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Creative Writing

Bachelor of Secondary Education Major in English (University of St. La Salle)

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ST. LOUISE DE MARILLAC SCHOOL OF MIAGAO

Miagao, Iloilo
Member: Daughters of Charity – St. Louise de Marillac Educational System

CREATIVE WRITING
SECOND SEMESTER – FINALS
WEEK 6

I. Learning Competencies
After working on this module, the learner should be able to:
a) define techniques and literary devices of drama;
b) develop a sense of appreciation to drama as a literary genre; and
c) name the techniques and literary devices of drama.

II. Learning Content

Techniques and Literary Devices of Drama
- Intertextuality
- Conceptualization of Modalities

III. Learning Value/s

 Simplicity
 Co-responsibility
 Love/ Kindness

IV. Learning Resources

A. Book References
https://www.matrix.edu.au/literary-techniques-intertextuality/
https://www.youtube.com/watch?v=QTsUaIiuVR8
https://www.studocu.com/ph/document/cebu-institute-of-technology/readings-

V. Learning Experiences

Literary techniques are used in literature for a variety of purposes. Certain

literary techniques are used to increase the dramatic tension in a novel or short story. This
can be done by placing the characters in time-sensitive situations, diverting the reader's
attention or appealing directly to the reader's emotion to elicit sympathy for the main
character.
Intertextuality is a powerful technique that is used by composers to create
multiple layers of meaning.
It is difficult to identify intertextuality if you don’t have a wide knowledge of
different texts. This is why it is important that you are continually reading and expanding your bank of
books, poems, films, and plays.

WHAT IS INTERTEXTUALITY?
Intertextuality is when a text implicitly or explicitly refers to another text, by using distinctive,
common or recognizable elements of the referenced text.
An implicit reference is when the composer alludes to another text through ideas, symbols, genre or
style.
An explicit reference is when the composer directly mentions, quotes or references another text in their
work.
This helps shape meaning because all texts portray particular perspectives on issues or messages.
So, composers refer to specific texts to enrich or extend of their message.

DIFFERENT TYPES OF INTERTEXTUALITIES

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There are many different types of intertextualities. All of them refer to texts in different ways to
produce and shape meaning.
 Allusion: A subtle or indirect reference to another text, historical period or religious belief.
For example, T.S Eliot mentions a celestial rose in his poem Hollow Men’, this rose comes
from Dante’s Paradiso. This is an allusion because he did not mention the composer.
 Parody: An imitation of another text for satirical purpose; usually to mock
For example, In Nineteen Eighty-Four, George Orwell has Winston read the political tract, ‘The
Theory and Practice of Oligarchical Collectivism’, which is a parody of the communist
revolutionist’s, Leon Trotsky’s writing.
 Quotation: A direct reference to another text with an acknowledgement of its composer
For example, In Margaret Atwood’s speech, Spotty Handed Villainesses, she quotes Dame
Rebecca West, saying, “Ladies of Great Britain… we have not enough evil in us.”
 Appropriation: A reworking or re-imagination of a well-known text to change, or extend its
meaning.
For example, Marcel Duchamp’s artwork, L.H.O.O.Q is an appropriation of Da Vinvi’s Mona
Lisa. Duchamp took an image of Da Vinci’s painting and drew a moustache on it.
 Adaptation: A film, TV drama, or stage play that is based on a written work
For example, JK Rowling’s Harry Potter series has a film adaptation.

ANALYSING INTERTEXTUALITY – A STEP-BY-STEP PROCESS

Analyzing techniques can be daunting, but it doesn’t have to be. It is a systematic process that will
improve the more you practice.
1. Read the passage to identify any clear intertextual references to literature, music, art, film,
or another text type.
You need to have an extensive knowledge of different texts to identify references. However,
if you don’t, don’t worry! There are other ways to do this.
Sometimes, when you read or watch a text, you notice certain motifs, symbols, quotes, or
images that stand out.
There’s a possibility that it is an intertextual reference. If you don’t recognize the reference,
there’s only one real way to find out.
- Google it!
2. Research or use your own knowledge of the text you have identified and find any themes or
messages that can be linked to your current text.
This may require you to research the referenced text to find common links between the
two texts.
Usually, when a composer references another text, they create a rich text with multiple
layers of meaning…
This means that the two texts will discuss some common idea, message or value.
However, this does NOT mean that the two texts present the same perspective on it.
Sometimes, a composer might reference a text that contradicts their message to challenge
the audience. It is up to you to decide what the themes and messages are.
3. What is the significance of using this reference?
Now that we know the common themes of both texts… we need to find the significance of
the intertextual reference.
So, let’s ask ourselves these questions.
a. How does it compliment the author’s intended message?
The allusion to Shakespeare’s text emphasizes the need to be unafraid of death.
“Fear no more the heat o’ the sun
Nor the furious winter’s rages.”
We see that the fear of death can become a burden on individuals as both the heat and the
furious winter can cause unbearable pain if it is not embraced.
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In Mrs Dalloway, Woolf explores the different relationships people have with death to
comment on how we need to be unafraid of death to ensure that we live life without any
boundaries.
From this, can see that her intertextual reference directly compliments her intended
message.
b. Does it deepen your current understanding and perspective of the text? If
so, what is it?
- Yes.
From this, we can gather that fear of death is a common experience and it is necessary
that we overcome it.
Because the quote is consistently repeated throughout the novel, it serves as a constant
reminder of Woolf’s message. This is how she highlights its importance.
4. Discuss your insights in a T.E.E.L structure.
Now, we have all the necessary ingredients to put together a T.E.E.L paragraph.
T.E.E.L stands for:
- Technique: The technique used in the example
- Example: The example
- Effect: Your explanation of the effect of this technique and how it develops meaning
- Link: An explanation of how this example supports your argument.
You can find a more detailed explanation of using T.E.E.L in our post on paragraph
structure (this post is part of our series on Essay Writing and shows you the methods Matrix
English Students learn to write Band 6 essays in the Matrix Holiday and Term courses). Let’s use
this T.E.E.L to write about this example of imagery.
- The technique being used is intertextuality.
- The example of “Fear no more the heat o’ the sun / Nor the furious winter’s rages”
from Shakespeare’s Cymbeline.
- The effect of this technique is representing Clarissa’s extreme fear of death and the
burden that is placed upon her as a result of it.
- The link to our argument is that individuals need to be unafraid of death to experience
life.

Literary Techniques of Drama

These are tools that an author may choose to use to enhance their writing and to convey meaning in a
certain way.

1. Flashback

An author reveals an event that took place in the past.

2. Foil

It is a character who is meant to represent characteristics, values or ideas which are opposite to
another character (usually the protagonist).

3. Foreshadowing

It is when an author gives hints or clues to suggest what will happen as the story progresses.

4. Symbolism

Refers to when a symbol, such as an object, color, person or place, is used to represent an
abstract idea or concept.

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Example:

Rose – not just a flower but a symbol for love and beauty

Dove – not just a bird but a symbol of peace

5. Motif

It is a recurring important idea, structure or image. It is different from a theme because it can be
expressed as a single word or phrase.

Example:

Comparing a person’s stages of life to seasons of the year.

Playwrights use many techniques and literary devices to make the story more exciting
and interesting. These techniques help bring the story to life and arouse the intended emotions in
the audience or readers. A good play is one that captures the audience’s/readers ‘heart and
attention while leaving important lessons or realizations about society, family, love, politics,
poverty, life and other significant issues we deal with every single day.

A dramatic device is a convention used in drama as a substitution for reality that the
audience accepts as real although they know them to be false. These techniques give the
audience information they could not get from straightforward presentation of action. Some of
these literary devices are the following:

Soliloquy:

This is read as sƏ-li-lƏ-kwē. This is a speech by a single actor who is alone on

stage. Most classical plays have scenes when a character does soliloquy. The character
speaks out his/her thoughts aloud for the audience to know and understand what he/she is
thinking.

Monologue:

This refers to a long speech made by one actor which may be delivered alone or in
the presence of others.

 Dramatic Irony:

This occurs when a character’s words or acts carry a larger meaning that the
character does not perceive. He/she expects the opposite of what fate holds in store,
or unknowingly says something that has a double meaning. The audience, however,
is fully aware of the character’s situation.

 Foreshadowing:

This is the playwright’s use of “hints” or “clues” which prepares the

audience/reader for future events or the outcome.

 Imagery:
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This is creating images in the audience’s/readers’ mind through the use of vivid
words. The use of figurative language is a good technique to stir and challenge the
readers’ imagination. This can be achieved by using figures of speech like
hyperbole, metaphor, simile, paradox, personification, oxymoron, metonymy and
many others.

ST. LOUISE DE MARILLAC SCHOOL OF MIAGAO

Miagao, Iloilo
Member: Daughters of Charity – St. Louise de Marillac Educational System

CREATIVE WRITING
SECOND SEMESTER – FINALS
WEEK 6
ACTIVITY SHEET

Name: ____________________________________ Gr.: _______ Sec.: _______________________

Teacher: _________________________________________ Work Period: __________________

A. Let’s see how much you’ve remembered.

Match definitions in Column A with the terms in Column B. Write the letter of the correct answer
on the blanks.

Column A Column B
A. A speech in which a character, who is usually alone on the stage, 1. Monolog ___
expresses his or her thoughts aloud. It is a very useful device, as ue
it allows the writer to convey a character’s most intimate
thoughts and feelings directly to the audience.
B. A long, uninterrupted speech that is spoken in the presence of 2.Soliloquy ___
other characters.
C. A situation in which the reader knows something about present or 3.Motif ___
future circumstances that the character does not know.
D. A literary technique in which a reference is made to something 4.Foil ___
that will play an important role in future events of the story.
E. Describing a character's physical surroundings or delve into more 5.Dramatic ___
complex descriptions of the character's emotions and thoughts. Monologue
F. An interjected scene that takes the narrative back in time from 6.Foreshadowing ___
the current point in the story.
G. A character who contrasts with another character; typically, a 7.Imagery ___
character who contrasts with the protagonist, in order to better
highlight or differentiate certain qualities of the protagonist.
H. It is the frequent use of words, places, characters, or objects that 8.Flashback ___
mean something beyond what they are on a literal level.
I. A narrative element that provides purposeful and symbolic 9.Symbolism ___
meaning, such as imagery, story structure, language, music, etc.,

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system, or5transmitted, in any form or by any means without prior written permission from the school.

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and is repeated throughout the piece of literary work.

B. Categorize the words in the box and place them in the appropriate column.

Plot Costumes Audience Conventions Setting

Characters Projection Genre Empathy
Props Vocal Expression Sound

LITERARY TECHNICAL PERFORMANCE THE MODERN

ELEMENTS ELEMENTS ELEMENTS ELEMENTS

C. Direction: Match the concepts with their definition or description.

____1. Dialogue A. This occurs when a series of events following the initial incident lead up
to the dramatic climax.
____2. Scenery B. This refers to the meaning of the play or the main idea or lesson to be
learned from the play.
____3. Performance C. This is the beginning of the story where characters and setting are made
known.
____4. Rising action D. This is found in a script and spoken by the characters in the play.
____5. Makeup E. This is the group of people who watch the play.
____6. Theme F. This is the theatrical equipment such as curtains or
____7. Imagery G. This includes costumes, wigs and body paint actors use.
____8. Technical H. These are elements necessary to make a good production.
____9. Audience I. These elements are necessary to add a visual appeal to the stage setup.
____10. Exposition J. This helps create images in the reader’s mid through the use of vivid
words.

D. Directions: Unscramble the words on the left to get the correct term based on the given
clues on the right. Write your answer on the space provided. tragedy; type of play;
1. RGEEN __________________________ mystery music; actors’ voices;
2. TYRHMH __________________________ element
3. UDEOAILG __________________________ words; script; lines
4. CCRRAAHSTE __________________________ people; animals; do the action
5. GSTLIH __________________________ placement; intensity; color
6. DUSON __________________________ effects; hear; to communicate
7. CGANIT __________________________ portray, use of face; use of body
8. ATBREH OOLNCTR __________________________ use of lungs; diaphragm muscle;
efficiency of breath
9. WPRLIAGYHT __________________________ Shakespeare; writer; drama;
10. ADMAR __________________________ Greek; action; play

This module is an exclusive property of St. Louise de Marilla School of Imago. No part of this module should be reproduced, stored in a retrieval
system, or6transmitted, in any form or by any means without prior written permission from the school.

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E. Directions: Think of a story that you would like to write. Visualize the theme and other
elements needed in the story. Then, fill out the table with short details in bullet form.

Title of the Play

Characters

Setting

Plot

Event 1

Event 2

Event 3

Event 4

Event 5

Conflict

Ponder:
How important are the elements in writing a story for drama/ one-act play?

This module is an exclusive property of St. Louise de Marilla School of Imago. No part of this module should be reproduced, stored in a retrieval
system, or7transmitted, in any form or by any means without prior written permission from the school.

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