CREATIVE NON FICTION MODULES, Exercises of Creative writing

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Creative Nonfiction

Quarter 2 – Module 1:

CRITIQUING NONFICTION

Creative Nonfiction

Quarter 2 – Module 1:

Critiquing Nonfiction

English – 12 - HUMSS Alternative Delivery Mode Quarter 2 – Module 1 : Critiquing Nonfiction First Edition, 202 1 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio Printed in the Philippines by ________________________ Department of Education – Region VII Schools Division of Negros Oriental Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental Tele #: (035) 225 2376 / 541 1117 E-mail Address: [email protected] Development Team of the Module Writers: Cris Dyan R. Abarca, Jay E. Villareal Editor: Jessie Lou L. Ecleo Reviewer: Jessie Lou L. Ecleo Illustrator: None Layout Artist/Typesetter: Mae Ricarl S. Moreto Management Team: Senen Priscillo P. Paulin, CESO V Rosela R. Abiera Fay C. Luarez, TM, Ed.D., Ph.D. Maricel S. Rasid Nilita L. Ragay, Ed.D. Elmar L. Cabrera Anna Lee A. Amores, Ed.D.

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Introductory Message

For the Facilitator: Welcome to the Creative Nonfiction 11/12 Alternative Delivery Mode (ADM) Module on Critiquing Nonfiction! This module was collaboratively designed, developed and reviewed by educators both from public and private institutions to assist you, the teacher or facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling. This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances. In addition to the material in the main text, you will also see this box in the body of the module: As a facilitator, you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to manage their own learning. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module.

If uncovering the truth is the

greatest challenge of nonfiction

writing, it is also the greatest reward.

Candice Millard

iii For the Learner: Welcome to the Creative Nonfiction 11/12 Alternative Delivery Mode (ADM) Module on Critiquing Nonfiction! This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning resource while being an active learner. This module has the following parts and corresponding icons: What I Need to Know This will give you an idea of the skills or competencies you are expected to learn in the module. What I Know This part includes an activity that aims to check what you already know about the lesson to take. If you get all the answers correct (100%), you may decide to skip this module. What’s In This is a brief drill or review to help you link the current lesson with the previous one. What’s New In this portion, the new lesson will be introduced to you in various ways; a story, a song, a poem, a problem opener, an activity or a situation. What Is It This section provides a brief discussion of the lesson. This aims to help you discover and understand new concepts and skills. What’s More This comprises activities for independent practice to solidify your understanding and skills of the topic. You may check the answers to the exercises using the Answer Key at the end of the module. What I Have Learned This includes questions or blank sentence/paragraph to be filled in to process what you learned from the lesson. What I Can Do This section provides an activity which will help you transfer your new knowledge or skill into real life situations or concerns. Assessment This is a task which aims to evaluate your level of mastery in achieving the learning

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• What I Need to Know…………………………………………………………….. TABLE OF CONTENTS
• What I Know…………………………………………………………………………
• What’s In……………………………………………………………………………..
• What’s New……………………………………………………………………….….
• What is It……………………………………………………………………………..
• What’s More………………………………………………………………………….
• What I Have Learned……………………………………………………………..
• What I Can Do………………………………………………………………………
• Assessment………………………………………………………………………….
• Glossary…………………………………………………………………….……..…
• Answer Key…………………………………………………………………………
• References…………………………………………………………………………..

What I Need to Know

In this module, you will shape letters into words and words into stories. Being a replica of human speech to which we “lend our ears”, writing seeks to borrow the reader’s eyes. What the readers see is the product of our hands. Your hands reach out a pen and paper to write. Your hands key in letters to the computer, which has the word processor as its most common software. Say hello to those hands. Now, let’s see the eyes that make us read. In deciding what words to keep or throw away, you need to learn how to critique. This is the systematic method of examining a written word. A French word derived from the Greek word kritiké , critique means the ability to discern the worth of something. It is a feedback and personal assessment of what you read. It is a way of helping fellow writers improve, which is better than being a critic. In order for you to be guided, you need to familiarize yourself to our competency and our objectives. HUMSS_CNF11/12-IId-e- 18 - Write a mini critique of a peer’s work based on coherence and organization of paragraphs, development of literary elements, use of factual information, and other qualities concerning form and content At the end of this module, you are expected to: Knowledge: Analyze a well-written creative nonfictional text Skills: Write a mini critique of a work based on overall impression and mechanics Attitude: Appreciate the importance of helping fellow writers improve through constructive critiquing.

What’s New

Read and understand the story below. On Being a Critiquer (an excerpt) My first experience with a critique group was over twenty years ago. It was a unique experience, so let me tell you what happened. I was seated with an old, musty classroom, when my Drill Sergeant begin passing out booklets. “This is a copy of the Newest Air Defense Artillery Manual”, he barked while rhythmically placing the books on each desk. “You will review this document, evaluate its contents and provide viable input for possible revisions. The words are simple, so even pea-brains like you can understand them”. Some poor private made the mistake of commenting that the manual started off incorrectly and had to be completely rewritten. His critique was met by the full facial screams of the Drill Sergeant. “Private, the Army has spent thousands of dollars and man hours to produce this document. Do you get my message, Soldier?” “Obviously some of you have forgotten what I told you. You will evaluate its content, not judge. Do I make myself clear?” In the tradition of the military, we all shouted I unison, “Yes, Drill Sergeant!” Taking a deep breath, I jumped to my feet and snapped to ‘parade rest’. “Drill Sergeant”. My voice echoed in the room. He shot me a menacing look. “Yes, Private Bolk?” “I have evaluated this chapter.” “Do you have a problem with it?” He scowled. “Yes, Drill Sergeant”, I shouted. “Although it was a well-written technical manual, I believed if the second and fifth paragraphs were reversed, the flow of events would be more realistic. Also it appears to me as if the author is attempting to show his advanced expertise with the piece of equipment by giving a complete description of the radar set when it would best be infused gradually in each section pertaining to the material at hand. ”

He folded his arms and began slowly nodding his head. Taking a deep breath he looked around the room. “That, gentlemen, is a critique. Don’t just tell me what’s wrong. Tell me how to fix it easily, and without rewriting the entire book.” At that point I realized the difference between a critique and a critic. One provides input, where the other judges. Also it is necessary to point out flaws to improve the story without trying to completely re-write it. I found out that critiquing is an art performed in a positive manner. When I critique, I always compliment the work by mentioning a part that grabbed my interest. I try to make good recommendations and back them up with reasons for the possible change. I always try to evaluate and recommend rather than to judge. After all, I’m a critique, not a critic. Check your understanding: Write your answers in your notebook.

1. Who are the characters in the story?
2. What was the problem of the Drill Sergeant?
3. What was the first comment about the copy of the Newest Air Defense Artillery Manual?
4. Was the Drill Sergeant happy about it? Why?
5. What was the writer’s (Private Bolk) suggestion?
6. Was the Drill Sergeant happy about his suggestion? Why?
7. How would you now differentiate a critique from a critic?

What Is It

When you critique, you evaluate. As a reader and a critique, you ought not to judge to point out failings, and condemn the writer. Instead of condemning, recommend how to make those failings a success. The aim of the critique is to make the writing better. Opposite of this is a critic who only points out the weakness, but not the strength nor does he/she give any suggestions for improvement. Can you be a critique? The most important guideline for a critique is to give an honest, constructive, and polite assessment of the writing. All comments should be about the content being written, not about the person writing them. Here are the steps to follow when doing a thorough critique of nonfiction:

What’s More

Every written work has an argument or point to make. Your critique must also have a point. Write a 300-word critique of the MEMOIR below based on the elements discussed. Your critique must support the argument. Use the argument as the main title of your critique with the title of the memoir as the subtitle. Write this in your notebook. But before writing, consider the rubric in giving your critique. Features 4 (Expert) 3 (Accomplishe d) 2 (Capable) 1 (Beginner) Overall Impressions

• Piece is written in an extraordinar y style
• Very informative and well- organized - Piece is written in an interesting style - Somewhat informative and organized - Piece is a little bit interesting - Gives some few information but poorly organized - Piece has no style - Gives no informati on and poorly organize d The Mechanics
• Virtually no spelling, punctuation and grammar errors
• Ideas are presented perfectly
• Few spellings and punctuatio n errors, minor grammatic al errors
• Ideas are somewhat presented
• A number of spelling, punctuatio n, or grammatical errors
• Ideas are poorly presented
• So many spelling, punctua- tion and grammatic
• al errors that it interferes with meanin
• No ideas presented

Memoirs of My Life and Writings (an excerpt) by Edward Gibbon As soon as the use of speech had prepared my infant reason for the admission of knowledge, I was taught the arts of reading, writing, and arithmetic. So remote is the date, so vague is the memory of their origin in myself, that, were not the error corrected by analogy, I should be tempted to conceive them as innate. In my childhood I was praised for the readiness with which I could multiply and divide, by memory alone, two sums of several figures; such praise encouraged my growing talent; and had I persevered in this line of application, I might have acquired some fame in mathematical studies. After this previous institution at home, or at a day school at Putney, I was delivered at the age of seven into the hands of Mr. John Kirkby, who exercised about eighteen months the office of my domestic tutor. His learning and virtue introduced him to my father; and at Putney he might have found at least a temporary shelter, had not an act of indiscretion driven him into the world. One day reading prayers in the parish church, he most unluckily forgot the name of King George: his patron, a loyal subject, dismissed him with some reluctance, and a decent reward; and how the poor man ended his days I have never been able to learn. Mr. John Kirkby is the author of two small volumes; the Life of Automathes (London, 1745), and an English and Latin Grammar (London, 1746); which, as a testimony of gratitude, he dedicated (Nov. 5th, 1745) to my father. The books are before me: from them the pupil may judge the preceptor; and, upon the whole, his judgment will not be unfavourable. The grammar is executed with accuracy and skill, and I know not whether any better existed at the time in our language: but the Life of Automathes aspires to the honours of a philosophical fiction. It is the story of a youth, the son of a ship-wrecked exile, who lives alone on a desert island from infancy to the age of manhood. A hind is his nurse; he inherits a cottage, with many useful and curious instruments; some ideas remain of the education of his two first years; some arts are borrowed from the beavers of a neighbouring lake; some truths are revealed in supernatural visions. With these helps, and his own industry, Automathes becomes a self-taught though speechless philosopher, who had investigated with success his own mind, the natural world, the abstract sciences, and the great principles of morality and religion. The author is not entitled to the merit of invention, since he has blended the English story of Robinson Crusoe with the Arabian romance of Hai Ebn Yokhdan, which he might have read in the Latin version of Pocock. In the Automathes I cannot praise either the depth of thought or elegance of style; but the book is not devoid of entertainment or instruction; and among several interesting passages, I would select the discovery of fire, which produces by accidental mischief the discovery of conscience. A man who had thought so much on the subjects of language and education was surely no ordinary preceptor: my childish years, and his hasty departure, prevented me from enjoying the full benefit of his lessons; but they enlarged my knowledge of arithmetic, and left me a clear impression of the English and Latin rudiments.

All that I could find were greedily devoured, from Littlebury's lame Herodotus, and Spelman's valuable Xenophon, to the pompous folios of Gordon's Tacitus, and a ragged Procopius of the beginning of the last century. The cheap acquisition of so much knowledge confirmed my dislike to the study of languages; and I argued with Mrs. Porten, that, were I master of Greek and Latin, I must interpret to myself in English the thoughts of the original, and that such extemporary versions must be inferior to the elaborate translations of professed scholars; a silly sophism, which could not easily be confuted by a person ignorant of any other language than her own. From the ancient I leaped to the modern world: many crude lumps of Speed, Rapin, Mezeray, Davila, Machiavel, Father Paul, Bower, &c., I devoured like so many novels; and I swallowed with the same voracious appetite the descriptions of India and China, of Mexico and Peru.

What I Have Learned

1. I have learned that ________________________________________________.
2. I have realized that ________________________________________________.
3. I will apply ________________________________________________________.

What I Can Do

Pick a biography, autobiography, personal essay or another memoir from the library, a bookstore, or the internet. Then write a 500-word critique based on the following elements:

1. Overall impression 2. Mechanics Follow the same rubric stated above. Write the output in the journal. **_____________________________: A Critique of (Title of memoir) By _____________________________ (Your name and date)

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Assessment

Identify what’s asked for in the following statements. Write your answer on your activity notebook.

1. It is the Latin word for “Critique”.
2. It means the ability to discern the worth of something.
3. It is not to judge and point out failings but to make the writing better.
4. It judges and points out the weakness of the writer.
5. It considers the whole rather than just the details of a written work.
6. It checks if sidebars, charts, graphs, pictures, or other supporting documents, are formatted properly and annotated in the body of the work.
7. It evaluates the work for structural strengths and weaknesses.
8. It checks if the paragraphs and sentences are appropriate in length for the type of information presented.
9. It evaluates if there are obvious mistakes in grammar and spelling. 10.It assesses if the written work captures readers’ attention and makes them want to keep reading.

Answer Key

What I Know What’s wrong in the paragraph?

1. The opening sentence is not on target, and it has a spelling error. plagiarism! - 2. The second sentence states a fact, but no cited source is provided iscuss the topic, but not clearly enough to allow the 3. The rest of the paragraph begins to d audience to see where you are heading.
2. The quote used does little to support the opening sentences. on sentences are present as well.- 5. Grammatical errors and run Check your answer. (ACTIVITY 1) A 1.
3. A
4. B
5. B
6. A Check your understanding The writer (Private Bolk), Drill Sergeant 1. He wanted the group to review the copy of the Newest Air Defense Artillery Manual, evaluate its 2. revisions contents and provide viable input for possible The manual started off incorrectly and had to be completely rewritten. 3. No, he was so angry with the idea. 4. written technical manual, the second and fifth paragraphs should be- Although it was a well 5. reversed because the flow of events would be more realistic. Yes, because Private Bolk gave suggestions on how the manual can be improved. He did not 6. the errors but he gave suggestions on how to improve it. merely see A critique is some who finds ways or gives suggestions on how a work may still be improved. 7. While a critic is someone who sees only the wrong but does not give any helpful suggestions for ment. improve Assessment
7. Grammar 1. kritiké
8. Audience 2. Critique
9. Critique
10. Critic
11. Overall impressions
12. Extras
13. Mechanics
14. Structure

References

Author: Lorna Q. Israel Creative Non-Fiction discusses the different literary styles and writing techniques for non-fiction, including autobiography and blogging. https://shop.vibalgroup.com/products/creative-non-fiction-shs https://www.gutenberg.org/files/6031/6031-h/6031-h.htm The weather in 1816 Europe was abnormally wet, keeping many inhabitants indoors that summer. From April until September of that year, "it rained in Switzerland on 130 out of the 183 days from April to September" (Phillips, 2006). https://slulibrary.saintleo.edu/c.php?g=367733&p= https://www.thoughtco.com/essay-rubric- 2081367 https://thewritingplace.wordpress.com/2009/09/28/guidelines-for- nonfiction-critiques/ https://thereadywriters.com/critiquing-non-fiction- 6 - points-to-note/ Identify Good and Bad Paragraphs. Compare the following two paragraphs. One of them exemplifies all the elements of a well-written paragraph. The other does not. colelearning.net/rw_wb/module5/page5.html https://en.wikipedia.org/wiki/Memoir