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English Online. Every child literate - a shared responsibility.

Learning task 3: Characterisation

  1. Over the next 2-3 sessions students are introduced to the stylistic (RTF 9KB) as part of a focused drafting process. In a typical session the teacher might take 2 or 3 of these suggestions, introduce them one at a time and then give learners the opportunity to apply them to their own writing where it will lead to an improvement.
  2. Characterisation - in a similar way learners are introduced to ways to enhance characterisation. They are then asked to apply some of these to a key character in their writing to make that person more fully rounded, credible and interesting:

    Here are some ways to bring a key character to life, give them more believability for readers. Take one of your characters and decide which of the following suggestions would be helpful in improving the way your reader can get a full picture of her/him.

    (1) Description - Physical description is obviously an important way that writers give their reader a clear idea of what a character looks like. This includes: the way they look (physical stature, facial features, typical clothing) and the way they move. See the extract from Katherine Mansfield's dolls (RTF 5KB) where we are provided with a very revealing description of Lil and Our Else from the way they look and are dressed.

    Patricia Grace in drifting (RTF 4KB) is equally skilled at providing a picture of the Uncle, focusing on his size as well as his other physical attributes.

    However don't exclude senses other than sight. See how Clive James in his clive_james (RTF 5KB) , uses smells to give us more information about his father.

    (2) Surroundings - Where they are. The background in which you place a character can be very important in establishing them in your reader's mind eg. your description of your teacher in the classroom would read very differently to your description of her or him on a sport field. See how Len Deighton does it in the short extract from funeral (RTF 4KB) .

    Find out more from Creating the Perfect Setting - Part I (and Part II ).

    (3) Dialogue - what your character says and how they say it can have a huge impact on the way your reader will respond to them. Helpful here is the use of typical sayings which your character often uses. See how Rowley Habib uses dialogue in motu (RTF 5KB) to provide insight into the two main characters and their differences.

    Find out more from On Writing - Dialogue , and Dialogue, a Few Sins and a Sinner .

    (4) Actions - what they do. Again, typical actions or mannerisms are sometimes very helpful in illuminating characters. Notice how Liam O'Flaherty in sniper (RTF 5KB) gives us plenty of insight into his character's state of mind in the way he describes some simple actions he does.

    (5) Reactions - the way others respond to your character can also help give the reader more insight into the way they feel. In escalator (RTF 5KB) by Witi Ihimaera the attendants' reactions to Miriama are as important as anything she does herself.

    Find out more from:
    On Writing - Constructing Characters
    Writings on a River - Creating Composite Characters, Like Those of Mark Twain .
    Study of Literary Characters 'Transforms' Student Writing

  3. After every two sessions students should be placed in peer groups so that they can content (RTF 5KB) each other's writing to see how well the stylistic suggestions, structural changes, and suggestions for improving characterisation have been incorporated in their writing.



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