Workbook With Table of Contents

Developing
Writing
Skills
Leocil G. Bañes
Christia Gay T. Calanuga
Writing is viewed in this book as the natural stage in
which the learners’ ideas are transformed into text. It can be
put into two ways: creative and technical.
All over the world there are millions of organizations,
big and small. They all need to communicate with one another
whether through electronic mail or conventional mail. This
communication can be between two companies, firms and cli-
ents and alike. All types of shipments take place amongst vari-
ous industries of the world and they all require documentation
and business letter is one amongst such documentation.
Thus, this handout will help learners write business let-

ters required in many different situations, from applying job to
requesting or delivering information. In general, this handout
highlights strategies for effective business writing.
Further this book significantly recognizes the im-
portance of written communication in the work force as the
means of acquiring information, applying for a job, and giving
complaints. Any form of written texts has its own significant
in educational and corporal setting which can be applicable to
real life situation. Likewise, this written texts have its own
characteristics.
The authors express heir to:
….the significant works, texts, and

studies incorporated in the discussion,
…family and friends for the motivation

and words of encouragement,
…God for being the primary source of

knowledge, strength and hope.
Page
Preface ii
Acknowledgment iii
Unit 1: Theories Early Writing Development 5

Lesson 1 Composition Theory for Writing 8
Lesson 2 The Writing Process 12
Lesson 3 Styles of Writing 20
Unit 2: Creative Writing 23

Lesson 1 Creative Writing: Non-Fiction 25
Lesson 2 Creative Writing: Fiction 42
Unit 3: Technical Writing 54

Lesson 1 Writing a Business Letter 59
Lesson 1.2 Application and Cover Letters 69
Lesson 1.3 Letter of Inquiry 75
Lesson 1.4 Request Letter 81
Lesson 1.5 Letter of Complaint 84
Lesson 1.6 Letter of Invitation 89
Lesson 1.7 Letter of Resignation 93
Lesson 1.8 Letter of Recommendation 95
Bibliograpy 103
Theories:
UNIT
Early Writing
I
Development
Feed Your Mind
Children develop their writing naturally through play as they make markings on
papers, on walls or anywhere, through social interaction as they join in the social writing
activities of adults like writing simple notes, writing messages on greeting cards and
writing letters to family members (Dyson, 1985; Halliday, 1975; Parker, 1983; Sulzby,
1986 and Morrow, 1989).
Children do a lot of hypothesis – testing, experimenting, inventing to

construct what they want to mean through writing. Their writing at-
tempts include invented forms of letters, symbols, words, mixed
drawing and writing, and invented messages through forms and
shapes. As children continue to test their hypothesis about writing,
they refine previously formed rules and knowledge about writing,
until they have mastered the conventional form of writing.
Vygotsky (1978) asserted that the child’s language learning begins in a pre-
speech communication between parents and infants. This prespeech is built through
listening and talking, to playing symbolically, to drawing, and from there to writing and
reading. This process of writing development is unitary, that is children’s literacy devel-
opment begins with the continual process of learning to communicate which involves
nonverbal, verbal, symbolic play and drawing.
Developing Writing Skills
Children naturally develop their writing through their self-initiated

Children naturally practice. This self-initiated practice significantly helps in children’
develop their writing s conscious learning about writing. This is an evolving phenom-
through their self- enon that plays a fundamental role in the development of writing
initiated practice. abilities. Gundlach et al., (1985) described how early writing is
acquired. They noted that:
1) Children’s early literacy experiences are embedded in the familiar situations and
real life experiences of family and community membership.
2) As a process, early writing development is characterized by children’s moving

from playfully making marks on paper, through communicating message on
paper, to making texts as artifacts.
3) Children learn the uses of written language before they learn the forms (Gundlach
et al., 1985; Rosen, 1973; Taylor, 1983).
4) As identified by Dyson (1986) and Parker (1983), children’s writing develops through
constant invention and reinvention of the forms of written language.
5) Children’s involvement in written language, through typically embedded in social

situations and interactions, is essentially self-initiated and self-directed. Hardy
(1968) identified the fifth, in writing, as in talking, story making is a primary impulse
and activity.
6) Children learn about writing by observing more skilled others and by participating with
them in literacy events. Teale (1986) pointed out that children need to work
independently on the functions and forms of writing that they have experienced
through interactions with literate others.
Unit 01: Lesson 1— Composition Theory for Writing
Figure Out Your Thoughts
Classify the writing attempts of children. Give the specific

activities which they commonly demonstrate.
Writing through play Writing through social Writing through exper-

interaction imentation
Composition
Lesson
Theory for
Writing
Feed Your Mind
Theories of Relation
A theory of relation explains how social interaction structures reading and writing
practices, and the knowledge they produce. This theory, taken up in composition studies
shares a number of broad, interrelated presuppositions which includes:
1. Writing, like all language practices, is an invariably social activity. An individual’s

vocabulary, style, and voice are all themselves an outcome of prior language
use. While no one would deny the significance of the individual as a point of
synthesis and vomposition—and the exhaustive range of variation possible—the
“raw material” with which any writer works is never generated autonomously.
2. Writing, like all language practices, is ideological. It is unavoidably bound up

implicitly or explicitly with the advancement of certain values and beliefs and the
denunciation of others; writing is therefore an instrument of power.
3. Writing is constitutive. It is inextricably interrelated with the creation,

organization, and continuing development of contemporary Western society, as
well as the formation and evolution of individual identity.
Theories of relation foreground the functions of writing in sustaining, altering, or

organizing social action, and in so doing account for the ways in which individuals are
connected through literate practices. Because such interaction can be understood as a
continual exchange of value claims, theories of relation remain attentive to the ways in
which power is conserved, shared, and appropriated through writing and how such
exchanges affect individuals. Writing pedagogies influenced by such theories propose
that students are best prepared to write in college and beyond

Theories of relation when they are encouraged to develop a self-conscious
foreground the functions of awareness of the complexity of writing and the interrelation-
writing in sustaining, ships that make individual agency possible. This preparation,
altering, or organizing social then, must surely include an emphasis on the social, cultural,
action. and communal nature of writing.
Theories of Location
While theories of relation make clear that writers are always connected within a social
matrix of readers and other writers, theories of location remind us that acts of writing are
inevitably “situated,” that one always writes from some place. “Writers are never nowhere,”
as Thomas Kent has written (Post-Process Theory 3).
The perspectives from which writers respond to rhetorical exigencies

or filter newly encountered experiences and ideas are considered in
composition scholarship as both concrete, material sites and imagined,
conceptual spaces. In all cases, theories of location are grounded in the
belief that a sense of place or scene is crucial to understanding rhetorical
contexts. Such thinking also helps foreground awareness of the possibilities
and limitations created by location, how social control or power is
“structured” by the design and maintenance of public and institutional
space, and how sometimes unequal differences among social actors are naturalized or held
“in place.”
Location-centered inquiries have led to an understanding of ways in which the

traditional classroom actually prohibits effective learning, and theories of location are used
to elaborate and justify “real-writing,” service-learning, and experiential pedagogies that
operate outside the material university and thereby refigure associations among partici-
pants.
Theories of location have helped redirect the attention of composition scholars as

well. Indeed, when seen as a function of location, scholarly writing itself becomes evident
as an “institutional practice” (Kent, “Consequences” 159) or mode of labor rather than a
disinterested or universalized search for truth. Seen as a situated material-conceptual
practice, modes of research can become evident as unintended mechanisms by which
unequal relations of power are unwittingly substantiated (Kirsch and Ritchie).
The notion that writing “cannot be separated from place, from environment, from
nature, or from location” (Dobrin 13) has spawned an area of study unified around
metaphors of ecology. If writing is deeply bound up with space, as eco-composition
proposes, then writing instruction cannot remain limited to formalism, process, or a pre-
Unit 01: Lesson 1— Composition Theory for Writing
ferred body of grammatical or mechanical skills. The study of writing might inquire into the
mediating influences of an array of material and conceptual spaces.
Theories of location, then, are interdependent with theories of relation; it is in

material and conceptual spaces that speakers and writers engage each other for the
purpose of making and remaking the world in which we live.
Theories of Position
While the term location above was used to stand for the interdependence or mutual
reciprocity between people in the material and conceptual spaces they occupy, the term
position on the other hand was used to stand for those markers of identity—such as
gender, race, class, ableness, sexual orientation, and so on—
that are either physically apparent or culturally constructed at
a level so basic that they impact social relations in nearly
every context we occupy.
The positions we might occupy in relation to others are

defined by the relative status of the differences we exhibit. It
seems clear that those differences that are most distant from
the cultural ideal, and most difficult to overcome or displace in an effort to approximate the
ideal, are most influential on positionality. How we are positioned by this process and by
other social actors and institutions with which we interrelate can define the range of possi-
bilities and limitations we recognize, and thus establish the position from which we view the
world.
A far more insidious route to the maintenance of cultural authority, however, is to use
education to colonize critical differences and, thus, alternative positions through processes
of assimilation and acculturation (Hum). The teaching of “academic writing” in particular—
through the eradication of emotion (West) and the imposition of standardized norms for
grammar, organization, register, citation, etc.—reflects a history of improving writing by
radically constraining the variety of acceptable conventions. By linking the acquisition of
particular “writing skills” to utility, employability, and success in the dominant culture,
alternate ways of creating knowledge, naming the world, and claiming a place in it can be
displaced at the outset.
Most prominently, theories of position in composition studies underscore the way

conventional writing pedagogies promote a white, middle-class, heterosexual subject
position that passes for an “objective” or disinterested standard. Such theories encourage
writing teachers to recognize their historical institutional role in suppressing difference
through the imposition of one set of discursive norms. By engaging differences and
encouraging them to the fore, writing teachers can allow students to explore the ways they
have been positioned and perhaps position themselves differently. Students may gain
some sense of an expanded potential for writing as their teachers become repositioned as
learners in relation to them.
Form a group consisting of three members and discuss the implica-

tions of theories of relation, position and location in a child’s writing de-
velopment and learning process. Summarize your ideas through a chart.
Theory Implication/s to Writing Implication/s to

Development Learning Process
Theory of Relation
Theory of Position
Theory of Location
Lesson The Writing
Process
Picture In Your Mind
Writing is seen as a process through which writers discover and reformulate their
ideas as they attempt to create meaning. It is more of a problem solving activity than an
act of communication — how people approach a writing task as the solution to a series
of problems.
Essentially, process theorists explain writing using the tools and models of
cognitive psychology and Artificial Intelligence. In the model there is a memory, Central
Processing Unit, problem-solving programs, and flow charts. The flow chart in Figure 6
is well known to teachers. It shows that writers don’t create texts by thinking
writing editing, but keep jumping between these stages:
Prewriting Planning- Drafting
Editing
Proofreading Revision Feedback

Process research tells us that writing is about discovering and formulating ideas as
we create personal meanings. The flow chart shows us that:
 writers have goals and plan extensively

 writing is constantly revised, often even before any text has been produced.
 planning, drafting, revising, and editing are recursive and potentially simultaneous
 plans and text are constantly evaluated by the writer in a feedback loop
Prewriting: Analyzing your audience, determining your purpose in writing, limiting the
scope of what you will cover, and generating potential content.
Drafting: Making a case and structuring your evidence for that case.
Revising: Putting yourself in the place of the reader, rethinking your approach, and
making changes that will improve your case.
Polishing: Editing and proofreading to eliminate errors and improve the coherence
and readability of your presentation.
The recursive, rather than linear, nature of the writing process helps writers produce
stronger, more focused work because it highlights connections and allows for movement
between research and the phases of writing. Writing doesn't have to be a one way path.
Prewriting
Prewriting could be divided into two steps: invention and arrangement. Under the
invention activities are brainstorming, free writing, questioning, clustering, listing, interview-
ing and looping. While arrangement activities on the other hand, include graphic organizers
such as spider map, series of events chain, fishbone map, charts, story maps, cause and
effect diagrams, timelines, webbing, concept mapping, venn diagrams and flow charts.
Invention activities
 Brainstorming
It is a useful way of getting started or generating new ideas. Brainstorming can be a
useful and enriching tool in the EFL classroom and a means of showing learners that they
are collectively capable of generating more ideas to improve their learning process than
they believed possible (Bobb-Wolff, 1996). Furthermore, it is one way of improving the
quality of learner participation and learner production in class which leads to an increase in
their autonomy of learning and self-responsibility.
Unit 01: Lesson 2— The Writing Process
 Free writing
Free writing plays a vital role in helping the writer gets in touch with the big picture
without getting side tracked with details. According to Mouser (2000), free writing is a
non-linear activity, using the right side of the brain, which deals with concepts and
abstractions. He also added that as soon as you begin to organize, edit and censor your
ideas, you have moved over to the left side of the brain, where the linear thinking happens.
That is where thoughts get blocked. Additionally, many writing instructors use a free writing
exercise at the beginning of each class as a way of getting the brain in gear. Free writing
helps learners to understand that not all writing they do is equally good and not all writing
must be kept. Writers must learn to discard (Darling, 2004).
 Listing
Just as what its name suggests listing is referred to listing possible topics and then
sublists of things the writer could say about each topic. To illustrate, Sloane (2004) points
out that a list could consist of the main topic of regional dialects and then sublists would be
regional dialects you know or have experienced. Additional sublists might be particular
words of each of those dialects, things you have noticed about those dialects and what you
think those dialects sound like.
The writers may use listing to jot down quickly all ideas they can think of on a
particular topic (Scholes, 1989). Later, the writer may group related ideas and write
summary statements. Scholes (1989) then added that the writer may also use items from
lists and summary statements as prompts to explore new ideas.
 Questioning
One important way of coming up with a topic is to ask questions. Journalism often
have these simple questions such as Who? What? When? Where? Why? How? And the
answer to these questions is where the basis of the composition formed. Learners focus
upon audience as they consider what the reader needs to know thus, the journalists'
questions are a powerful way to develop a great deal of information about a topic very
quickly. Learning to ask the appropriate questions about a topic takes practice, however. In
addition, Gorrell (1996) makes a case for students' using a focused, carefully phrased
question as the basis for prewriting and writing, as opposed to a thesis sentence which can
more easily lead them astray.
 Clustering
Clustering is an activity developed and named by Rico (1983) for accessing that
state of consciousness often called the right side of the brain in which we pattern, design,
connect and deal in complex images. Rico defines clustering as "a generative, open-
ended, non-linear, visual structuring of ideas, events, feelings. It is a way of mapping an
interior landscape as it begins to emerge". Further, clustering is a pre-writing activity in
which the writer free-associates strings of ideas around a central word or idea
(Tomlinson, 1998). It is a way of tricking the left brain into silence and using the right
brain to come up with unique overview of a subject. Scholes (1989) adds that clustering,
or grouping ideas is a good way for writers who think spatially. In addition to illustration
using circles and lines, writers can also construct clusters with either tree diagrams or
balloons and strings.
 Interviewing
Interviewing is an activity where talking with people who know something about a
certain topic occurs. Learners take on the role of an interviewer as they interview. This
experience helps them learn to analyze people and events accurately. According to
Wood and Fisher (2001), the teacher may choose to model and demonstrate the
interview process by "talking aloud" a simulated interview. Consequently, learners as
interviewers need to begin thinking of questions to ask.
 Looping
Looping is a free writing activity that allows the writer to focus his ideas in trying
to discover a writing topic. The writer loops one 5-10 min free writing after another, so
he/she has a sequence of free writings, each more specific than the other. The same
rules that apply to free writing apply to looping: write quickly, do not edit and do not
stop. Looping goes like this: free write on an assignment for 5-10 min. Then, read
through your free writing, looking for interesting topics, ideas, phrases, or sentences.
Circle those you find interesting. A variation on looping is to have a classmate circle
ideas in your free writing that interests him or her. Then free write again for 5-10 min
on one of the circled topics. You should end up with a more specific free writing about a
particular topic. Loop your free writing again, circling another interesting topic, idea,
phrase, or sentence. When you have finished four or five rounds of looping, you will
begin to have specific information that indicates what you are thinking about a particular
topic (UKWC, 2004).
Arrangement activities
 Graphic organizers
Graphic organizers also known as visual maps, mind mapping, and visual
organizers provide a lot of ways for visual thinkers to arrange ideas. Graphic organizers
can be used in various forms at the teacher's or learner's disposition including charts,
tables, webs, venn diagrams and flow charts. Hence, the form of the graphic organizer is
chosen according to the nature of the topic the learner is going to write on and they can
Unit 01: Lesson 2— The Writing Process
be used individually or in large groups. Below are the most common examples.
 Spider map:
Spider map is an activity used to describe a central idea which can be referred to a
thing, a process or a concept and it usually uses key questions such as ‘What is the
central idea?’, ‘What are its attributes?’ and ‘What are its functions?’ (NCREL, 2000).
 Series of events chain:
Series of events chain Is used to describe the stages of something (the life cycle
of an animal); the steps in a linear procedure (how to neutralize an acid); or a sequence
of events (how feudalism led to the formation of nation states). Its key questions include
‘What is the object’, ‘procedure, or initiating event?’ ‘What are the stages or steps?’ ‘How
do they lead to one another?’ and ‘What is the final outcome?’ (NCRE, 2000).
 Fishbone map:
Fishbone map Is used to show the causal interaction of a complex event (an elec-
tion, a nuclear explosion) or complex phenomenon (juvenile delinquency, learning
disabilities). Key questions consist of: What are the factors that cause X? How do they
interrelate? Are the factors that cause X the same as those that cause X to persist?
(NCREL, 2000).
 Charts:
Good for writing directions of how to do something, or for keeping a lot of different
ideas in categories (The Oracle Education Foundation, 2003).
 Story maps:
Good for retelling books, plays or stories (The Oracle Education Foundation, 2003).
 Cause and effect diagrams:
Good for explaining how something happened (The Oracle Education Foundation,
2003).
 Timelines:
Good for telling the order of how things happen in time (The Oracle Education
Foundation, 2003).
 Webbing:
This activity provides learners with a visual picture of how words or phrases
connect to a concept or a topic. The teacher lists the target topic and builds a web-like
structure of words, phrases and verbs that learners offer as being connected with the
central topic. Class discussion may follow to argue against or to defend the perceived
relationships of the called out words to the topic and eventually a consensus is reached
as to what the class believes constitutes a "web" for that concept. Additionally, Bada
(1996) emphasizes that web-centered activities encourage learners to make the bridge
from the abstract to the concrete. The use of webbing also provides opportunities for the
visual learner to recall the connections for later use.
 Concept mapping:
It is a graphic organizer activity that shows the relationships among concepts.

Usually the concepts are circled and the relationships are shown by connecting lines with
short explanations. To use this activity, the teacher selects a main idea to be focused on
during the discussion. The teacher assists the learners in identifying a set of concepts
that are associated with the main idea. Related concepts are then connected and the
links labeled with verbs or short phrases. The main difference between the concept
mapping activity and webbing is that in this activity concepts are ranked in related groups
from most general to most specific, whereas in webbing the concepts are not ranked, but
only linked. As in webbing, this activity assists learners in visualizing how ideas are
connected and how knowledge can be organized (Bada, 1996).
 Flowcharts:
This activity assists learners in representing position, role and order relationships
among group elements. Learners draw a representation of a sequential flow of events,
actions, character roles or decisions. Flowcharts foster logical and sequential cognitive
development and help the learner to focus on connections, relationships and interde-
pendence of things and events. It can also direct the learner to flesh out details and
specific points of reference; it hones learner organizational skills, aids in planning and
can be used for writing outlines (Bada, 1996).
 Venn diagrams:
According to Bada (1996), the use of Venn diagrams with learners is especially
beneficial, since it offers an alternative non-verbal form to process complex information
and at the same time moves the learners' minds to higher cognitive levels. Venn diagram
is constructed by using two or more overlapping geometrical figures like circles, squares
and rectangles that share an area in common which is usually used to create a visual
analysis of information that represents similarities and differences among concepts,
peoples and things. This style of visual organizer helps learners manage their ideas and
plan out a writing assignment.
Using the models of Cognitive psychology and Artificial In-

telligence, connect the processes and relations of each by
supplying arrows. On the next page, discuss the relations
and connections of such processes.
Prewriting Planning Drafting
Editing
Proofreading Revision Feedback

Discussion
Lesson Styles of
Writing
Feed Your Mind
1. Narrative Writing is a type of writing that often has situations like disputes, conflicts,
action, motivational events, problems and solutions, in which the author places himself as
a character, or not, and narrates the story. Examples of this writing are novels, short sto-
ries, poetry and biographies.
2. Descriptive Writing is a writing style that is sometimes poetic in nature in which the au-
thor focuses on describing a character, an event or a place in great detail. This type of
writing enables the author visualizes to the reader what he sees, hears, tastes, smells and
feels.
3. Expository Writing is a subject-oriented writing style, in which the main focus of the
author is to tell you about a given topic or subject, and leaves out their opinions. This
type of writing style is usually in a logical order and sequence.
4. Persuasive Writing in contrary to expository contains the opinions, biasness and justifi-
cation of the author. It is a type of writing that enables the author takes a stand and asks
you to believe their point of view.
Technical Writing and Creative Writing

Technical writing and creative writing both are audience oriented writing styles,
which require writing talent as well as critical thinking. Yet, how are these two styles are
different from each other? Let us know about them one by one.
Technical Writing
Technical writing is the manner of simplifying and presenting any complex
information in such a way that it is understandable and usable by the people who need
it. The people for whom this information is presented are Technical writing is
called target audience. The objective of Technical writing the manner of simplifying
is to inform the target audience about facts or and presenting any com-
to instruct them on how to set-up or fix something. It plex information iin a
almost always uses formal tone of language. That means usable way.
a technical writer uses Dear Sir in place of Hi Dude,
contact instead of get in touch with, and inform in place of tell. It is not just about
using formal and precise words. It comes with a set of rules regarding grammar,
language, formatting, and presentation. Technical writing can be either online or
offline. It refers styling guide, specialized vocabulary, and narrates things quite straight
forward.
Creative Writing
It is a style of writing about a subject creatively so that the reader or listener
indulges in to it. The objective of creative writing is either to entertain or to educate the
audience.
The objective of Creative writing uses prose with informal or casual
creative writing is tone. This style of writing is not governed by any set of strict
either to entertain or
rules regarding grammar or language. The writer has ample
to educate the
freedom of imagination and narration. Creative writing in-
audience.
volves use of artistic phrases, poetic devices, and story writing
elements, which themselves are the topics of great length. It is accessed
by general audience because people of any age can read books, go through poems, or
watch plays and movies with great scripts. Creative writing uses general vocabulary
and is descriptive. Unlike technical writing, it can involve use of slang if the situation or
culture being portrayed, or characterization demands.
Write a 150 word paragraph using one of the 4 types of

writing (Narrative, Descriptive, Expository and Persuasive)
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UNIT Creative
Writing
Creative writing could be “defined” broadly as the pursuit of artistic ends through
the written word. Examples of it include fiction, non-fiction, poetry, creative non-fiction,
prose poem and memoir.
What Does it Take to Become a Creative Writer?

To become a creative writer, one needs a great deal of observa-
One needs
tion, knowledge of the subject, and writing talent to put everything
a great deal of observa-
tion, knowledge of the together into words. One needs to generate engaging content,
subject, and writing which compels readers to attend uninterruptedly. A good grip
talent to put everything over language, employing one’s creative abilities, and leveraging
together into words. the power of words to influence and modify emotions of readers,
listeners, or viewers are some of the vital qualities a creative writer
should possess.
A creative writer is
A creative writer is capable of portraying a world through
capable of portraying a
either own imagination or experience, and taking the audience on
world through either
the trip to that world in their minds; sitting at a place.
own imagination or
experience,
A Few Tips for Creative Writers
Use ‘the Channels’: One effective technique in terms of 'getting started' writing a
piece is to zone into one of the 'creative channels. This channel is consists mainly of
feeling, thinking and observational.
Feeling is referred to our emotional response to things; to the image formed when
we think of a particular point.
Thinking can be referred to our introspective look at whatever topic you have, from
a philosophical or logical perspective.
Observational this is truly the most objective channel, where we write about some-
thing purely in a physical sense.
1. Based on the given explanation about Creative Writing, on your own what
do you think is the best way to be a creative writer? Explain it in 5-6
sentences.
2. Based on your observation, what are the common ways to improve your
creative writing skills? Explain in 5-6 sentences.
Lesson Creative Writing :
Non-fiction
Creative non-fiction also called literary journalism or the literature of fact, merges
the boundaries between literary art (fiction, poetry) and research non-fiction (statistical,
fact-filled, run of the mill journalism). Creative non-fiction includes accurate and well-
researched information. It also holds the interest of the reader, and potentially blurs the
realms of fact and fiction in a pleasing, literary style.
Feed Your Mind
Content of creative non-fiction:

Non-fiction writers often choose to write about topics or people close to them
(including themselves). As long as the piece deals with something real, or something
based on the real, the writer is allowed to take the piece in any direction he or she
wishes.
In creative In creative non-fiction, writers attempt to observe, record, and thus

non-fiction, writers shape a moment from real life. Writers thus extract meaning
attempt to observe, through factual details-they combine the fact of detail with the
record, and thus
literary extrapolation necessary in rendering meaning from an
shape a moment
observed scene.
from real life.
At the same time, successful creative non-fiction attempts to overlay fact with tra-
ditional conceptions of dramatic structure. While rendering meaning from an observed
scene, a piece should suggest a beginning, middle and end that clearly conveys the
conflict and the characters, and pushes the action toward some sort of closure.
In effect, creative non-fiction attempts to project a dramatic, literary framework
upon everyday existence, rendering it enjoyable, enlightening and potentially meaningful.
Different “types” of creative non-fiction writing:
1. The Personal Essay:
A piece of writing based on true, personal experience which is usually in the first
person. It can be narrative or non-narrative and it can tell a story in a traditional way but,
one can also improvise a new way for doing so.
Two Ways of Seeing a River

by Mark Twain
Now when I had mastered the language of this water and had come to know every
trifling feature that bordered the great river as familiarly as I knew the letters of the alpha-
bet, I had made a valuable acquisition. But I had lost something, too. I had lost something
which could never be restored to me while I lived. All the grace, the beauty, the poetry had
gone out of the majestic river! I still keep in mind a certain wonderful sunset which I wit-
nessed when steamboating was new to me. A broad expanse of the river was turned to
blood; in the middle distance the red hue brightened into gold, through which a solitary log
came floating, black and conspicuous; in one place a long, slanting mark lay sparkling up-
on the water; in another the surface was broken by boiling, tumbling rings, that were as
many-tinted as an opal; where the ruddy flush was faintest, was a smooth spot that was
covered with graceful circles and radiating lines, ever so delicately traced; the shore on our
left was densely wooded, and the sombre shadow that fell from this forest was broken in one
place by a long, ruffled trail that shone like silver; and high above the forest wall a clean-
stemmed dead tree waved a single leafy bough that glowed like a flame in the unobstructed
splendor that was flowing from the sun.
There were graceful curves, reflected images, woody heights, soft distances; and
over the whole scene, far and near, the dissolving lights drifted steadily, enriching it, every
passing moment, with new marvels of coloring.
I stood like one bewitched. I drank it in, in a speechless rapture. The world was new
to me, and I had never seen anything like this at home.
But as I have said, a day came when I began to cease from noting the glories and
the charms which the moon and the sun and the twilight wrought upon the river's face;
another day came when I ceased altogether to note them. Then, if that sunset scene had
been repeated, I should have looked upon it without rapture, and should have commented
upon it, inwardly, in this fashion: "This sun means that we are going to have wind to-
morrow; that floating log means that the river is rising, small thanks to it; that slanting
Unit 02: Lesson 1— Creative Writing: Non-Fiction
mark on the water refers to a bluff reef which is going to kill somebody's steamboat one of these
nights, if it keeps on stretching out like that; those tumbling 'boils' show a dissolving bar and a
changing channel there; the lines and circles in the slick water over yonder are a warning that
that troublesome place is shoaling up dangerously; that silver streak in the shadow of the forest is
the 'break' from a new snag, and he has located himself in the very best place he could have found
to fish for steamboats; that tall dead tree, with a single living branch, is not going to last long,
and then how is a body ever going to get through this blind place at night without the friendly old
landmark?"
No, the romance and the beauty were all gone from the river. All the value any feature of
it had for me now was the amount of usefulness it could furnish toward compassing the safe pilot-
ing of a steamboat. Since those days, I have pitied doctors from my heart. What does the lovely
flush in a beauty's cheek mean to a doctor but a "break" that ripples above some deadly disease?
Are not all her visible charms sown thick with what are to him the signs and symbols of hidden
decay? Does he ever see her beauty at all, or doesn't he simply view her professionally, and com-
ment upon her unwholesome condition all to himself? And doesn't he sometimes wonder whether
he has gained most or lost most by learning his trade?
The Personal Essay:

A Few Pointers
Personal essay is a kind of writing that allows you to explore a topic through the
lens of your own, personal experiences, reflections, ideas, and reactions. It can be one of
the most powerful kinds of writing you get to do, both in its direct connection to you, the
writer, allowing you to engage with material in class at a very personal, complex, and
meaningful level, and also in the amount of latitude that you as a
Personal essay is
writer are afforded in terms of style, technique, and form.
a kind of writing that
The following are some tips and strategies to help you allows you to explore a
think as you write and revise a personal essay, or prepare to topic through the lens of
write this kind of assignment for the first time. your own, personal experi-
ences, reflections, ideas,
1. Focus. In some ways, the personal essay is similar to and reactions.
memoir and many of the same techniques can be used
effectively. The huge difference between the two is that an essay is focused on one
specific topic whereas the memoir has the capability to trace or illuminate several
themes, topics, and ideas.
2. Organization. Not to be confused with form (see below). Your essay, like o t h e r
essays, should have some kind of coherent organization to it. No matter how you
choose to organize and what form you use, be sure that your
paragraphs and ideas flow from one to the next, connected by a common
theme. It can be scattered or fragmented (if that is a stylistic/form choice you
make), but the entire paper should have a relationship, even if it only becomes
clear at the end. This allows the reader to follow your experience.
3. Form. One of the best parts of this kind of writing is the power given to you
as the writer. There is no form, no formula, no tried and true method that you
must use to be effective. In fact, to copy something that somebody else has
done is not only rather boring, but also defeats the purpose of this being a
personal essay. Choose a form and style that suits you and is fitting for the
experience that you are describing. Try to think of the form as a part of the
writing itself, not just a framework for it: the form should actually enhance and
make what you are talking about more interesting.
4. Diction/Language. Like form, in the personal essay the way in which you say
something can “mean” just as much as the form into which you place what it is
you are saying. Use language to enhance what you are writing about and not
just as a means to say it. Here is where you can get really creative and
appropriately use linguistic “play” to explore your topic and your own relation
to it in new and complex ways.
2. The Memoir:
A memoir is a longer piece of creative non-fiction that delves deep into a writ-
er's personal experience. It typically uses multiple scenes/stories as a way of examin-
ing a writer's life. It is usually, but not necessarily, narrative. Example of this piece
can be read below.
Memoir: Tips for Writing about

Your Life
Memoirs can be sometimes confused with autobiographies. Although the two

share some similarities, like first person narration, it is also
Memoirs can be
visible that they are far different from each other. Generally, descriptions of one
autobiographies are the life story or history of a person's life single event or moment
written by that person. Memoirs on the other hand, can be in one's life,
descriptions of one single event or moment in one's life,
rather than that life in its entirety, and tend to be written in a less structured or formal
manner.
Here are some basic things you should know about writing a memoir:
Memoirs can be about nearly anything in your personal experience/life that is

significant enough for you to want to retell it, or it can simply be a snapshot of a
moment or a description of a person, place, or thing in your life. So, when writing a
memoire you should 1) choose a topic that you care about, for this will make your
piece more descriptive, emotional, and creative, 2) seek a deeper or underlying theme
within the simple description of an event etc. that the reader can connect to. Use a lot
of description and imagery, if you can, to make the reader feel like they know the topic
intimately, and 3) there is no specific form or style that it is necessary for a memoir to
have, USE YOUR OWN UNIQUE VOICE!
A Night to Remember
By: Douglas R. Johnson
Tonight is Sunday evening, the first day of daylight savings time. My wife is in
bed sleeping now, but what I am relating was what I felt earlier this evening. We were
watching Jewel of the Nile together, me on the floor and Peg on the couch. She never
made it to the end but I was wide awake.
Next was Criminal Intent on one station and A Night to Remember on anoth-
er. I kept going back and forth while Peg continued to cut z's.
But I really could not watch them sink again. It is just too emotional for me. I
have already come up with two or three ways to have saved the souls that were lost.
They could have steamed back to the iceberg rather than just stopping. That
way they could ferry survivors to the berg as it was big enough to support many.
They could have steamed towards the Californian which was just some ten
miles away but could not tell they were in trouble.
They could have flashed the total lights on the ship from the main switch in to
code to contact the Californian as they could see the signal lantern nor understand the
flares.
But what could have happened did not happen and so many perished. I guess
that started me thinking in a misty way. I have seen the program a number of times so I
know what happens and when.
But then when I was back at Criminal Intent, even though it was just a made-
up story, something stirred me. There was a couple of children at risk from a deranged
parent and the cops had to speed across northern New Jersey to rescue them.
But now I have to back up some or you won't understand what I felt.
Here I am in my 60's living in the woods of Central Virginia for the past seven
or so years. But I grew up in northern New Jersey, Kearny to be exact. When they said
a motel in Newark, that was just a half hour or so from Kearny.
When I was a teenager, before I drove, I lived on Kearny Avenue, 504 to be ex-
act. I remember an incident where an ambulance from North Arlington ran into a milk
truck on the corner of Kearny and Oakwood Avenues. This happened because the ambu-
lance was running with just the emergency lights going slowly through a red light. The
milk truck had the green so it just pulled across. Obviously neither saw each other and
thus a minor fender bender. Not really a big deal because each was proceeding cautiously.
I remember another experience when I was in grade school. A UPS truck over-
turned on a corner and the driver was pinned inside. I ran to the next corner and pulled
the fire alarm. I was really nervous about it because in my mind I was not sure about it
because it was actually not a fire. Kids think that way sometimes. When the trucks came, I
directed them to the fire. I realized then that what I did was appropriate.
I guess that is enough set up. Let me get to this "Night to Remember". I was liv-
ing with my mom and dad at the time at 216 Laurel Avenue, Kearny. It was warm so it
must have been summer. I had a new 1965 black Mustang convertible with a white top
and black interior. It had a 260 engine with a 3 on the floor manual transmission. But I
cannot figure out if it was 1964 or 1965.
We lived on the second floor, My sister and brother were both living on their own.
Dad, I believe was asleep. I was asleep in my room. Mom was up late. She normally read
her Bible late at night and prayed then when no one was around. It must have been about
2:00 AM, most likely some time between 1:00 AM and 3:00 AM.
What I remember is that my mother came in my room and woke me saying she
heard glass breaking outside. I was a little groggy trying to grasp what she was saying.
Then I heard it too. It was like a window breaking and the glass falling to the ground. It
was real obvious that something was very wrong.
I quickly dressed; jeans, tee shirt, and tennis sneakers with no socks. I hurried
down stairs. There was already a cop car down the street and lots of smoke in the air. The
fire trucks were still coming.
The cops were all by the fire, along with the firemen and fire trucks. Traffic was
getting confused at the corner of Chestnut and Laurel, so I jumped in and directed traffic.
There were no police available for that duty at the time. I could see fire trucks coming
down Laurel so I held up traffic on Chestnut from pulling out. My house was between
Chestnut and Devon Streets. The fire was just about five houses down just on the other
side of Devon on the same side as my house.
From what I understood, there were kids in the house and they got trapped behind
the door somehow. The fireman got them out and the ambulance raced up the street. First
one, then another.
Each one had their sirens on full force as they went about as fast as they could.
You could only see them as they raced up Laurel Avenue past Devon, past Chestnut, past
Argyle right to Kearny Avenue. They then turned left and sped over the railroad tracks
bridge, past Midland Avenue, past Oakwood Avenue, all the way to Bergen Avenue.
Then left on Bergen and just a couple of blocks to the hospital.
What I remember most vividly is the sound of those sirens all the way. They were
screaming as they passed me. But they kept screaming all the way. They don't really get
softer but just obviously distant. These were more of an old type siren rather than the
computerized sounds of today. You could tell if they were being turned off or down. These
were screaming all the way.
I am proud of the way the Kearny police, firemen, and ambulance staff performed.
(They were not called EMT's back then.) They did everything that could have been done.
I wish my remembrance had a happy ending but it did not go well all the way
around. We can just ask for God's mercy.
3. The Short Short Stories:

A short/short story is typically a narrative work which uses imagery to convey the
desired meaning or the main idea of the piece. Typically it's composed only of one or
two scenes, and is like a flash of a moment that tells a whole story. Example of it can
be read below.
After Twenty Years

by O. Henry
The policeman on the beat moved up the avenue impressively. The impressiveness
was habitual and not for show, for spectators were few. The time was barely 10 o'clock at
night, but chilly gusts of wind with a taste of rain in them had well-nigh de peopled the
streets.
Trying doors as he went, twirling his club with many intricate and artful move-
ments, turning now and then to cast his watchful eye adown the pacific thoroughfare, the
officer, with his stalwart form and slight swagger, made a fine picture of a guardian of the
peace. The vicinity was one that kept early hours. Now and then you might see the lights of
a cigar store or of an all-night lunch counter; but the majority of the doors belonged to
business places that had long since been closed.
When about midway of a certain block the policeman suddenly slowed his walk. In
the doorway of a darkened hardware store a man leaned, with an unlighted cigar in his
mouth. As the policeman walked up to him the man spoke up quickly.
"It's all right, officer," he said, reassuringly. "I'm just waiting for a friend. It's an
appointment made twenty years ago. Sounds a little funny to you, doesn't it? Well, I'll
explain if you'd like to make certain it's all straight. About that long ago there used to be a
restaurant where this store stands--'Big Joe' Brady's restaurant."
"Until five years ago," said the policeman. "It was torn down then."
The man in the doorway struck a match and lit his cigar. The light showed a pale,
square-jawed face with keen eyes, and a little white scar near his right eyebrow. His scarf-
pin was a large diamond, oddly set.
"Twenty years ago to-night," said the man, "I dined here at 'Big Joe' Brady's with
Jimmy Wells, my best chum, and the finest chap in the world. He and I were raised here in
New York, just like two brothers, together. I was eighteen and Jimmy was twenty. The next
morning I was to start for the West to make my fortune. You couldn't have dragged Jimmy
out of New York; he thought it was the only place on earth. Well, we agreed that night that
we would meet here again exactly twenty years from that date and time, no matter what
our conditions might be or from what distance we might have to come. We figured that in
twenty years each of us ought to have our destiny worked out and our fortunes made,
whatever they were going to be."
"It sounds pretty interesting," said the policeman. "Rather a long time between
meets, though, it seems to me. Haven't you heard from your friend since you left?"
"Well, yes, for a time we corresponded," said the other. "But after a year or two
we lost track of each other. You see, the West is a pretty big proposition, and I kept hus-
tling around over it pretty lively. But I know Jimmy will meet me here if he's alive, for he
always was the truest, stanchest old chap in the world. He'll never forget. I came a thou-
sand miles to stand in this door to-night, and it's worth it if my old partner turns up."
The waiting man pulled out a handsome watch, the lids of it set with small dia-
monds.
"Three minutes to ten," he announced. "It was exactly ten o'clock when we part-
ed here at the restaurant door."
"Did pretty well out West, didn't you?" asked the policeman.
"You bet! I hope Jimmy has done half as well. He was a kind of plodder, though,
good fellow as he was. I've had to compete with some of the sharpest wits going to get my
pile. A man gets in a groove in New York. It takes the West to put a razor-edge on him."
The policeman twirled his club and took a step or two.
"I'll be on my way. Hope your friend comes around all right. Going to call time
on him sharp?"
"I should say not!" said the other. "I'll give him half an hour at least. If Jimmy is
alive on earth he'll be here by that time. So long, officer."
"Good-night, sir," said the policeman, passing on along his beat, trying doors as
he went.
There was now a fine, cold drizzle falling, and the wind had risen from its uncer-
tain puffs into a steady blow. The few foot passengers astir in that quarter hurried dismal-
ly and silently along with coat collars turned high and pocketed hands. And in the door of
the hardware store the man who had come a thousand miles to fill an appointment, uncer-
tain almost to absurdity, with the friend of his youth, smoked his cigar and waited.
About twenty minutes he waited, and then a tall man in a long overcoat, with
collar turned up to his ears, hurried across from the opposite side of the street. He went
directly to the waiting man.
"Is that you, Bob?" he asked, doubtfully.
"Is that you, Jimmy Wells?" cried the man in the door.
"Bless my heart!" exclaimed the new arrival, grasping both the other's hands
with his own. "It's Bob, sure as fate. I was certain I'd find you here if you were still in
existence. Well, well, well! --twenty years is a long time. The old gone, Bob; I wish it had
lasted, so we could have had another dinner there. How has the West treated you, old
man?"
"Bully; it has given me everything I asked it for. You've changed lots, Jimmy. I
never thought you were so tall by two or three inches."
"Oh, I grew a bit after I was twenty."
"Doing well in New York, Jimmy?"
"Moderately. I have a position in one of the city departments. Come on, Bob;
we'll go around to a place I know of, and have a good long talk about old times."
The two men started up the street, arm in arm. The man from the West, his ego-
tism enlarged by success, was beginning to outline the history of his career. The other,
submerged in his overcoat, listened with interest.
At the corner stood a drug store, brilliant with electric lights. When they came
into this glare each of them turned simultaneously to gaze upon the other's face.
The man from the West stopped suddenly and released his arm.
" You're not Jimmy Wells," he snapped. "Twenty years is a long time, but not
long enough to change a man's nose from a Roman to a pug."
"It sometimes changes a good man into a bad one, said the tall man. "You've
been under arrest for ten minutes, 'Silky' Bob. Chicago thinks you may have dropped
over our way and wires us she wants to have a chat with you. Going quietly, are you?
That's sensible. Now, before we go on to the station here's a note I was asked to hand
you. You may read it here at the window. It's from Patrolman Wells."
The man from the West unfolded the little piece of paper handed him. His hand
was steady when he began to read, but it trembled a little by the time he had finished.
The note was rather short.
" Bob: I was at the appointed place on time. When you struck the match to light
your cigar I saw it was the face of the man wanted in Chicago. Somehow I couldn't do it
myself, so I went around and got a plain clothes man to do the job.
“JIMMY.”
How to Write a Great Short Story
 Limit the Time Frame When You Write a Short Story
As much as possible limit the time frame of your story because limiting the
time period, allows you to focus more on the events that are included in the
narrative.
Be selective
 Be Selective
Short story, similar to poetry, requires discipline and editing. Every line
should either build character or advance the action. If it doesn't do one of
these two things, it has to go. William Faulkner was right to advise writers to
kill their darlings. This advice is especially important for short-story writers.
 Follow Conventional Story Structure
We already learned the standard rules of narratives in our high school literature
classes. Thus, you have to recall what you have learned and remember that a
story is primarily composed of exposition, conflict, rising action, climax,

and denouement. In addition, as with any type of writing, the beginning
and the end are the most important parts. Make sure your first and last
lines are the strongest in the story. The decision of the reader to continue
to read your story depends largely on your first line and the results
whether your story made a huge impact to your reader depends mainly on
your last line.
 Know When to Break the Rules
As with all rules, these are made to be broken. You can experiment all you
want as long as it doesn’t ruin the focus and the purpose of your story.
As Alexander Steele points out in his introduction to the Gotham Writers'
Workshop's Fiction Gallery , the short story lends itself to experimentation
precisely because it is short: structural experiments that couldn't be
sustained for three hundred pages can work beautifully for fifteen.
4. Literary Journalism:
Literary journalism uses the techniques of journalism such as interviews

and reviews in order to look outside of the straight forward, objective
world that journalism creates. It uses literary practices to capture the
scene/setting of the assignment or the persona of the person being
interviewed. It can often be narrative or heavily imagistic. Another im-
THE STORY OF AN EYEWITNESS:

THE SAN FRANCISCO EARTHQUAKE
by Jack London
The earthquake shook down in San Francisco hundreds of thousands of dollars

worth of walls and chimneys. But the conflagration that followed burned up hundreds of
millions of dollars’ worth of property. There is no estimating within hundreds of millions
the actual damage wrought. Not in history has a modern imperial city been so completely
destroyed.
San Francisco is gone. Nothing remains of it but memories and a fringe of dwell-
ing-houses on its outskirts. Its industrial section is wiped out. Its business section is
wiped out. Its social and residential section is wiped out. The factories and warehouses, the
great stores and newspaper buildings, the hotels and the palaces of the nabobs, are all
gone. Remains only the fringe of dwelling houses on the outskirts of what was once San
Francisco.
Within an hour after the earthquake shock the smoke of San Francisco’s burning
was a lurid tower visible a hundred miles away.
And for three days and nights this lurid tower swayed in the sky, reddening the
sun, darkening the day, and filling the land with smoke.
On Wednesday morning at a quarter past five came the earthquake. A minute lat-
er the flames were leaping upward. In a dozen different quarters south of Market Street,
in the working-class ghetto, and in the factories, fires started.
There was no opposing the flames. There was no organization, no communica-
tion. All the cunning adjustments of a twentieth century city had been smashed by the
earthquake.
The streets were humped into ridges and depressions, and piled with the debris
of fallen walls. The steel rails were twisted into perpendicular and horizontal angles.
The telephone and telegraph systems were disrupted. And the great water-mains had
burst. All the shrewd contrivances and safeguards of man had been thrown out of gear
by thirty seconds’ twitching of the earth-crust.
The Fire Made its Own Draft
By Wednesday afternoon, inside of twelve hours, half the heart of the city was
gone. At that time I watched the vast conflagration from out on the bay. It was dead
calm. Not a flicker of wind stirred. Yet from every side wind was pouring in upon the
city. East, west, north, and south, strong winds were blowing upon the doomed city.
The heated air rising made an enormous suck. Thus did the fire of itself build its own
colossal chimney through the atmosphere.
Day and night this dead calm continued, and yet, near to the flames, the wind
was often half a gale, so mighty was the suck.
Wednesday night saw the destruction of the very heart of the city.
Dynamite was lavishly used, and many of San Francisco’s proudest structures
were crumbled by man himself into ruins, but there was no withstanding the onrush of
the flames. Time and again successful stands were made by the fire-fighters, and every
time the flames flanked around on either side or came up from the rear, and turned to
defeat the hard-won victory.
An enumeration of the buildings destroyed would be a directory of San Francis-
co. An enumeration of the buildings undestroyed would be a line and several addresses.
An enumeration of the deeds of heroism would stock a library and bankrupt the Carne-
gie medal fund. An enumeration of the dead will never be made. All vestiges of them
were destroyed by the flames. The number of the victims of the earthquake will never be
known. South of Market Street, where the loss of life was particularly heavy, was the
first to catch fire.
Remarkable as it may seem, Wednesday night while the whole city crashed and
roared into ruin, was a quiet night. There were no crowds. There was no shouting and
yelling. There was no hysteria, no disorder. I passed Wednesday night in the path of the
advancing flames, and in all those terrible hours I saw not one woman who wept, not
one man who was excited, not one person who was in the slightest degree panic strick-
en.
Before the flames, throughout the night, fled tens of thousands of homeless ones.
Some were wrapped in blankets. Others carried bundles of bedding and dear household
treasures. Sometimes a whole family was harnessed to a carriage or delivery wagon that
was weighted down with their possessions. Baby buggies, toy wagons, and go-carts
were used as trucks, while every other person was dragging a trunk. Yet everybody was
gracious. The most perfect courtesy obtained.
Never in all San Francisco’s history, were her people so kind and courteous as
on this night of terror.
A Caravan of Trunks
All night these tens of thousands fled before the flames. Many of them, the poor
people from the labor ghetto, had fled all day as well. They had left their homes burdened
with possessions. Now and again they lightened up, flinging out upon the street clothing
and treasures they had dragged for miles.
They held on longest to their trunks, and over these trunks many a strong man
broke his heart that night.
The hills of San Francisco are steep, and up these hills, mile after mile, were the
trunks dragged. Everywhere were trunks with across them lying their exhausted owners,
men and women.
Before the march of the flames were flung picket lines of soldiers. And a block at a
time, as the flames advanced, these pickets retreated. One of their tasks was to keep the
trunk-pullers moving. The exhausted creatures, stirred on by the menace of bayonets,
would arise and struggle up the steep pavements, pausing from weakness every five or
ten feet.
Often, after surmounting a heart-breaking hill, they would find another wall of
flame advancing upon them at right angles and be compelled to change anew the line of
their retreat. In the end, completely played out, after toiling for a dozen hours like giants,
thousands of them were compelled to abandon their trunks. Here the shopkeepers and soft
members of the middle class were at a disadvantage.
But the working-men dug holes in vacant lots and backyards and buried their
trunks.
The Doomed City
At nine o’clock Wednesday evening I walked down through the very heart of the
city. I walked through miles and miles of magnificent buildings and towering skyscrap-
ers. Here was no fire. All was in perfect order.
The police patrolled the streets. Every building had its watchman at the door.
And yet it was doomed, all of it. There was no water. The dynamite was giving out. And
at right angles two different conflagrations were sweeping down upon it.
At one o’clock in the morning I walked down through the same section. Every-
thing still stood intact. There was no fire. And yet there was a change. A rain of ashes
was falling. The watchmen at the doors were gone. The police had been withdrawn. There
were no firemen, no fire-engines, no men fighting with dynamite.
The district had been absolutely abandoned. I stood at the corner of Kearney and
Market, in the very innermost heart of San Francisco. Kearny Street was deserted. Half a
dozen blocks away it was burning on both sides. The street was a wall of flame. And
against this wall of flame, silhouetted sharply, were two United States cavalrymen sitting
their horses, calming watching.
That was all. Not another person was in sight. In the intact heart of the city two
troopers sat their horses and watched.
Spread of the Conflagration
Surrender was complete. There was no water. The sewers had long since been
pumped dry. There was no dynamite. Another fire had broken out further uptown, and
now from three sides conflagrations were sweeping down.
The fourth side had been burned earlier in the day. In that direction stood the tot-
tering walls of the Examiner building, the burned-out Call building, the smoldering ru-
ins of the Grand Hotel, and the gutted, devastated, dynamited Palace Hotel.
The following will illustrate the sweep of the flames and the inability of men to
calculate their spread. At eight o’clock Wednesday evening I passed through Union
Square. It was packed with refugees. Thousands of them had gone to bed on the grass.
Government tents had been set up, supper was being cooked, and the refugees were lining
up for free meals.
At half past one in the morning three sides of Union Square were in flames. The
fourth side, where stood the great St. Francis Hotel was still holding out. An hour later,
ignited from top and sides the St.Francis was flaming heavenward. Union Square,
heaped high with mountains of trunks, was deserted. Troops, refugees, and all had re-
treated.
A Fortune for a Horse!
It was at Union Square that I saw a man offering a thousand dollars for a team of
horses. He was in charge of a truck piled high with trunks from some hotel. It had been
hauled here into what was considered safety, and the horses had been taken out. The
flames were on three sides of the Square and there were no horses.
Also, at this time, standing beside the truck, I urged a man to seek safety in
flight. He was all but hemmed in by several conflagrations. He was an old man and he
was on crutches.
Said he: “Today is my birthday. Last night I was worth thirty thousand dollars. I
bought five bottles of wine, some delicate fish and other things for my birthday dinner. I
have had no dinner, and all I own are these crutches.”
I convinced him of his danger and started him limping on his way.
An hour later, from a distance, I saw the truck-load of trunks burning merrily in
the middle of the street.
On Thursday morning at a quarter past five, just twenty-four hours after the
earthquake, I sat on the steps of a small residence on Nob Hill. With me sat Japanese, Ital-
ians, Chinese, and negroes–a bit of the cosmopolitan flotsam of the wreck of the city.
All about were the palaces of the nabob pioneers of Forty-nine. To the east and
south at right angles, were advancing two mighty walls of flame.
I went inside with the owner of the house on the steps of which I sat. He was cool
and cheerful and hospitable.
“Yesterday morning,” he said, “I was worth six hundred thousand dollars. This
morning this house is all I have left. It will go in fifteen minutes.”
He pointed to a large cabinet. “That is my wife’s collection of china. This rug
upon which we stand is a present. It cost fifteen hundred dollars. Try that piano. Listen
to its tone. There are few like it. There are no horses. The flames will be here in fifteen
minutes.”
Outside the old Mark Hopkins residence a palace was just catching fire.
The troops were falling back and driving the refugees before them. From every
side came the roaring of flames, the crashing of walls, and the detonations of dynamite.
The Dawn of the Second Day
I passed out of the house. Day was trying to dawn through the smoke-pall. A
sickly light was creeping over the face of things. Once only the sun broke through the
smoke-pall, blood-red, and showing quarter its usual size. The smoke-pall itself, viewed
from beneath, was a rose color that pulsed and fluttered with lavender shades Then it
turned to mauve and yellow and dun. There was no sun.
And so dawned the second day on stricken San Francisco.
An hour later I was creeping past the shattered dome of the City Hall. Than it
there was no better exhibit of the destructive force of the earthquake. Most of the stone
had been shaken from the great dome, leaving standing the naked framework of steel.
Market Street was piled high with the wreckage, and across the wreckage lay the
overthrown pillars of the City Hall shattered into short crosswise sections.
This section of the city, with the exception of the Mint and the Post-Office, was al-
ready a waste of smoking ruins. Here and there through the smoke, creeping warily under the
shadows of tottering walls, emerged occasional men and women. It was like the meeting of
the handful of survivors after the day of the end of the world.
Beeves Slaughtered and Roasted
On Mission Street lay a dozen steers, in a neat row stretching across the street just
as they had been struck down by the flying ruins of the earthquake.
The fire had passed through afterward and roasted them. The human dead had been
carried away before the fire came. At another place on Mission Street I saw a milk wagon. A
steel telegraph pole had smashed down sheer through the driver’s seat and crushed the front
wheels. The milk cans lay scattered around.
All day Thursday and all Thursday night, all day Friday and Friday night, the
flames still raged on.
Friday night saw the flames finally conquered, though not until Russian Hill and
Telegraph Hill had been swept and three-quarters of a mile of wharves and docks had been
licked up.
The Last Stand
The great stand of the fire-fighters was made Thursday night on Van Ness Avenue.
Had they failed here, the comparatively few remaining houses of the city would have been
swept. Here were the magnificent residences of the second generation of San Francisco na-
bobs, and these, in a solid zone, were dynamited down across the path of the fire. Here and
there the flames leaped the zone, but these fires were beaten out, principally by the use of wet
blankets and rugs.
San Francisco, at the present time, is like the crater of a volcano, around which are
camped tens of thousands of refugees.
At the Presidio alone are at least twenty thousand. All the surrounding cities and
towns are jammed with the homeless ones, where they are being cared for by the relief com-
mittees. The refugees were carried free by the railroads to any point they wished to go, and it
is estimated that over one hundred thousand people have left the peninsula on which San
Francisco stood.
The Government has the situation in hand, and, thanks to the immediate relief given
by the whole United States, there is not the slightest possibility of a famine. The bankers and
business men have already set about making preparations to rebuild San Francisco.
5. The Lyric Essay:
Similar to personal essay, lyric essay also deals with a topic that affects the read-
ers. However, the lyric essay relies heavily on descriptions and imagery. This type of
piece uses a very lyrical, heavily descriptive, flowing tone in order to tell a story.
The lyrical essay has these features:
1. The writer crafts sentences that have rhythm, like a prose poem. Paces and
stressed syllables determine rhythm. Iambic pentameter is the most common

type of rhythm. It is based on a pattern of five iambic feet. Yet, writers often
just count the number of stressed syllables in a line to determine the rhythmic
structure of their prose. A short sentence speeds up the pace. A long
sentence slows down the pace.
2. The writer creates lyrical prose that sound musical by using alliteration,
assonance, and internal rhyme.
3. The writer constructs the essay with fragments of detail. Each fragment is
separated by white space, asterisk, title, or number.
4. The essay is often inclusive. Instead the writer focuses on evoking emotion
in the reader, and the reader must draw his or her own conclusion.
Things I Found Along the Way

by Karen Asiedu
Over the course of the years, I’ve had some time to be self reflective. I’ve taken
time to think about my values, belief systems and to evaluate the ideas I believe and cur-
rently know to be true. I have been put in situations where i’ve had to question every-
thing I believed in.
I’ve felt lost, lonely, empty, confused, happy, joyful and inspired. I’ve realized
that I am currently evolving, changing and growing. I am not the same person I was
yesterday. I go through bouts of “reacquaintance” in my efforts to keep up with my
ever changing persona. In my current phase, I believe certain things to be true.
“God”. “She exists in you, as you”. That makes her black. She’s fullness of joy.
She always makes a way. She’s “come all ye who are weary” and not “for the wages of
sin is death”. She makes all things new and gives me rest. She is actually Kanye’s best
protege. And Yes Jesus really does walk. She understands that even though your body is
her temple,“your body ; your choice”. The truth, The light, The bread, The wine and all
the works. The high priest, The Lion and The Lamb. To her,“Love is Love”.
Growing up I struggled with choosing between religion and spirituality. These
two concepts seemed to be so different from each other. Spirituality resonated with eve-
rything I felt in my heart, soul and spirit. Religion was a small voice that reminded me
of everything I had ever been taught. I realized that the idea of God is who I make him
out to be. I didn’t have to choose between two concepts. I could find a nice medium. I
could choose love.
“Love”. It’s a series of choices. Some good, others ,not so much. It’s fleeting, it’s
everlasting. It’s guarantee, hope and faith working together as a dynamic. Sometimes
love is truly manifested when it’s conditional but does not live up to its full potential
unless its unconditional. Love is you in all its glory and beauty.
Choosing love was beautiful.
“Beauty”. Everything is everything and everything is beautiful.
I couldn’t really tap into the beauty of love because I wasn’t confident in my choice
and in myself. I did everything in my power to gain confidence. I realized I was looking for
the wrong thing at the right place. I needed to be comfortable. I found comfort.
“Comfort. She’s I love me enough to see you happy without me. She’s also I’m happy
enough without you but I want to be happy with you. Comfort is self love , a quiet grace and
a bold confidence that propels you into a space of self compassion and forgiveness.
After finding comfort, everything else seemed to fall into place. I was in a good space.
Comfort helped me accept my emotions for what they were. I was able to allow myself feel
everything. Sometimes a bit too deeply. I had become vulnerable.
“Vulnerability”. He’s intense rage and unbridled laughter. Scorching jealousy and
eye watering sadness. Vulnerability is choosing to not run away this time around and reject-
ing comfort for a while to embrace necessary pain. Loneliness, emptiness and heartache, indi-
rectly encouraging growth.
Then there was passion. I became bold, unapologetic and fierce. I found a love for self,
people, music and books. A love for culture. I read Malcolm X and was reminded that my life
matters. If Maya Angelou calls you a phenomenal woman, you have to fully embrace the title
and work it. I changed my hair, discovered jazz and soul and went to Kingston for spring
break.
“ Passion”. She doesn’t scare him away.
What good are all these things when you have pride. There was a disconnect between
pride and the person that I had become. It didn’t fit the picture. Pride erased everything I had
worked so hard to achieve.
“Pride”. He sure comes right before you fall I still battle with pride amongst things
but the mere fact that I exist means I’m worthy of every good thing.
“Worthy”. She’s you.
Look for a pair and discuss the differences and the similari-
ties of memoir and personal essays through the Venn Diagram.
Differences
Differences
Similarities
Lesson Creative Writing:
Fiction
Fiction is a form of literature created from the imagination that may also be based on
a true story or situation. And fiction writing allows human to write creatively without limit and
enable them to create stories that probe every facet of life and the human experiences.
Fiction is a form of
literature created from the
Feed Your Mind imagination that may also be based
on a true story or situation.
Poetry
Poetry is a literary work in which the expression of feelings and ideas is given inten-
sity by the use of distinctive style and rhythm.
Elements of Poetry
1. Stanzas
Stanzas are a series of lines grouped together and separated by an empty line
from other stanzas. They are the equivalent of a paragraph in an essay. One
way to identify a stanza is to count the number of lines. Thus, if the stanza is com-
posed of 2 lines we call it couplet, if it consists of 3 lines we refer it as tercet, if it
has 5 lines we often called it cinquain, if it is made up of 6 lines we usually call
it sestet and sometimes sexain, if it is composed of 7 lines we refer it as septet
and if it is consist of 8 lines we call it octave.
2. Form
A poem can still be labeled according to its form and style even it does not have
a specific number of lines, rhyme scheme and/or metrical pattern.
3. Sound patterns
Sound patterns also called sound play refers to the three other elements of po-
etry which are the rhyme scheme, rhythm, meter and word sounds.
 RHYME
Rhyme is the repetition of similar sounds. It can be referred to end
rhyme and internal rhyme. End rhyme is the most common kind of
rhyme which occurs in the end of two or more lines and is usually
identified with lower case letters, and a new letter is used to identify
each new end sound. While, internal rhyme on the other hand is a kind
of rhyme which occurs in the middle of the lines.
Example of end rhyme:
I saw a fairy in the wood,

He was dressed all in green.
He drew his sword while I just stood,
And realized I'd been seen.
The rhyme scheme of the poem is abab..
Example of internal rhyme:
"In mist or cloud,

on mast or shroud"
 Meter
Meter is the systematic regularity in rhythm.
Blank Verse refers to any poetry that does have a set metrical pattern, but
does not have rhyme. Examples of a blank verse poem are the ones
made by Shakespeare.
 Free Verse has no rules about meter or rhyme and it lacks on formal
form structure. If blank verse has no rhyme, but still has rhythm, free
verse in the counterpart has neither rhythm nor rhyme.
Unit 02: Lesson 2— Creative Writing: Fiction
 Word Sounds
Another type of sound play is the emphasis on individual sounds and
words:
 Alliteration is the repetition of initial sounds on the same line or stanza.
Ex: She sells sea shells.
 Assonance is the repetition of vowel sounds, anywhere in the middle or end
of a line or stanza.
Ex: The silly little kitten sitting in the kitchen.
 Consonance is the repetition of consonant sounds, anywhere in the middle

or end of a line or stanza.
Ex: And all the air a solemn stillness holds. (T. Gray)
 Onomatopoeia refers to the words that sound like the thing they describe.
Ex: Blag! Bang! Splash! Ting! Boom!
 Repetition is the repetition of entire lines or phrases to emphasize key

thematic ideas.
 Parallel Stucture is a form of repetition where the order of verbs and nouns is
repeated; it may involve exact words, but it more importantly repeats
sentence structure.
Ex: "I came, I saw, I conquered".
Figurative/Connotative Devices
1. Simile is the rhetorical term used to compare situations or objects which have
something in common using “like” or “as”.
Ex: “My love is like a red red rose”.
2. Metaphor implies a direct comparison between objects or situations, leaving
out the use of “as” or “like”.
Ex: "All flesh is grass."
3. Synecdoche is a form of metaphor, which in mentioning an important part
signifies the whole.
Ex: "hands" for labour.
4. Metonymy, similar to synecdoche is a form of metaphor. It allows an object
closely associated with an object or situation to stand for the thing itself.
Ex: “the crown or throne” for a king
5. A symbol is like a simile or metaphor with the first term left out. "My love is like
a red, red rose" is a simile. If, through persistent identification of the rose with
the beloved woman, we may come to associate the rose with her and her
particular virtues. At this point, the rose would become a symbol.
6. Allegory can be defined as a one to one correspondence between a series of
abstract ideas and a series of images or pictures presented in the form

of a story or a narrative.
Ex: George Orwell's Animal Farm is an extended allegory that
represents the Russian Revolution through a fable of a farm and its
rebellious animals.
7. Personification occurs when you treat abstractions or inanimate objects
as human, that is, giving them human attributes, powers, or feelings.
Ex: “the flowers dance in the rhythm made by winds”.
8. Irony is a figure of speech in which actual intent is expressed through

words that carry the opposite meaning.
Types of Poems
1. Lyric Poetry is a type of poem with only one speaker who expresses strong
thoughts and feelings. Examples of this poem are listed below.
 Ode: It is a lyric poem with a serious subject and usually has a moder-
ate length, an elevated style, and an elaborate stanza pattern. Example of
this poem is “Ode to Job” which can be read below.
Ode to Job
Job came down
in awoosh, outstretched
and gliding into the horizon.
Blue shadowed
flight arrested by the beckoning marsh.
His greatness bears much
yet not the anguish of ancient prophecy.
Situated grievances weigh feathery
on this long, strong back.
Unconscious emotion numbs
while time drifts out
another sun salted day.
 Elegy: It is a lyric poem that mourns the dead. It can have a fairly formal
style, and sound similar to an ode. It has no set of metric or stanzaic
pattern, but it usually begins by reminiscing about the dead person,
then laments the reason for the death, and then resolves the grief by
concluding that death leads to immortality. It often uses "apostrophe"
as a literary technique.
 Haiku: It has an unrhymed verse which consists of three lines (a tercet) and
usually follow a 5,7,5 syllables. Below is an example of a haiku:
Falling to the ground,

I watch a leaf settle down
In a bed of brown
 Sonnet: It is a lyric poem written in iambic pentameter in the English and it is

consists of 14 lines. There are two basic kinds of sonnets. These are the 1)
Italian or Petrarchan sonnet which is named after the Italian
Sonnet consists
Renaissance poet, Petrarch and 2) the Shakespearean or
of 14 lines
the Elizabethan/English sonnet. Italian sonnet is consists
of an octave (eight lines) and a sestet (six lines) and it tends to divide the
thought into two parts: argument and conclusion. While, Shakespearean on the
other hand, sonnet which is consists of three quatrains (four lines each) and a
concluding couplet (two lines). The Shakespearean sonnet is divided into four
and the final couplet is the summary. Following are the examples of Sonnet.
Sonnet 116
by Shakespeare
Let me not to the marriage of true minds

Admit impediments.
Love is not love
Which alters when it alteration finds,
Or bends with the remover to remove:
O no! it is an ever-fixed mark
That looks on tempests and is never shaken;
It is the star to every wandering bark,
Whose worth's unknown, although his height be taken.
Love's not
Time's fool, though rosy lips and cheeks
Within his bending sickle's compass come:
Love alters not with his brief hours and weeks,
But bears it out even to the edge of doom.
If this be error and upon me proved,
I never writ, nor no man ever loved.
Sonnet of Demeter
An Italian Sonnet
Oh the pirate stars, they have no mercy!

Masquerading as hope they tell their lies;
Only the young can hear their lullabies.
But I am barren and I am thirsty
Since she has gone. No hope is there for me.
I will roam and curse this earth and these skies--
Death from life which Zeus sovereign denies.
My heart's ill shall the whole world's illness be
Till she is returned-- my daughter, my blood--
From the dark hand of Hades to my care.
With my tears these mortals shall know a flood
To show Poseidon's realm desert and bare.
No myrtle shall flower, no cypress bud
Till the gods release her...and my despair.
2. Narrative Poem is a type of poem that tells a story. It has a structure that
resembles the plot line of a story like having introduction of conflict and charac-
ters, rising action, climax and the denouement. See examples of this poem below.
 Limerick: It has a very structured poem, usually humorous & composed of five
lines (a cinquain), in anaabba rhyming pattern; beat must be anapestic (weak,
weak, strong) with 3 feet in lines 1, 2, & 5 and 2 feet in lines 3 & 4. Following
is an example of a limerick by Edward Lear:
There was an Old Man with a beard,

Who said, 'It is just as I feared!
Two Owls and a Hen,
Four Larks and a Wren,
Have all built their nests in my beard!'
 Ballad: It has a musical rhythm and can be sung. Ballad tells the tales of ordi-
nary people and it is usually organized into quatrains or cinquains and has a
simple rhythm structure.
The Mermaid
by Unknown author
Oh the ocean waves may roll,
And the stormy winds may blow,
While we poor sailors go skipping aloft
And the land lubbers lay down below, below, below
And the land lubbers lay down below.
 Epic: It is a long narrative poem in elevated style recounting the deeds of a

legendary or historical hero involving supernatural forces. The Illiad and
the Odyssey are examples of famous epic poems, as is The Song of Hiawa-
tha by Henry Wadsworth Longfellow.
The Song of Hiawatha

by Henry Wadsworth Longfellow
By the shore of Gitchie Gumee,
By the shining Big-Sea-Water,
At the doorway of his wigwam,
In the pleasant Summer morning,
Hiawatha stood and waited.
3. Descriptive Poem is a type of poem that describes the world that surrounds the
speaker using the elaboration of imagery and adjectives. Compared to lyric
poetry, descriptive is more personal and introspective.
What Makes a Good Poem?
According to Louis Zukofsky, an American poet, "The test of poetry is the

range of pleasure it affords as sight, sound, and intellect." He also emphasized that
a good poem should include these aspects below:
1. Sight: This refers to the layout of the poem on the page. Poetry is not just
about the use of words. Although the words are of great importance, the use
of space is equally important. Frank Bidart is a poet who is noted for his use
of the page, as well as his interesting use of capitalization and punctuation.
His decisions, no matter how odd, are intentional and contribute to the power
of his poetry. One example is his poem “Herbert White,” a dramatic monologue
in the voice of a necrophiliac child murderer. The topic is powerful enough, but
the way his words string down the page is truly remarkable. The layout of a
poem is something a writer should keep in mind while composing.
2. Sound: Sound refers to the relationships that form between words within your
writing. This does not mean that it is necessary to use alliteration or onomato-
poeia. It means that as a poem is being composed, the writer should be aware
of these relationships. Words will fight against one another, or they will
embrace each other, stringing together to form beautiful lines and sentences. A
writer can “hold an image with in the line by sound...” A writer can make the
decision to allow their words to clash. The writer can decide the way in which a
reader will move through the lines. Sound not only refers to words, but also to
rhythm. The rhythm of a poem will become apparent when it is read aloud.
3. Intellect: A writer must be able to present information effectively. The challenge

with poetry is figuring out the best way to present the information that needs to
be conveyed. Poetry has the ability to suggest meanings that go above and
beyond what the poem actually says. This can be done through the use of sight
and sound as suggested above. Intellect will allow a poet to contemplate
abstract ideas, and convey them through the use of language. Poetry is “an
exchange of electrical currents through language.” Controlling the currents and
placing them on the page in an effective way will create a good poem.
Remember!
Some Tips on Writing a Poem
1. Don't state the obvious. Everyone knows that sky is blue, and that snow is cold.
Thus, you don’t need to mention the color of the sky because as the readers
read it, they will suppose that it is blue, unless you inform them otherwise. It's
not necessary to mention that the color of the sky is blue or the snow is cold
unless you have something to say about it that is different from what the readers
already know or that is different from what the reader may supposed to picture
out.
2. Don't force originality. If the sky is actually blue, you don't need to force your mind
to bleed for another way to express the color just to be "different." Use your sens-
es, keep looking and keep observing; focus on your subject matter, to find the real
details that make it unique, the hidden meaning.
3. Choose the right words. "Poetic" or "impressive" words are not what we mean by
this. We are talking about words that express mainly your subject matter. Try to talk
about words as if they themselves were living creatures, treat each with a certain
appearance and sound and way of moving. In that way, your readers will be able to
grasp the meaning/feeling you want to deliver and you want to convey.
In 10-15 sentences, write the difference between Lyric,

Narrative and Descriptive poetry; and provide an example for
each.
Write your own poem using either Lyric poetry, Narrative
poetry, or Descriptive poetry).
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Choose 1 poem and in paragraph form analyse it using the ele-
ments of poetry.
Stanza:
Form:
Sound Patterns:
Figurative/connotative device used:
_______Poem Title________
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Select two (2) Books and Complete the Following:
Book Title:_______________________________________________________
Fiction or Non-fiction: ____________________________________________
Reasons I know it’s fiction or non-fiction.
1: ______________________________________________________________
_________________________________________________________________
_________________________________________________________________
2: _______________________________________________________________
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3: _______________________________________________________________
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Book Title:_______________________________________________________
Fiction or Non-fiction: _____________________________________________
Reasons I know it’s fiction or non-fiction.
1: _______________________________________________________________
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2: _______________________________________________________________
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3: _______________________________________________________________
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UNIT Technical
Writing
Technical writing is the manner of simplifying and presenting any complex

information in a simplest and understandable way to the target audience. It mainly
uses formal tone of language by which functions to deliver facts to the recipient of
the letter. Technical writing also comes with a set of rules regarding grammar. lan-
guage, formatting, and presentation.
Feed Your Mind
Letter Writing
Letter writing is an essential skill which plays a significant part in our daily
communication and social lives. It occurs in many forms and formats including
notes, letters, and postcards which primarily functions to enhance our capability in
informal and formal communication, social and handwriting skills, and critical and
creative thinking. At an early age, children are encouraged to write letters, notes
and messages. They are expected to be familiarized with the uses of formal and
informal letters, and styles and different vocabulary appropriate to the intended
reader.
In school setting writing letters are viewed as another way to have good
social skills which children learn to express their gratitude, to ask politely for
information, and to invite their friends and relatives.
What is a Letter?
A letter is a written message of a one person to another that talks about

some matter of common concern. It allows the intimate parties to maintain their rela-
tionship, while for scholars, merchants, government officials and other professionals,
they use them to conduct affairs or to implement important matters. As for the poets
and other writers, it serves as their vehicles for self-expression wherein they could
enjoy their protection and conservation of literacy.
Letter is an important symbol of human civilization. It has been used as

a tool of exchanging information from the primitive age. During seventeenth and
eighteenth century, letters were mainly used to self-educate such as to practice criti-
cal reading, self-expressive and polemical writing, and also to exchange ideas with
others. It was considered as a written performance in a way of communication and
getting responses in personal, diplomatic or business matters.
Letter can be categorized into different types based on formalities,

purpose and ways of acquiring information.
Unit 03: Technical Writing: Fiction
Types of Letters
Formal letter is a letter written that maintains formalities between companies or

offices. It follows certain rules and regulation which primarily consists of using formal
words, tone, and emotions in writing. Institutional and business letter fall in this cate-
gory.
Informal or Personal Letter, on the other hand, does not follow any rule, but it
contains personal information which is written to relatives and friends to exchange
news or feelings. The basis of writing informal is based on the personal relationship of
both sender and receiver of the letter.
Business Letter is a formal, structured and non-personal letter that contains

commercial information and is written among business people. This letter contains in-
formation relating to trade, inquiry, circular, order, complaint, claims, adjustment, col-
lection etc.
Official Letter contains official information like rules, regulations, facts and fig-
ures, activities, system, etc. wherein it is written in a strict prescribed rules, structures,
and styles of the office with proper decorum. Officials mostly use this type of letter to
send official message to other branches or sectors.
Demi-Official Letter is used in correspondence between Officers to supplement

or explain matter which has been referred officially or is proposed to be referred offi-
cially. It is written in a friendly tone and must be addressed to a higher officer to whom
the communication is addressed.
Another is Social Letter which is written on any social occasion like invitation
letters for different programs, thanks letter, condolence letter, congratulation letter etc.
It can be considered as one kind of personal letter.
Report Letter is a form of short report or investigation in the form of letter and is
sent to the person, who has assigned it. For example, a letter sent by the sales man to
the sales manager on every day’s sales volume.
As for the Notice Letter, it is a letter that is sent to a person notifying or inform-
ing him about any special topic.
Further definition and examples of the given type of letters will be discussed on
the following lessons.
Provide the correct classification of letters.

Insights Gained about Technical Writing
Directions: Express freely your personal views and insights gained

about technical writing.
1. What is letter writing and a letter?
2. Among the different types of letter, which do you think is the most
important? Justify.
3. Which types of the letter do you think could help you the most?
Justify.
Lesson
Writing a
Business
Letter
Business letter is types of letter which serves as a means of communication

written from one company to another or between such organizations to their customers or
clients. It is considered as the oldest form of official correspondence and perhaps
propagators of mailing system that mainly functions to inform or persuade, to find out
information, to apply for a job/position, to make a complaint, to send an apology, to order
goods, to the editor of a newspaper, to make an appointment, to invite someone to an event,
to introduce another set of documents, or to make a booking for a holiday.
Usually business letters are strictly written in a formal

Business letter is types of letter
which serves as a means of style, addresses matters straight to the point and
communication written from one follows a basic framework which is common among vari-
company to another . ous official letters. The framework of the business letter is
the content and the tone of how the message is conveyed.
It serves as a standard genre in professional and educational settings wherein it is a useful
tool in workplace setting because it produces a permanent written record about the important
matters, and it is the most preferred form of communication which can be taken more seri-
ously by the recipient.
Feed Your Mind
Parts of Business Letter
Business letter mainly consist of different parts genre expectations:
1. Letterhead is the topmost heading on letter paper that consists of organization’

s logo, name, and complete address. Most professional firms have their own designed
letterhead because it showcases the status of a company. However smaller firms
may not have it, so they use their name, and address.
2. Date is one of the important parts of a letter used for reference and is written in
full with day, month and year. It has to be written exactly below the letter head.
3. Inside Address contains the recipient’s name, designation, department, and

complete address to whom the letter is being sent and is written at the left hand side of
the paper.
4. Salutation is the formal greeting of the letter wherein it follows by a colon (:).
We have different types of salutation (most formal to least formal) depending on the re-
lationship we have with the receiver of the letter.
Note that in writing formal letters, if you do not know the name of the person to
whom you are writing, begin with 'Dear Sir/ Dear Madam', and end the letter with 'Yours
faithfully'. But if you know the name of the person to whom you are writing then write
‘Dear Mr. Roxas or Dear Mrs. Roxas’ and end the letter with 'Yours sincerely’.
Salutation Closing
Dear Sir/ Dear Madam — Yours faithfully
Dear Mr./ Mrs. Roxas — Yours sincerely
Dear Christine — Yours truly or Regards
5. Body is the main part of the letter wherein the primary purpose of the letter is
written in the first line. The body has specific subject matter which is divided mostly into
3-5 paragraphs in length depending upon the content of the letter. The last paragraph
usually sums up the whole idea of the letter and it offers an action that recipients must
take as required.
Unit 03: Lesson 1— Writing a Business Letter
6. Complimentary Close refers to the end of the letter that shows the sender’s re-
spect towards the recipient. It is aligned with the return address and date.
7. Signature is placed above your typed name. In signing a letter, use ballpoint pen
with blue or black ink.
8. Enclosure is only applicable if there is information needed to be attached like re-

sume or transcripts. It is appropriate to write the word ‘enclosure’ at the left margin by the
name(s) of the documents enclosed.
Business Letter Styles
In writing business letters, we can observe that there are various styles of writing
which can often confuse us if we don’t have any background ideas about writing a
business letter. At the end of the day, we can found ourselves battling with the online
resources to find the correct format. However, after hours of searching another problem
emerges, though you found various styles, yet you don’t know which one you should use,
until you just gave up!
Worry no more, because we will provide you the Four Styles or Indention Formats in
writing business letters.
Full Block Style— Full block letter format is commonly used between businesses and
individuals which primarily its main purposes are to inform, to request or to make a
complaint.
 All the text is justified and aligned to the left margin.

 Paragraphs are not indented and separated by single spacing.
 Two spaces after the date and the complimentary close.
 There is no punctuation in the addresses.
 There is a comma after the greeting, although some in the U.S. prefer a colon.
 The complimentary close is also followed by a comma.
Semi-Block Style—Semi-Block letter format has partially the same formatting with full
block style.
 All text is aligned to the left margin
 Paragraphs are indented
Modified Block Style—Modified block format is conventional way of writing form

business letters which can be used in writing cover letters, thank you letters, letters of
resignation and sales letters.
 All text is aligned to the left margin, except for the authors address, date,
complimentary close, and signature.
 Paragraphs are not indented.
Modified Semi-Block Style—Modified semi-block format is partially the same with

modified block style.
 All text is aligned to the left margin, except for the authors address, date, com-
plimentary close, and signature.
 Paragraphs are indented.
 The author's address, date, and closing are usually indented in same position.
Types of Business Letters
The realm of business communication includes many types of formal letters. These vari-
ous types exist by changing the length, format and tone of your message:
1. Application Letter is a letter in which you market your skills, abilities, and
knowledge. This letter often used for applying jobs.
2. Cover Letter is a letter that contains brief remarks about the items being sent
and why it was sent. It primarily talks about specific matters like results of the discussion,
remarks on sales and other agenda.
3. Inquiry Letter serves as the facilitator of successful communication between
business operators and consumers. It functions to remove any misunderstanding between
both parties without any delay.
4. Request Letter is a letter which is written when you need certain information,
permission, favour, service or any other matter which requires a polite and humble re-
quest.
5. Complaint Letter: However efficient an organization may be in running a busi-
ness, everything does not go all the time according to plan. There will be some mistakes
and some accidents. Letters written to bring these mistakes to the notice of those who
must own the responsibility for them are called claim or complaint letters.
6. Invitation Letter is a type of letter written to an organisation or an individual for
their participation or presence in an event or an occasion. It can be a formal or an infor-
mal type of invitation letter.
7. Resignation Letter is a formal letter written by a person who wants to give up his
job, title, authority or position in an official setup.
8. Recommendation Letter is a letter written by a person of authority with whom
you have a well-established acquaintance with possible expertise in such matters. It can
be your friends, supervisor, or senior colleague.
Points to Note:
It is important to know first whom are you writing to in order to evaluate your ideas
or the matters you want to talk about with that specific person or organization. Don’t just
assume certain person will receive and consider your letter, so you need to gather back-
ground information first before writing.
Always see to it that you know the exact reason why you are writing, (is it to ask
information, to make complaint or other reasons) that you want the person you will be
sending the letter to take an action. Ask yourself if it is really important to write a letter, or
take down the things you want to know and organize your ideas from the most need mat-
ters to the least want issues that you want to tell or to ask, and summarize it.
Above all, determine what you want from that person/organization to do regarding
your issues. It would be helpful if you will include in the letter some of your recommenda-
tions or suggestions, and also include your telephone number and email so they could
easily contact you.
Lastly, your letter must be error-free. Be sure to proof-read each letter for typo-
graphical, spelling, punctuation and grammatical errors. Remember that letters should not
exceed one page length and are written in “block” format, which means you do not indent
new paragraphs, rather add a single line space between paragraphs.
Focus Group Discussion
Business Letter Writing Styles
1. Form a group consisting of four members. Choose one who will record the
important information and another who will present the focus of your
discussion.
2. Look for four different writing format business letter. Then, compare and
discuss the differences of each.
3. Make your own four examples following the business letter writing styles and
present it in the class after.

Arrange this letter in a Modified Semi-Block Style
Trumpet Informatics Private Ltd.

700 Juarez Ave, Laredo,
TX,United States
Tel: (956) 723-5321 Fax: 0223 765 4321
Email: info@trumpinfo.com
August 1, 2012
Galaxy SEO Masters Inc.

69 Milk Street,
LONDON SW7 6AW
Subject: Package Information
Dear Sir:
I should be grateful if you would send us your brochure and price list about your
search engine optimisation services.
Our firm is developing education based web site and are interested in acquiring
your services.
I look forward to hearing from you.
Yours faithfully,
Andrea Philips
Marketing Manager
Trumpet Informatics Private Ltd.
Lesson
Application
and Cover
Letters
Most people believe that application letters and cover letters are the same.
However, letter of application is a sales letter in which you market your skills, abilities, and
knowledge. While a cover letter, on the other hand, is primarily a document of transmittal
wherein it identifies an item being sent, the person to whom it is being sent, and the reason
for why it is being sent.
Feed Your Mind
Application letters
The application letter is one of the more common letter formats we use in academic and
professional settings, especially in searching jobs. The purpose of the application letter is to
highlight the skills, education and experience possessed by a one person which is related to
the position they want to apply. By examining and assessing the application letter passed by
the applicants, the employer can evaluate who those are qualified for the positions by merely
looking on the reasons provided by the applicants on why they are interested in the position
and the contribution they can make to the organization. .
Remember that in writing an application letter, your audiences are professionals who
screen hundreds of job applicants and you probably also have hundreds of competitors. The
three immediate objectives of your application letter and accompanying resume must be: catch
the reader’s attention favorably, convince the reader that you are a qualified candidate for the
job and lastly your ultimate goal is to have an interview.
Tips for Writing Successful Application Letter:
In writing an application letter, you must be goal oriented. There should be a

specific purpose or objective why you are writing the letter and it should be precisely
and concisely clear. You must identify the job or the position for which you are
applying.
Example: I would like to apply for a position as an entry-level programmer at

the center.
Always remember to state how you heard about it (from referrals, newspaper,
or online sites). If you have been referred to a company by one of its employees, a
career counselor, a professor, or someone else, mention that before stating your job
objective. State your qualification for the job, especially your previous experience and
educational background. Also, outline your interest why do you want the job and sets
up your qualifications why should they hire you.
Example: During the recent KONG Language training in La Paz, Iloilo City last
December 2017, one of your English tutors, Maxine Fox, informed me of a
possible opening for additional English teacher in your Language Center. My
extensive background in teaching kids makes me highly qualified for the
position. I can use my bachelor’s degree in English to address different ways
of teaching English language to foreign learners.
In succeeding paragraphs, expand your qualifications and add any appropriate

details by highlighting your educational background, special skills, achievements, and
related experiences, goals or ambitions. Be specific and offer concrete examples.
Example: I understand that KONG Language Center extensively educates

foreign students about English language. My bachelor’s degree in English and
technical writing skills, as described in the enclosed resume, are well suited to
your company. I am a graduate of Commoner College in Manila with outstand-
ing remarks. In addition to having Bachelor’s degree in English, I have taken
units in Korean and Japanese as a foreign language and I have taught foreign
students from my previous part-time job for five months.
On your last paragraph, be sure to indicate your willingness to discuss the po-
sition further and to be available for an interview, and state your contact information
or email where you can easily be reached.
Unit 03: Lesson 1.1— Application and Cover Letters
Example: I can be reached through my mobile number 0950-******* or my email

address calanugachristia@gmail.com. The possibility of sharing my ideas,
knowledge, and skills with you is a very great opportunity for me and I’m looking
forward to have an interview in your office soon. Thank you for your time and
consideration.
After you finished writing your application letter, proofread it and place yourself as
the reader and imagine what you can say and what you want to see and read in the content
of the letter.
256 I Calle St.

Leon, Iloilo Your address
Iloilo City
January 21, 2018 The Date
The name or title of the

The Human Resource Director, person you are writing to
Print, Inc.
La Paz, Iloilo City The address you are writing to
Iloilo
Dear Human Resource Director: Greeting
I wish to apply for the position of editor as advertised in the “News Today” last 4th of December.
Paragraph saying why you are writing
I understand that Print produces both local and national documentation. My bachelor’s degree in
English and technical writing skills, as described in the enclosed resume, are well suited to your
company. I am a recent graduate of Commoner College in Manila. In addition to having taken an
educational background in writing, I served as the Editor-in-Chief of our school publication.
Information about your education and previous experience
I will be happy to meet with you at your convenience and discuss how my education and experi-
ence match your needs. You can reach me through my email address at christines@gmail.com.
Finishing line of letter
Yours faithfully, Complimentary Close
Christine S. Steward Your signature

Cover Letters
As mentioned previously, application letters and cover letters are not the same. A
cover letter provides a permanent record of an item being sent, the person to whom it is
being sent, and the reason for its being sent.
A cover letter contains brief remarks that explain about the items being sent and
why it was sent. For example, it presents a key point or two explaining why the writer’s firm
is the best one for the job. Reports on specific matters like results of meetings, remarks on
sales, and other agendas can be an example of cover letter.
The opening paragraph of a cover letter usually introduces the enclosed reports
about certain matters. As for the closing paragraph, it should contain acknowledgements,
offer additional assistance, or express the hope that the material will fulfill its purpose.
Your Company Logo and Contact Information
January 11, 2018
Shane T. Litro, Branch Manager

Skincare Beauty Products, Inc.
7777 Front View Lane
Batangas, NC 52008
Dear Ms. Litro:
Enclosed is the final review of our beauty product sales in Cavite, Mindanao, and Samar which we
advertised last November 2017 with Luxks’ Permission. Please call me collect (ext. 1578) or email
me at the address below if I can answer any questions.
Sincerely,
Linda Milton
Technical Services Manager
lndymilton@incorp.com
Enclosure: Report
Look at the following job application letter. Rewrite this letter on the following
page. Divide the letter into 3 paragraphs. Remember to use capital letters, full
stops and commas, and use the proper format style of semi-block.
West Visayas State University

College of Arts and Sciences
La Paz, Iloilo City
053 I Calle St.

leon ioilo City
Apr. 11, 2017
Dr. nancy S. Surmieda

Dean of Students
This University
Ma’am
I am applying for the position of Student Assistant for West Visayas State University. I am
a junior student taking Bachelor of Arts major in English in the College of Arts and Scienc-
es and bracket no. 2 in STFAP. I am very interested at this position and I believe I am well
-qualified. Also, I am responsible for any task or work given on me, and if I were given a
chance to work, I will be more knowledgeable about public service with quality work. I am
confident that I can meet the expectations required for the position. I can be reached
through my mobile number 0950-3308270 or my email address calanugachris-
tia@gmail.com . The possibility of working for WVSU as a Student Assistant is a very great
opportunity for me and I’m looking forward to hear from you soon. Thank you for your
time and consideration.
yours faithfully,
christia gay calanuga

Write a letter applying for one of the following jobs that appeared in
the Philippine News Today on January 23rd:
1. Part-Time help required by fast food restaurant would suit student.

Apply to: The Manager
All Fastfood
Main Street
Southpoint
Co. Nextres
2. Friendly, Diligent, Honest young person with work experience needed for full-
time work in busy book shop
Apply to: Tinal Coole

Manager
Bookshop Sale
Lincoln Street
Limeric
Lesson Letter of
Inquiry
Letter of inquiry is a letter requesting for the organization’s information sent on

behalf of an individual or organization for their own respective purposes. It deals with
various matters like job vacancies, funding, scholarships, projects, sales,
pre-proposals and others.
It frequently starts with
A letter of inquiry serves to facilitate business
one party's inquiry and
between a consumer and producer or between an em-
may end once the
ployer and employee wherein it arranges both parties to
writer receives that
have a common understanding without wasting more
initial answer.
time. It frequently starts with one party's inquiry and may
end once the writer receives that initial answer. As for an individual’s basis, inquiry
letters are sent to companies that haven’t yet advertised job openings in order to pose
a question with the intention of persuading the reader to respond, but it is different
from an application letter. However, you can share information about yourself such as
your strengths but it should be provided in the context relevant to the information
needed. The ideal inquiry identifies a specific individual capable of providing an
adequate response in a succinct purposeful manner.
Be aware that you may or may not receive a response, but these letters do
demonstrate to an employer that you are taking a planned, organized approach to your
job search. This can be impressive and encouraging to employers.
Feed Your Mind
Types of Inquiry Letter: Solicited and Unsolicited
Letters of inquiry come as either solicited or unsolicited inquiries. Solicited in-

quiry letters occur mostly in advertisements of products or services
which the company advertises its product to trigger the curiosity
Solicited
of prospective clients. The customer cannot directly
and Unsolicited
inspect the company’s product on his or her own, so he/she
letters of inquiry
needs to contact the company through a solicited letter of in-
quiry.
For example, a letter of inquiry sent by the customers would first like to prefer
by the companies offering grants before receiving a full grant proposal. The letter
should fully explain about your request, a short descrip-
Solicited inquiry
tion of your organization, a statement of need, the
letters occur mostly in
methods you will use to achieve your desired result,
advertisements of products
and other funding sources you plan on taking advantage
or services
of. Furthermore, a solicited letter may exceed three para-
graphs format but it shouldn’t exceed three pages.
Unsolicited letter of inquiry, on the other hand, is a kind of letter used in looking
jobs or internships. It is sent by the customer to request
information from the company that makes no prior offer of Unsolicited letter of
information. In writing unsolicited letter, begin first in inquiry is a kind of
introducing yourself and your interest in employment with letter used in looking
the company. In following paragraphs, include information jobs or internships.
about your qualifications and experiences that you believe
will benefit both you and the company. Remember that in con-
structing an unsolicited letter, you must be aware that the recipients of your letter are
professional people that read hundreds of letters.
Unit 03: Lesson 1.2— Letter of Inquiry
How to write an Inquiry Letter
A standard inquiry letter has roughly three paragraphs format and usually has
positive, straightforward, and confident tone with brief, complete and exact content of
information. The first paragraph indicates what the writer wants, such as information
about a product, job opening or other request. The second paragraph explains the
writer's reasons for making his or her request to the reader and the final paragraph
should tie the letter together with an expression of gratitude for the reader's time and
help. The letter typically concludes with a complimentary close, such as "Sincerely,"
followed by the writer's name.

Your Street Address

City, State Zip Code
Telephone Number
Email Address
Month, Day, Year
Mr./Ms./Dr. FirstName LastName

Title
Name of Organization
Street or P.O Box Address
City, State Zip Code
Dear Mr./Ms./Dr. LastName:
Opening Paragraph. State what position you are inquiring about; how you learned of the
organization or position, and when you will be qualified for the position.
2nd paragraph. Tell why you are interested in the position or type of work the employer
does (Simply stating that you are interested does not tell why, and can sound like a
form letter). Demonstrate that you know enough about the position by relating your
background to the employer or position and mention specific qualifications which make
you a good fit for the employer’s needs. This is an opportunity to explain in more detail
relevant items in your resume. Refer to the fact that your resume is enclosed. Mention
other enclosures if such are required to apply for a position.
3rd paragraph: Indicate that you would like the opportunity to talk with the employer to
learn more about their opportunities or hiring plans. Restate briefly why you’re so pas-
sionate about the opportunity you’re applying for. State that you would be glad to pro-
vide the employer with any additional information needed. Thank the employer for her/
his consideration.
Sincerely,
(Your handwritten signature)
Your name typed

Unit 03: Lesson 1.2— Letter of Inquiry
(Note: the contents of your letter might best be arranged into four para-
graphs. Consider what you need to say and use good writing style. See the
following examples for variations in organization and layout.)
221-D Woodhouse Lane

Eastwood, Georgia
October 2, 2017
Mr. AMorsolo Quinto, President

Quinto Foundation
16902 Southeast Boulevard
Atlanta, Georgia 300000
Dear Mr. Quinto:
I am writing to request further information about your World Support Programme, as a

friend and I are really interested in participating; and clarification of the following de-
tails:
Firstly, we were wondering about the average age of the volunteers. We are both twen-
ty and would wish to be with people our own age.
Secondly, I wonder if you could tell me in what countries the programme operates and
in what communities we might be asked to work? Further, what skills are needed and is
it useful to have a good level of English?
In your advertisements, it says that the programme is free of charge. Could you confirm
that there are no costs whatever to be met by the participants?
Finally, could you provide some information about the accommodation - is this in
houses or tents? - and the type of food to be anticipated?
We are feeling very enthusiastic about volunteering, and look forward to your reply.
Yours sincerely,
Annie Jolly
Focus Group Discussion
Letter of Inquiry
1. Look for a pair. Discuss who will present the focus of your discussion.
2. Look for a newspaper or any fliers about open job hiring, commercials,
advertisements, or upcoming events.
3. Make an inquiry letter, addressing your letter to the manager of the company
or organizers of such event stating what do you want to inquire.

Lesson Request
Letter
Any kind of matter that requires polite and humble

Any kind of matter request can be put forward by means of writing a
that requires polite request letter. The request can be related to anything
and humble request like seeking for the information, favor, permission etc.
You can also draft such a letter in order to request a
recipient for meeting, holidays, job, etc.
It can be lengthy or
Request letter reduces the pressure on the
short, but has a
recipient to respond immediately and saves the
specific and direct
sender from embarrassment in taking a written “no”
approach.
easily than a verbal one. In writing this letter, it can be
lengthy or short, but has a specific and direct
approach. Remember that it is not only the appearance is important, but also the
content and tone of your letter. Always consider to be factual, be specific, and
stick to the point.
Payment Request Letter
Highland Stores
West Road
Cambridge CB3 9DR
Sarah Jones
Accountant
Tel: 250-429-0002
Fax: 250-2223-160333
sahjones@mail.com
1st March 2012
Mr. Douglas Davis

Blue Jay High School
15 Main St.
Cambridge CB2 1TL
Ref: Outstanding Invoice #321
Dear Mr. Davis:
Our records show that you have an outstanding balance dating back to November,
2011-. Your January invoice was for $500.00 and we have yet to receive this pay-
ment. Please find a copy of the invoice enclosed.
If this amount has already been paid, please disregard this notice. Otherwise,
please forward us the amount owed in full by March 21st, 2012. As our contract
indicates, we begin charging 5% interest for any outstanding balances after 30
days.
Thank you in advance for your cooperation. We hope to continue doing business
with you in the future.
Sincerely,
Sarah Jones
Accountant
Enclosure: Invoice #321

https://targetstudy.com/letters/payment-request-letter.html
Write a Request letter addressing to the manager of The Krakatau Steel

Engineering Corporation in Cilegon, West Java about your interest in
buying their steel products which was advertised in the “Metal Worker”
last January 16. Use full-block style in writing.
Lesson Letter of
Complaint
Letter of complaint is a type of letter written to address any type wrong doing,
offence, grievance, resentment arising out of a product, service etc. Complaint let-
ters are used to raise your concerns about unfair things and seek a productive out-
come. It also influences the concerned authorities to take proper action about the
complained issue.
Writing complaint letters is an essential responsibility of the victim to seek

positive outcomes. These letters are not just meant for defective products or service,
but they can be used to address injustice issue in the society which needs to be ad-
dressed. Remember always to include all the important details of your complaint.
Feed Your Mind
Types of Complaint Letters

Complaint letters have different types and reasons depending on the level of
an organization or an individual these can be:
1. Personal Complaint Letters—is a letter written at a personal level by an in-
dividual like costumers to get refund or replace a product. These can also
be written for grievances of any issue affecting the individual or society at
large.
2. Professional Complaint Letters—is a letter written on behalf of an organization

and are mostly related to professional items and services.
Arnold Armstrong
89 Villa Street
Val Haven, CT95135
Phone–890056711
armisstrong@arnold.com
30th June, 2012
Customer Care Manager

Customer Service
Airtel Telecom
8423 Green Terrace Road
Asterville, WA65435
Dear Sir or Madam
Re: Order Number TF285347

I recently ordered a new Beetel Modem (item #285347), Model 100CX from your web-
site on 20th June 2012. I received the order on 7th July. Unfortunately, the modem
turned out to be defective.
I connected it to my PC and installed all the drivers provided. I followed the manual pro-
vided but it didn’t work. All the Lights on the Modem were ON. I even went through trou-
bleshooting but to no avail. I even installed it on my friends PC but ‘No Connectivity’. I
used my Dying Modem to check if the ‘Line wasn’t Faulty’. The internet worked fine and
there was ‘No issue with the Line’. I even formatted and reinstalled Windows just to
make sure that there wasn’t a problem in my system. But that didn’t make the modem
work.
As mentioned above, I have tried everything and the fault lies clearly in the modem. I
would like you to credit my account for the amount charged for the modem. I needed a
new modem so I bought it from a local shop. I don’t need a Replacement but a Refund
which I am entitled to as per your Policy.
Thank you for taking the time to read this letter. I have been a loyal and satisfied cus-
tomer of your company for quite some time now. This is the first time I have encoun-
tered a problem.
Looking forward towards a Prompt Refund.

Sincerely,
Signature
Arnold Armstrong
Write a complaint letter based on the situation below:
After a three-hour discussion with your employees, you decided to order a full
meal pack in a fast-food restaurant but it is almost over an hour and it still hasn’t
come. You called the restaurant and someone told that your order will be delivered
after 20 minutes. In your copy, write a letter of complaint to the restaurant from
which you ordered your meal, giving all the details and asking them for urgent ac-
tion.
(a) Write out your final version on the following blank page. Remember to use cap-
ital letters, full stops and commas. Also use at least 3 paragraphs in your letter.
(b) Write to the fast-food restaurant: Fast Delivery, Mission Ext., La Paz, Iloilo City
and include these details:
– Name of the restaurant where you have ordered
– Date you have ordered
- Your ordered food
– What is wrong with the services

– What you want them to do
Choose one (1) situation below and write a complaint letter:
1. Write a letter to your supervisor telling him/her of a unjust division of workload

between men and women in your office. Tell him/her what has happened, how
long it is going on for and what you think is needed to improve the situation.
2. Write a letter to a local shop manager, telling him about the unsanitary com-
fort rooms in their shop.
3. Write a letter to your local politician asking to take action about injustice kill-
ing of dogs.
Lesson Letter of
Invitation
Invitation letter is a type of letter written to invite someone in any special
event or occasion. The occasion can be official or personal and the invitation
letter can rather be formal and informal wherein the formal letter is used for
official invitation that follows a proper and formal format while informal letter is
used for personal invitation. In writing an invitation letter, you must specify the
exact date, time, place, and required attire for the event. Remember to ask
them to reply by saying yes or no in order to know exactly the how many people
are coming.
Feed Your Mind
Two Types of Invitation Letters
Official Invitation Letters – Official Invitation letters are the one's which are
written for inviting officials and certain distinguished people for their
participation in various activities. Also referred as Business Invitation
Letters, these follow a formal format with a formal tone. Some of these
letters are related to meetings, interviews, training, conferences, inaugurations etc.
Personal Invitation Letters – Personal Invitation letters are the one’s which are written for
inviting friends, peers, relatives, family members, neighbours etc. for social
occasions or events. Also known as friendly invitation letters, these are written in
a mixture of informal format and formal format (wherever required) with an
informal approach. Some of these letters are written for weddings, birthday
parties, anniversaries, baby showers other social occasions and activities

Unit 03: Lesson 1..5— Letter of Invitation
Wedding Invitation Letter

10, Downing Street
London 80409, England
January 27, 2012

Dear Mr. and Mrs. Mason,
We are delighted to inform you that our son Blake Mason is getting married to his
beloved Mary Jane. On this joyous occasion, we wish to share the day with our
closest friends and family members so your presence is required and anticipated.
The wedding will take place on:
Date : 14th February (Valentine’s Day)

Time : 11:00 AM
Venue : Lockheed Country Club, Maple Farms on National Highway Route Num-
ber 9
A wedding is such an amazing occasion and memories of our own blissful union
start unfolding. The dazzling white dress, the towering cake, the exchange of
rings.......Well, we are getting nostalgic aren’t we? So, why not relive the moment
once again?
We will fill in the details once you arrive. All arrangements towards your boarding
and lodging have been made. Arrive by 10th February as we need your expert ad-
vice on everything and the dress rehearsal as well.
We hope to see you there to enjoy this special day with friends and family.
Thanking you.
Sincerely Yours,
George and Jane Goodworth
Business Invitation Letter

Brad and Cooper Inc.
21 Kirksway Place,
Hobart TAS 7001
Linda Lane
Store Manager
Tel: 416-223-8900
brad&coop@aus.com
April 7th, 2012

Daniel Craig
201 Walker St
Townsville Queensland
Dear Daniel Craig:

We are delighted to inform you that as our valued customer for the past few years we have an
exclusive invitation for you. We are organising a Summer Extravaganza this Saturday. Grace
the occasion with your presence on:
14th April 2012

Venue : Brad and Cooper Inc., 21 Kirksway Place
Time : 10:00 AM Sharp
Highlights of the Event
Complimentary coffee and donuts on arrival

50-80% off on all stock
Lucky Draw at 12:00 PM
Fun games at 1:00 PM
Instructions:
Saturday’s sale is by invitation only.
Please do not bring any eatables
Goods once sold will not be returned
Public admission will only commence at noon
Take the benefits of this opportunity which is exclusive for you and not for everyone.
In addition, please accept the enclosed $10 gift certificate to use with your purchase of $75 or
more.
We look forward to seeing you at Brad and Cooper on Saturday. Please bring this invitation
with you and present it at the door.
Sincerely,
Daniel Craig
Store Manager
brad&coop@aus.com
Enclosure: Gift Certificate #345 (not redeemable for cash)

Lesson Letter of
Resignation
A letter of resignation is written to announce the author's intent to leave a po-
sition currently held, such as an office, employment or commission. It always takes
legal effect to terminate a position or appointment, as notice under the relevant terms
of the position; many appointments and contractual employments are terminable by
unilateral notice, or advance notice of a specified period of time, with or without fur-
ther conditions. Writing a resignation letter does not necessarily mean that you were
offended by your employer or found a new company, but it could be because of ill-
ness, accident, pregnancy, commutation problem. low salary, company policy, end of
contract, certain issues, and unavoidable circumstances.
Resignation letter should normally be delivered in advance to the appropriate
supervisor or superior, and contain such information as the intended last day at work,
so they can make proper arrangements for your replacement and monetary benefits
that you may get. For courtesy's sake, a letter of resignation may thank the employer
for the pleasure of working under them and the opportunities and experience gained.
The sender could also offer to assist in training the replacement.

Work Resignation Letter

Deepak Kothari
#21, Lake Path,

Near Rose Park,
Edmonton 890
Tel: 098 – 1276645
8th November 2012
Nick Tully
Head
Edward Consulate
Edmonton 761
Dear Nick Tully,
I am writing to inform you that I have decide to cease my employment at Edward

Consulate effective as of 22nd November 2012. I have served the office as
‘Consultant’ for the past 2 years. I wish to thank you and the company for giving me
a great opportunity to further my career and engage in many meaningful projects.
I have recently accepted a new position that will enable me to further develop my
interests in Social Service, which has always been my passion.
I will be forever grateful for the support that I have received over the years working
at Edward Consulate and will always look back with fond memories. I am at your dis-
posal whenever a need arises out of my replacement or any other matter. You can
contact me at 098 – 1276645 after 3 P.M.
Sincerely,
Your signature
Deepak Kothari (your printed name)

Lesson Letter of
Recommendation
Recommendation letter is a letter mostly written by a credible person to sum’s
up an acquaintance’s personality and abilities towards performing certain tasks for
the purpose of employment, admission and/or other objectives.
This written reference shows that if a person is suitable for the job. It is also
important because it provides a tangible proof about the concerned person that may
not be contained in the application or resume. The extra knowledge provided by the
letters and the confirmation from a reputed person, brightens your chances of em-
ployment or admission.
A recommendation letter is supposed to be written by an authoritative person
who is well known to the requester of recommendation. Don’t seek recommendation
from a person who doesn’t know you personally because they couldn’t justify your
abilities in his letter. The writer of a recommendation letter can be an advisor, a fac-
ulty, an expert, a senior colleague, or any acquaintances.

Recommendation Letter for Student
Caraseval School
4, Leng Kee Road
#06-07 SiS Building
Singapore 159088
21st December 2012

Ricky Raws
Principal
Singapore University
#23, Nakula Road
Singapore 159088
Respected Ricky Raws
This letter is a recommendation for Larry King, an outstanding student of Caraseval School, Leng
Kee Road. I was Larry King’s 12th Class Teacher during 2005 and Biology Subject Teacher for 10
years i.e. from 1995-2005. I have monitored his consistent progress right till he finished his
schooling with brilliant colours.
For your convenience I have summarised his achievements and qualities as per my personal ob-
servation.
Achievements
 Highest score in Biology for straight Five Years
 Elected School Captain twice in 2001 and 2003
 Student of the year - 2001 and 2003
 Won the National Open Quiz Gold Award in 1998, 1999 and 2000
Qualities
 He is a highly motivated student. He always tried to learn as much as he could and per-
formed to his best capabilities.
 He frequently studied study lessons beforehand and was always one step ahead of other
students.
 He is a good listener and respects your authority. Unlike other students he doesn’t mind crit-
icism rather he accepts criticism with maturity.
 He is very cooperative and he never shrugged any responsibility all through his schooling.
 He is an All Rounder; actively participating in sports, debates and other extracurricular activi-
ties
In summary, Larry displayed the qualities that are essential for an outstanding student. He is
dependable, motivated, and works well with his peers. A quick learner, he is able to learn from
those around him. I highly recommend him for admission in your prestigious institute. He would
be a great asset and will bring laurels to your institute.
I am proud to write a letter of recommendation for an excellent student like Larry.
Sincerely,
Steve Austin
Biology Teacher
Caraseval School
Recommendation Letter from Employer
Hiro Kewada
Management Coordinator
Nebraska Travels and Tours
302 Nebraska Avenue,
226892, (308) 629-76708
26th December 2012
Timothy Troden
Assistant Manager
Kawasaki Journey
Shiodome City Center
1-5-2 Higashi-Shimbashi
Minato-ku, Tokyo
Japan 105-7123
Respected Mr. Troden:

I am writing to you with regard to Sam Worthington who requested a letter of recommendation
on his behalf. Sam Worthington and I discussed his decision to join your company for the post
of Personal Relation Manager. I must assure you that Sam is a dedicated and skilled candidate
absolutely suitable for the job. The reason he had to leave our company was due to employee
downsizing resultant of global economic crisis. He was offered a low ranking job which was not
worthy for him. Otherwise, he was an asset.
Sam Worthington joined us in 2006 and over the period of past 6 years he has consistently per-
formed his duties with competence.
He goes the extra mile, doing more than expected. His duties included customer dealing and
client feedback. But he would do more than that, he made the clients feel at home and they
would insist on dealing with him than any other official. Such response has never been reported
before.
He has worked under my supervision for a period of 5 years and it has been a pleasant experi-
ence. He has been an extraordinary employee and you could make it out on any given day. PR
Managers working in other branches of our organisation were nowhere near him.
He is an excellent problem solver. No problem appeared daunting to him and he always had a
solution for them. It was really puzzling but it did generate applaud. On one fine day there was
a quarrel between the officials and our transporters. There seemed to be no end to it and eve-
rything appeared complex and out of hand. Upon hearing this Sam called both parties in his
cabin and after an hour or so both the parties were hand in hand. I asked him how he did it. He
said it is trade secret!!
In addition, he is an excellent communicator and has the skills and personality needed to be a
leader. He has a very calm voice and it appeals to everyone. I remember how he
tackled certain foreign dignitaries with such an ease as if he already knew them.
He knew exactly what they required and he leads from the front whenever re-
quired.
In summary, Sam displays all the qualities that make him a suitable candidate for
the job. I am certain that he will be an asset to your organisation.
You can contact me in this regard at 89750945 or opshuoh@ne.com during 10 AM
-5 PM on weekdays.
Sincerely,
Laura Newton
Letter of Recommendation
Write a letter of recommendation to the manager of Copyright Inc., about Jessica

Neria, your previous student for her qualifications and outstanding remarks. State
that she had been your personal assistant for two years and you personally knew
her as a dedicated and responsible student and with pleasing personality.
Principles to keep in mind:
Writing for a business audience is usually quite different than writing in the
humanities, social sciences, or other academic disciplines. Business writing strives to
be crisp and succinct rather than evocative or creative; it stresses specificity and
accuracy. This distinction does not make business writing superior or inferior to other
styles. Rather, it reflects the unique purpose and considerations involved when writing
in a business context.
When you write a business document, you must assume that your audience has
limited time in which to read it and is likely to skim. Your readers have an interest in
what you say insofar as it affects their working world. They want to know the “bottom
line”: the point you are making about a situation or problem and how they should
respond.
Business writing varies from the conversational style often found in email
messages to the more formal, legalistic style found in contracts. A style between the-
se two extremes is appropriate for the majority of memos, emails, and letters. Writing
that is too formal can alienate readers, and an attempt to be overly casual may come
across as insincere or unprofessional. In business writing, as in all writing, you must
know your audience.
In most cases, the business letter will be the first impression that you make on
someone. Though business writing has become less formal over time, you should still
take great care that your letter’s content is clear and that you have proofread it
carefully.
The best writers strive to achieve a style that is so clear that their messages
cannot be misunderstood. One way to achieve a clear style is to minimize your use of
the passive voice. Although the passive voice is sometimes necessary, often it not
only makes your writing dull but also can be ambiguous or overly impersonal.
Compare technical writing and creative writing based on the

writing elements they contain.
Writing Elements Technical Writing Creative Writing
Tone
Vocabulary
Audience
Writer’s Viewpoint
Information
Organization
Differentiate the characteristics of each letters based in tone, language,
uses etc. . Complete the chart with significant information.
Resignation Application Cover Request Complaint

Letter Letter Letter Letter Letter
Online References:
http://learn.lexiconic.net/elementsofpoetry.htm
https://davehood59.wordpress.com/2013/07/22/writing-creative-nonfiction-the-lyrical-essay/
http://examples.yourdictionary.com/types-of-poetry-examples.html - Poetry and different types of poetry
https://targetstudy.com/letters/business-letter/
https://targetstudy.com/letters/business-information-request-letter.html
https://targetstudy.com/letters/business-sales-letter.html
https://targetstudy.com/letters/complaint-letter/
https://targetstudy.com/letters/customer-complaint-letter.html
https://targetstudy.com/letters/invitation-letter/
https://targetstudy.com/letters/business-invitation-letter.html
https://targetstudy.com/letters/wedding-invitation-letter.html
https://targetstudy.com/letters/recommendation-letter-from-employer.html
Bibliography
Hyland, K. (2008). Writing theories and writing pedagogies. Indonesian Journal of English
Language Teaching.4 (2): 91-110.
Leggette H. R. et al., (2015). A Review and Evaluation of Prominent Theories of Writing .
New Prairie Press.
Mogahed, M. (2013). Planning out pre-writing activities. International Journal of English and
Literature. Vol. 4(3), pp. 60-68. Mansoura University, Egypt.
Morrow, L. M. (1989). Literacy development in the early years: helping children read and
write. NJ: Prentice Hall.
Nikitina, A. (2012). Improve your writing skills. Ventus Publishing ApS.

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Developing

Thus, this handout will help learners write business let-

….the significant works, texts, and

…family and friends for the motivation

…God for being the primary source of

Unit 1: Theories Early Writing Development 5

Unit 2: Creative Writing 23

Unit 3: Technical Writing 54

Feed Your Mind

Children do a lot of hypothesis – testing, experimenting, inventing to

Children naturally develop their writing through their self-initiated

2) As a process, early writing development is characterized by children’s moving

5) Children’s involvement in written language, through typically embedded in social

Figure Out Your Thoughts

Classify the writing attempts of children. Give the specific

Writing through play Writing through social Writing through exper-

Feed Your Mind

1. Writing, like all language practices, is an invariably social activity. An individual’s

2. Writing, like all language practices, is ideological. It is unavoidably bound up

3. Writing is constitutive. It is inextricably interrelated with the creation,

Theories of relation foreground the functions of writing in sustaining, altering, or

that students are best prepared to write in college and beyond

The perspectives from which writers respond to rhetorical exigencies

Location-centered inquiries have led to an understanding of ways in which the

Theories of location have helped redirect the attention of composition scholars as

Theories of location, then, are interdependent with theories of relation; it is in

The positions we might occupy in relation to others are

Most prominently, theories of position in composition studies underscore the way

Figure Out Your Thoughts

Form a group consisting of three members and discuss the implica-

Theory Implication/s to Writing Implication/s to

Picture In Your Mind

Prewriting Planning- Drafting

Proofreading Revision Feedback

 writers have goals and plan extensively

 Series of events chain:

 Cause and effect diagrams:

It is a graphic organizer activity that shows the relationships among concepts.

Using the models of Cognitive psychology and Artificial In-

Prewriting Planning Drafting

Proofreading Revision Feedback

Feed Your Mind

Picture In Your Mind

Technical Writing and Creative Writing

Write a 150 word paragraph using one of the 4 types of

Picture In Your Mind

What Does it Take to Become a Creative Writer?

Figure Out Your Thoughts

Picture In Your Mind

Feed Your Mind

Content of creative non-fiction:

In creative In creative non-fiction, writers attempt to observe, record, and thus

Different “types” of creative non-fiction writing:

1. The Personal Essay:

Two Ways of Seeing a River

The Personal Essay:

Memoir: Tips for Writing about

Memoirs can be sometimes confused with autobiographies. Although the two

Memoirs can be about nearly anything in your personal experience/life that is

3. The Short Short Stories:

After Twenty Years

How to Write a Great Short Story

 Limit the Time Frame When You Write a Short Story