English First Additional Language - Term 1 - Week 4

Think about your taxi ride from Soweto to Johannesburg: you notice the driver’s jokes, the auntie’s loud phone call, the student with exam notes. These details show character. In stories, characters are the people (or sometimes animals) who drive the action. Writers reveal characters in two main ways: direct characterisation (the author tells us, e.g., 'Sipho is shy') and indirect characterisation (we learn from actions, speech, or what others say, e.g., Sipho avoids eye contact and speaks softly). For example, in a story set in Khayelitsha, Thandi might be described as 'determined' (direct), but we also see her waking up early to study by candlelight during load-shedding (indirect). Many learners think only what the author says directly counts, but indirect clues are just as important. Always look for both types when reading.

Imagine reading a story set in a minibus taxi during a thunderstorm in Durban. The setting isn’t just background—it shapes the mood and the characters’ choices. Setting includes place (like Polokwane or Mthatha), time (such as during the 2010 World Cup), and atmosphere (tense, joyful, dangerous). For example, if a story takes place during a Springboks match, the excitement or tension in the air will affect how characters behave. Sometimes learners confuse setting with just the physical location, but it’s also about when and what’s happening around the characters. Ask: How does the setting affect what the characters do or feel? Does the setting create problems or opportunities for them?

Picture Ahmed, a Grade 10 learner in Mthatha, who must walk home during load-shedding. The dark streets make him nervous, and he decides to take a shortcut. This decision, shaped by both his character (cautious but resourceful) and the setting (dark, unsafe streets), drives the plot forward. The plot is the sequence of events in the story. When you analyse, ask yourself: Would the story be different if the setting changed? Would Ahmed act the same way in daylight? Many learners mistakenly separate plot from setting and character, but they work together. Always look for how the place, time, and people’s personalities push the story along.

Step 1: Read this sentence: 'Lerato always shared her lunch with classmates who forgot theirs.' Step 2: Ask, does the author tell us directly what Lerato is like? No, but her action shows kindness. We see her behaviour and can infer her character trait from what she does, not what is stated. Step 3: Decide: Is this direct or indirect characterisation? It’s indirect, because we infer her trait from her actions, not from a direct statement. Step 4: Explain why: Indirect characterisation gives us clues through actions, speech, or reactions. Here, Lerato’s kindness is shown, not told. Final Answer: Indirect characterisation. Sanity check: If the author had written 'Lerato is kind', that would be direct. Always check if you are being told or shown.

Step 1: Read: 'During load-shedding in Soweto, Sipho missed his online class.' Step 2: Identify the setting: Soweto, during load-shedding. The time and place are both important here. Step 3: Ask: How does this setting affect the plot? The power cut causes Sipho to miss class, which might lead to conflict with his teacher or missing important information. This could create tension or a new event in the story. Step 4: State the effect: The setting creates a problem that drives the story forward, showing how external factors impact the character’s life. Final Answer: The setting (load-shedding) directly causes Sipho’s problem and influences what happens next. Sanity check: If there was no load-shedding, Sipho would attend class as normal, and the plot would change.

Question: In a story, 'Thandi clenched her fists and stood up to the bully.' Is this direct or indirect characterisation? Let’s think: The author doesn’t say 'Thandi is brave', but her action shows it. We have to look at what she does to understand her character. Model response: This is indirect characterisation, because we learn about Thandi’s bravery from what she does, not from a direct statement. Now you try: 'Ahmed is always honest, even when it’s hard.' Is this direct or indirect characterisation? Answer: Direct characterisation. The author tells us Ahmed’s trait directly, so it’s not inferred from actions.

Question: 'During a heavy rainstorm in Durban, Lerato couldn’t get to school.' How does the setting affect the plot? Let’s think: The rainstorm (setting) stops Lerato from going to school, which could lead to her missing an important test or event. This changes her day and could create new problems or opportunities in the story. Model response: The setting creates a problem that changes what happens in the story, showing how external conditions shape the plot. Now you try: 'At night in Khayelitsha, Sipho heard strange noises outside.' How might the setting influence Sipho’s actions? Answer: The nighttime setting might make Sipho feel scared or cautious, affecting his choices and possibly leading him to act differently than he would during the day.

1. List two ways an author shows what a character is like. Give an example of each from a story or your own life. 2. Name the setting (place and time) of a story set in Soweto during a taxi strike. Describe how this setting might affect the story. 3. Identify whether this is direct or indirect characterisation: 'Sipho is generous.' Explain your answer in one sentence.

1. Explain how the setting of load-shedding in Polokwane could affect a learner’s actions in a story. Give a possible consequence for the plot. 2. Give an example of indirect characterisation using a character from your community. Write a sentence showing their trait through action. 3. Describe how the mood of a story might change if it’s set during a Banyana Banyana victory parade. Use evidence from the setting to support your answer.

1. Analyse how both character and setting work together to create conflict in a short story of your choice. Use specific details from the text. 2. Compare two characters from different stories, focusing on how their settings shape their actions and decisions. Give examples for each. 3. Justify why understanding setting is important when answering exam questions about plot. Support your answer with a real or imagined example.

• When the author shows a character’s traits through actions
• When the author tells you exactly what a character is like
• When other characters talk about someone
• When the setting reveals a character’s mood

Answer: When the author tells you exactly what a character is like

Direct characterisation is when the author states a trait plainly, not through actions or others’ words. Many confuse this with indirect clues.

• 'Ahmed is hardworking.'
• 'Lerato always arrives early and helps clean the classroom.'
• 'The story takes place in Durban.'
• 'Sipho is tall.'

Answer: 'Lerato always arrives early and helps clean the classroom.'

Indirect characterisation shows us what a character is like through their actions, not by stating it directly. The other options either tell us directly or describe setting or appearance, which is not indirect characterisation. Many learners mistakenly think any description is indirect, but only actions, speech, or reactions that reveal traits count.

• By describing what characters look like
• By creating problems or opportunities for characters
• By making the story longer
• By telling us what characters think

Answer: By creating problems or opportunities for characters

Setting can introduce challenges or possibilities that change what happens in the story. For example, a taxi strike might force a character to walk home, leading to new events. Many learners overlook how setting drives the plot forward, not just the background.

• 'The sun set over the busy streets of Mthatha.'
• 'Sipho is nervous.'
• 'She is generous.'
• 'He ran quickly.'

Answer: 'The sun set over the busy streets of Mthatha.'

This sentence provides both time (sunset) and place (Mthatha), which are key elements of setting. The other options describe character traits or actions, not the environment. Learners often confuse setting with character or action, so always look for time and place.