 9. Euphemism b. Symbolic of something else a. Indirect way of saying what one c. Example: The Lord of the Flies by meant William Golding 2. Alliteration ALL CONTENTS FROM THIS REVIEWER ARE SOURCED FROM THE LECTURES OF MS ZENDY VICTORIA SUE VALENCIA LPT, MA AND MS. MARY ANN M. MAJUL, LPT, MA. THIS REVIEWER IS A SUPPLEMENTARY MATERIAL AND NOT A LECTURE EQUIVALENT.  b. Polite, mild phrase substitutes for a Audience is aware of harsher, blunter way of saying what’s about to something uncomfortable happen, but the c. Example: We have to let you go sir = characters are not fire you Ex. Oedipus Rex 10. Foreshadowing 15. Juxtaposition a. Hints at future events a. Placing two contrasting ideas b. Means something ominous is about together. to happen b. Example: Good vs Evil, Rich and Poor c. Example: I think a storm is coming 16. Metaphor (not literal, something drastic) a. Direct comparison between two 11. Hyperbole unlike things a. Exaggeration b. Example: She has a heart of gold b. Example: I cried a bucket of tears 17. Motif 12. Hypophora a. Recurring element in a narrative a. A question that answers itself b. It can be a pattern that keeps b. Example: You ask, what is our policy? repeating itself I can say: It is to wage war, by sea, c. Example: Journeys and change in land and air, with all our might and Pride and Prejudice with all the strength… 18. Onomatopoeia 13. Imagery a. Words imitating sound a. Uses description to appeal reader’s b. Example: Arf, Meow senses 19. Oxymoron b. Example (taste): He winced at the a. Pairing of two opposing words sour liquid together 14. Irony b. Example: Awfully good a. Opposite of what is intended 20. Paradox i. Verbal a. Statements that seem impossible and Something that is said true Ex. “You look so good” b. Example: I can’t live without you when they don’t 21. Personification ii. Situational a. Human traits given to an object Intended outcome in b. Example: The wind whispered to me a situation is the 22. Polysyndeton opposite of what a. Succession of conjunctions happens b. Example: Neither snow nor rain nor Ex. Romeo & Juliet heat nor gloom of night stays these iii. Dramatic couriers 23. Satire ALL CONTENTS FROM THIS REVIEWER ARE SOURCED FROM THE LECTURES OF MS ZENDY VICTORIA SUE VALENCIA LPT, MA AND MS. MARY ANN M. MAJUL, LPT, MA. THIS REVIEWER IS A SUPPLEMENTARY MATERIAL AND NOT A LECTURE EQUIVALENT.  a. Makes fun of an aspect of humanity 2. C. b. Example: Bubble Gang (show) 3. A. 24. Simile 4. D. a. Comparison of two unlike things 5. E. b. uses “as” or “like” c. Example: Skin as white as snow 25. Symbolism a. Concrete object that represents Noted by: something abstract b. Example: Crown represents royalty LUCY MAE ALVAREZ President UST-SHS HUMSS Society QUIZ MYLES ALFONSO QUESTIONS CHOICES Executive Associate to the President UST-SHS HUMSS Society 1. A writing technique A. Dulce et utile where you write continuously for a set B. Free writing MARY ALLYSSA NON period without worrying Director, Academics Committee about grammar or C. Bildungsroman structure. UST-SHS HUMSS Society D. Iambic Pentameter 2. A coming-of-age novel GABRIELLE SOPHIA JACINTO where the protagonist E. Slant Rhyme matures over time. Co-Director, Academics Committee UST-SHS HUMSS Society 3. A phrase by Horace meaning "delight and instruct." 4. A line with five sets of unstressed/stressed syllables. 5. Words that have similar but not identical sounds. ANSWER SHEET 1. B. ALL CONTENTS FROM THIS REVIEWER ARE SOURCED FROM THE LECTURES OF MS ZENDY VICTORIA SUE VALENCIA LPT, MA AND MS. MARY ANN M. MAJUL, LPT, MA. THIS REVIEWER IS A SUPPLEMENTARY MATERIAL AND NOT A LECTURE EQUIVALENT.