how to write an english essay grade 11

Essay Writing: A complete guide for students and teachers

P LANNING, PARAGRAPHING AND POLISHING: FINE-TUNING THE PERFECT ESSAY

Essay writing is an essential skill for every student. Whether writing a particular academic essay (such as persuasive, narrative, descriptive, or expository) or a timed exam essay, the key to getting good at writing is to write. Creating opportunities for our students to engage in extended writing activities will go a long way to helping them improve their skills as scribes.

But, putting the hours in alone will not be enough to attain the highest levels in essay writing. Practice must be meaningful. Once students have a broad overview of how to structure the various types of essays, they are ready to narrow in on the minor details that will enable them to fine-tune their work as a lean vehicle of their thoughts and ideas.

In this article, we will drill down to some aspects that will assist students in taking their essay writing skills up a notch. Many ideas and activities can be integrated into broader lesson plans based on essay writing. Often, though, they will work effectively in isolation – just as athletes isolate physical movements to drill that are relevant to their sport. When these movements become second nature, they can be repeated naturally in the context of the game or in our case, the writing of the essay.

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Planning an essay

The Boys Scouts’ motto is famously ‘Be Prepared’. It’s a solid motto that can be applied to most aspects of life; essay writing is no different. Given the purpose of an essay is generally to present a logical and reasoned argument, investing time in organising arguments, ideas, and structure would seem to be time well spent.

Given that essays can take a wide range of forms and that we all have our own individual approaches to writing, it stands to reason that there will be no single best approach to the planning stage of essay writing. That said, there are several helpful hints and techniques we can share with our students to help them wrestle their ideas into a writable form. Let’s take a look at a few of the best of these:

BREAK THE QUESTION DOWN: UNDERSTAND YOUR ESSAY TOPIC.

Whether students are tackling an assignment that you have set for them in class or responding to an essay prompt in an exam situation, they should get into the habit of analyzing the nature of the task. To do this, they should unravel the question’s meaning or prompt. Students can practice this in class by responding to various essay titles, questions, and prompts, thereby gaining valuable experience breaking these down.

Have students work in groups to underline and dissect the keywords and phrases and discuss what exactly is being asked of them in the task. Are they being asked to discuss, describe, persuade, or explain? Understanding the exact nature of the task is crucial before going any further in the planning process, never mind the writing process .

BRAINSTORM AND MIND MAP WHAT YOU KNOW:

Once students have understood what the essay task asks them, they should consider what they know about the topic and, often, how they feel about it. When teaching essay writing, we so often emphasize that it is about expressing our opinions on things, but for our younger students what they think about something isn’t always obvious, even to themselves.

Brainstorming and mind-mapping what they know about a topic offers them an opportunity to uncover not just what they already know about a topic, but also gives them a chance to reveal to themselves what they think about the topic. This will help guide them in structuring their research and, later, the essay they will write . When writing an essay in an exam context, this may be the only ‘research’ the student can undertake before the writing, so practicing this will be even more important.

RESEARCH YOUR ESSAY

The previous step above should reveal to students the general direction their research will take. With the ubiquitousness of the internet, gone are the days of students relying on a single well-thumbed encyclopaedia from the school library as their sole authoritative source in their essay. If anything, the real problem for our students today is narrowing down their sources to a manageable number. Students should use the information from the previous step to help here. At this stage, it is important that they:

●      Ensure the research material is directly relevant to the essay task

●      Record in detail the sources of the information that they will use in their essay

●      Engage with the material personally by asking questions and challenging their own biases

●      Identify the key points that will be made in their essay

●      Group ideas, counterarguments, and opinions together

●      Identify the overarching argument they will make in their own essay.

Once these stages have been completed the student is ready to organise their points into a logical order.

WRITING YOUR ESSAY

There are a number of ways for students to organize their points in preparation for writing. They can use graphic organizers , post-it notes, or any number of available writing apps. The important thing for them to consider here is that their points should follow a logical progression. This progression of their argument will be expressed in the form of body paragraphs that will inform the structure of their finished essay.

The number of paragraphs contained in an essay will depend on a number of factors such as word limits, time limits, the complexity of the question etc. Regardless of the essay’s length, students should ensure their essay follows the Rule of Three in that every essay they write contains an introduction, body paragraphs, and a conclusion.

Generally speaking, essay paragraphs will focus on one main idea that is usually expressed in a topic sentence that is followed by a series of supporting sentences that bolster that main idea. The first and final sentences are of the most significance here with the first sentence of a paragraph making the point to the reader and the final sentence of the paragraph making the overall relevance to the essay’s argument crystal clear. 

Though students will most likely be familiar with the broad generic structure of essays, it is worth investing time to ensure they have a clear conception of how each part of the essay works, that is, of the exact nature of the task it performs. Let’s review:

Common Essay Structure

Introduction: Provides the reader with context for the essay. It states the broad argument that the essay will make and informs the reader of the writer’s general perspective and approach to the question.

Body Paragraphs: These are the ‘meat’ of the essay and lay out the argument stated in the introduction point by point with supporting evidence.

Conclusion: Usually, the conclusion will restate the central argument while summarising the essay’s main supporting reasons before linking everything back to the original question.

ESSAY WRITING PARAGRAPH WRITING TIPS

●      Each paragraph should focus on a single main idea

●      Paragraphs should follow a logical sequence; students should group similar ideas together to avoid incoherence

●      Paragraphs should be denoted consistently; students should choose either to indent or skip a line

●      Transition words and phrases such as alternatively , consequently , in contrast should be used to give flow and provide a bridge between paragraphs.

HOW TO EDIT AN ESSAY

Students shouldn’t expect their essays to emerge from the writing process perfectly formed. Except in exam situations and the like, thorough editing is an essential aspect in the writing process. 

Often, students struggle with this aspect of the process the most. After spending hours of effort on planning, research, and writing the first draft, students can be reluctant to go back over the same terrain they have so recently travelled. It is important at this point to give them some helpful guidelines to help them to know what to look out for. The following tips will provide just such help: 

One Piece at a Time: There is a lot to look out for in the editing process and often students overlook aspects as they try to juggle too many balls during the process. One effective strategy to combat this is for students to perform a number of rounds of editing with each focusing on a different aspect. For example, the first round could focus on content, the second round on looking out for word repetition (use a thesaurus to help here), with the third attending to spelling and grammar.

Sum It Up: When reviewing the paragraphs they have written, a good starting point is for students to read each paragraph and attempt to sum up its main point in a single line. If this is not possible, their readers will most likely have difficulty following their train of thought too and the paragraph needs to be overhauled.

Let It Breathe: When possible, encourage students to allow some time for their essay to ‘breathe’ before returning to it for editing purposes. This may require some skilful time management on the part of the student, for example, a student rush-writing the night before the deadline does not lend itself to effective editing. Fresh eyes are one of the sharpest tools in the writer’s toolbox.

Read It Aloud: This time-tested editing method is a great way for students to identify mistakes and typos in their work. We tend to read things more slowly when reading aloud giving us the time to spot errors. Also, when we read silently our minds can often fill in the gaps or gloss over the mistakes that will become apparent when we read out loud.

Phone a Friend: Peer editing is another great way to identify errors that our brains may miss when reading our own work. Encourage students to partner up for a little ‘you scratch my back, I scratch yours’.

Use Tech Tools: We need to ensure our students have the mental tools to edit their own work and for this they will need a good grasp of English grammar and punctuation. However, there are also a wealth of tech tools such as spellcheck and grammar checks that can offer a great once-over option to catch anything students may have missed in earlier editing rounds.

Putting the Jewels on Display: While some struggle to edit, others struggle to let go. There comes a point when it is time for students to release their work to the reader. They must learn to relinquish control after the creation is complete. This will be much easier to achieve if the student feels that they have done everything in their control to ensure their essay is representative of the best of their abilities and if they have followed the advice here, they should be confident they have done so.

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• What is an essay? 

What makes a good essay?

Typical essay structure, 7 steps to writing a good essay, a step-by-step guide to writing a good essay.

Whether you are gearing up for your GCSE coursework submissions or looking to brush up on your A-level writing skills, we have the perfect essay-writing guide for you. 💯

Staring at a blank page before writing an essay can feel a little daunting . Where do you start? What should your introduction say? And how should you structure your arguments? They are all fair questions and we have the answers! Take the stress out of essay writing with this step-by-step guide – you’ll be typing away in no time. 👩‍💻

What is an essay?

Generally speaking, an essay designates a literary work in which the author defends a point of view or a personal conviction, using logical arguments and literary devices in order to inform and convince the reader.

So – although essays can be broadly split into four categories: argumentative, expository, narrative, and descriptive – an essay can simply be described as a focused piece of writing designed to inform or persuade. 🤔

The purpose of an essay is to present a coherent argument in response to a stimulus or question and to persuade the reader that your position is credible, believable and reasonable. 👌

So, a ‘good’ essay relies on a confident writing style – it’s clear, well-substantiated, focussed, explanatory and descriptive . The structure follows a logical progression and above all, the body of the essay clearly correlates to the tile – answering the question where one has been posed. 

But, how do you go about making sure that you tick all these boxes and keep within a specified word count? Read on for the answer as well as an example essay structure to follow and a handy step-by-step guide to writing the perfect essay – hooray. 🙌

Sometimes, it is helpful to think about your essay like it is a well-balanced argument or a speech – it needs to have a logical structure, with all your points coming together to answer the question in a coherent manner. ⚖️

Of course, essays can vary significantly in length but besides that, they all follow a fairly strict pattern or structure made up of three sections. Lean into this predictability because it will keep you on track and help you make your point clearly. Let’s take a look at the typical essay structure:  

#1 Introduction

Start your introduction with the central claim of your essay. Let the reader know exactly what you intend to say with this essay. Communicate what you’re going to argue, and in what order. The final part of your introduction should also say what conclusions you’re going to draw – it sounds counter-intuitive but it’s not – more on that below. 1️⃣

Make your point, evidence it and explain it. This part of the essay – generally made up of three or more paragraphs depending on the length of your essay – is where you present your argument. The first sentence of each paragraph – much like an introduction to an essay – should summarise what your paragraph intends to explain in more detail. 2️⃣

#3 Conclusion

This is where you affirm your argument – remind the reader what you just proved in your essay and how you did it. This section will sound quite similar to your introduction but – having written the essay – you’ll be summarising rather than setting out your stall. 3️⃣

No essay is the same but your approach to writing them can be. As well as some best practice tips, we have gathered our favourite advice from expert essay-writers and compiled the following 7-step guide to writing a good essay every time. 👍

#1 Make sure you understand the question

#2 complete background reading.

#3 Make a detailed plan 

#4 Write your opening sentences 

#5 flesh out your essay in a rough draft, #6 evidence your opinion, #7 final proofread and edit.

Now that you have familiarised yourself with the 7 steps standing between you and the perfect essay, let’s take a closer look at each of those stages so that you can get on with crafting your written arguments with confidence . 

This is the most crucial stage in essay writing – r ead the essay prompt carefully and understand the question. Highlight the keywords – like ‘compare,’ ‘contrast’ ‘discuss,’ ‘explain’ or ‘evaluate’ – and let it sink in before your mind starts racing . There is nothing worse than writing 500 words before realising you have entirely missed the brief . 🧐

Unless you are writing under exam conditions , you will most likely have been working towards this essay for some time, by doing thorough background reading. Re-read relevant chapters and sections, highlight pertinent material and maybe even stray outside the designated reading list, this shows genuine interest and extended knowledge. 📚

#3 Make a detailed plan

Following the handy structure we shared with you above, now is the time to create the ‘skeleton structure’ or essay plan. Working from your essay title, plot out what you want your paragraphs to cover and how that information is going to flow. You don’t need to start writing any full sentences yet but it might be useful to think about the various quotes you plan to use to substantiate each section. 📝

Having mapped out the overall trajectory of your essay, you can start to drill down into the detail. First, write the opening sentence for each of the paragraphs in the body section of your essay. Remember – each paragraph is like a mini-essay – the opening sentence should summarise what the paragraph will then go on to explain in more detail. 🖊️

Next, it's time to write the bulk of your words and flesh out your arguments. Follow the ‘point, evidence, explain’ method. The opening sentences – already written – should introduce your ‘points’, so now you need to ‘evidence’ them with corroborating research and ‘explain’ how the evidence you’ve presented proves the point you’re trying to make. ✍️

With a rough draft in front of you, you can take a moment to read what you have written so far. Are there any sections that require further substantiation? Have you managed to include the most relevant material you originally highlighted in your background reading? Now is the time to make sure you have evidenced all your opinions and claims with the strongest quotes, citations and material. 📗

This is your final chance to re-read your essay and go over it with a fine-toothed comb before pressing ‘submit’. We highly recommend leaving a day or two between finishing your essay and the final proofread if possible – you’ll be amazed at the difference this makes, allowing you to return with a fresh pair of eyes and a more discerning judgment. 🤓

If you are looking for advice and support with your own essay-writing adventures, why not t ry a free trial lesson with GoStudent? Our tutors are experts at boosting academic success and having fun along the way. Get in touch and see how it can work for you today. 🎒

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11+ Essay Writing

Independent School Essay Writing  Next Page.

With thanks to various 11+ Forum members, particularly Freya, for their helpful posts on this topic.

Children often feel that the essay element of the 11+ is a monumental task, and parents preparing them for it often feel the same way! We hope that the advice on this page will help your and your child to break the task down into manageable pieces, and also provide you with some useful shortcuts.

On this section you will also find advice on essay writing from an 11+ veteran who took several Independent School exams. The advice given is particularly helpful for longer essays and for more challenging topics and tests.

The essay test may be as little as 20 minutes or as long as 50 minutes, and may be factual or fiction. There is usually a choice of titles, but it is important to check the type of topics that have come up in the tests for each school in the past. There are some examples below of essay titles that have come up in past 11+ tests around the country to get you started.

Examiners in different areas may have different priorities. In some areas they will mainly be interested in the content of the work, rather than demanding good spelling or punctuation. In other areas accurate grammar, punctuation and spelling may be required as well. All examiners will be looking for one key thing: the “beginning, middle and end” that most children find so difficult to achieve in essays.

If your child does not excel at fiction writing and you know for certain that they will have a choice of factual or fiction topics, you could focus on developing their ability to write a persuasive factual essay rather than battling uphill with creative writing.

Learning good planning technique is essential to success in an 11+ essay. The elements that need to be planned are:

• Who are the characters? Can you describe them?
• Where is the story set?
• What is the plot – what will happen in the story?
• How will the story begin?
• What will happen in the middle?
• How will it end?

With very limited time for planning an essay in the 11+ a child must learn to make rough notes on all of these points within a very tight timescale. In some areas the children are given 5 minutes specifically to plan their essay, but in other areas that time is included in the time allotted for the whole task, and speed is critical.

Building up a “bank” of characters and settings that your child can fall back is well worth doing. Typical characters might be: a criminal; an old lady; a spooky person; a scary man, a nice friend, etc. Settings might include: A rocky seashore; a dark wood; an old, empty house, etc.

To develop the “beginning, middle and end” balance, you can work out how much your child is likely to write in the allotted time and then start to rule 3 sections on their page, one short one, a longer one and a third short one. They then have to complete the “beginning” within the space allowed in the first section, fit the middle into the longer section and the ending must take up the whole of the last section

Even after extensive practice a child may still find that they are running out of time. It is well worth preparing some “emergency endings”, and never,  ever  falling back on the stock phrase: “And then I woke up and realised it was all a dream”. It is an ending that makes the hearts of teachers and examiners sink to their boots!

Plenty of adjectives and adverbs will make for interesting writing, and you can help your child to make “stock lists” of appropriate words for different settings. For example, if the story is a “spooky” story, help them to think of dark, scary adjectives and adverbs.

As time goes on it is also worth helping a child come up with “stock phrases” that can fit into almost any essay, such as:

• Linking mood to weather: Tears like the rain/waterfalls; Eyes bruised like dark clouds; Heart beating as raindrops thundered; Eyes twinkling like dew on fresh grass.
• Descriptions of surroundings: Sweet, cloying scent; Patchwork of autumn leaves – vibrant reds, ochres, etc; Shafts of sunshine dappling; Trees whispering to each other; Angry water seething and boiling.
• Descriptions of being frightened: Being chased, hiding and anticipating being found.

Essay Topics

For creative writing, the topics set for 11+ essays tend to have the same common themes, and it is worth having a “stock” story that can be used in each of these settings:

• Being lost, scared or alone
• Doing something exciting or achieving something (’the best day of my life was . . . ’)
• Taking a holiday
• Having an adventure
• Being in a city or in the countryside

These are topics that have come up on past 11+ papers around the country, with a few additional titles contributed by our 11+ Forum members:

• A surprising spy
• Break time at school
• Write a story about a lost key
• Is life too hectic to enjoy fully?
• My favourite memories
• A farewell party
• An attempted robbery
• It was a while before I realised my cat could talk
• Moving Houses
• I don’t know what that noise was …..
• The new pupils
• The Burglary
• My Brilliant Idea
• Visiting Relatives
• The Balloon
• The school rules
• A place that inspires you
• Your favourite day out
• Are Jamie Oliver’s new school dinners a good idea.
• What makes a good friend?
• Describe the scene and the activities at a bus station.
• What are your reactions to discipline? How far is it necessary both at home and at school?
• How does the life of your generation differ from that of your grandparents?
• Discuss the good and bad effects of competition in modern life

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Related Pages

• Comprehension Exercises
• Essay Writing
• Importance of Reading
• Reading List
• Useful Resources for English
• Free Eleven Plus Papers

11+ Essentials – English Spelling, Punctuation and Grammar Book 1 (First Past the Post®)

Knowledge of spelling, punctuation and grammar is at the heart of 11 plus and Common Entrance exams, such as those set by Granada Learning (GL). The questions in this book have been designed to replicate the last three sections of the current GL 11 plus English test.

11+ Essentials – Creative Writing Examples Book 2 (First Past the Post®)

Creative Writing: Examples presents 11+ students with a variety of high-quality, creative writing pieces, written by their peers in preparation for their exam. This book is designed to address the key elements of the 11+ creative writing exam, using real creative pieces as examples.

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• Knowledge Base

The Beginner's Guide to Writing an Essay | Steps & Examples

An academic essay is a focused piece of writing that develops an idea or argument using evidence, analysis, and interpretation.

There are many types of essays you might write as a student. The content and length of an essay depends on your level, subject of study, and course requirements. However, most essays at university level are argumentative — they aim to persuade the reader of a particular position or perspective on a topic.

The essay writing process consists of three main stages:

• Preparation: Decide on your topic, do your research, and create an essay outline.
• Writing : Set out your argument in the introduction, develop it with evidence in the main body, and wrap it up with a conclusion.
• Revision:  Check your essay on the content, organization, grammar, spelling, and formatting of your essay.

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Table of contents

Essay writing process, preparation for writing an essay, writing the introduction, writing the main body, writing the conclusion, essay checklist, lecture slides, frequently asked questions about writing an essay.

The writing process of preparation, writing, and revisions applies to every essay or paper, but the time and effort spent on each stage depends on the type of essay .

For example, if you’ve been assigned a five-paragraph expository essay for a high school class, you’ll probably spend the most time on the writing stage; for a college-level argumentative essay , on the other hand, you’ll need to spend more time researching your topic and developing an original argument before you start writing.

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Before you start writing, you should make sure you have a clear idea of what you want to say and how you’re going to say it. There are a few key steps you can follow to make sure you’re prepared:

• Understand your assignment: What is the goal of this essay? What is the length and deadline of the assignment? Is there anything you need to clarify with your teacher or professor?
• Define a topic: If you’re allowed to choose your own topic , try to pick something that you already know a bit about and that will hold your interest.
• Do your research: Read  primary and secondary sources and take notes to help you work out your position and angle on the topic. You’ll use these as evidence for your points.
• Come up with a thesis:  The thesis is the central point or argument that you want to make. A clear thesis is essential for a focused essay—you should keep referring back to it as you write.
• Create an outline: Map out the rough structure of your essay in an outline . This makes it easier to start writing and keeps you on track as you go.

Once you’ve got a clear idea of what you want to discuss, in what order, and what evidence you’ll use, you’re ready to start writing.

The introduction sets the tone for your essay. It should grab the reader’s interest and inform them of what to expect. The introduction generally comprises 10–20% of the text.

1. Hook your reader

The first sentence of the introduction should pique your reader’s interest and curiosity. This sentence is sometimes called the hook. It might be an intriguing question, a surprising fact, or a bold statement emphasizing the relevance of the topic.

Let’s say we’re writing an essay about the development of Braille (the raised-dot reading and writing system used by visually impaired people). Our hook can make a strong statement about the topic:

The invention of Braille was a major turning point in the history of disability.

2. Provide background on your topic

Next, it’s important to give context that will help your reader understand your argument. This might involve providing background information, giving an overview of important academic work or debates on the topic, and explaining difficult terms. Don’t provide too much detail in the introduction—you can elaborate in the body of your essay.

3. Present the thesis statement

Next, you should formulate your thesis statement— the central argument you’re going to make. The thesis statement provides focus and signals your position on the topic. It is usually one or two sentences long. The thesis statement for our essay on Braille could look like this:

As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness.

4. Map the structure

In longer essays, you can end the introduction by briefly describing what will be covered in each part of the essay. This guides the reader through your structure and gives a preview of how your argument will develop.

The invention of Braille marked a major turning point in the history of disability. The writing system of raised dots used by blind and visually impaired people was developed by Louis Braille in nineteenth-century France. In a society that did not value disabled people in general, blindness was particularly stigmatized, and lack of access to reading and writing was a significant barrier to social participation. The idea of tactile reading was not entirely new, but existing methods based on sighted systems were difficult to learn and use. As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness. This essay begins by discussing the situation of blind people in nineteenth-century Europe. It then describes the invention of Braille and the gradual process of its acceptance within blind education. Subsequently, it explores the wide-ranging effects of this invention on blind people’s social and cultural lives.

Write your essay introduction

The body of your essay is where you make arguments supporting your thesis, provide evidence, and develop your ideas. Its purpose is to present, interpret, and analyze the information and sources you have gathered to support your argument.

Length of the body text

The length of the body depends on the type of essay. On average, the body comprises 60–80% of your essay. For a high school essay, this could be just three paragraphs, but for a graduate school essay of 6,000 words, the body could take up 8–10 pages.

Paragraph structure

To give your essay a clear structure , it is important to organize it into paragraphs . Each paragraph should be centered around one main point or idea.

That idea is introduced in a  topic sentence . The topic sentence should generally lead on from the previous paragraph and introduce the point to be made in this paragraph. Transition words can be used to create clear connections between sentences.

After the topic sentence, present evidence such as data, examples, or quotes from relevant sources. Be sure to interpret and explain the evidence, and show how it helps develop your overall argument.

Lack of access to reading and writing put blind people at a serious disadvantage in nineteenth-century society. Text was one of the primary methods through which people engaged with culture, communicated with others, and accessed information; without a well-developed reading system that did not rely on sight, blind people were excluded from social participation (Weygand, 2009). While disabled people in general suffered from discrimination, blindness was widely viewed as the worst disability, and it was commonly believed that blind people were incapable of pursuing a profession or improving themselves through culture (Weygand, 2009). This demonstrates the importance of reading and writing to social status at the time: without access to text, it was considered impossible to fully participate in society. Blind people were excluded from the sighted world, but also entirely dependent on sighted people for information and education.

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The conclusion is the final paragraph of an essay. It should generally take up no more than 10–15% of the text . A strong essay conclusion :

• Returns to your thesis
• Ties together your main points
• Shows why your argument matters

A great conclusion should finish with a memorable or impactful sentence that leaves the reader with a strong final impression.

What not to include in a conclusion

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An essay is a focused piece of writing that explains, argues, describes, or narrates.

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Grade 11 English

All about english hl for the grade 11 class of 2020, tsotsi – literature essay 1.

Date: 07 April 2020 Tsotsi (yellow)

Discuss the different ways in which characters understand what it means to be a man and/or a decent human. Use evidence from the novel to support your discussion.

Refer to: Gumboot Dlamini Boston Morris Tshabalala Miriam

length: 350-400 words

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English FAL Gr. 11 T2 W6_2020 - Writing and Presenting AIMS OF LESSON Essay writing

Writing and Presenting AIMS OF LESSON Essay writing

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Tsotsi Contextual Questions and Answers Grade 11

Tsotsi Contextual Questions and Answers Grade 11 :

Tsotsi Grade 11 Essay Questions and Answers (Memo)

List of Common Tsotsi Grade 11 Essay Questions and Answers

Question 1: identify the positive and negative occurrences that shape tsotsi’s life.

In the novel, Tsotsi by Athol Fugard, the main character can be seen as a dangerous criminal who manages to change for the better. The novel illustrates the idea that people are affected by the society in which they live whether it be positive or negative. The brutality of apartheid and Tsotsi’s desperate need for survival shaped his life. However, positive occurrences such as the baby and Boston gives the reader hope that, even in the darkest times, there are forces and people at work who can make changes better for them.

The brutality of apartheid filled Tsotsi with fear from a young age. The system not only left him being brought up by a single mother but later left him without a mother. This fear has a rippling effect resulting in Tsotsi running away, forcing himself to forget his past and live a life of crime. David Madondo is brought up by a single mother because his father is in prison. For a black man in apartheid in South Africa, being in prison did not necessarily imply that he had committed a crime. The fear of the police as well as the fear of his enraged father forms the foundation of Tsotsi’s life as a hardened criminal. Police arrest David’s mother during a midnight raid for people living without passes. David, scared of his father he never knew, and frightened when he sees his father’s violent abuse as he kicks the pregnant dog to death, runs away. These manifests itself the resulting in Tsotsi “giving into the darkness”. The apartheid regime not only left fear in the heart of a young boy but took away the one thing that once formed a positive and safe foundation in his life-his mother.

The only way David can deal with his trauma is to forget his past. He has to pretend that he has never known anything else so that he can survive and turns to a life of crime. A series of events leads Tsotsi out of the darkness of the life he has chosen for himself to a concept of love, light, god and forgiveness. Tsotsi commits to the darkest of crimes when he beats his associate, Boston, nearly to death. In the chaotic aftermath of the deed he runs away and tries to forget Boston’s warning that he may one day, feel. Running away from Boston catalyses the chain of events that will change Tsotsi further. Proof of his effect on Tsotsi is the fact Tsotsi consults Boston for advice once he realises, he wants to change. Tsotsi seeks redemption when he assists Boston with his wounds by taking him back to his shack and taking care of him and the changes in Tsotsi are revealed by the advice that he seeks from Boston.

On the fateful night that Tsotsi beats Boston up, he attempts to attack a young woman, but she hands him a box containing a baby instead. We see major change in Tsotsi’s thuggish exterior through this incident because Tsotsi chooses to take care of the child as best as he can. His careful care for the baby shows that he has the capacity for humanity. The decision changes him and he starts feeling for his next victim. He decides not to kill Morris Tshabalala because Morris expresses the desire to live. Tsotsi’s interaction with Miriam Ngidi introduces the idea that relationships and human interactions can be good. And Tsotsi remembers his past. He is made whole again.

The novel illustrates the idea that people are affected by society in which they live. It also gives the reader hope that even in the darkest times, there are forces and people at work who can make changes for the better.

It does not matter that Tsotsi dies at the end; he has found his goodness, and that is all that matters. He dies at peace with himself.

Question 2: Discuss the theme of redemption as seen in the novel, Tsotsi

The novel Tsotsi, by Athol Fugard, is a story of redemption and reconciliation, facing the past, and confronting the core elements of human nature. The character going through this journey, who the novel is named after, is a young man who is part of the lowest level of society, living in a shanty town in South Africa. Tsotsi is a thug, someone who kills for money and suffers no remorse. But he starts changing when circumstance finds him in possession of a baby, which acts as a catalyst in his life.

After beating up Boston he eventually takes Boston in and through caring for him, Tsotsi asks him a question pertaining to life in general. This nurturing and discussion allows Tsotsi to redeem himself not only to Boston but himself. Boston now knows Tsotsi is trying to fix himself and become a better person, therefore gaining respect for him. Next since Boston told Tsotsi he is looking for god, Tsotsi goes to the church and finds Isaiah, through their interaction Tsotsi learns more of god and what he and Christianity can do for you. Tsotsi agreed to return to the church later for a session. This shows us Tsotsi moving away from his state of sin and again moving closer to becoming David.

Once the baby came into Tsotsi’s life everything begins to change for Tsotsi. He starts learning to care or another human being and takes responsibility and not to pass the responsibility onto Miriam. Tsotsi cares for the baby- getting it milk and keeping it among the ruins so it can be safe. Tsotsi is unaware of the change taking place in him at his stage, but him hiding the baby shows the awareness that it goes against his sense of identity and doesn’t want anybody to know about it. His careful care for the baby shows that he has the capacity for humanity.

The final act of attains redemption is when Tsotsi attempts to save the bay at the end of the book. At the beginning of the novel Tsotsi was a life taker and by the end he moves to a life saver showing us his full circle of redemption. The author wants us to learn that although you may commit acts that are uncivil or incorrect you can always redeem yourself if you choose to do so. Tsotsi’s death while saving the baby shows his selflessness and is thus redeemable.

Tsotsi beings as a thug, showing no remorse. By the changes and his last deed is committing a great act of love, sacrificing himself for a baby. He regains memories of his childhood and discovers why he is the way he is. The novel sets the perimeters of being “human” as feeling empathy, having a mother, having morals, having an identity, having a spirituality and feeling love. Tsotsi learns these and is redeemed. It is a very moving story about the beauty of human nature and hope for redemption no matter what.

Question 3: Discuss the different gang members in the novel, including Tsotsi

In the novel Tsotsi, by Athol Fugard, all the gang members are victims of apartheid and turned to crime as mean of survival. Throughout the novel we see an evolution of Tsotsi’s’ character he starts off as a thug, killing for money and showing no remorse. But he starts changing when circumstance finds him in possession of a baby, which acts as a catalyst in his life.

Butcher is viewed as the most important member of the gang when it comes to killing and robbing people, he is very precise. Die Aap is an obedient follower, he is quiet and rather slow of mind, resulting in him not having very much to say and just does what he is told. Boston is the most civilized of the gang. He isalso the only gang member who is opposed to violence and his main problem is his curiosity he tends to ask too many questions which led to his demise with Tsotsi.

As a boy Tsotsi was innocent and content, living as a victim of apartheid. When his mother was taken from home, he was left to witness his father come home and upon realizing the house was empty, he lashed out on the dog, paralyzing its back legs and killing the litter. This scarred Tsotsi and pushed him to flee home and eventually get taken into Petah’s gang. This gang changed his identity; he became Tsotsi after several days with the gang participating in crime. Tsotsi becomes the leader of a gang who commit crimes in order to survive. Tsotsi has no morality, no memory and no history. He does not spend time trying to remember his past, he lives in the present moment. Our first impression of Tsotsi is that he is a violent man who is well respected within his gang. He beats Bostonbecause he attempts tobreak one of his rules- don’t ask questions- which is the only way he knows how to handle threats. After fleeing, Tsotsi is given a baby by a woman he intended to rape. This baby is the catalyst for his journey of self-discovery.

Tsotsi stalks his next victim, Morris who he plans to kill and rob, however; as Tsotsi stalks him he is given time to reflect and beings to build sympathy for Morris because the baby has changes his life values, and has learned to care and feel compassion. Morris also reminds him of the dog who was powerless in a similar situation. The sympathy he attains is translated to when he and Morris interact, and he decides to let him live. Not only has Tsotsi’s outlook changed but Morris now values his own life as well which he explains to Tsotsi. Their exchange leaves Tsotsi with the belief that he must value the little things in life in order to become redeemed. These events collectively influence Tsotsi to become David again,a human with a soul. No long is a murderous Tsotsi but a compassionate and loving young man. These new values are what drive him to attempt to save the baby at the end. His instinct of killing has evidently shifted to an instinct of saving lives without hesitation. When their bodies are discovered he has a smile on his face showing that he has no regrets and is pleased with who he has become. This is the ultimate sacrifice in life and the final step for Tsotsi to attain full redemption from past sins, becoming David- a new, admirable man.

Butcher, like all black males living in south Africa at the time, is a victim of apartheid. He was known as the killer; he never misses a strike and is the go-to man when the job needs to get done. Violence is the way he learned to survive because it is the only way he can. To Tsotsi Butcher isn’t much but a accurate, skilful and ruthless killer. This is evident whenBucher uses a bicycle poker to kill Gumboot Dhlamini. He skilfully pushed the spoke into his heart killing him. Bucher does not undergo any changes in the novel. When Tsotsi disappears Butcher joins another gang, continuing on with a life of crime.

Die Aap, like all the other characters were introduced to as a symbol of apartheid in South Africa. Die Aap is a very local character, he wants the gangto stay together when Tsotsi speaks of them to split, they are his brotherhood and he would sacrifice for them. Die Aap is very strong and has long arms, reflected in his name. The gang benefits from his strength. Die

Aap doesn’t play a huge role in the novel. For Die Aap, the gang was his sense of security. When Tsotsi tells him that the gang is over he is confused and lost.

Boston is the “brains’ of the group. He went to university but didn’t complete it because he was accused of raping a fellow student. This sent him down a path of resorting to crime for survival as he had no other way of making ends meet. Tsotsi’s gang benefits from Boston’s intelligence as he can evaluate their plan of action and whether or not it will work. He is a very knowledgeable character and always tells stories to the group when they aren’t out stalking prey. He is constantly asking Tsotsi questions- which go against Tsotsi’s two rules- and these questions began to make Tsotsi hate Boston.

In the outset of the novel Tsotsi beats Boston because of these questions and he accuses Tsotsi of having no decency. This influences Tsotsi’s decisions throughout the book. At the end of the novel Tsotsi seeks Boston out and cares for him in order to try and discover answers to similar questions Boston was asking earlier. Boston acts as a catalyst for Tsotsi’s search for god. He explains to Tsotsi that he must seek out god to get more answers and tells Tsotsi that everyone is“sick from life”.

Not only does he help Tsotsi understand what he must do to seek further redemption but the exchange they have also makes Boston realize he must go back home toseek redemption from his mother.

Tsotsi becomes a worthy man and finds redemption. Butcher eventually joins another gang and goes on with a life of crime. Die Aap loses his brotherhood and is confused and lost. Butcher has a realization and seeks redemption from his mother.

Essay Question 4: Tsotsi is influenced to undergo a process of personal development by his encounters with certain characters. Discuss the impact of Boston, the baby and Morris Tshabalala on Tsotsi’s growth so far in the novel.

Tsotsi starts the novel as a cold, hardened criminal. He has rules by which he lives his life by, and they involve staying in control. Despite being influenced by characters mentioned, his harsh lifestyle and the external conditions created by the politics of the day bring him to a tragic end.

Boston is the character who likes to question things and seemingly has some send of ‘decency’ or conscience in the gang. Proof of his conscience is seen when he gets sick after they kill Gumboot Dlamini. With Boston constantly questioning Tsotsi, he eventually gets provoked to beat him up and then runs away. Tsotsi can’t get the questions out of his head and he starts to reflect and is rattled by his encounter. Running away from Boston catalyses the chain of events that will change Tsotsi further. Proof of his effect on Tsotsi is the fact Tsotsi consults Boston for advice once he realises, he wants to change. Tsotsi seeks redemption when he assists Boston with his wounds by taking him back to his shack and taking care of him and the changes in Tsotsi are revealed by the advice that he seeks from Boston.

On the fateful night that Tsotsi beats Boston up, he attempts to attack a young woman, but she hands him a box containing a baby instead. We see major change in Tsotsi’s thuggish exterior through this incident because instead of doing away with the baby he decides to keep it and doesn’t know why. He cares for the baby- getting it milk and keeping it among the ruins so it can be safe.

Tsotsi is unaware of the change taking place in him at his stage, but him hiding the baby shows the awareness that it goes against his sense of identity and doesn’t want anybody to know about it. His careful care for the baby shows that he has the capacity for humanity. Tsotsi’s need for family is revealed when he refuses to give the baby to Miriam to take care of it because he feels a connection to the child. Tsotsi names the baby “David” after himself which reveals his need for family and the fact that he is embracing his lighter side once his memories open up.

Tsotsi dies trying to protect the baby at the ruins which shows that he has learnt to care for someone other than himself and something other than the “present moment”. With Morris Tshabalala there is an incredibly striking encounter in terms of witnessing a change in Tsotsi. It is a moment in the novel his inner darkness and cruel instincts are overcome. Morris is a paraplegic and his disability reminds Tsotsi of the yellow dog- he is triggered by his memories being present on Morris’ appearance and this moves him to action. Tsotsi feels sorry for him and when the moment comes to attack Morris, a conversation takes place between the two and there is a distinct change in Tsotsi. Morris asks Tsotsi if he wants to live and this question makes him consider what living is. Tsotsi also decides to spare the man. A very tangible change in Tsotsi’s choices are evident in his discussion with Morris which enable Boston and the Baby to influence him even further. After this encounter, the reader witnesses a turning point in Tsotsi’s life where he starts to seek redemption.

Essay Question 5: Discuss how Tsotsi, Morris Tshabalala and the baby all embody the struggle to survive:

The struggle for survival is embodied in the characters of the novel, Tsotsi. While Tsotsi’s struggle relates to his painful and emotional journey of self-discovery, Morris Tshabalala has to deal with both physical and emotional hardships on a daily basis. The baby, who is abandoned by his mother, shows resilience and a fighting spirit in spite of the difficulties he faces.

Tsotsi’s struggle for survival relates to the emotional journey he undertakes to rediscover his identity. It is not an easy journey as Tsotsi has blocked out the memories of his past because of his traumatic separation from his mother when he was ten years old, as well as the events immediately afterwards when the yellow dog died in agony after being kicked by Tsotsi’s father.

As a result of this separation and witnessing violence, Tsotsi suppresses all his memories and takes on a new identity. He turns to crime and gangsterism and is feared by others. His violent and powerful nature makes it seem as if he is strong and therefore not struggling to survive, but the world in which he operates in is actually fragile. This is shown in the way he needs to live by “three rules”. Significantly “if he failed to observe them the trouble started.”

Tsotsi’s struggle for survival is also shown when he sometimes remembers things from the past, which would “stir and start associations charged with pain and misery inside him”. Tsotsi’s journey towards self-discovery exploration of his memories are ultimately necessary for him to survive.

However, it is not easy to confront the past and Tsotsi’s new struggle for survival means turning his back on the gang as he allows himself to remember the past. While he finds redemption and purpose in his life, he ultimately loses the struggle for survival when he dies.

Morris Tshabalala’s struggle for survival is seen in his daily suffering as a disabled man. He has a “bent and broken body” because of a mining accident after which he lost his legs. He crawls along the pavements like “a dog” on a leash begging for money.

He is restless and bitter and sees those around him as walking on “stolen legs”. When Morris is pursued by Tsotsi, his struggle becomes one of life and death. However, when his like is spared, he is grateful for his existence and finds meaning in the small things in life. The reader is left with the feeling that even though he will be faced with difficulties and challenges throughout his life, survival is what he will fight for.

The baby’s struggle for survival begins when he is abandoned by his mother and shoved into the hands of someone who is the antithesis of a caring person. In the few days that follow he is subjected to difficult physical circumstances: being left in the ruins on his own; having to lie in soiled and dirty clothes; being fed with condensed milk and ants attacking him. Nevertheless, the baby survives and is thrown a lifeline when Miriam comes into his life.

Tsotsi, Morris and the baby all demonstrate resilience and toughness in their respective struggles for survival. During their respective journeys, Tsotsi finds his real identity, Morris discovers a new meaning in life and the baby shows a strong will to live.

Essay Question 6: Discuss the themes of human decency and morality with the characters Tsotsi, Miriam, Boston and Morris

All of these characters to some extent demonstrate the quality of human decency. Morris is resentful of his circumstances but finds it within himself to be kind. Boston, by questioning Tsotsi about decency tries to come to terms with the conflict inside of him after robbing and killing Gumboot.

Miriam is the embodiment of generosity and kindness. Tsotsi starts feeling empathy in his encounter with the baby and Morris Tshabalala.

Tsotsi shows compassion by caring for the baby and deciding not to kill Morris. Boston challenges Tsotsi after the murder of Gumboot. This is the first time he mentions decency “I had a little bit of it so I was sick.” It is clear that Boston not only has conflict about the gang’s actions, but also his role in it. He seems to have lost his sense of decency taking part in the gang’s crimes.

However, by challenging Tsotsi, Boston sets him on a path of finding decency within himself. In spite of his own sense of failure, he shows human decency by trying to answer Tsotsi’s questions even after Tsotsi had beaten him severely.

Morris feels he should give back something after Tsotsi spares his life. Even after enduring hours of being pursued, he feels he must “give this strange and terrible night something back”. He tells Tsotsi that mothers love their children. Although he is bitter about his disabled body, he still finds it in him to be decent and kind to his tormentor.

Miriam has a generous spirit and shows this by caring for and feeding the baby. She also shows that she cares for Tsotsi and helps him to see the value of life. Finally, even Tsotsi shows human decency and kindness. By allowing himself to remember his past, he starts to feel emotions too. This is evident in his caring for the baby, when he decides to spare Morris’ life and when he takes care of Boston. He shows the ultimate “decency” when he sacrifices his life to save the baby from the bulldozers.

Athol Fugard has shown that most people are capable of decency. Even Tsotsi, a murderer, gangster and criminal, eventually shows decency. Someone like Morris with huge physical constraints, also proves that decency can be found in the most unlikely places. Boston has a constant need to do the right thing. He is honest with himself and shows decency to others. Miriam is the epitome of human decency.

Contributor: Caylin Riley

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NCERT Solutions for Class 2 English Chapter 11: The Smart Monkey (Mridang)

NCERT Solutions for Class 2 Chapter 11 English - FREE PDF Download

Class 2 English NCERT Solutions Chapter 11, The Smart Monkey, describes the intelligence and wit of monkeys. With our engaging activities and colourful illustrations, you'll learn about their behaviours, habitats, and their role in the ecosystem.

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Glance on Class 2 English (Mridang) Chapter 11 - The Smart Monkey

The chapter "The Smart Monkey" is a story about a clever monkey who uses his intelligence to solve problems and outwit others.

The tale revolves around a monkey who encounters a tricky situation and uses his wit to escape or find a solution, showing his cleverness.

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The chapter gives insights into the behaviour of monkeys, particularly their playful and curious nature.

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Question 1. Have you seen people throwing packets or bottles in the park or on the road? Talk about it. Answer: Yes, we have seen most of the people doing it which is not good for the environment.

Question 2. After having biscuits, what do you do with the wrapper? Answer: I always throw it in the dustbin.

Question 3. Imagine you are sitting under a tree. What do you see on the tree? Answer: Birds, fruits, leaves, flowers.

Question 4. Is there a dustbin in your school? Do you know where it is? Answer: Yes, in every class and corridors

Let us Draw :

A. Draw any three things that you use to clean your house.

Let us Listen :

A. Close your eyes and listen to your teacher say the following words (see NCERT Textbook, page 80)

Say your name, clapping for each syllable of the name. How many times did you clap? Answer: Students' activity to be performed in class.

Let us Write:

A. Read the following sentences. Put a ✓ for correct sentences and a ✗ for incorrect sentences.

Anju and Farida went to their school. [ ]

Anju bought a bag and Farida bought a water bottle. [ ]

There was a bird on the branch of the tree. [ ]

The monkey had a banana. [ ]

The monkey threw the banana peel in the dustbin. [ ]

Anju and Farida went to their school. [✗]

Anju bought a bag and Farida bought a water bottle. [✓]

There was a bird on the branch of the tree. [✗]

The monkey had a banana. [✓]

The monkey threw the banana peel in the dustbin. [✓]

B. Complete the following sentences.

Farida and Anju sat on ______ under the tree to rest.

There was a monkey sitting ______ of the tree.

The two girls had a ______ and a bottle of juice.

The monkey threw the ______ into ______.

Farida and Anju sat on a bench under the tree to rest.

There was a monkey sitting on the branch of the tree.

The two girls had a packet of groundnuts and a bottle of juice.

The monkey threw the banana peel into the dustbin .

C. Write some of the things you do to keep your home and classroom clean. Answer:

Project Work:

A. Have you ever gone to a nearby shop with your family members? Share your experiences in the class. You may also draw or paste pictures of some of the things you liked in the shop, in the box given below.

Look at the pictures: Read the words below each picture

Answer: See the image carefully and read it.

Benefits of NCERT Solutions for Class 2 English Chapter 11 The Smart Monkey

Class 2 English Lesson 11 Question Answers provide detailed explanations of the lesson, helping students learn the lesson easily.

The solutions Break down the text and vocabulary, making it easier for students to understand the context and characters' actions.

Offers clear answers to textbook questions, enabling students to complete their assignments accurately and efficiently.

Class 2 English Chapter 11 Question Answers encourage critical thinking and discussion about empathy, cooperation, and problem-solving in real-life situations.

NCERT Solutions include engaging exercises and activities related to the chapter, making learning fun and interactive for students.

It helps students feel more prepared and confident in understanding the chapter's themes and content.

The Class 2 English Chapter 11 Question Answer PDF is available for FREE download so that students can easily access it when needed.

Important Study Material Links for English Chapter 11 Class 2 - The Smart Monkey

NCERT Solutions for English Class 2 Chapter 11 The Smart Monkey is a comprehensive resource for understanding the poem’s concepts. With step-by-step explanations and examples, students can learn the concepts effectively. The solutions aid exam preparation with exercises and practise questions. Accessible in PDF format, students can review the material conveniently. These solutions for English Mridang Chapter 11 Class 2 enhance understanding, and exam performance, making it easier for students studying in Class 2. You can easily access and download the FREE Class 2 English Chapter 11 PDF from Vedantu updated for the 2024-25 syllabus. Students can refer to these solutions to perform better in their examinations. 

Chapter-wise NCERT Solutions Class 2 English - Mridang

After familiarising yourself with the Class 2 English Chapter 11 Question Answers, you can access comprehensive NCERT Solutions from all English Class 2 Mridang textbook chapters.

Related Important Links for English (Mridang) Class 2

Along with this, students can also download additional study materials provided by Vedantu for English Class 2-

FAQs on NCERT Solutions for Class 2 English Chapter 11: The Smart Monkey (Mridang)

1. What is the main theme of Chapter 11, "The Smart Monkey"?

The chapter emphasises the importance of intelligence and cleverness in solving problems.

2. How does the monkey demonstrate his smartness in the Class 2 English Chapter 11 The Smart Monkey?

The monkey uses quick thinking and clever tricks to overcome challenges or escape tricky situations.

3. What lesson does "The Smart Monkey" teach children from English Class 2?

The story teaches that intelligence and wit can help solve problems and are often more powerful than physical strength.

4. What are the key traits of the monkey in the story of Chapter 11 from Class 2 English?

The monkey is portrayed as intelligent, resourceful, and quick-witted.

5. How does the chapter The Smart Monkey encourage problem-solving skills?

By showing how the monkey uses his brain to solve problems, the story encourages children to think creatively and use their intelligence.

6. What new vocabulary words are introduced in the Class 2 English Chapter 11 The Smart Monkey?

Words related to cleverness, problem-solving, and animal behaviour are introduced.

7. What role does intelligence play in Class 2 English Chapter 11?

Intelligence is the key factor that helps the monkey navigate difficult situations and outsmart others.

8. How can students relate the story of the smart monkey to their own lives?

Students can apply the lesson of using intelligence and creativity to solve their problems in daily life.

9. What activities might be included in the exercises in Chapter 11 The Smart Monkey from Class 2 English?

Activities may include answering questions about the story, discussing how the monkey solved problems, and drawing or describing the monkey’s clever actions.

10. How does the monkey's behaviour reflect the nature of real monkeys?

The monkey’s playful and curious nature in the story reflects the typical behaviour of real monkeys.