INTRODUCTION TO LITERATUREELT10103SESSION: SEPTEMBER 2025PROJECT – CREATING DIGITAL SCRAPBOOKLECTURER: MADAME SHARLENE LINUS DANIDATE OF SUBMISSION: 17TH NOVEMBER – 19TH NOVEMBER 2025NAME ID NO. PHOTO SIGNATUREREPORTMARKSPRESENTATIONMARKS1. LAURA KAWOS @BARTHOLOMEW21020250700712.IVY CHRISTINE LIM XUANYUN21020250701033.HANA MONICA HARRY 2102025070083
4.FENELLA MELISENDA 21020250700115.KHAIRUL NIZAM BIN ABDMUTALIP21020250701156.LESTER LEE JIAN HONG 2102025090028
To be completed by student – Please Print ClearlyName Matric Number1. LAURA KAWOS @ BARTHOLOMEW 21020250700712. IVY CHRISTINE LIM XUAN YUN 2102025071033. HANA MONICA HARRY 21020250700834. FENELLA MELISENDA 21020250700115. KHAIRUL NIZAM BIN ABD MUTALIP 21020250701156. LESTER LEE JIAN HONG 2102025090028Lecturer’s Name:MADAME SHARLENE LINUS DANITutorial group / Tutor (if applicable):N/ACourse Code and Name:ELT10103 (INTRODUCTION TO LITERATURE)Submission Week & Date:Week : 8-9Date : 17TH NOV - 19TH NOVProject No. / Title Proposal:CREATING DIGITAL SCRAPBOOKExtension & Late Submission:DisallowedProject Type: GROUP 3 % of Project Mark:30%Returning Date:N/APenalties:1. 10% of the original mark will be deducted for every one-week period after the submission date.2. No work will be accepted after two weeks of the deadline.Declaration: We the undersigned confirm that we have read and agree to abide by these regulations on the completionof the project, plagiarism and cheating. We confirm that this of work is our own. We consent to appropriate storage ofour work for checking to ensure that there is no plagiarism/academic cheating.Name (All Members): LAURA, IVY, HANA, FENELLA, KHAIRUL, LESTER[First Name Only]Signature (All Members):This section may be used for feedback or other information.
TABLE OF CONTENTNO. ITEMS PAGE1. INTRODUCTION 12. CONTENT 2 - 133. CONCLUSION 144. SELF-REFLECTION 15 - 175. REFERENCE 186. APPENDIX 19-21
INTRODUCTION (LAURA KAWOS, 2102025070071)_____________________________________________________________________________________Literature allows writers to share ideas, emotions, and stories in different ways. Poems and short storiescan entertain, teach lessons or make readers feel emotions. Exploring different kinds of writing helps usunderstand how words, structure and style create wonderful meanings.Poems take many forms. Limericks are short and funny, with a clear rhyme and playful rhythm. Haikususe a 5-7-5 syllable structure, capturing moments or feelings simply. Free verse poems do not followstrict rules, allowing thoughts to flow naturally. Concrete poems use the shape of the text to addmeaning. Stanza poems divide the text into sections called stanzas, helping organize ideas and guide thereader.Short stories, especially flash fictions, tells a complete story in a small space. Stories like The Monkey’sPaw show how suspense, twists and emotional impact can be achieved even in a short piece. Flashfiction highlights characters, plot and literary devices, showing how much meaning can be packed into aconcise story.Visual elements can also enhance understanding of literature. Showing rhyme patterns, syllable counts,shapes of poems and key moments from stories can make it easier to see how writers use structure,style and literary techniques to communicate ideas. Combining text and visuals helps readers noticedetails they might otherwise miss and makes the experience more engaging.Studying poems and flash fictions helps develop skills in reading, thinking and understanding language.It also encourages creativity as writers and readers explore how words, forms and visuals work togetherto create meaning. Observing these different types of writing shows how versatile literature can be andhow writers choose specific techniques to make stories or poems memorable and impactful.1
LIMERICK POEM (LAURA KAWOS,2102025070071)_____________________________________________________________________________________POEM: There was an Old Man with a beard,Who said “It was just as I feared!Two Owls and a Hen,Four Larks and a Wren,Have all built their nests in my beard!”AUTHOR: Edward LearWhat is limerick?Limerick is a short, humorous poem with five lines that follows AABBA rhyme pattern. The first, secondand fifth lines rhyme while the third and fourth lines rhyme separately. It has a playful rhythm andusually tells a silly or exaggerated story.POEM ANALYSIS1. Structure / Rhyme (AABBA)● Lines 1,2 and 5 rhyme: beard / feared / beard● Lines 3 and 4 rhyme: hen / wren● Typical limerick rhyme scheme, giving a playful rhythm.2. Humour● Absurd scenario: birds nesting in a man’s beard.● Exaggerated and whimsical2
LIMERICK POEM (LAURA KAWOS,2102025070071)3. Rhythm● Bouncy, anapestic rhythm (two short syllables with long syllable)● Longer lines feel flowing while shorter lines are snappy4. Why it’s limerick● Poem has 5 lines, AABBA rhyme, humorous and rhythmic3
HAIKU POEM (Hana Monica Harry , 2102025070083)_____________________________________________________________________________________POEM: I heard no musicuntil the music was youall love songs are trueAUTHOR: Peter Galen Massey / Modern HaikuWhat is haiku?A haiku is a three-line poem with a 5-7-5 syllable pattern. It focuses on a moment, nature or emotion,using simple words to create a calm and reflective feeling.POEM ANALYSIS1. 5-7-5 Structure● Line 1 = 5 syllables, Line 2 = 7 syllable, Line 3 = 5 syllables● Balanced structure creates rhythm and smooth reading2. Theme: Simplicity in Love● Shows how someone special transforms ordinary moments● Focuses on emotional clarity, typical for haiku3. Language and Style● Simple and concise language, where every word is meaningful● Short lines create pauses, where it emphasizes reflection4. Effect on reader● The poem gives off a warm, emotional and peaceful mood● It evokes the realization of love’s impact on life● The poem is short, memorable and easy to relate4
FREE VERSE POEM (Ivy Christine , 2102025070103)_____________________________________________________________________________________POEM: The quiet morningis full of folded wingsand darkened eyes,waiting for the break of the day.AUTHOR: Carl Sandburg “The Quiet Morning”What is free verse?Free verse is a poem with no set rhyme or rhythm. It flows naturally and uses imagery or emotions toexpress meaning freely.POEM ANALYSIS1. Lack of Rhyme and Meter● No rhyme scheme or regular rhythm● Irregular line lengths2. Expression through Imagery● “Folded wings” and “darkened eyes” create calm, peaceful mood● This poem emphasis on visual and emotional effect rather than rhyme3. Natural Flow● This poem is like reading a speech, where every line break gives pauses● This poem also has a slow and reflective pace which matches the quite morning theme4. Why it’s a Free Verse● Poem has no strict rules for rhyme or rhythm● Relies on imagery, natural speech patterns and mood5
CONCRETE POEM ( Khairul Nizam , 2102025070115 ) & ( Lester Lee Jian Hong , 2102025090028 )_____________________________________________________________________________________POEM:AUTHOR: Lewis Carroll “The Mouse's Tale”What is a concrete poem?A concrete poem uses the shape of the words to show the poem’s meaning. The visual layout adds to theidea or theme.POEM ANALYSIS1. Form and Structure● The poem’s lines are arranged in the shape of a mouse’s tail● The short lines create visual effect, where it connects the form to the meaning2. Literary Devices● The poem uses assonance and consonance instead of strict rhyme● The typography contributes to pun and humour3. Interpretation● The poem makes fun of the idea of a serious court or legal system● Combines absurdity and humor to critique authority● The poem’s line shape reinforces playful and nonsensical tone6
4. Why it’s a Concrete Poem● Identified by visual form integral to meaning● The poem’s shape enhances the story and creates a visual pun5. Effect on Reader● Poem is amusing and visually engaging● It highlights the connection between text and image● The poem encourages attention to form as part of meaning7
STANZA POEM ( Fenella Melisenda , 2102025070011 )_________________________________________________________________________________POEM:AUTHOR: Emily DicksonWhat is a stanza poem?A stanza poem is divided into groups of lines called stanzas. Each stanza usually focuses on one idea orimage and helps organize the poem clearly.POEM ANALYSIS1. Structure● This poem has three stanzas and four lines each● Each stanza focuses on one aspect of hope2. Rhyme Pattern● The poem uses slant rhyme, where words almost rhyme but not exactly, like “soul” and “all” /“storm” and “warm” / “sea” and “me”● It also has a soft rhythm which matches the gentle and uplifting theme of the poem8
3. How Each Stanza Builds Meaning● STANZA 1: Introduces hope as a bird in the soul● STANZA 2: Shows hope strongest during challenges● STANZA 3: Shows hope is always present, asks nothing in return4. Theme and Message● The poem shows that hope is enduring, supportive and freely given● It encourages resilience and reflection5. Effect on Reader● The poem inspires calmness and optimism● It is easy to follow due to clear stanza divisions● Encourages connection with metaphorical meaning9
FLASH FICTION: “The Monkey’s Paw”_____________________________________________________________________________________STORY SUMMARY(Laura Kawos,2102025070071)The Monkey’s Paw by W.W Jacobs tells a story of the White Family: Mr. and Mrs. White and their adultson Herbert. The story begins when Sergeant-Major Morris, a family friend, visits them and shows thema mysterious monkey’s paw. He explains that it has magical powers to grant three wishes, but warnsthem that the paw is cursed and meddling with fate can have serious consequences. Despite his warning,curiosity overtakes Mr. White, and he pockets the paw.Later that evening, the Whites discuss the paw and its supposed magic. Mr. White makes a casual firstwish for two hundred pounds, hoping to pay off their home mortgage. The next day, Herbert goes towork at a factory, but tragically dies in a machinery accident. The company compensates the family withexactly two hundred pounds, the very sum Mr. White wished for. The Whites are devastated and realizethe costs of tampering with fate.(Hana Monica Harry,2102025070083)Grief-stricken, Mrs. White urges her husband to use the second wish to bring Herbert back to life. Mr.White reluctantly complies, wishing for their son to return. That night, a knock comes at the door. Mrs.White, overjoyed, rushes to open it, but Mr. White fears what might have returned. The tension rises asthe story builds suspense, with the suggestion that Herbert may not have returned as a normal, livinghuman but as something horrifying. In a moment of desperate fear, Mr. White uses the third wish andthe knocking stops. When Mrs. White opens the door, no one is there, leaving the family in silence anddespairThroughout the story, Jacobs uses suspense and foreshadowing to maintain tension. The Whites’experiences illustrate the theme that attempting to control fate can have unintended and often tragicconsequences. The monkey’s paw acts as a symbol of temptation and human desire, showing how eveninnocent wishes can lead to disaster when interfering with forces beyond human understanding.10
FLASH FICTION: “The Monkey’s Paw”_____________________________________________________________________________________STORY ANALYSIS / EXPLANATION(Lester Lee,2102025090028)1. EXPOSITIONThe story begins by introducing the White family which is Mr. and Mrs. White and their adult sonHerbert. They live a quiet and comfortable life in their English home. Their routine is interrupted whenSergeant-Major Morris, a family friend, visits and tells them about a magical monkey’s paw. He explainsthat it has the power to grant three wishes but warns them that each wish comes with serious andpotentially tragic consequences. Despite the warning, Mr. White is intrigued by the paw’s magic andretrieves it from the fire, setting the stage of the story’s suspenseful events. This exposition establishesthe main characters, the mysterious object and the conflict between human curiosity and fate(Khairul Nizam,210202500070115)2. CHARACTERS● Mr. White: Curious and impulsive, he represents human temptation and the desire to controlfate. His actions set the story in motion.● Mrs. White: Grieving and emotional, she drives the second wish, showing how love and hopecan cloud judgement.● Herbert White: Innocent and unsuspecting, his death illustrates the cost of human desire andmeddling with supernatural forces.● Sergeant-Major Morris: Wise and experienced, he serves as the voice of caution, warning thefamily of danger, though ultimately ignored.(Ivy Christine,2102025070103)3. CRISIS / RISING ACTIONThe tension in the story begins to build when the Whites make their first wish for £200, hoping to solvea practical problem like paying off their home mortgage. Tragically, Herbert dies in a machinery accidentat his workplace the next day and the family receives exactly £200 in compensation, revealing the cost oftampering with fate. Overcome by grief, Mrs. White persuades Mr. White to use the second wish to bring11
FLASH FICTION: “The Monkey’s Paw”their son back to life. That night, mysterious and unsettling knocking at the door escalates suspense,suggesting that Herbert’s return may not be natural. The rising action demonstrates how the family’scuriosity and emotional decisions lead to increasingly dangerous consequences.4. CLIMAXThe climax occurs as the story reaches its most intense and suspenseful point. Mr. White realizes thatthe second wish may have brought back Herbert in a terrifying form. In a moment of desperate fear, hemakes the third wish just before the door is opened, preventing the terrifying possibility frommanifesting fully. This peak moment captures the highest tension in the story, leaving readers anxiousand uncertain about the outcome while highlighting the tragic consequences of interfering with fate.(Fenella Melisenda,2102025070011)5. FALLING ACTIONFollowing the third wish, the knocking stops and when the Whites open the door, no one was there.The family is left in silence, grief and despair, fully understanding the tragic cost of their wishes. Thehouse returns to its quiet state and the suspense eases, marking the story’s resolution. This falling actionemphasizes the finality of the wishes and reinforces the consequences of human desire, showing thatfate cannot be controlled without risk.6. CONCLUSIONThe Monkey’s Paw is a gripping and suspenseful story that warns against greed, desire and attemptingto manipulate fate. Jacob combines tragedy, supernatural elements and escalating tension to explorehow curiosity and emotion can result in devastating outcomes. Through the Whites’ experiences, readersare reminded that even innocent or well-meaning actions can have unintended consequences. The storyleaves a lasting impression, highlighting the moral lesson that interfering with forces beyond humanunderstanding can lead to irreversible loss and sorrow.12
FLASH FICTION: “The Monkey’s Paw”(Laura Kawos,2102025070071)7. LITERARY DEVICES● Foreshadowing: Morris’ warnings and Herbert’s conversation about the paw hint at the tragicoutcome.● Irony: The wish for money is granted, but at the cost of Herbert’s life, creating situational irony.● Suspense: The story builds tension through anticipation, especially the knocking at the door,which keeps readers engaged.● Imagery: Descriptions of the paw, the family’s home and the stormy night create a dark andominous mood.8. WHY THIS STORY FITS AS A FLASH FICTIONThe story fits flash fiction because it focuses tightly on one central event which is the three wishes andtheir consequences. Its plot is direct and concentrated, moving quickly from introduction of the paw tothe shocking results of each wish. There are no unnecessary subplots and the suspense and emotionalimpact builds efficiently within a short narrative. This clear structure, strong theme and fast pacing areall qualities commonly found in flash fiction.13
CONCLUSION ( Hana Monica Harry , 2102025070083 )_____________________________________________________________________________________Through this project, it allowed us to explore and understand different forms of literature in depth. Byanalyzing five distinct poems, Edward Lear’s humorous Limerick ( There Was an Old Man with a Beard ),The concise Haiku ( I heard no music ), Carl Sandburg’s reflective Free Verse ( The Quiet Morning ),Lewis Carroll’s visually creative Concrete Poem ( The Mouse’s Tale )and Emily Dickson’s thematic StanzaPoem ( Hope is the Thing with Feathers ), we were able identify how structure, rhythm, imagery and linearrangement affect meaning and reader experience. The study of The Monkey’s Paw as Flash Fictionfurther strengthened our understanding of narrative elements such as suspense, moral consequencesand thematic focus, showing how a short story can deliver a powerful impact.All the poems and The Monkey’s Paw are connected through the idea of choices and their effects. TheLimerick uses humor to show unexpected outcomes, the Haiku and Free Verse reflects feelings andmoments of reflection, the Concrete Poem combines words and shape to add meaning, while the Stanzapoem develops its message step by step. The story adds suspense and shows the serious consequencesof decisions. Together, this theme links all the works, making the scrapbook and report organized andeasy to follow.Overall, this project provided a practical opportunity to apply literary concepts to both poetry andnarrative analysis. Recording and reflecting each stage of the process helped us produce a clear,organized and visually engaging Digital Scrapbook and report. The experience demonstrated our abilityto interpret, evaluate and present various literary forms effectively, deepening our appreciation for howdifferent techniques shape meaning and engage readers.14
SELF REFLECTION_____________________________________________________________________________________LAURA KAWOS, 2102025070071This project taught me a lot about literature and about working in a team. Analyzing the five poems andThe Monkey’s Paw helped me understand how different forms use structure, rhythm, imagery andsuspense to create meaning and impact. I learned to notice details I hadn’t before, like syllable patternsin haiku, line breaks in free verse and how a concrete poem’s shape adds to its message.Working with a new group was challenging at times. Coordinating schedules and making sure everyonestayed on track took effort, but by communicating regularly and dividing tasks clearly, we managed tocomplete both the scrapbook and report smoothly. This experience helped me develop patience,teamwork skills and an understanding of how to guide a group towards a shared goal.Overall, the project strengthened my reading, analysis and creative skills while also showing me theimportance of collaboration. Nonetheless, it also highlighted that I still have room to grow. I hope tocontinue improving my confidence in understanding literature and contributing effectively in a team.KHAIRUL NIZAM, 2102025070115After completing this project, I have gained a deeper understanding of both the content and the creativeprocesses involved. One of the most meaningful things I learned was how a concrete poem works.Before this, I only thought poetry was about rhythm and words, but through this project I discoveredthat the shape and visual form of a poem can also communicate meaning. The way the poem looks onthe page can strengthen its message, create emotions, and help readers understand the theme in a morevisual and memorable way. It made me realise that poetry is not just written it can also be seen.Throughout the project, I also improved my ability to think creatively and express ideas in differentforms. I learned how to analyse and interpret visual elements, and how they contribute to the overallmessage. This helped me appreciate literature in a new way, because I now see how writers usetechniques beyond words to express feelings or concepts.15
SELF REFLECTION_____________________________________________________________________________________IVY CHRISTINE, 2102025070103In this project, I explored the characteristics of free verse poetry by selecting a poem that does notfollow any fixed rhyme or meter. Through this, I learned that free verse relies more on imagery, emotionsand natural flow rather than a strict structure. While analysing the poem, I paid attention to how thepoet expressed feelings through simple visuals and how the lines were arranged to create a calm andreflective mood. Working on this part helped me understand that poetry doesn't always need rules to bemeaningful. Free verse allows ideas to flow freely and this freedom gives poets more space to expresstheir thoughts in a personal yet creative way. Overall, this project increased my appreciation for poetryand taught me to analyse a poem based on its style, message and emotional impact.FENELLA MELISENDA, 2102025070011Through this project I learned a lot about different styles of poetry and how each style expresses ideasand emotions in its own way. Limericks taught me that poems can be playful and funny. Haikus showedme that even very short poems can capture small meaningful moments in life or nature. Free versetaught me that poetry does not always need strict rules to express deep feelings. Concrete poemsshowed me that the shape and visual form of a poem can strengthen its message. I also learned aboutstanzas and how poets use them to organize ideas and create rhythm or emphasis.This project helped me improve my ability to analyze and appreciate poetry. I learned to notice detailslike word choice, line breaks, imagery and how they affect the meaning and emotion of a poem. It alsoinspired me to be more creative in expressing my own thoughts and feelings through writing. Overall, Ifeel more confident in understanding different poetry styles and using them in my own work.16
SELF REFLECTION_____________________________________________________________________________________LESTER LEE, 2102025090028In this project, I have learned styles of poetry and gained a better understanding. I always thought apoem is just a piece of paper with words every time I look at it and the more I look into it I understand itis not just words,it's a message, it's art, it's thoughts and emotions. I also learned that poems are not justlimited to one style but multiple in a sense and through that I was able to interpret poems and see andfeel what was written. Overall, I gained an understanding of what poems are and what they are meant tobe.HANA MONICA HARRY, 2102025070083Based on this project of making digital scrapbooks, each style taught me something new. Limericksshowed me that poems can be funny and playful. Haikus reminded me to appreciate small moments innature or feelings. Free Verse helped me see that poetry does not always need strict rules to expressstrong emotions. Concrete Poetry made me realise that the shape of a poem can also tell a story. Finally,learning about stanzas helped me understand how poets organise their ideas clearly.Through this reflection, I can say that this project has improved my understanding of how poems workand why writers choose different styles. It also encouraged me to think more creatively and express myfeelings using different forms of writing. Overall, this scrapbook has made me appreciate poetry more,and it has shown me that poetry is not difficult and it is another way of sharing our thoughts,imagination, and experiences with others.17
REFERENCES_____________________________________________________________________________________POEM: HOPE IS THE THING WITH FEATHERS (STANZA)Asad, O. (n.d.). Hope is the Thing with Feathers by Emily Dickinson. Poem Analysis. Retrieved November24, 2025, from https://poemanalysis.com/emily-dickinson/hope-is-the-thing-with-feathers/_____________________________________________________________________________________POEM: THE QUIET MORNING (FREE VERSE)Blakeley, S. (n.d.). Free Verse Poem Definition & Examples - Lesson. Study.com. Retrieved November 24,2025, from https://study.com/academy/lesson/what-is-free-verse-poetry-examples-definition.html____________________________________________________________________________________POEM: THE MOUSE’S TALE (CONCRETE)Carroll, L., & Baldwin, E. (n.d.). The Mouse's Tale by Lewis Carroll. Poem Analysis. Retrieved November24, 2025, from https://poemanalysis.com/lewis-carroll/the-mouses-tale/_____________________________________________________________________________________FLASH FICTION: THE MONKEY’S PAWJacobs, W. W. (1902). The Monkey’s Paw. London: Harper & Brothers._____________________________________________________________________________________POEM: THERE WAS AND OLD MAN WITH A BEARD (LIMERICK)Lear, E. (n.d.). There was an Old Man with a Beard. Poetry Foundation. Retrieved November 24, 2025,from https://www.poetryfoundation.org/poems/45755/there-was-an-old-man-with-a-beard_____________________________________________________________________________________POEM: I HEARD NO MUSIC (HAIKU)O'Brian, P. (2020, February 1). Haiku Poem | “all love songs are true”. Peter Galen Massey. RetrievedNovember 24, 2025, from https://petergalenmassey.com/2020/02/01/all-love-songs-are-true-haiku/18
APPENDIXAPPENDIX A - TASK PLANNINGScreenshot of the group discussion where we divided the tasks and decided which poem and story eachmember would work on. This shows how we organized and started our work.19
APPENDIXAPPENDIX B - PREPARATION AND HANDLING WORKThis part of the Appendix shows how we started our project. We planned everything well but had someissues with the scrapbook as it did not really fit the theme for digital scrapbook, as you can see in thefirst picture. Nevertheless we solved our problem smoothly because every team member wasunderstanding.20
APPENDIXAPPENDIX C - POST MORTEM OF EVIDENCE (FINAL CHECK)The final part of the Appendix shows how we reviewed our final project. In the “Post-Mortem” stage, wechecked the report and scrapbook against the rubrics. We made sure nothing was missing, like the fivepoem styles and flash fiction. The photos show us reviewing the project and noting what we learned,which is why Self-Reflections are included21