FULL NAMES:
STUDENT NUMBER:
UNIQUE NUMBER: 880630
MODULE CODE: ENG2613
MODULE NAME: APPLIED ENGLISH LITERATURE FOR
INTERMEDIATE PHASES – FIRST ADDITIONAL LANGUAGE
(FAL)
ASSIGNMENT: 01
YEAR MODULE 2025
1
, Question 1
1.1 The story “I want to be a chef!” by Kgosi Kgosi falls under the category of fiction. It is
not based on factual events but rather tells an imagined tale of a boy named Kabelo
who dreams of becoming a chef. The story presents a realistic scenario of a South
African child facing gender-based stereotypes, which positions it within the sub-genre of
realistic fiction (Horning, 2010:18). The characters, setting, and events are believable
and grounded in a familiar South African context. Kabelo’s community, school, and
home environment reflect daily life that many children in the country can relate to. The
story is written in prose, as seen from its paragraph structure and continuous narration,
which is typical of short stories (ENG2613, 2025:10). Unlike poetry or drama, the story
does not use stanzas or dialogue format that is typical of those genres. Instead, it
follows a clear narrative arc with characters, a conflict, and a resolution. The language
used is conversational and straightforward, matching the style usually found in prose
fiction (Horning, 2010:64). Therefore, it is clear that this story is a piece of realistic prose
fiction written to both entertain and teach valuable lessons relevant to young readers in
contemporary South Africa.
1.2 The story addresses several gender-based stereotypes, particularly the assumption
that cooking is an activity reserved for girls. This stereotype becomes clear when
Kabelo’s classmates mock him for aspiring to be a chef, stating that “cooking is for girls”
(ENG2613, 2025:4). This statement reinforces the outdated belief that certain careers or
activities are suitable only for one gender. Another stereotype portrayed in the story is
the notion that real boys must be interested in sports like rugby or soccer. Kabelo
expresses frustration when he says, “But I don’t like those things!” (ENG2613, 2025:4),
challenging the narrow definition of masculinity that excludes interests outside of sports.
The third stereotype that the story tackles is the idea that ambition must align with
societal expectations. Kabelo’s peers expect him to choose a profession like doctor or
astronaut—roles that are traditionally seen as more prestigious or acceptable for boys—
while his passion for cooking is dismissed as unusual. The story sends a strong
message against these stereotypes through Kabelo’s journey, especially when he
enters and eventually wins the Young Super Chef competition. His success proves that
2
STUDENT NUMBER:
UNIQUE NUMBER: 880630
MODULE CODE: ENG2613
MODULE NAME: APPLIED ENGLISH LITERATURE FOR
INTERMEDIATE PHASES – FIRST ADDITIONAL LANGUAGE
(FAL)
ASSIGNMENT: 01
YEAR MODULE 2025
1
, Question 1
1.1 The story “I want to be a chef!” by Kgosi Kgosi falls under the category of fiction. It is
not based on factual events but rather tells an imagined tale of a boy named Kabelo
who dreams of becoming a chef. The story presents a realistic scenario of a South
African child facing gender-based stereotypes, which positions it within the sub-genre of
realistic fiction (Horning, 2010:18). The characters, setting, and events are believable
and grounded in a familiar South African context. Kabelo’s community, school, and
home environment reflect daily life that many children in the country can relate to. The
story is written in prose, as seen from its paragraph structure and continuous narration,
which is typical of short stories (ENG2613, 2025:10). Unlike poetry or drama, the story
does not use stanzas or dialogue format that is typical of those genres. Instead, it
follows a clear narrative arc with characters, a conflict, and a resolution. The language
used is conversational and straightforward, matching the style usually found in prose
fiction (Horning, 2010:64). Therefore, it is clear that this story is a piece of realistic prose
fiction written to both entertain and teach valuable lessons relevant to young readers in
contemporary South Africa.
1.2 The story addresses several gender-based stereotypes, particularly the assumption
that cooking is an activity reserved for girls. This stereotype becomes clear when
Kabelo’s classmates mock him for aspiring to be a chef, stating that “cooking is for girls”
(ENG2613, 2025:4). This statement reinforces the outdated belief that certain careers or
activities are suitable only for one gender. Another stereotype portrayed in the story is
the notion that real boys must be interested in sports like rugby or soccer. Kabelo
expresses frustration when he says, “But I don’t like those things!” (ENG2613, 2025:4),
challenging the narrow definition of masculinity that excludes interests outside of sports.
The third stereotype that the story tackles is the idea that ambition must align with
societal expectations. Kabelo’s peers expect him to choose a profession like doctor or
astronaut—roles that are traditionally seen as more prestigious or acceptable for boys—
while his passion for cooking is dismissed as unusual. The story sends a strong
message against these stereotypes through Kabelo’s journey, especially when he
enters and eventually wins the Young Super Chef competition. His success proves that
2
