Die keuse, skep en voorstelling van karakters in verhale vir 11-14-jariges

Abstract

Successful characters have always been regarded as important in ensuring the success of a story. It is clear, however, that in child and youth literature manuscripts often lack adequate character portrayal. The aim of the investigation is to fill the gap that exists in respect of creative writing, in general, and characters in youth literature, specifically. As the implicit reader is already envisioned when the writer decides on the form the work will assume, the target group is the obvious point of departure for the investigation. The central, theoretical argument that applies is that 11-14 year-olds have a characteristic profile that distinguishes them as a unique reader group. From this it follows that a relationship between the reader profile and genre conventions can be indicated, that it can be applied specifically to character as an element of the narrative, and as such, can be described and structured to be applicable to creative writing as discipline. In discussions on the nature of children and youth literature, various aspects occur repeatedly. The presumption that they are also factors that exert a meaningful influence on the characters in the genre is largely confirmed by research. Insights gleaned from literary theory and creative writing, as well as psychology, education and readership are utilised. Based on development characteristics, 11- 14 year-olds are identifiable as a group with a unique profile. Social cognitive development appears to be of special importance in character portrayal. Unique reading habits, needs and strategies contribute to further definition of the reader group. As a result of the educational situatedness of the youth, ideology plays an important role in youth literature. In order to establish a theoretical framework, character is studied from the perspective of literary theory and the art of writing, and the phases of character formation ( character selection, creation and portrayal) are linked to the writing process. Reader identification with characters largely contributes to reader involvement and to the pleasure a young reader derives from stories. Identification with characters also appears to be the predominant reading strategy of the target group. Through selection and equipping of characters, and by means of portrayal, the writer is able to influence the aesthetic distance between reader and character. Characteristic genres and genre conventions are identifiable in child and youth literature. These establish a framework of expectations with the reader, which co-determines the handling of characters. Character selection and equipment, as well as the narrative situation, are closely related tot each particular sub-genre. Theory and practice are combined in this study by reviewing an own manuscript, building on the theoretical foundation laid in earlier chapters and referees' reports. A chapter of the manuscript is edited accordingly The research results can be used in teaching creative writing, can serve as a source of reference for the individual writer, and can be used by publishers for evaluating manuscripts. In addition, such results could also be of value in literature science, library and information science, and education.