grade 11 english essays

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Eleventh grade language arts

IXL offers more than 100 eleventh grade language arts skills to explore and learn! Not sure where to start? Go to your personalized Recommendations wall to find a skill that looks interesting, or select a skill plan that aligns to your textbook, state standards, or standardized test.

Reading strategies

A. main idea.

• 1 Determine the main idea of a passage

B. Audience, purpose, and tone

• 1 Which text is most formal?
• 2 Compare passages for subjective and objective tone
• 3 Identify audience and purpose
• 4 Compare passages for tone

C. Literary devices

• 1 Identify the narrative point of view
• 2 Interpret the meaning of an allusion from its source
• 3 Recall the source of an allusion
• 4 Interpret the figure of speech
• 5 Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox
• 6 Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement
• 7 Classify the figure of speech: review
• 8 Analyze the effects of figures of speech on meaning and tone

D. Analyzing literature

• 1 Analyze short stories: set 1
• 2 Analyze short stories: set 2
• 3 Identify elements of poetry

E. Analyzing informational texts

• 1 Analyze the development of informational passages: set 1
• 2 Analyze the development of informational passages: set 2
• 3 Trace an argument: set 1
• 4 Trace an argument: set 2
• 5 Analyze rhetorical strategies in historical texts: set 1
• 6 Analyze rhetorical strategies in historical texts: set 2

F. Novel study

• 1 Analyze passages from The Great Gatsby : Part 1
• 2 Analyze passages from The Great Gatsby : Part 2

G. Nonfiction book study

• • New! Analyze passages from The Prince : Part 1
• • Coming soon: Analyze passages from The Prince : Part 2

H. Business documents

• 1 Read company policies and procedures

Writing strategies

I. organizing writing.

• 1 Order topics from broadest to narrowest
• 2 Organize information by topic

J. Topic sentences and thesis statements

• 1 Choose the topic sentence that best captures the main idea
• 2 Identify thesis statements

K. Developing and supporting arguments

• 1 Distinguish facts from opinions
• 2 Identify stronger and weaker evidence to support a claim
• 3 Choose the best evidence to support a claim
• 4 Identify supporting evidence in a text
• 5 Evaluate counterclaims
• 6 Choose the analysis that logically connects the evidence to the claim
• 7 Transition logically between claims, evidence, analysis, and counterclaims
• 8 Classify logical fallacies

L. Persuasive strategies

• 1 Identify appeals to ethos, pathos, and logos in advertisements
• 2 Use appeals to ethos, pathos, and logos in persuasive writing

M. Writing clearly and concisely

• 1 Transitions with conjunctive adverbs
• 2 Avoid double, illogical, and unclear comparisons
• 3 Identify sentences with parallel structure
• 4 Use parallel structure
• 5 Remove redundant words or phrases

N. Editing and revising

• 1 Use the correct frequently confused word
• 2 Identify and correct errors with frequently confused words
• 3 Identify and correct errors with frequently confused pronouns and contractions
• 4 Correct errors with commonly misspelled words
• 5 Correct errors with signs
• 6 Correct errors in everyday use
• 7 Suggest appropriate revisions

O. Research skills

• 1 Understand a Works Cited entry (MLA 8th–9th editions)
• 2 Recognize the parts of a Works Cited entry (MLA 8th–9th editions)
• 3 Use in-text citations (MLA 8th–9th editions)
• 4 Identify plagiarism

P. Prefixes and suffixes

• 3 Word pattern analogies
• 4 Word pattern sentences

Q. Greek and Latin roots

• 1 Sort words by shared Greek or Latin roots
• 2 Use Greek and Latin roots as clues to the meanings of words
• 3 Use words as clues to the meanings of Greek and Latin roots
• 4 Determine the meanings of Greek and Latin roots
• 5 Determine the meanings of words with Greek and Latin roots

R. Homophones

• 1 Use the correct homophone
• 2 Identify and correct errors with homophones

S. Foreign words and expressions

• 1 Use etymologies to determine the meanings of words
• 2 Use context as a clue to the meanings of foreign expressions
• 3 Use the correct foreign expression

T. Word choice and usage

• 1 Describe the difference between related words
• 2 Choose the word whose connotation and denotation best match the sentence
• 3 Use words accurately and precisely
• 4 Replace words using a thesaurus
• 5 Use dictionary entries to determine correct usage
• 6 Explore words with new or contested usages

U. Analogies

• 1 Analogies
• 2 Analogies: challenge

V. Context clues

• 1 Determine the meaning of words using synonyms in context
• 2 Determine the meaning of words using antonyms in context
• 3 Use context to identify the meaning of a word
• 4 Domain-specific vocabulary in context: science and technical subjects

Grammar and mechanics

W. sentences, fragments, and run-ons.

• 1 Identify sentence fragments
• 2 Identify run-on sentences
• 3 Choose punctuation to avoid fragments and run-ons

X. Phrases and clauses

• 1 Is it a phrase or a clause?
• 2 Identify prepositional phrases
• 3 Identify appositives and appositive phrases
• 4 Identify dependent and independent clauses
• 5 Is the sentence simple, compound, complex, or compound-complex?
• 6 Combine sentences using relative clauses

Y. Pronouns

• 1 Identify and correct errors with subject and object pronouns
• 2 Subject and object pronouns review
• 3 Pronouns after "than" and "as"
• 4 Identify and correct pronoun errors with "who"
• 5 Use relative pronouns: who and whom
• 6 Use relative pronouns: who, whom, whose, which, and that
• 7 Identify vague pronoun references
• 8 Identify all of the possible antecedents
• 9 Correct inappropriate shifts in pronoun number and person

Z. Verb types

• 1 Identify transitive and intransitive verbs
• 2 Identify linking verbs, predicate adjectives, and predicate nouns
• 3 Identify participles and what they modify
• 4 Identify gerunds and their functions
• 5 Identify infinitives and infinitive phrases

AA. Subject-verb agreement

• 1 Identify and correct errors with subject-verb agreement
• 2 Identify and correct errors with indefinite pronoun-verb agreement
• 3 Identify and correct verb agreement with compound subjects

BB. Verb tense

• 1 Form the progressive verb tenses
• 2 Form the perfect verb tenses
• 3 Identify and correct inappropriate shifts in verb tense

CC. Adjectives and adverbs

• 1 Choose between adjectives and adverbs
• 2 Form and use comparative and superlative adjectives
• 3 Good, better, best, bad, worse, and worst
• 4 Form and use comparative and superlative adverbs
• 5 Well, better, best, badly, worse, and worst

DD. Misplaced modifiers

• 1 Misplaced modifiers with pictures
• 2 Select the misplaced or dangling modifier
• 3 Are the modifiers used correctly?

EE. Restrictive and nonrestrictive elements

• 1 What does the punctuation suggest?
• 2 Commas with nonrestrictive elements
• 1 Commas with direct addresses, introductory elements, absolute phrases, interjections, interrupters, and antithetical phrases
• 2 Commas with series, dates, and places
• 3 Commas with compound, complex, and compound-complex sentences
• 4 Commas with coordinate adjectives
• 5 Commas: review

GG. Semicolons, colons, and commas

• 1 Join sentences with semicolons, colons, and commas
• 2 Use colons and commas to introduce lists, quotations, and appositives
• 3 Use semicolons and commas to separate items in a series
• 4 Semicolons, colons, and commas: review

HH. Dashes, hyphens, and ellipses

• 1 Use dashes
• 2 Use hyphens in compound adjectives
• 3 Decide whether ellipses are used appropriately

II. Apostrophes

• 1 Identify and correct errors with plural and possessive nouns
• 2 Identify and correct errors with compound and joint possession

JJ. Capitalization

• 1 Correct capitalization errors

KK. Formatting

• 1 Formatting quotations and dialogue

Curriculum  /  ELA  /  11th Grade

English Language Arts

11th Grade ELA Course Summary

Please Note: The Fishtank team is beginning the process of revising the 11th and 12th Grade ELA courses to refine the sequence of unit texts and provide deeper, more aligned support for teachers and students. The full sequences for 11th and 12th Grade ELA will be available for the 2025-26 school year. The new 11th Grade ELA sequence will center around the theme American Dreams and Realities . Two new units for 11th Grade will be released in January 2025 for teachers who wish to pilot them in early 2025.

• Unit 1: Transcendentalism
• Unit 2: The Great Gatsby by F. Scott Fitzgerald, with excerpts from Between the World and Me by Ta-Nehisi Coates

In 11th Grade English Language Arts, students explore thematic questions related to racism, identity, colonialism, reality, and human nature through diverse, rigorous, and relevant texts from the twentieth and twenty-first centuries: The Glass Menagerie , Things Fall Apart , One Flew Over the Cuckoo’s Nest , Dreaming in Cuban , Waiting , The Scarlet Letter , and thematically aligned short stories and multimedia materials. Across the 7 units, students deepen their paragraph writing skills through narrative, opinion, analytical, and informational writing tasks.

Building upon the knowledge and English Language Arts skills they’ve developed in previous years, students deeply engage with complex texts through both independent reading and guided Close Reading, prepare for and engage in whole class discussions including Socratic Seminars , and write multi-paragraph responses to Essential Questions by gathering evidence and effectively communicating their thoughts.

Explore this curriculum

11th Grade Book List

The Glass Menagerie

In reading Tennessee Williams' "memory play" The Glass Menagerie , students examine thematic topics such as individual freedom, obligation, reality and escape.

Things Fall Apart

Students read Chinua Achebe's widely acclaimed Things Fall Apart as they examine themes of identity, culture, and colonialism, analyzing the author's careful choice of words and symbolism.

One Flew Over the Cuckoo's Nest

Students study the institutional processes and popular beliefs surrounding mental health in One Flew Over the Cuckoo's Nest , as they discuss and debate the themes of power, order, and authority.

Short Fiction: A Study of Genre

Students read multiple genres of fiction, including the absurdist The Metamorphosis and the ancient Greek tragedy Oedipus the King , with the aim of exploring the question: "What does it mean to be human?"

Dreaming in Cuban

Christina Garcia's novel Dreaming in Cuban will offer students a vivid picture of distant and present-day Cuba, as they contemplate how our past, good or bad, makes us into who we are today.

Students discover the novel Waiting , examining such topics as the Cultural Revolution and Confucian values as well as tensions between old and new, rural and urban, and communism and capitalism.

The Scarlet Letter

Students read the renowned novel The Scarlet Letter , exploring and analyzing the themes of sin, compassion, and hypocrisy as they played out in seventeenth-century Puritan New England.

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Gr. 11 English FAL: Writing and Grammar T3 W4

PART 1: WRITING – Discursive Essay. PART 2: WRITING, SPEAKING, LANGUAGE STRUCTURES AND CONVENTIONS – Application of correct Subject-Verb Agreement

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Grade 11 English Language Arts

Description.

The New York State grade 11 curriculum modules continue to develop students’ skills in analyzing complex literary and informational texts as students delve deeply into works by acclaimed authors and historical figures, including classics from William Shakespeare, Virginia Woolf, and Kate Chopin; seminal pieces from W.E.B. Du Bois, Booker T. Washington, and Elie Wiesel; and contemporary literature from Tim O’Brien and Louise Erdrich. Through the study of a variety of text types and media, students build knowledge, analyze ideas, delineate arguments, and develop writing, collaboration, and communication skills. The lessons within the modules are linked explicitly to the Common Core Learning Standards, and provide a rigorous and pedagogically-sound approach for how to bring the standards to life through thoughtful planning, adaption, and instruction.

About Downloadable Resources

Grade 11 ELA Curriculum Map : The New York State grade 11 curriculum modules continue to develop students’ skills in analyzing complex literary and informational texts.

Grades 9-12 ELA Curriculum Map : Click the links below to download the curriculum map for grades 9 - 12 ELA.

Prefatory Material : This is a comprehensive English Language Arts curriculum designed to fit the demands and instructional shifts of the Common Core State Standards (CCSS).

Scaffolding Instruction for English Language Learners, Resource Guides for English Language Arts : provides guidance to educators on how to take the curriculum materials on EngageNY and provide additional scaffolds for ELL students according to their level of English language proficiency.

There may be cases when our downloadable resources contain hyperlinks to other websites. These hyperlinks lead to websites published or operated by third parties. UnboundEd and EngageNY are not responsible for the content, availability, or privacy policies of these websites.

• Grade 11 ELA Curriculum Map
• Grades 9-12 ELA Curriculum Map
• Prefatory Material
• Show More ...
• Scaffolding Instruction for English Language Learners: Resource Guides for English Language Arts
• Show Less ...

In This Grade

• module 1: How do authors develop and relate elements of a text?
• module 2: Figurative Language and Rhetoric
• module 3: Researching Multiple Perspectives to Develop a Position
• module 4: Narrative Techniques In Fiction Writing
• core proficiencies: Developing Core Proficiencies Curriculum

Related Guides and Multimedia

Our professional learning resources include teaching guides, videos, and podcasts that build educators' knowledge of content related to the standards and their application in the classroom.

There are no related guides or videos. To see all our guides, please visit the Enhance Instruction section here .

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FREE Common Core: 11th Grade English Language Arts Practice Tests

All common core: 11th grade english language arts resources, free common core: 11th grade english language arts diagnostic tests, common core: 11th grade english language arts diagnostic test 1, free common core: 11th grade english language arts practice tests, practice tests by concept, language practice test, command of grammar and usage: ccss.ela-literacy.l.11-12.1, complex or contested usage: ccss.ela-literacy.l.11-12.1.b, understanding of usage as a matter of convention, subject to change and debate: ccss.ela-literacy.l.11-12.1.a, meaning of unknown and multiple-meaning words and phrases: ccss.ela-literacy.l.11-12.4, context clues to determine word or phrase meaning: ccss.ela-literacy.l.11-12.4.a, determining word pronunciation, meaning, or standard usage: ccss.ela-literacy.l.11-12.4.c, reading: informational text practice test, analyze complex sets of ideas or sequences: ccss.ela-literacy.ri.11-12.3, authorial point of view and style: ccss.ela-literacy.ri.11-12.6, find and analyze two or more themes; objective summary of the text: ccss.ela-literacy.ri.11-12.2, read and comprehend literary nonfiction: ccss.ela-literacy.ri.11-12.10, reasoning, premises, purposes, and arguments in seminal u.s. texts: ccss.ela-literacy.ri.11-12.8, structure of the exposition or argument: ccss.ela-literacy.ri.11-12.5, textual evidence to support claims about implicit and explicit meaning: ccss.ela-literacy.ri.11-12.1, themes, purposes, and rhetoric of foundational u.s. documents: ccss.ela-literacy.ri.11-12.9, reading: literature practice test, analyze authorial choices in terms of narrative development: ccss.ela-literacy.rl.11-12.3, analyze multiple interpretations of a work: ccss.ela-literacy.rl.11-12.7, distinguishing what is directly stated from what is meant using pov: ccss.ela-literacy.rl.11-12.6, find and analyze two or more themes; objective summary of the text: ccss.ela-literacy.rl.11-12.2, knowledge of foundational works of american literature: ccss.ela-literacy.rl.11-12.9, literal, figurative, and connotative word and phrase meanings; word and phrase choices: ccss.ela-literacy.rl.11-12.4, read and comprehend literature, including stories, dramas, and poems: ccss.ela-literacy.rl.11-12.10, structural choices' impact on meaning, aesthetics, and overall structure: ccss.ela-literacy.rl.11-12.5, textual evidence to support claims about implicit and explicit meaning: ccss.ela-literacy.rl.11-12.1, practice quizzes, common core: 11th grade english language arts problem set 2, common core: 11th grade english language arts problem set 1.

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Grade 11 English

Download Grade 11 English Past Papers, Model Papers, Term Test Papers, Grade 11 EnglishShort notes in Sinhala, English, and Tamil Medium.

Subject –    Grade 11 English

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Term Test Papers

1st term papers.

• 2023 paper – Jaffna Hindu College
• 2020 paper with answers – North western province
• 2020 paper with answers – Southern province | English Medium
• 2019 Paper  – Western Province | English Medium

2nd Term Papers

• 2023 paper with answers -North western province 
• 2023 Paper With answers – Mathugama Zone | Sinhala Medium
• 2020 Paper with Answers
• 2019 paper with answers -North western province 
• 2019 paper with answers -Southern province 

3rd Term Papers

• 2023 Paper With answers – Southern Province 
• 2023 Paper With answers – North Western Province
• 2022 Paper with answers – Southern Province
• 2022 Paper with answers – North Western Province
• 2021 paper with answers – Uva province
• 2020 paper with answers – Southern province
• 2020 paper with answers – North western province 
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Western Province Papers

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Submit the answer sheet along with the English language question paper of the final term examination of the North Western Province in the year 2016

Could you please upload the third term 2021 Western province grade 11 English and Mathematics papers?

Could you please upload the third term Western Province 2021 English and Mathematics papers ?

very useful.

Could you please upload the G C E (o/l) results enhancement programme 2022 southern provincial department of education model paper ?

Could you please upload the G C E (o/l) results enhancement programme 2022 southern provincial department of education model paper

Could you please upload the G C E (o/l) result enhancement programme 2022 southern provincial department of education model paper

Itis is very gpod but they gave lies details .

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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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