LEARNING ACTIVITY SHEET IN CREATIVE NONFICTION

Worksheet No. 7, Quarter 3

Learner’s Name: ________________________________________________

Strand/Track/Section:________________________________________________
Date: ________________________________________________

EVALUATING ONE’S DRAFT

I. LEARNING SKILLS
A. Most Essential Learning Competency
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.

B. Objectives:
1. Edit at least one peer’s work based on a set criterion
2. Revise one’s work while taking in consideration the peer feedback given.

II. INTRODUCTORY CONCEPT

Letting other people review your written piece helps you see the areas of
your piece which need to be improved. Considering their perceptions or view
regarding the piece enables it to attain clearer, more appropriate and more
effective flow for the possible audience. Critiquing a literary output goes within
and beyond the details, its applicability, content and substance knowing that
every literary piece must be “dulce et utile” or must be beautiful and with moral
or lesson.

You have written in the previous lesson the draft of your nonfiction write-
up which needs to be reviewed not just by you but also by the other people who
have different or various perceptions on the elements used and their substance.

In evaluating a particular piece, there are aspects that need to be

considered. Every evaluator has is/her own views, standards and ways of
evaluation. With that, no literary piece or any written output can be considered
as a perfect piece.

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III. ACTIVITIES. Write your answers in learning tasks 1-3 and assessment in a
separate short-sized bond paper.
A. Practice Tasks
Task 1: Using a concept map, identify words or ideas that can be
associated in evaluating a literary piece. Do this in your notebook.

What should be
evaluated in a
literary piece?

Task 2: Give your initial concepts on the areas on evaluating a literary piece.
Write your concepts in your notebook.

1. Clarity of the idea presented: ________________________________________

2. Appropriate Choice of Literary
Elements ________________________________________
3. Appropriate Use of the Element________________________________________
4. Effective Combination of Ideas
And the Chosen Element ________________________________________

Task 3: Write a short piece that portrays your favorite tourist spot in your town or
city of at least three (3) elements of your choice. Write it in your notebook.

*Rubrics

5 - Correct use of language/grammar; presence of three or more elements;

appropriateness of elements that depict or describe your favorite place in your town
or city.
3 - Minor errors on the use of language/grammar; presence of one or two elements;
appropriateness of elements that depict or describe your favorite place in your town
or city.
1 - Major errors on the use of language/grammar; absence of an element;

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As you write your piece, have a topic, theme, and technique in mind. Be guided
by the following standards:

1. Choose a topic that interests you.

2. Formulate a thesis statement.
3. Organize and develop the ideas.
4. Use any of the literary conventions of a short story discussed above.
5. Ensure that theme and technique are effectively developed in your piece.

After writing your piece, have your classmate/peer edit your work based on the
standards listed in the table below. You peer, on the other hand, will edit your work
using the same standards.
Writing Dimensions Description
One specific experience is highlighted (If several incidents or
experiences, it is clear what connects those several experiences
together)
Writer’s original insight is clearly articulated in the work.
The writer’s reflection reveals a new understanding of him or
Focus herself or world
Author’s voice is developed through honest, passionate
treatment of the topic
The paper is open, honest, and thought provoking.
The message is clear and easy to interpret.
Organization Ideas flow from one to the next, connected by a common
theme (allowing the reader to follow your experience)
The organization of the essay guides reader purposefully.
Details seem to fit right where they are placed.
An inviting introduction establishes the importance of time
and place. A satisfying conclusion ties up loose ends
The entire piece has a strong sense of direction and balance
Form and style are appropriate and fits the experience being
described (form makes poignant the experience being told)
Writer’s connection to the piece is evident
Precise, vivid, and natural language contributes to the
originality and clarity of the paper
Colorful and/or figurative language breathes life into the writing
Diction/Language Specific examples, language, and dialogue are used to paint a
picture of the experience for the reader
Employs dialogue when appropriate to show rather than tell what
happened
Describes specifically what happened rather than focusing
on generalizations
Uses literary devices such as irony, metaphor, and imagery

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Errors (in spelling, punctuation, quotation marks, capitalization,
sentence structure, etc.) are few and minor, and don’t interfere
with the meaning of the paper
The paper is clean, edited and polished
The narrative is of sufficient length and complexity to
demonstrate appropriate control of conventions

As you edit your peer’s work, you can make constructive comments and
suggestions by writing them clearly below the written work. Bear in mind that the
purpose of peer editing is to make improvements to the paper, not to ridicule your
fellow learner’s work.

B. Assessment
A. After editing your peer’s work and having your work peer-edited, you are
now ready to revise your draft. Here are some steps you have to take in
revising your work.

1. Go over the comments made by your peer. Work on the necessary

changes as applicable. You may ask your peer to explain further the
comment given if it is unclear or vague to you.
2. Reread the revised work, noting overall readability, coherence, and
impression. As you do this step, try putting yourself in the shoes of your
reader.
3. Rewrite your draft.

B. Write AGREE if the statement is true. Write DISAGREE if the statement is false.

1. Short story writers can be creative nonfiction writers.

2. Creative nonfiction work is a product of dreams and speculations.
3. In writing a creative nonfiction, one must go into inquiry and study.
4. Real-life experience must be significant to readers.
5. Creative nonfiction work, when written, may have errors in facts and logic.

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6. Creative nonfiction work is also done by beginning writers.
7. Discussing an idea or personal experience is an example of creative
nonfiction.
8. Anything that is imagined can be a part of creative nonfiction.
9. Not everybody can write a creative nonfiction.
10 Bloggers are creative nonfiction writers.

V. REFERENCES

Department of Education Region IV-A CALABARZON. First Edition 2020. Creative

Nonfiction for Grade 12

Department of Education Region V-Bicol. 2020. Creative Nonfiction. Quarter 1 –

Module 5: Using the Literary Conventions of a Genre in Writing and Quarter 2
– Module 4: Express Yourself through Creative Nonfiction

Prepared by:
CHERRY LOVE B. BAÑAGA, MT-I, Victor Bernal HS, SDO Cam. Sur

Reviewed by:
BELINDA T. NELLASCA, MT-I, Calabanga NHS, SDO Cam. Sur
CHRISTINE H. TEPANERO, MT-I, Sta Lutgarda NHS, SDO Cam. Sur

Quality Assured by:

ANGUSTIA P. ORAA, P-I, Visita de Salog HS, SDO Cam. Sur
PRECIOSA R. DELA VEGA, EPS- I, SDO Cam. Sur

Layout Artist:
MARY JANE S. SAN AGUSTIN, T-II, Fundado ES, SDO Cam. Sur