Original Research

Jong lesers se identifisering met karakters: skryfteorie en -praktyk

F. Greyling
Literator | Vol 26, No 2 | a230 | DOI: https://doi.org/10.4102/lit.v26i2.230 | © 2005 F. Greyling | This work is licensed under CC Attribution 4.0
Submitted: 31 July 2005 | Published: 31 July 2005

About the author(s)

F. Greyling, Vakgroep Skryfkuns, Skool vir Tale, Potchefstroomkampus, Noordwes-Universiteit, South Africa

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Abstract

Young readers’ identification with characters: the theory and practice of creative writing

It is generally acknowledged that reader identification with characters contributes to readers’ involvement in the text and the subsequent pleasure derived from reading stories. It seems that establishing a relationship with the implied reader of the text comes naturally for successful authors. There is, however, a lack of coherent theory on reader identification with characters which can be used in the teaching of creative writing. This article combines insights gained from various disciplines in order to develop a coherent theory of the phenomenon of reader identification. Of special interest are the results of reader-response research regarding the relation between individuals’ development phase and identification with characters. Some of the possibilities which the writer can utilise to establish a relationship with the reader and influence the nature of reader identification with characters are the choice of characters and their depiction in the text, the narrative strategy and the use of viewpoint.

Keywords

Character; Childrens Literature; Creative Writing; Identification; Reader; Youth Literature

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Crossref Citations

1. Keeping it real for the sake of my career: An exploration of teaching creative writing in the broader Afrikaans literary system (1995–2012)
Leti Kleyn
Literator  vol: 34  issue: 2  year: 2013  
doi: 10.4102/lit.v34i2.416