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11+ creative writing guide with 50 example topics and prompts

by Hayley | Nov 17, 2022 | Exams , Writing | 0 comments

The 11+ exam is a school entrance exam taken in the academic year that a child in the UK turns eleven.

These exams are highly competitive, with multiple students battling for each school place awarded.

The 11 plus exam isn’t ‘one thing’, it varies in its structure and composition across the country. A creative writing task is included in nearly all of the 11 plus exams, and parents are often confused about what’s being tested.

Don’t be fooled into thinking that the plot of your child’s writing task is important. It is not.

The real aim of the 11+ creative writing task is to showcase your child’s writing skills and techniques.

And that’s why preparation is so important.

This guide begins by answering all the FAQs that parents have about the 11+ creative writing task.

At the end of the article I give my best tips & strategies for preparing your child for the 11+ creative writing task , along with 50 fiction and non-fiction creative writing prompts from past papers you can use to help your child prepare. You’ll also want to check out my 11+ reading list , because great readers turn into great writers.

Do all 11+ exams include a writing task?

Not every 11+ exam includes a short story component, but many do. Usually 3 to 5 different prompts are given for the child to choose between and they are not always ‘creative’ (fiction) pieces. One or more non-fiction options might be given for children who prefer writing non-fiction to fiction.

Timings and marking vary from test to test. For example, the Kent 11+ Test gives students 10 minutes for planning followed by 30 minutes for writing. The Medway 11+ Test gives 60 minutes for writing with ‘space allowed’ on the answer booklet for planning.

Tasks vary too. In the Kent Test a handful of stimuli are given, whereas 11+ students in Essex are asked to produce two individually set paragraphs. The Consortium of Selective Schools in Essex (CCSE) includes 2 creative writing paragraphs inside a 60-minute English exam.

Throughout the UK each 11+ exam has a different set of timings and papers based around the same themes. Before launching into any exam preparation it is essential to know the content and timing of your child’s particular writing task.

However varied and different these writing tasks might seem, there is one key element that binds them.

The mark scheme.

Although we can lean on previous examples to assess how likely a short story or a non-fiction tasks will be set, it would be naïve to rely completely on the content of past papers. Contemporary 11+ exams are designed to be ‘tutor-proof’ – meaning that the exam boards like to be unpredictable.

In my online writing club for kids , we teach a different task each week (following a spiral learning structure based on 10 set tasks). One task per week is perfected as the student moves through the programme of content, and one-to-one expert feedback ensures progression. This equips our writing club members to ‘write effectively for a range of purposes’ as stated in the English schools’ teacher assessment framework.

This approach ensures that students approaching a highly competitive entrance exam will be confident of the mark scheme (and able to meet its demands) for any task set.

Will my child have a choice of prompts to write from or do they have to respond to a single prompt, without a choice?

This varies. In the Kent Test there are usually 5 options given. The purpose is to gather a writing sample from each child in case of a headteacher appeal. A range of options should allow every child to showcase what they can do.

In Essex, two prescriptive paragraphs are set as part of an hour-long English paper that includes comprehension and vocabulary work. In Essex, there is no option to choose the subject matter.

The Medway Test just offers a single prompt for a whole hour of writing. Sometimes it is a creative piece. Recently it was a marketing leaflet.

The framework for teaching writing in English schools demands that in order to ‘exceed expectations’ or better, achieve ‘greater depth’, students need to be confident writing for a multitude of different purposes.

In what circumstances is a child’s creative writing task assessed?

In Essex (east of the UK) the two prescriptive writing tasks are found inside the English exam paper. They are integral to the exam and are assessed as part of this.

In Medway (east Kent in the South East) the writing task is marked and given a raw score. This is then adjusted for age and double counted. Thus, the paper is crucial to a pass.

In the west of the county of Kent there is a different system. The Kent Test has a writing task that is only marked in appeal cases. If a child dips below the passmark their school is allowed to put together a ‘headteacher’s appeal’. At this point – before the score is communicated to the parent (and probably under cover of darkness) the writing sample is pulled out of a drawer and assessed.

I’ve been running 11+ tutor clubs for years. Usually about 1% of my students passed at headteacher’s appeal.

Since starting the writing club, however, the number of students passing at appeal has gone up considerably. In recent years it’s been more like 5% of students passing on the strength of their writing sample.

What are the examiners looking for when they’re marking a student’s creative writing?

In England, the government has set out a framework for marking creative writing. There are specific ‘pupil can’ statements to assess whether a student is ‘working towards the expected standard,’ ‘working at the expected standard’ or ‘working at greater depth’.

Members of the headteacher panel assessing the writing task are given a considerable number of samples to assess at one time. These expert teachers have a clear understanding of the framework for marking, but will not be considering or discussing every detail of the writing sample as you might expect.

Schools are provided with a report after the samples have been assessed. This is very brief indeed. Often it will simply say ‘lack of precise vocabulary’ or ‘confused paragraphing.’

So there is no mark scheme as such. They won’t be totting up your child’s score to see if they have reached a given target. They are on the panel because of their experience, and they have a short time to make an instant judgement.

Does handwriting matter?

Handwriting is assessed in primary schools. Thus it is an element of the assessment framework the panel uses as a basis for their decision.

If the exam is very soon, then don’t worry if your child is not producing immaculate, cursive handwriting. The focus should simply be on making it well-formed and legible. Every element of the assessment framework does not need to be met and legible writing will allow the panel to read the content with ease.

Improve presentation quickly by offering a smooth rollerball pen instead of a pencil. Focus on fixing individual letters and praising your child for any hint of effort. The two samples below are from the same boy a few months apart. Small changes have transformed the look and feel:

Sample 1: First piece of work when joining the writing club

Sample 2: This is the same boy’s improved presentation and content

How long should the short story be.

First, it is not a short story as such—it is a writing sample. Your child needs to showcase their skills but there are no extra marks for finishing (or marks deducted for a half-finished piece).

For a half hour task, you should prepare your child to produce up to 4 paragraphs of beautifully crafted work. Correct spelling and proper English grammar is just the beginning. Each paragraph should have a different purpose to showcase the breadth and depth of their ability. A longer – 60 minute – task might have 5 paragraphs but rushing is to be discouraged. Considered and interesting paragraphs are so valuable, a shorter piece would be scored more highly than a rushed and dull longer piece.

I speak from experience. A while ago now I was a marker for Key Stage 2 English SATs Papers (taken in Year 6 at 11 years old). Hundreds of scripts were deposited on my doorstep each morning by DHL. There was so much work for me to get through that I came to dread long, rambling creative pieces. Some children can write pages and pages of repetitive nothingness. Ever since then, I have looked for crafted quality and am wary of children judging their own success by the number of lines competed.

Take a look at the piece of writing below. It’s an excellent example of a well-crafted piece.

Each paragraph is short, but the writer is skilful.

He used rich and precisely chosen vocabulary, he’s broken the text into natural paragraphs, and in the second paragraph he is beginning to vary his sentence openings. There is a sense of control to the sentences – the sentence structure varies with shorter and longer examples to manage tension. It is exciting to read, with a clear awareness of his audience. Punctuation is accurate and appropriate.

11+ creative writing example story

How important is it to revise for a creative writing task.

It is important.

Every student should go into their 11+ writing task with a clear paragraph plan secured. As each paragraph has a separate purpose – to showcase a specific skill – the plan should reflect this. Built into the plan is a means of flexing it, to alter the order of the paragraphs if the task demands it. There’s no point having a Beginning – Middle – End approach, as there’s nothing useful there to guide the student to the mark scheme.

Beyond this, my own students have created 3 – 5 stories that fit the same tight plan. However, the setting, mood and action are all completely different. This way a bank of rich vocabulary has already been explored and a technique or two of their own that fits the piece beautifully. These can be drawn upon on the day to boost confidence and give a greater sense of depth and consideration to their timed sample.

Preparation, rather than revision in its classic form, is the best approach. Over time, even weeks or months before the exam itself, contrasting stories are written, improved upon, typed up and then tweaked further as better ideas come to mind. Each of these meets the demands of the mark scheme (paragraphing, varied sentence openings, rich vocabulary choices, considered imagery, punctuation to enhance meaning, development of mood etc).

To ensure your child can write confidently at and above the level expected of them, drop them into my weekly weekly online writing club for the 11+ age group . The club marking will transform their writing, and quickly.

What is the relationship between the English paper and the creative writing task?

Writing is usually marked separately from any comprehension or grammar exercises in your child’s particular 11+ exam. Each exam board (by area/school) adapts the arrangement to suit their needs. Some have a separate writing test, others build it in as an element of their English paper (usually alongside a comprehension, punctuation and spelling exercise).

Although there is no creative writing task in the ISEB Common Pre-test, those who are not offered an immediate place at their chosen English public school are often invited back to complete a writing task at a later date. Our ISEB Common Pre-test students join the writing club in the months before the exam, first to tidy up the detail and second to extend the content.

What if my child has a specific learning difficulty (dyslexia, ADD/ADHD, ASD)?

Most exam boards pride themselves on their inclusivity. They will expect you to have a formal report from a qualified professional at the point of registration for the test. This needs to be in place and the recommendations will be considered by a panel. If your child needs extra arrangements on the day they may be offered (it isn’t always the case). More importantly, if they drop below a pass on one or more papers you will have a strong case for appeal.

Children with a specific learning difficulty often struggle with low confidence in their work and low self-esteem. The preparations set out above, and a kids writing club membership will allow them to go into the exam feeling positive and empowered. If they don’t achieve a pass at first, the writing sample will add weight to their appeal.

Tips and strategies for writing a high-scoring creative writing paper

• Read widely for pleasure. Read aloud to your child if they are reluctant.
• Create a strong paragraph plan where each paragraph has a distinct purpose.
• Using the list of example questions below, discuss how each could be written in the form of your paragraph plan.
• Write 3-5 stories with contrasting settings and action – each one must follow your paragraph plan. Try to include examples of literary devices and figurative language (metaphor, simile) but avoid clichés.
• Tidy up your presentation. Write with a good rollerball pen on A4 lined paper with a printed margin. Cross out with a single horizontal line and banish doodling or scribbles.
• Join the writing club for a 20-minute Zoom task per week with no finishing off or homework. An expert English teacher will mark the work personally on video every Friday and your child’s writing will be quickly transformed.

Pressed for time? Here’s a paragraph plan to follow.

At Griffin Teaching we have an online writing club for students preparing for the 11 plus creative writing task . We’ve seen first-hand what a difference just one or two months of weekly practice can make.

That said, we know that a lot of people reading this page are up against a hard deadline with an 11+ exam date fast approaching.

If that’s you (or your child), what you need is a paragraph plan.

Here’s one tried-and-true paragraph plan that we teach in our clubs. Use this as you work your way through some of the example prompts below.

11+ creative writing paragraph plan

Paragraph 1—description.

Imagine standing in the location and describe what is above the main character, what is below their feet, what is to their left and right, and what is in the distance. Try to integrate frontend adverbials into this paragraph (frontend adverbials are words or phrases used at the beginning of a sentence to describe what follows—e.g. When the fog lifted, he saw… )

Paragraph 2—Conversation

Create two characters who have different roles (e.g. site manager and student, dog walker and lost man) and write a short dialogue between them. Use what we call the “sandwich layout,” where the first person says something and you describe what they are doing while they are saying it. Add in further descriptions (perhaps of the person’s clothing or expression) before starting a new line where the second character gives a simple answer and you provide details about what the second character is doing as they speak.

Paragraph 3—Change the mood

Write three to four sentences that change the mood of the writing sample from light to gloomy or foreboding. You could write about a change in the weather or a change in the lighting of the scene. Another approach is to mention how a character reacts to the change in mood, for example by pulling their coat collar up to their ears.

Paragraph 4—Shock your reader

A classic approach is to have your character die unexpectedly in the final sentence. Or maybe the ceiling falls?

11+ creative writing questions from real papers—fictional prompts

• The day the storm came
• The day the weather changed
• The snowstorm
• The rainy day
• A sunny day out
• A foggy (or misty) day
• A day trip to remember
• The first day
• The day everything changed
• The mountain
• The hillside
• The old house
• The balloon
• The old man
• The accident
• The unfamiliar sound
• A weekend away
• Moving house
• A family celebration
• An event you remember from when you were young
• An animal attack
• The school playground at night
• The lift pinged and the door opened. I could not believe what was inside…
• “Run!” he shouted as he thundered across the sand…
• It was getting late as I dug in my pocket for the key to the door. “Hurry up!” she shouted from inside.
• I know our back garden very well, but I was surprised how different it looked at midnight…
• The red button on the wall has a sign on it saying, ‘DO NOT TOUCH.’ My little sister leant forward and hit it hard with her hand. What happened next?
• Digging down into the soft earth, the spade hit something metal…
• Write a story which features the stopping of time.
• Write a story which features an unusual method of transport.
• The cry in the woods
• Write a story which features an escape

11+ creative writing questions from real papers—non-fiction prompts

• Write a thank you letter for a present you didn’t want.
• You are about to interview someone for a job. Write a list of questions you would like to ask the applicant.
• Write a letter to complain about the uniform at your school.
• Write a leaflet to advertise your home town.
• Write a thank you letter for a holiday you didn’t enjoy.
• Write a letter of complaint to the vet after an unfortunate incident in the waiting room.
• Write a set of instructions explaining how to make toast.
• Describe the room you are in.
• Describe a person who is important to you.
• Describe your pet or an animal you know well.

Ten 11+ & 13+ Creative Writing Tips For Excellent Exam Stories

When my students get the hang of these techniques, it makes an enormous difference to their creative writing – but it takes practice.

M y advice for 11 plus stories in this article applies just as well to 8 plus, 13 plus or GCSE … in fact, although I have written with 11 plus creative writing in mind, my suggestions should be relevant at any level.

I’ve been teaching these things to young people for many years, and I hope you also find them useful. Please write a comment if you do!

The creative writing materials offered by 11 Plus Lifeline teach students to use all the techniques explained on this page.

Every writing paper has full example answers, as well as detailed step-by-step discussions, marking guidelines and story-planning advice. Papers are structured to help students develop high-level skills – and just as importantly, to enjoy themselves!

Click on the infographic to view a zoomable version in a new tab:

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1 – before you write, daydream.

If you can see your story’s world in your head, you will be able to describe it powerfully.

If you can’t, your descriptions risk being superficial and your writing uninteresting.

After a little daydream, your next step is to turn it into a simple plan:

THE STORY PLANNING PROCESS

1) the main event.

The first thing to write in your plan is the main event in your story (see point 2 , below). Keep this simple for now.

2) Your Main Character

Next, jot down a few notes about your main character (see point 3 ). What is interesting about them? Try to imagine them sitting in the place next to you. See them clearly in your mind. Who are they, really?

3) Getting There

Now note down some ideas for how you will get to the main event. Make this simple too: don’t write more than a couple of lines.

4) … And Getting Out Of There!

Finally, write a few thoughts about what will happen after the event: why does it matter, and – above all else – how does it affect your characters?

The reason I suggest this order of planning is that when you only have a short time to write, there are two important things which will hold your story together: the main event (what it is about ) and your central character (who gives us a reason to care ).

Everything else should be very simple, allowing you to focus on describing beautifully.

In fact, you can probably guess what the next of my 11 plus tips is …

2 – Keep things simple! In an 11 plus exam story, choose  one main plot event & bring it to life.

If there are too many things happening, your descriptive skills may get lost.

What’s more, once there are lots of dramatic events in a story, many students struggle to write about all of them properly.

Look at this example:

As they walked through the forest a tree fell and nearly crushed them. That was close , thought Claudia. Then they sat down to scrutinise the map.

It’s good to describe the small details of life – and especially with an interesting verb like “scrutinise”.

But if you forget to fully describe big events, such as a tree almost killing your characters, the effect is very peculiar. It implies that a near-death experience is no more interesting than reading a map!

Either give dramatic events their due importance, by describing them powerfully and giving a clear sense of your characters’ reactions, or steer clear of them altogether.

This is often a problem in exam stories with too much action, or with too many plot events in general.

It’s best to structure your story around one main event, which isn’t too extreme. Spend the rest of your time building up to it and showing its after-effects.

3 – Focus on one character

Just as it’s best to focus your writing around one main event, it makes sense to have one core character.

You probably won’t have time to make more than one person interesting and believable in a thirty minute writing exam. If you try, you’re at risk of coming unstuck.

(If you feel really confident, you might manage to develop two characters: a brother and sister, for example. But in the exam itself, ask yourself: Is it worth the risk? )

Make your main character really interesting, and only refer to others in passing.

4 – Put a little dialogue in … but don’t write a play script!

“Because writing dialogue is easier than thinking,” he said.

“That makes sense,” I said, “because otherwise I can’t explain why we’ve been chatting pointlessly for two full pages.”

Dialogue is excellent in an exam piece, and you should aim to include some in every story. However, there are risks, demonstrated by the example above!

Don’t let your story turn into a play script.

Use a little dialogue in 11+ creative writing, but focus on your descriptions of the setting, characters and events.

When you do write conversations, don’t stop describing. Avoid repeating “I said”, “she said”, “Mum answered”, and so on.

Instead, add little details which help the reader to imagine the scene as the characters talk.

Describe how people move around between saying things, the expressions on their faces, and so on:

“Because writing dialogue is easier than thinking,” he replied, a hint of a smile twitching like a worm at the edge of his mouth.

A quick note about paragraphing:

Examiners are likely to expect that a new speaker begins on a new line, if somebody else has already spoken in the paragraph.

This doesn’t happen in every book you’ll read, but it’s a convention – a normal way of doing things – which you are supposed to know about.

Look at this way of writing the example at the top, and think about where a sentence should begin a new line :

“Why are we still talking?” I said. “Because writing dialogue is easier than thinking,” he said. “That makes sense,” I said, “because otherwise I can’t explain why we’ve already been talking for two full pages.”

Now check the original again, to see whether you were right!

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It’s perfect for Key Stages 2 and 3 and for 11+ exam preparation, at home or in the classroom. It’s also ideal for anybody aged 9 or above who enjoys writing and wants to do it better.

Click on the covers to learn more and view sample pages from the books:

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Rsl creative writing: book 2, rsl creative writing: book 3, the rsl creative writing collection (£40.47), 5 – short stories don’t need an introduction.

Robert was 33. He lived in a small flat with his cat and his wife. One day, he decided to go for a walk to the shops. The shops weren’t very far away: it took about ten minutes to get there. It was a cloudy day. It was the middle of February and it was a bit cold but not cold enough for a scarf. The road was in need of some repairs. He was wearing a blue jumper and black shoes and some fairly old jeans.

You don’t need to introduce your story as though it is a 300 page novel!

The reader doesn’t have to know everything about the main character, and especially not at the start. This way you waste a paragraph, when you might only have time for four or five in your whole story.

Anything that really matters about your characters can be mentioned along the way. In creative writing for 11 plus exams, everything else can be left out.

Get into the main business of your story from the very first line.

6 – Show, don’t tell … Whether you’re writing an 11 plus story, or whether you’re a famous novelist!

In real life, we can’t see what is in other people’s minds.

We have to work it out from what they do – and sometimes from what they say, although this can be very misleading!

For this reason, other people’s creative writing is often most interesting when we have to work out what characters are thinking and feeling.

This makes the characters seem like real people whose thoughts we can’t immediately know.

It also helps to get us – the readers – involved in the story by making us do some thinking for ourselves!

You might initially want to write this:

Simon looked up. He was angry.

But this is much more interesting to read:

As Simon looked up I could see his jaw muscles flexing.

Have a go at re-writing the following paragraph to make it more interesting . You can change things around as much as you like.

I admit: this is the sort of thing which you will sometimes read in a book. It isn’t necessarily  always bad writing, in itself.

However, it is a missed opportunity to bring a character to life. In a time-limited 11-plus exam story, you need to take advantage of such moments.

The rule is:

Where possible,  show me  what a character is feeling … don’t  tell me .

Have a look at my way of re-writing the paragraph above:

All Anna’s thoughts have gone.

Instead, there are some strong clues which steer you towards a particular idea about what she thinks and how she feels: but you still have to decide for yourself.

This forces you to imagine Anna clearly in your own mind.

How does my answer compare to your approach?

7 – Use a range of senses throughout your story

This is good writing. The trees may be “green” (which is a bit dull), but they are “swaying”, which is an effective detail and more than makes up for it.

The simile in the second sentence (“like wisps of cigar smoke”) is vivid and well planned.

The sandwich bag is “crumpled”, and “bag of bacon” is a nice moment of alliteration to emphasise this robust, commonplace item of food.

But imagine a story which continues in the same way, all the way through.

Everything is visual: a sight image.

For the reader, it is like being in a world without the ability to hear, smell, touch or taste.

Furthermore, the narrator seems to be looking around constantly, noticing everything. Is this normal behaviour?

It’s an unrealistic way of seeing the world, and after a while it becomes exhausting to read.

For a student, there are two simple but very useful lessons:

1) Always think about the five senses (sight, hearing, touch, taste, smell).

2) Sometimes avoid the most obvious sense when describing a thing (see point 8 below).

These tips are easy to apply in your creative writing for 11+, but they make a huge difference.

What’s more, unlike a clumsy simile (see point 9 ), a sensory description rarely ends up  harming  your writing. It can be effective or ineffective, but that’s another matter!

Take the example above:

“The trees were green and swaying”  could become:  “The trunks were groaning, and overhead I heard the dull rustle of a thousand fresh leaves slapping against one another.”

There’s nothing startlingly original here, but because it is a slightly less obvious way of describing trees, it creates a much more powerful atmosphere.

If you want a metaphor as well, try turning  “dull rustle”  into  “distant applause” , which makes the leaves seem like a mass of enthusiastic people.

Similarly,  “I looked at the bag of bacon sandwiches crumpled on the seat next to me”  takes on more life like this:

I smelt something like old sick; then I remembered the bag of bacon sandwiches crumpled on the seat next to me.

Notice how easily similes (“like old sick”) and metaphors happen, almost by themselves, when you focus on describing with a range of senses .

This is one of my most important 11 plus writing tips.

8 – Sometimes describe things using a less obvious sense

Using a range of senses, as I discussed in point 7 , is really, really important.

But how can you come up with surprising, powerful descriptions – descriptions to make the marker stop ticking your work for a second, raise their eyebrows and smile?

Imagine that you are just about to write the following sentence:

It was a cold morning.

But you stop yourself, think for a second, and write this:

I could hear the crackle of thawing ice on car windscreens.

This is much more interesting. Rather than using the sense of touch (a “cold” feeling), you are using a sound: “the crackle of thawing ice”.

There’s a good chance that the reader will think:  “Yes! I never considered it before, but you really do hear a sound when ice thaws quickly.”

This version also tells you much more about the weather:

The reader can work out that the night has been exceptionally cold, but also that the temperature is now rising quickly.

The thought process to produce descriptions like this is much simpler than it seems:

1) Think of the sense which is most obvious to describe the thing you are writing about.

3) Think of the second most obvious sense.

4) Ban that too!

5) From the three remaining senses, pick the one which is most useful.

6) Ask yourself how the thing would sound, feel, smell or taste – whichever three of these you have left (you’ve almost certainly banned sight!).

7) Write about it.

9 – Use similes and metaphors carefully in your creative writing

Similes and metaphors are useful (and can be impressive), but they have to make things clearer for the reader, not create confusion.

“She won the sprint like a racing car” asks more questions than it answers.

Was she noisy? Was she travelling at 150 miles per hour?

On the other hand, “She ducked her head and slipped across the line as cleanly as a racing car” helps me to picture the event exactly as intended.

Here’s another simile for speed, which I’ve seen a great many times (you’d hardly believe how many) in 11-plus stories:

Donald wrote like a cheetah.

Does this mean that Donald wrote savagely and meaninglessly, like a wild animal with a pencil jammed between its claws ?

Or perhaps that he wrote largely about the themes of hunting and sleeping ?

My guess is that Donald wrote quickly , but I’m not sure … because if that’s all you meant, WHY DIDN’T YOU JUST SAY IT?

This sort of thing is not really the fault of a young writer, who after all is (hopefully!) doing their best.

It is the fault of those dastardly teachers who advise children to include, for example, “at least one metaphor and two similes” in each story.

The result of this, for most children, is a succession of poorly chosen descriptive tricks, which add nothing.

Indeed, we’ve seen how these things can end up making a story comical for all the wrong reasons!

The right approach to creative writing doesn’t start with the need to include a simile: it starts with the need to describe effectively .

To me, this means allowing the reader to imagine the situation fully, and helping them care what happens.

Let’s play around with the image of Donald writing “like a cheetah”.

What happens if we just get rid of the simile?

Donald wrote quickly.

OK, but it doesn’t tell us much: did he write quickly because he wanted to finish his story before  Newsnight , or because he was really excited by his work?

Let’s say that it was the first reason: he wanted to get his work out of the way. Perhaps he was feeling annoyed, given that it might interrupt his favourite TV show.

When somebody is writing rapidly while annoyed, what might this look like?

I imagine Donald’s arm wiggling as the pen moves — especially the elbow. The movement is fast and constant because he is worried about getting the work finished, and because in his irritation he doesn’t much care about its quality.

So I ask myself: What moves to and fro constantly, performing a task in an unimaginative way?

And the first thing I think of is a machine in a factory:

Donald hunched over the page, his arm jerking to and fro with the quick, regular movements of a factory robot.

This sentence by itself would go some way to making your story the best in the exam room.

I hope I’ve persuaded you that with a well-organised thought process, a good simile isn’t too difficult to write!

Because children have been taught to work in this way, a story will often contain the required two similes, a metaphor, a personification, even an interesting alliteration …

… but everything in between is lifeless.

What students need is a different sort of checklist, to help them make the rest of their writing interesting .

I hope this article will give you some ideas!

10 – Stephanie was writing a beautiful story in the 11-plus exam hall. Or was she …?

Suspense is good if it’s appropriate to the story, but don’t jack-knife it in clumsily!

“It was a calm, sunny day. Or was it?” doesn’t really make me curious.

It makes me think that you’re trying to pester me into being excited, rather than persuading me to feel that way through your excellent writing.

If you write in a way that builds suspense by making me interested in the characters and events in the story – while keeping some important information hidden from me, just out of sight – this will speak for itself.

However, not every piece of creative writing needs it!

If you found these story writing tips useful or if you have a question, please leave a comment below! I’d love to have your feedback. (Tick the “Receive email updates” box to receive an email when I reply.)

For the most comprehensive range of resources to help with preparation for the 11+ exam,  you might like to try 11 Plus Lifeline (with a money-back guarantee in the first month). Every practice paper has full example solutions, with a detailed discussion and explanation for every question – like being taught by an excellent private tutor. There’s lots of material to help develop creative, high-scoring exam stories!

According to Tutorful, it’s “ the gold standard for independent and grammar school 11-plus preparation ”.

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If you have any questions, feel free to ask me here. I’ll do my best to help you out!

Hi, I’m preparing my son for 11+. His story ideas are good but he needs to add more details/depth. How can I encourage that? Thanks

That’s a very difficult question to answer, because there is so much that I could say! Many of my suggestions are in the article above. The sample at http://digioh.com/em/27284/164929/84za5s4g4u may offer more ideas. If this is useful, then 11 Plus Lifeline offers many further resources.

What’s the syllabus of creative writing for 11plus. I understand there is no definitive one, it varies with target school as well, but still I’d like to know the min types of writing children should be knowing end of year 6 e.g. story writing, descriptive writing, poetry writing, persuasive writing, diary, reconnect, fiction, non fiction writing, script writing, book/film review, blog writing etc. Really confused with the list of categories and subcategories under each. I just need a good structure with every details. Please help with a detailed table of contents.

Hi Jay. I’m afraid I don’t have such a list – because there isn’t one. Schools can set anything that they like! However, I think getting children used to responding to a range of formats is more important than covering everything. The most common formats are probably: 1) A story based on a title or topic 2) A continuation of a passage (usually the passage already used as a comprehension text) 3) A story based on a picture

You provide excellent tips that we can use to guide our children. Done in a very simple but effective way. Even more – as times are hard and money is tight your generosity shows you truly do wish to help children and not just make money out of them. Thank you

Thank you Alison. I’m glad you found the article useful. Robert

Thank you ever so much for your very useful tips. Would you have some advice (or a sample essay) on writing a descriptive essay based on a given image?

Hi Aparna, There is some relevant content in 11 Plus Lifeline. For more along these lines, keep an eye on the website in the autumn …

Hi Robert, I found the article above very helpful. My daughter is in year 5 and we have just started our 11 plus journey. She seems to be struggling air with creative writing. She has such great ideas and an amazing imaginative mind, however she struggles to express this on paper as compared to her peers also studying for the 11 plus. How can I help her become a better writer?

Speaking as she writes might help: perhaps she will write more fluently if she just thinks of it as a way to record her verbal ideas.

My RSL Creative Writing books might help her to develop her ideas.

What is a good range for the word count for a “continue the story” creative writing task at 10+? I see suggestions of 4-5 paragraphs, but paragraphs vary hugely in length. My son is only writing around 150 words, and I fear this is taking “quality not quantity” to the extreme!

It really depends! Sometimes you’ll be given an 8-10 line answer space, in which case that would be appropriate. On the other hand, if you have 30-40 minutes, you should be pitching for 1 to 1.5 pages. Robert

Thank you so much! Very informative

I’m glad to help!

how much your fees for creative writing, and how many lesson? please let me know [email protected]

Hello Hemang. I’m afraid I don’t work as a tutor these days. However, you might be interested in my creative writing books at https://www.rsleducational.co.uk/rsl-creative-writing . These will take your child through their skills step by step, much as I would if I was teaching them. Good luck! Robert

Hi Sir! Sir, you suggestions are greatly useful. Sir, can you assist me on how to incorporate Strong Verbs in my writings as I do not know many and I struggle on account of it ?

There’s no easy answer, but the best starting point is to look for specific ways of describing things. For instance, instead of “he talked”, you might say “he muttered”, for example. You’ll learn more verbs if you look out for them as you read things, and perhaps note interesting ones down in a book. Good luck!

Dear Robert Hope you are doing well , my son is in year 5 and he is going to set for 11 plus exam for very highly competitive grammar schools , he need help for is creative writing . I advice that you are the best , I’m seeking help from you ,please . Yours sincerely Saha Mcewan

Hello. Have a look at 11 Plus Lifeline , perhaps, and my RSL Creative Writing books. I do intend to release some new things for creative writing in the future: watch this space!

Hi Robert. These are great tips. My question is how to come with effective descriptions that vary. When I do descriptive writing, I describe with only the five senses and often run out of ideas. Also, how can we write in a way that will make a clear image in the readers mind. Thanks for the time

Hi Yatharth! My video at https://youtu.be/LKnvrad6jpw is all about this, so why not have a look at that? If that’s useful, look at https://www.rsleducational.co.uk/product/rsl-creative-writing-1

I completely agree with your article, and as a teacher who prepares children for GCSE and the 11 tests, I employ a lot of the ‘strategies’ you mention. What children need ultimately is time to read, digest and above all enjoy stories and poems and then to talk about what they’ve read and in some ( or maybe a lot of cases) relate the themes and ideas etc in what they have read to their own lives. This I feel, can give a greater sense of ‘reality’ to what they can eventually write; and then we as teachers (and parents) can model how to write ‘good’ creative stories (and include all the SPAG) which can go a long way to ensuring children actually begin to feel that they themselves can be imaginative and write great stories.

Thank you for taking the time to comment, Molly. I very much agree with you.

What children need ultimately is time to read, digest and above all enjoy stories and poems and then to talk about what they’ve read and in some ( or maybe a lot of cases) relate the themes and ideas etc in what they have read to their own lives.

The only thing I’d add to this is that it works both ways: reading informs writing, but the very best way to develop critical reading skills is to become more sophisticated as a writer!

Hi Robert,l am a Creative Writing teacher for 8+ Do you think 6+ can be taught Creative Writing that will yield excellent result? I asked this question from my experience of teaching Creative Writing,I observe that more 6+ struggle with understanding and implementing Creative Writing stages than 8+ Also,I teach Creative Writing easily because I believe I have the skills to teach it but how can I come up with a special syllabus to teach my colleagues how to teach Creative Writing in the class that will be result oriented.

Hello Soremi.

I would not think too much about results, if by that you mean percentage scores, when children are 6 or so and developing their writing. I would focus on their enjoyment and on encouraging them to explore their imagination, creating interestingly described characters and environments. It’s a different situation in 11+ exams, where children must demonstrate certain skills and perform well in comparison with their peers.

However, it is very important to encourage the development of accurate and clear English from an early stage. Creative writing is a good opportunity to uncover and address problems.

I found this very useful and straightforward, and also very funny… The tips will take me flying in my writing!

Thanks Lily-Grace. The work you sent for me to look at this week was very impressive: you’re already flying!

Thanks Robert this description is very helpful

I’m very glad it’s useful. Thanks for commenting!

Hola me gustaria hacer unas infografias mas dinamicas

Thank you for the topic

It’s a pleasure. I hope the advice helps.

I thought that this was a brilliant summary. Thank you very much. Engaging and thoughtful. Very much appreciated.

I’m delighted to hear it. Thank you!

I found your creative writing tips very insightful, a real shame for us it was right at the end of our 11+/13+ preparation.

Thank you Sara. I hope they made some difference, even at a late stage.

Very useful tips! I like the way you have broken down the advice into bite-sized chunks! Thanks Robert

I’m glad you found them helpful! Thanks for commenting.

Great tips, thanks Robert. Do you have tips on non fictional writing as well? E.g. how a child can do a stellar job when asked to write a suggestion letter to the council. My child struggles with writing on everyday things that she deems uninteresting like describing everday things but is flying when writing on imaginary topics. Thanks in advance.

Hi Tolu. I have some resources for less creative subject matter in 11 Plus Lifeline .

I think the best way to add interest to potentially unexciting things, like letters, is with examples. “I think you should do more to reduce bullying, because it discourages children from studying” is not interesting. “Last week, a boy trudged towards me across the playground, clenching and unclenching his fists, with the dead-eyed look of meaningless aggression that I’ve come to know so well. This is happening too often in our school!” is much more impressive.

Thanks for these tips . Would you suggest any topics for DS to practice .

There are a great many writing topics with fully explained example answers in 11 Plus Lifeline . I might add a blog post with some suggested topics in the coming months. Robert

These SPECTACULAR tips helped me a lot when I was planning and writing a story. I think that these AMAZING tips will help me a lot when I am doing the exam. THANKS Robert!!!!

Thanks Raon! I hope you’ll share the link. Good luck in your exam. Robert

Thanks for the tips to improve the writing skill for the content writers and the students.

Thank you Nihal – I’m glad my advice is useful.

What can I Say?

My son is about to take the 11 + and part of the material is creative writing,

Can you recommend any good material please?

The key is reading and I don’t think he reads as much as he should do

Please advise

Hi Fazal. I would of course recommend my own creative writing material in 11 Plus Lifeline . There’s a free sample here .

Reading is certainly important, but it won’t do any magic without good writing practice alongside it.

If your son isn’t keen on reading, trying to push him to read more may not work. However, you can help to improve the quality of the reading he does do, by discussing it whenever possible in a way that encourages him to think about it in more depth. You can also introduce new vocabulary into your conversations, and so on.

Also, the reading list here may help him to find books that he does want to read!

Hi, my son 11, is really struggling with creative writing, the main problem being he can’t think of anything to write about. he’s a clever boy but more into science and computers. He thinks he can’t do it and I’m worried he’s going to freeze in the exam. how can i get him to access his imagination and not panic. Thanks

Practice is certainly the main thing. If he can start to “access his imagination” (a nice phrase) without exam pressure, he is more likely to be able to do so in the test.

When you say that he can’t think of anything to write about, you’re describing a problem that I can relate to. However, it should not be a big concern at 11+, for the simple reason that the best stories tend to be about very little! If he can construct a simple plot, focused on one event – even something very ordinary and apparently dull – then he has what he needs. From that point, all his effort should be focused on describing well, so that the story creates atmosphere and has a believable main character.

The real problem at 11+ is when children have too many creative ideas. They construct complex, overwhelming plots, about which it is impossible to write well – or even plausibly – in the time available.

Hi Robert Have you got any tips for the CSSE style quick 10 mins Continuous Writing tasks please. These have included instructions, descriptions and this year the exam paper included a picture to write about- what’s happening- story /description?

Many thanks for your help.

This is very difficult to answer in a brief comment. I do have some specially designed resources for these CSSE writing tasks in 11 Plus Lifeline , if that is of interest.

If writing creatively, keep the plot to an absolute minimum. Imagine that you are describing a ten second scene from a movie – not writing the plot for a whole film. Focus on effective use of the senses, in particular – very much as I outline in this article. Don’t waste any space introducing your writing.

If describing a picture, the same applies. Focus on details from it, and try to find a logical structure. For example, a character might move around the image, finding things; or you might imagine the scene changing over a period of time.

For instructions, try to visualise the activity as precisely as you can, then use words to convey your thoughts exactly. This will lead to good vocabulary. Rather than saying “Screw the lightbulb into the socket”, say something like this: “Steadying the socket with your spare hand, twist the bulb gently in a clockwise direction until you encounter resistance.” This doesn’t come from trying to be fancy: it comes from very clearly imagining the action before I write.

There is a great deal more to be said, but I hope these pointers are useful.

Great tips and advice here. I have 4 boys, all at different levels of education. This has helped me to help them. Thanks!

That makes me very happy. Good luck to your sons!

Anybody who found this useful might like to read more of my creative advice at https://www.rsleducational.co.uk/creative-writing-less-is-more .

This article is very helpful. Thank you.

Thanks for taking the time to say so!

I found this very helpful, thank you

Hello Good Afternoon and thank you very much for my help. I am a young child preparing the eleven plus. I don’t necessarily have any questions i just don’t have any questions. Good luck on your educative journey.

Good luck to you, Lukas! Well done for taking the initiative and researching your exams.

I am a 8 years old child and I am doing your 11+ RSL comprehension, do you have any tips that might help me improve my writing? Thank you for your help!

Hi Kate! I’d like to help, but I’m not sure how to. You’ve written this under an article about improving your writing, and you’re working on a book that also helps with this. I don’t know what tips to add here. If you could be more specific, perhaps I’ll be able to say something. Good luck with your work! Robert

Hi Robert! I really like your tips and they did improve my daughter’s writing! Thank you so much!

I’m so glad! Well done to her.

Hi Richard, Does cursive or printed handwriting affect the writing score a 11+ level? Thanks in advance.

No, it shouldn’t make any difference. All that matters is that the writing should be easy to read, and that the student can write reasonably quickly.

Hi there, I am doing 13+, My tutor says that I should not use metaphors or similes, but I think I should. Do you have any advice for me on descriptive writing? And can you explain what a metaphor is?

I think you are probably misinterpreting your tutor. A good simile or metaphor, in the right place, is a good thing, but I would guess that your tutor is concerned that you are over-using these things and that this is distracting you from simply writing well. An alternative is that you haven’t quite understood how to use them effectively. A misjudged simile can look odd: using no simile (or metaphor) is better than using a bad one!

For a good explanation of what a metaphor is, see https://www.grammarly.com/blog/metaphor/ .

Hi, I’m currently helping a student prepare for entrance exams, and I just wondered if you could help me with a question. He was struggling with the timed element of creative writing and wanted to know if he DID run out of time, what would a marker prefer? To just leave the piece unfinished, or to quickly make an ending for the story, even if it meant it was quite an abrupt ending that didn’t necessarily do the story justice?

I think it depends on the marker. I’d prefer an unfinished piece to one with something actively bad in it, like a bad ending. However, can they leave an unfinished ending that nonetheless has something final about it: for instance, zoom out and describe the trees swaying in the distance, or the waves, so that there’s a sense of the world rolling on, despite the events in the story? If this is done well, it might even appear that they intended to finish this way.

great work, keep it up.

Amazing website! The content is wonderful. Highly informative indeed.

That’s brilliant to hear. Thank you!

Do you have to pay to get your work marked?

Yes, that’s right. Most people do it via an 11 Plus Lifeline Platinum subscription .

My daughter is not good at creative writing and I am apprehensive as she writes her pre-tests on 11th November . How do I help her with the following formats?

1) A story based on a title or topic 2) A continuation of a passage (usually the passage already used as a comprehension text) 3) A story based on a picture

Hello! I cover all these things in my RSL Creative Writing books – see https://www.rsleducational.co.uk/rsl-creative-writing You will also find creative writing videos covering these things at https://go.easy11plus.org/VIDEOLIST Good luck! Robert

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The complete guide to preparing for the 11 Plus

• What is the Eleven Plus?
• A parent’s guide to coping with the 11 plus
• On the day of the test
• Results Day
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• Verbal Reasoning
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• Selecting the Right Tutor
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• Eleven Plus Exams Tuition Centre
• General Points
• Non Qualification
• Oversubscribed School
• Ombudsman and ESFA
• Miscellaneous
• Abbreviations

The lowdown on the requirements of different schools and areas

• Choosing a School
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• CAF - The School Application Form
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• Birmingham & Walsall
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Everything you need to succeed at the 11 Plus More about our Services

The format of the 11+ English paper varies considerably around the country. In some cases the school simply sets its own paper and changes the style of the paper from year to year in order to keep the material fresh and to prevent parents passing on “inside information” about the test. Other schools use a pre-set paper written by a publisher such as GL Assessment (formerly NFER) and this will usually be in a multiple choice format.

A typical GL Assessment paper (NFER), with a time limit of 50 minutes, features:

• A comprehension exercise consisting of a two page piece of prose followed by 18 questions about the content
• 4 further questions about the meaning of words used in the test
• 3 questions asking pupils to identify the grammatical type of words used – nouns, verbs, prepositions etc
• 8 questions requiring the child to identify spelling errors in sentences
• 8 questions requiring the child to identify errors in the use of capital letters and punctuation
• 8 questions where the child needs to choose the best word from a list that will complete the sentence

Other types of paper usually feature some (or all) of the following tasks:

• Ordering words to make a sentence
• Punctuating sentences with capital letters, full stops and question marks
• Placing words in alphabetical order
• Finding the odd words out (Similar questions appear on many Verbal Reasoning papers)
• Opposites (Again, these feature on Verbal Reasoning papers)
• Rhyming words
• Ordering sentences to make a story
• Use of capital letters, full stops & question marks
• Simple compound words (Also found on Verbal Reasoning papers)
• A ‘Cloze’ exercise, requiring the child to fill the gaps in a sentence (usually from a bank of words provided) to make it read correctly
• Comprehensions: Read a passage and answer questions of fact, simple inferences, sometimes in sentences (“standard format”), but more typically in multiple choice format
• Write an essay/short story within a limited time frame – often 20 or 30 minutes, sometimes 50 minutes

If a child has a good basic education in English and possesses an age-appropriate vocabulary, the main challenges in 11+ English are the comprehension exercise and the essay.

In this section you will find advice on Vocabulary , Comprehension and Essay writing , together with some useful links for helping your child prepare for an 11+ English test.

Comprehensions

An 11 plus English comprehension exercise requires students to read a passage and answer questions that demonstrate their understanding of it.

Essay Writing

Some 11 plus English exams require students to write an essay or short story within a limited time frame – often between 20 and 30 minutes. 

Importance of Reading

Reading can have a huge impact on a student’s 11 plus success as it can help improve vocabulary, spelling and comprehension skills.

11 Plus Vocabulary

Developing a wide vocabulary is an essential part of the 11 plus preparation process.

11 Plus Reading List

Our list of 11 plus book recommendations is here to inspire your child’s reading.

Useful Resources for English

Our curated list of external resources is here to provide even more helpful 11 plus English practice material.

Free 11 Plus Papers

Looking to boost your child’s English skills in preparation for the 11 plus exam? Our collection of free 11 plus English practice papers is here to help!

11+ Essentials – English Mini Comprehensions: Inference Book 1 (First Past the Post®)

Comprehension skills are at the heart of 11 plus and Common Entrance exams. Comprising of 20% of comprehension questions, inference questions are an essential element of standard comprehension section of contemporary multi-discipline 11 plus exams and Common Entrance exams. Each exercise tests a child’s ability to interpret and extrapolate information from descriptions in the text.

11+ Essentials – English Mini Comprehensions: Fact-Finding Book 1 (First Past the Post®)

This 11 plus English book provides practice for fact-finding style questions. Comprehension skills are at the heart of 11 plus and Common Entrance exams and approximately 80% of questions in exams focus on fact-finding. The questions in this book are designed to test a child’s ability to extract explicitly stated information from the text to answer questions.

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The 11 plus guide - free advice and help for the 11 plus exams.

The 11 Plus Guide – FREE advice and help for the 11 Plus exams.

• 11 Plus Exam Papers & Books
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• Numerical Reasoning
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• How to prepare for Engish
• English preparation mistakes
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• Gauging English performance level
• Early years English preparation
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• GL 11 Plus English
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• School written English papers
• Key topics from the KS2 English Syllabus
• How to prepare for VR
• GL style tests
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• Independent School VR
• VR preparation mistakes
• Most common VR mistakes
• Pressure and VR
• VR preparation in years three and four
• VR specific year four work
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• How to prepare for Non-Verbal Reasoning
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• Classic Books Vocabulary
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• 11 Plus Vocabulary Development
• 11 Plus Vocabulary List
• Commonly Misspelt Words – 11 Plus
• Homophones for the 11 Plus
• KS2 Statutory Spelling Words
• When to double letters in spelling
• 11 Plus Creative Writing – Example Topics and Tasks

11 Plus Creative Writing – Essay writing guidance

Helping children with creative writing.

Most tuition centres are not set up to help children effectively because they don’t have the time to mark a whole classroom of scripts and sometimes don’t employ staff who can mark work. Equally its very difficult for parents to know where to start as to a large degree the books that are available don’t deliver a step by step process.

For more information about the creative writing aspect of 11 Plus exams please continue reading. For more general information on 11 Plus exams, including the types of exam and their structures,  please follow this link . If you want more information about the English aspect of the 11 Plus please follow this link .

There are some core guidelines that will help children to improve

Practice and revision of work is very important. Whenever children write a piece they must then, a couple of days later, revisit it critically and think about how they could improve it. This process of self-criticism and correction allows children to naturally develop their skills. Their stories naturally become better first time out.

Creative writing books and resources for 11 Plus preparation

It is really difficult to find the right resources to help children at home. Our guidance below will help you to understand what you could focus but even then it is a difficult task. There are also very few books out there which attempt to do the job and even fewer that we would recommend.

Descriptosaurus- supporting creative writing ages 8-14

What areas of creative writing should children focus on?

The common areas where most children could improve are as follows:

1/ Spelling and punctuation – Getting the basics right is very important. Children should read through their work critically and correct errors. The better an impression they can make (few mistakes) the greater their scores will be. It is also the case that demonstrating their knowledge of punctuation also helps (e.g. Correct use of direct speech).

2/ Simplicity of plot –   Children often have a limited amount of time to write. Examiners do not expect them to come up with a complicated plot with numerous characters and lots of action- children who attempt this always fail. Simplicity is essential, children need to get used to the idea that a very simple plot with a limited amount of action and very few characters is the right way forward. They will then find they have something they can deliver properly in the time that they have.

3/ Descriptions, descriptions, descriptions – Having grasped the idea that simple plots with limited action work best children will then find that most marks can be gained by describing characters and action well. Children who think through a number of descriptions as a sort of descriptions bank often do very well in these test. They automatically have some good vocabulary or turns of phrase to describe people or situations or emotions or the environment and they can use these naturally as they tell their story.

4/ Using accurate language – Naturally as part of developing their descriptions children will think about interesting vocabulary and turns of phrase and also about using literary devices ( such as similes). Additionally though they should steer clear of obvious such as like or said or good- they will find more accurate vocabulary exists should they give it some thought.

5/ A sensible ending – Children sometimes fall foul of this by using endings such as ‘and then I woke up’ . Examiners will be marking lots of scripts and so this sort of ending will naturally attract poor marks. Children will find that if they develop a simple story and describe it well then they will have the time to naturally bring a story to its conclusion without needing to revert to odd endings.

A  final word – handwriting – With increasing screen time sometimes children lack well developed handwriting skills. Children either write illegibly or cannot write quickly enough to get a story out in the time available. There’s no easy way to resolve this other than practice. If children are writing practice stories and revising them then they will find this allows them to naturally develop their handwriting.

11 Plus Creative writing example topics and tasks

Tasks vary by area. In Essex for instance currently they ask for circa ten sentences on two topics. One tends to be more factual, the other more descriptive. Other areas like Kent or schools like St Olaves or Henrietta Barnet ask for more extensive writing- while tasks can change year to year this could be a creative writing task lasting 40 minutes.

Whatever the task or length children will benefit from focussing on the six areas (above) that we have identified above.

We have developed a list of sample creative writing topics and tasks which you could you to start writing at home.

11 Plus areas asking for creative writing, essays or extended writing

Kent – set a  40 minute creative writing task for all pupils but it is only marked where they need to decide on the last few students to take.

Kent Medway  – As Kent, 40 minute creative writing task but only marked in a few cases.

Essex (all schools apart from Chelmsford county high school for girls)  – 2 Extended writing tasks. One factual – how to make toast as an example and one more creative  such as describe your pet or your favourite animal. They ask for a few sentences on each.

Devon –  The following schools ask for creative writing as part of their 11 Plus test- Colyton, Torquay Boys, Torquay Girls, Churston Ferrers, Devonport Girls

Surrey –  Tiffin Boys and Girls schools, Wilsons and Sutton Grammar school, Nonsuch and Wallington schools

St Olaves School

Henrietta Barnet School

Trafford  – Altrincham Grammar School for boys

Wirral – St Anselm’s College

Yorkshire – Crossley Heath and North Halifax School

To review the books that we suggest you use during your preparation, then try some of these links:

• CEM 11+ Verbal Reasoning Resources and Preparation
• CEM 11+ Non-Verbal Reasoning Resources and Preparation
• CEM 11+ Numerical Reasoning Resources and Preparation
• 11+ English Resources and Preparation
• 11+ Maths Resources and Preparation
• 11+ Verbal Reasoning Resources and Preparation
• 11+ Non-Verbal Reasoning Resources and Preparation

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11 plus creative writing topics

By Bright Light Education | Jun 29, 2023, 9:07 AM

Wondering what topics your child could be asked to write about in their 11 plus creative writing exam? Here's a list of tasks that have been used in real-life entrance exam papers. This is a guest post from Bright Light Education .

Bright Light Education is an education company based in London but operating worldwide. They specialise in creative writing and preparing children for 11+ exams. Their book, Creative Writing Skills , has sold over 4,000 copies and has been a Number One Best Seller on Amazon. It is suitable for children aged 7–14.

The questions your child might be asked in an 11 plus creative writing assessment are endless, but here is a list which you could use to guide and inspire your child's practice. These tasks have all been used on real 11 plus papers, from schools including Latymer Upper , St Paul's Girls' , The Perse School , Emanuel School , Alleyn’s School , Merchant Taylors and the CSSE (Essex) exam .

Write a story

'Taught a lesson!’ Write a story about a bully who is taught a lesson.

Write a story entitled, ‘Alone’.

‘The Fire’ Write a story with this as your title. Concentrate on describing a fire and its effects, and the thoughts and feelings of the people involved, so that it is convincing for your reader.

Continue a story

Continue the story that begins with, 'Outside my front door, someone had left a large cardboard box.'

Continue the story that begins with, 'Pushing the door, his hand shook uncontrollably as he watched the ground open up to reveal a spiral staircase winding down to the unknown.'

Write a recount

Imagine you are a Martian landing on planet Earth. Write a diary entry (in English!) about your first day.

A Walk in the Dark. You have had to go out after dark to carry out an errand. Write a letter to a friend telling them: what you saw, what you heard, and how you felt about being out by yourself in the dark.

Write a description

Imagine it is very early in the morning and you are all alone in your school just before anyone else has arrived. Describe your observations and what you feel.

Describe a visit to a very cold place.

Imagine that your train stops in a tunnel in the dark for half an hour. Describe what you see and how you feel.

Describe someone you will never forget and explain why.

Write about an experience

Write about a time when you had to do something that scared you. Explain what happened and describe how you felt. You should make your writing as interesting and detailed as possible.

Write about a time that you or someone else became frustrated by something. Explain what happened and how you felt.

Write about an image

Write a story based on the following picture.

Describe the image.

Write a piece of non-fiction

Write a persuasive letter to your local MP about the litter in your area and what you want them to do about it.

Do you think children should have access to smartphones? Write a discursive magazine article in which you outline reasons for and against.

Explain what is your favourite time of the whole year. You should aim to write at least six sentences.

Write down, in six or seven sentences, instructions for a younger brother, sister or friend on how to clean their teeth.

Write six or seven sentences describing an animal. For example, a cat, a dog, a guinea pig, or a horse. Make your writing as vivid as possible.

In six or seven sentences, write down clear instructions on how to make a piece of toast with jam. Make your writing as precise as possible.

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ELEVEN PLUS: A COMPLETE GUIDE

Use this complete online Eleven Plus preparation to help you and your child prepare for the 11 plus test at home.

Created for BOTH parents and children, this resource provides a detailed insight to the entire 11+ process, the question types and includes free practice questions and answers.

You can download 11+ Free Practice Papers at the bottom of this page.

Complete Eleven Plus (11+) Guidance

All across the country, Year 6 pupils will need to make that all important decision as to where they want to continue their education. Choosing the right secondary school will have a huge impact on the rest of their academic life, and thus this choice needs to be the right one for your child.

The first big decision you and your child will need to make is whether or not they wish to attend a grammar secondary school. If you wish to apply for a grammar school placement, then there are a few things that you are going to need to know.

This ultimate FREE resource will guide you through the entire process of applying to ANY grammar secondary school. This resource will answer some of the most common questions concerning the Eleven Plus, in the hope to make the transition from primary to grammar school much, much easier.

CLICK THE BUTTONS BELOW TO NAVIGATE THE PAGE QUICKLY:

1. Overview of the 11+

2. The Four Disciplines of the 11 Plus

5. Verbal Reasoning

6. Non-Verbal Reasoning

7. Parent FAQs

8. Practice Paper Downloads

The content on this page is designed to provide a complete overview of the 11+, the types of questions your child will face and frequently asked questions by parents.

DON’T FORGET! You can also download Free Eleven Plus Exam Practice Papers at the end of this resource 🙂

1. OVERVIEW OF THE 11 PLUS

The eleven plus is an exam sat by children in their last year of primary school. It is used to determine whether or not a child may gain entrance to a grammar school for their secondary education.

The Butler Education Act of 1944 saw the introduction of the eleven plus examination. This act saw a reshuffle of the whole of the education system in the United Kingdom in post war Britain. The aim was to make secondary education free for all and eliminate the existing inequalities. Following from this, secondary schools were consequently divided into three distinct types: Grammar, Secondary Modern and Technical schools.

The eleven plus exam was hereafter used as a way of assessing students’ suitability for Grammar schools, and those who did not pass were allocated places at one of the two other types of secondary schools.

Changes were made to the system in 1976 when the Labour government decided to give LEA’s (Local Education Authorities) the option to get rid of some Grammar schools favouring comprehensives which treated all children equally regardless of natural academic ability. Following from this, some existing Grammar schools became Private Grammars and many turned into comprehensives which did not require the sitting of the eleven plus exam in order to gain entry. The number and types of schools became varied in each Local Authority area.

Today’s picture is just as varied, with some areas of the UK still having a large number of selective Grammar schools (with Kent, Medway, Buckinghamshire and Lincolnshire having the largest numbers) and other areas having more of a mix.

Whether or not your child should take the eleven plus depends on a number of factors. Often your child’s primary school will offer advice as to whether or not they believe it is a good idea based upon their proven abilities throughout their education so far.

You should also take into account the schools that are available in your local area and weigh up which ones would suit your child best. You should not force your child to take the exam against advice just because they have ‘nothing to lose’.

2. THE FOUR DISCIPLINES OF THE 11 PLUS

In most cases, the 11 plus consists of four sections:

Verbal Reasoning (VR);

Non-Verbal Reasoning (NVR).

Of course, this is subject to each school, and therefore the exam may differ slightly. For example, we know that the 11+ for the CSSE (Essex) exam, it only consists of an English and a Maths paper.

The types of questions your child will face in their exams are designed to test the knowledge that they have acquired throughout their primary school education thus far. The eleven plus however may have some types of questions or topics that your child is not entirely familiar with. This is because the test aims to seek out children who can apply the skills and knowledge that they have attained to various diverse topics and questions. This demonstrates an initiative and aptitude to the examiners.

Ultimately, one of the best ways to ensure your child performs as well as possible in their exams is to familiarise them with the types of questions that they are likely to face. They will naturally feel daunted on the day to some degree but equipping them with adequate prior preparation will ensure that they have the best chance of success.

Think about covering each of the 11 plus sections in turn with your child to make them feel fully prepared and confident on exam day.

In the next section, we are going to provide a breakdown of each section, including example questions, and how to work them out.

3. Eleven Plus English

The English test will usually be divided into three main sections:

• Comprehension.
• Applied reasoning.
• Continuous writing.

Comprehension

This section requires you to read a passage or an extract of text, and subsequently answer a range of questions based upon what you have just read. For the real exam, it is recommended that you spend approximately ten minutes reading the extract given, and a further thirty minutes answering the related questions.

The lines of the text will be numbered in order for you to be able to refer back to them when giving your answers. The types of questions that you will be asked in the comprehension section are designed to test your understanding of the text and the

words and themes within it. They will be a combination of both multiple choice and longer, more descriptive questions.

Applied Reasoning

It is recommended that you spend ten minutes on this part of the test in the real exam. During this section, you will be asked a few different types of ‘verbal reasoning’ style questions.

Given the time frame you have to answer these questions, you will have to complete them fairly quickly. They will involve more ‘quick fire’ type exercises and they will be prefaced with an example question and answer, so that you can get an idea of what the question is asking of you.

Continuous Writing

You will be given a separate booklet for this part of the test. It is recommended that you spend around twenty minutes completing this section in the real exam.

You will be set a couple of tasks, and then asked to write a number of sentences (around six or seven) on a subject or topic in your own words. It makes sense to divide your time evenly for these two questions, so with that in mind you should aim to spend around ten minutes answering each one.

For these questions, you will be assessed on the creativity and quality of the pieces you write, along with the correct and proper usage of punctuation and spelling.

UNDERSTANDING FICTION

READING COMPLEX FICTION

The best advice that I can give to you is to read as many different types of books as you can.

Whilst it’s great to pick a genre that you love, this will limit your ability to expand your knowledge.

By reading books from different authors, genres and eras, you will be able to see how writing styles differ from one another, and how each written text uses particular techniques in order to draw in their readers.

IMPROVE YOUR READING ABILITY BY:

• Reading books from different authors;
• Reading books from different genres;
• Reading books from different eras (traditional vs. modern).

QUESTIONING THE TEXT

  It is important that, after reading the text, you think about what has been said.

You need to be able to read an extract from a book, and understand the passage in further detail.

By asking questions as you go through, this will allow you to understand what the author was trying to say:

• How does the author want me to feel at this point?
• How does the author feel at this point?
• Why have I been provided this information?
• What can I learn from the information that has been provided?
• Why has the author used a particular phrase?
• Who is the narrator of the text and how are they being portrayed?

TEACHING POETRY

WHAT IS POETRY?

  Poetry is another form of literary writing.

Poems are often written to express feelings, thoughts or ideas. The subject of the poem will depend on what type of poem it is.

TYPES OF POETRY

Below is a list of the types of poems you will be expected to know for your Key Stage 2 English SATs.

English 11 Plus Practice Questions

Read the below passage carefully and then answer the following exam-style questions.

Extract from Webster and his Journey Home by How2Become.

Strand by strand, Webster created an articulate infrastructure; a structure so defined and carefully constructed, that it made all others seem unrefined. Clear light lines that, although appeared fragile and breakable, were actually a strong, valuable asset to the world in which he lived. “It’s all in the spinning”, Webster smiled as he continued to finish off his masterpiece. There was nothing Webster liked doing more than spending time with his companion, Toby. Together they would create a sense of security and triumph – Webster’s definition of perfection. On the surface, Webster appeared to be like any other of his kind; a dark shade of brown, with legs as fast as they could carry. Webster was just ordinary, nothing special, nothing different; just blending in with the rest of the crowd. Webster would move from place to place, doing the same things he had always done. He knew no other way; it was a routine thing for him; a routine to eventually get him home. He became complacent with his way of life. He knew that every ‘man’ was out for himself, and although the rest of them would have learnt to protect and hide themselves in their patterned shelter, Webster felt the need to be ridiculously excessive. After all, he was tiny and suffered with a damaged leg, all of which makes him inferior to the leader of the cluster.

Why do you think the author has used the name “Webster”? What inference can we make from this choice of name?

The author uses the phrase, “a structure so defined and carefully constructed, that it made all others seem unrefined”. What do you believe the author is referring to here?

Which narration is the author writing in for Webster and his Journey Home ?

• All of them

Poem called Windy Nights by Robert Louis Stevenson.     

Whenever the moon and stars are set,

Whenever the wind is high,

All night long in the dark and wet,

A man goes riding by.

Law in the night when the fires are out

Why does he gallop and gallop about?

Whenever the trees are crying aloud,

And ships are tossed at sea,

By, on the highway, low and loud,

By at the gallop goes he.

By at the gallop he goes, and then

By he comes back at the gallop again.

What type of poem is this?

How do you know this?

Line 3 and 4 reads, “All night long in the dark and wet / A man goes riding by”. What does the “man” represent?

Write down two examples taken from the poem, which describe how the author conveys sound and imagery.

ENGLISH QUESTION ANSWERS

The author has used the name “Webster” to imply that he is, in fact, a spider.

The author uses the phrase, “a structure so defined and carefully constructed, that it made all others seem unrefined”. This is clearly talking about a spider’s web, and how they are carefully created.

3 rd person

Lyrical – Lyrical poems are poems that are expressed musically. In other words, you can imagine singing along to it.

  Question 5

The man is representing a horse rider.

  Question 6

(1) “Whenever the trees are crying aloud”. This links to the title of the poem, “Windy Nights”, as it suggests that the trees are making noises from the wind.

(2) “And ships are tossed at sea”. This demonstrates that the sea is rough and therefore reinforces this notion of wind.

RETURN TO THE CONTENTS OR CONTINUE READING BELOW

4. Eleven Plus Maths

The maths test is comprised of one test and one answer booklet is provided. It is recommended that you answer all the questions you can in good time, and not spend too long on a question you are not sure on. This means that you can leave yourself time at the end of the test to go over and try again on any questions you were unsure of the first time around.

You will not be able to use a calculator during the test and you will be provided with space on the answer booklet to show your workings if necessary.

The test will include an array of different types of maths problems you will have studied at school. The exam board advise that once the test has commenced, you will be unable to ask about any of the questions within it.

UNDERSTANDING FRACTIONS

A fraction is PART of a whole number.

A FRACTION is made up of 2 numbers.

The top number is called the NUMERATOR.

The bottom number is called the DENOMINATOR.

THE NUMERATOR

The numerator number tells you how many ‘bits’ we are trying to work out.

THE DENOMINATOR

  The denominator number tells you how many bits there are ‘ altogether’.

UNDERSTANDING TIME

Time = is a way of measuring how long it takes to do something, or to work out how long something lasts.

The day is split into two halves.

If you are asked to write down 7 o’clock in the morning, this will usually be written as 7am. If you are asked to write down 7 o’clock in the evening, this will be written as 7pm or 1900.

NOTE: there is an ‘am’ and a ‘pm’ for every time of the day, so make sure you know which one to use!

We can break up time in a number of ways, but below we have shown you the most common ways time is broken up.

Try to learn as many of these as you can!

Maths 11 Plus Practice Questions

Theo is arranging blocks into patterns. The blocks he is using are all the same size.

This is the first pattern he makes.

a) What is the area of the shape Theo would require to fill the gap in the middle?

b) What is the perimeter of the shape that Theo creates?

Scarlett only knows the time using am/pm times. She is struggling to convert the times using the 24-hour clock. Scarlett wants your help. Match the am/pm times to the 24-hour clock.

If the statement is true, put a tick in the box. If the statement is false, put a cross in the box.

a) 4 : 3 is equivalent to 16 : 12.

b) 12 : 6 in its simplest form is 1 : 2.

c) 24 : 11 is already in its simplest form.

d) 50 grams of flour, 40 grams of sugar and 100 grams of butter. In its simplest form, this would be 5 : 4 : 1.

MATHS QUESTION ANSWERS

Question 2 

Question 3 

EXPLANATION = 4 : 3 is equivalent to 16 : 12, Both numbers have been multiplied by 4

EXPLANATION = 1 : 2 is not the simplest form of 12 : 6. Instead is should be 2 : 1, not 1 :2

EXPLANATION = 24 : 11 is already in its simplest form because 11 is a prime number, and therefore no numbers can be divided into it.

EXPLANATION = 50 : 40 : 100 in its simplest form would be 5 : 4 : 10 , not 5 : 4 : 1 .

5. Eleven Plus Verbal Reasoning

There are various different types of verbal reasoning questions you may be asked. They are questions that are designed to test your understanding of the English language and the words within it.

The reason why schools use verbal reasoning during the 11 plus assessment is so that the assessors can analyse a student’s understanding and comprehensive skills. This is a great skill to demonstrate as it allows students to analyse text and work out the logical reasoning behind words and sentences.

Generally, the verbal reasoning section of the eleven plus exam will be combined with the Non-Verbal Reasoning 11+ paper, and you will have 1 hour to complete both sections.

SAMPLE VERBAL REASONING 

The same letter must be able to fit into both sets of brackets [?] in order to complete the word in front of the bracket and begin the word after the bracket.

Happ   [?]    ellow

Wh      [?]    awn

How to work it out

• The only letter that could fit inside the bracket in order to make 4 words is = Y.
• Happ y , y ellow, wh y, y awn

In each question, there are two pairs of words. Only one of the answers will go equally well with both these pairs.

(Look out for meanings of the words and other possibilities of how another word could be used in that situation).

(fall  tumble)       (journey    outing)

  Travel would not be appropriate because it doesn’t fit with the first set of words.

• Trap doesn’t work because it doesn’t fit with the second set of words.
• Drop doesn’t work because it doesn’t fit with the second set of words.

B – trip (meaning to fall or stumble and can mean taking a trip somewhere).

Verbal 11 Plus Practice Questions

Which word is the odd one out?

Rearrange the words so that the sentence reads correctly.

left tap room the the because flooded was on.

Pick the word from the list of options that is the opposite to, or nearly opposite to, the word at the top.

Read the sentence and complete the letters within the missing word.

The pig r_ll_d in the mud.

VERBAL QUESTION ANSWERS

Lift is the odd one out. The other three words are all similar types of exercise, performed mainly with your legs.

The room flooded because the tap was left on.

The opposite word to “wealth” is answer option C – scarcity.

The pig r o ll e d in the mud.

6. Eleven Plus Non-Verbal Reasoning

Non-verbal reasoning questions are designed to test your ability to recognise patterns and sequences in sets of abstract shapes and pictures. There are a variety of different types of non-verbal reasoning tests which require you to pick up upon and apply a range of different methods.

Non-verbal reasoning is used during the 11 plus so that student’s ability to work out similarities of patterns and shapes can be assessed.

As mentioned previously, the non-verbal section of the 11 plus will be combined with the verbal reasoning.

SAMPLE NON-VERBAL REASONING 

Find the odd one out.

• For these types of questions you need to pay careful attention to colours, patterns, shapes, size etc.
• You can notice that figures A, B and D have diagonal lines going from top left to bottom right.
• Whereas in figure C, the diagonal lines are going from top right to bottom left. This is the opposite and therefore is the difference.

Work out the where the hidden shape is. The hidden shape can be found in one of the answer options.

It will be exactly the same size and the same way round where it is hidden.

Non-Verbal 11 Plus Practice Questions

For the following question, you must refer to the first pair to decide upon what will make up the second. Look at the changes that have occurred between the two images in pair one, and then apply them to pair two.

Which answer options completes the sequence?

Which shape is the odd one out?

NON-VERBAL QUESTION ANSWERS

The answer to this question is C. The first pair sees two black shapes switch places and become white and the two white shapes switch places and become black.

This method can be applied to the second pair where two black shapes change  places and become spotted and the two spotted shapes switch places and become black.

The answer to this question is C. Notice that the black square in the top right stays in the same position. The shapes in a diagonal line move down that line one step each time. Once a shape has reached the bottom, it shifts back to the top.

The odd one out is answer option B. Answer option B only has one small arrow pointing down from a line where the others have 2.

Identifying your child’s strengths and weaknesses 

A crucial step in preparing your child for the eleven plus is spending some time working out what their strengths and weaknesses are. This way you can help them to achieve the best results possible in the exams. It is important to do this at an early stage so that your child can spend more time working on improving the topics that they find more difficult and less time on those that they are able to grasp quickly.

There are a few ways you can go about identifying your child’s strengths and weaknesses, but one of the best ways is to go through some practice material with them. You can compare tests and see the topics that keep coming up. It is also useful at this point to simply ask your child which parts they particularly struggled with and if there is anything they are having difficulty with at school.

Mock exams and example questions 

As mentioned before, it is good practice to use mock exams in order to find out your child’s strengths and weakness. Practice papers are also useful in putting your child in the mindset of the exams. Often exams can be stressful and daunting for children of this age and it can feel that there is a lot of pressure on them to perform. However, familiarising your child with the format of the papers and the timings and types of questions they may encounter will help them to feel more comfortable and reduce some of the stress.

Here at How2Become we have an extensive range of mock exams and example questions in various formats designed specifically to prepare your child for their 11+ examinations.

Finding a good tutor and specialist courses

You and your child may feel as though a course or a specialist tutor is necessary to aid them in preparations for the 11+. If you decide that this is a route you would like to go down, you should do some research to find the best available option for you and your child. Ensure you research tutors in your area and if possible look for those with reviews. It is always advisable to take tips and advice from others who can recommend a good tutor for your child. One thing to note when finding a tutor for the 11 plus is to ensure that they coach your child on the types of questions they will face in the exam they will be taking. That is to say, various regional areas have slight variations in how the 11 plus is structured and the types of questions that are set.

The eleven plus uses a standardised scoring system. The scores are standardised both across the board and also age standardised to remove any kind of unfairness. For this reason the pass and fail marks for each year can vary. The standardisation process can sound confusing but it is essentially a way of making sure the marking is as fair as possible and takes into account all potential variations.

For whatever reason, you may wish to appeal your child’s results for the exam. Your child may not have obtained the results that were expected of them and they might not have made their first choice of school. This happens every year and is sometimes due to certain mitigating circumstances but can also just be the stress of the exam on the day. Sometimes children can qualify for entry into their first choice school, but the school had a limited number of places and is thus oversubscribed.

In order to start your appeal, find the letter that was sent out containing your child’s results. This will contain the information you need regarding how to start the process and who to contact. In the first instance you will usually be communicating with the head teacher of your child’s primary school and discuss your options and the paperwork you will need to fill out.

Within the appeal you will need to include reasons for the appeal and any supporting evidence. You may also have to go to a hearing in which you discuss the reasons for your appeal with a panel.

Of course the outcome of an appeal cannot be guaranteed, but it is an option that is there and helps many who did not achieve the result that they expected.

What happens if my child doesn’t pass?

  If your child does not pass the exam as expected, do not despair or feel that all is lost. Firstly if you are interested in the appeals process and feel that this is worth pursuing then have a look at our advice above and consider this option.

However, bear in mind that not every child will pass the exam and there can be any number of reasons for this. This does not mean your child has not performed well or is not good enough. Do not make them feel as though they have failed or disappointed you as this will only serve to discourage them more. Naturally children of this age will find it hard to cope with this type of situation so ensure that you stay supportive and encourage them to hold their heads high and move on.

There are a number of comprehensive schools your child will have the opportunity to thrive at and consider that sometimes another school may be a better fit for their abilities.

Choosing the right school can seem like a daunting decision. There are a lot of things to consider when making the decision for you and your child.

Make sure you think about the things that are important for your child. This can include the type of learning your child is suited to, the facilities and reputation of the schools and their locations. Try making a list of the things that are a priority for your child and yourself and then apply these criteria to all of the schools that you are considering.

It is important to visit the schools that you are considering as this is the only way to get a true feel for the culture and ethics. You know your child best, and they know if they feel comfortable in the environment of the school.

Once you have a feel for the schools having visited them, have a conversation with your child applying all the criteria you set to each one. Come to a decision based on weighing up all the factors. Ultimately, you want your child to be happy at the school, but also you want to ensure you pick the school that will encourage them to perform at their best.

Below we have provided some top tips and advice to help get your child to pass the 11 plus:

• Make sure to check your local authorities’ website for details which are specific to the eleven plus that your child will be taking. These websites are a useful go to for information including key dates and detailed information regarding the exams in your area.
• Some people find it useful to speak to other parents about the eleven plus process, and there are plenty of forums online where you can share your experiences and discuss with other like-minded people. For example, have a look at https://www.11plus.co.uk/ where you can discuss in the forum and pick up information regarding independent schools’ admissions.
• Make sure you have identified your child’s strengths and weaknesses  before  you begin revision sessions. Have a look at our advice above for tips on how to do this. Once you have narrowed down the topics your child finds more difficult you can then tailor their revision and avoid the mistake of giving too much weight to topics that they are already confident with.
• Similarly, ensure that you try different  methods of revision  and see which one suits your child best. If you can identify the type of learning that suits your child early on, they will find retaining their knowledge much easier. Try different methods to see which ones work best. Some children find mnemonics useful for example, and some are visual learners.
• Encourage your child to participate in  active revision . Practice papers will get them used to the style of the exam that they will be taking and make the real paper less daunting on the day. Try testing your child under timed conditions for even more realistic practice.
• Ensure your child is in  good habits  in the weeks and months leading up to the exams. By this we mean sleeping at regular times, eating well and staying active. This may feel obvious but all of these things can really build your child up and give them the best chances of performing in their exams.
• Many parents find a  reward system  helps their child to get through revision sessions and encourages their studies. Small rewards when your child is doing well can really boost their confidence and encourage them to keep going.

8. Eleven Plus Free Practice Papers

Download free 11+ exam papers by clicking the icons below:

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BONUS: USEFUL RESOURCES 

Here at How2Become, we have created several 11+ exam preparation books to aid 11 plus revision. With our guides, you and your child are able to effectively prepare for any 11 plus exam.

Some of pour exam preparation books include:

• 11 plus Kent Test
• 11 plus CSSE (Essex)
• 11 plus Birmingham

Below we have listed some useful 11 plus resources to help you prepare further for the 11 plus assessment.

http://www.elevenplusexams.co.uk/

This site provides extensive and in depth explanations of the whole eleven plus process. Useful if you are looking for thorough and detailed information.

http://www.11plusguide.com/ 

A site designed for parents to guide them through the eleven plus journey. Includes preparation guides for each part of the exam.

https://www.ksol.co.uk/contents

Key stages online has a large section of eleven plus resources including online one on one tuition.

http://www.elevenplusadvice.co.uk/

A site with useful information on the admissions process and general advice regarding the exams and admissions processes. Useful especially for specific information in the Bucks and Kent areas.

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Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Writing Essays for Exams

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What is a well written answer to an essay question?

Well Focused

Be sure to answer the question completely, that is, answer all parts of the question. Avoid "padding." A lot of rambling and ranting is a sure sign that the writer doesn't really know what the right answer is and hopes that somehow, something in that overgrown jungle of words was the correct answer.

Well Organized

Don't write in a haphazard "think-as-you-go" manner. Do some planning and be sure that what you write has a clearly marked introduction which both states the point(s) you are going to make and also, if possible, how you are going to proceed. In addition, the essay should have a clearly indicated conclusion which summarizes the material covered and emphasizes your thesis or main point.

Well Supported

Do not just assert something is true, prove it. What facts, figures, examples, tests, etc. prove your point? In many cases, the difference between an A and a B as a grade is due to the effective use of supporting evidence.

Well Packaged

People who do not use conventions of language are thought of by their readers as less competent and less educated. If you need help with these or other writing skills, come to the Writing Lab

How do you write an effective essay exam?

• Read through all the questions carefully.
• Budget your time and decide which question(s) you will answer first.
• Underline the key word(s) which tell you what to do for each question.
• Choose an organizational pattern appropriate for each key word and plan your answers on scratch paper or in the margins.
• Write your answers as quickly and as legibly as you can; do not take the time to recopy.
• Begin each answer with one or two sentence thesis which summarizes your answer. If possible, phrase the statement so that it rephrases the question's essential terms into a statement (which therefore directly answers the essay question).
• Support your thesis with specific references to the material you have studied.
• Proofread your answer and correct errors in spelling and mechanics.

Specific organizational patterns and "key words"

Most essay questions will have one or more "key words" that indicate which organizational pattern you should use in your answer. The six most common organizational patterns for essay exams are definition, analysis, cause and effect, comparison/contrast, process analysis, and thesis-support.

Typical questions

• "Define X."
• "What is an X?"
• "Choose N terms from the following list and define them."

Q: "What is a fanzine?"

A: A fanzine is a magazine written, mimeographed, and distributed by and for science fiction or comic strip enthusiasts.

Avoid constructions such as "An encounter group is where ..." and "General semantics is when ... ."

• State the term to be defined.
• State the class of objects or concepts to which the term belongs.
• Differentiate the term from other members of the class by listing the term's distinguishing characteristics.

Tools you can use

• Details which describe the term
• Examples and incidents
• Comparisons to familiar terms
• Negation to state what the term is not
• Classification (i.e., break it down into parts)
• Examination of origins or causes
• Examination of results, effects, or uses

Analysis involves breaking something down into its components and discovering the parts that make up the whole.

• "Analyze X."
• "What are the components of X?"
• "What are the five different kinds of X?"
• "Discuss the different types of X."

Q: "Discuss the different services a junior college offers a community."

A: Thesis: A junior college offers the community at least three main types of educational services: vocational education for young people, continuing education for older people, and personal development for all individuals.

Outline for supporting details and examples. For example, if you were answering the example question, an outline might include:

• Vocational education
• Continuing education
• Personal development

Write the essay, describing each part or component and making transitions between each of your descriptions. Some useful transition words include:

• first, second, third, etc.
• in addition

Conclude the essay by emphasizing how each part you have described makes up the whole you have been asked to analyze.

Cause and Effect

Cause and effect involves tracing probable or known effects of a certain cause or examining one or more effects and discussing the reasonable or known cause(s).

Typical questions:

• "What are the causes of X?"
• "What led to X?"
• "Why did X occur?"
• "Why does X happen?"
• "What would be the effects of X?"

Q: "Define recession and discuss the probable effects a recession would have on today's society."

A: Thesis: A recession, which is a nationwide lull in business activity, would be detrimental to society in the following ways: it would .......A......., it would .......B......., and it would .......C....... .

The rest of the answer would explain, in some detail, the three effects: A, B, and C.

Useful transition words:

• consequently
• for this reason
• as a result

Comparison-Contrast

• "How does X differ from Y?"
• "Compare X and Y."
• "What are the advantages and disadvantages of X and Y?"

Q: "Which would you rather own—a compact car or a full-sized car?"

A: Thesis: I would own a compact car rather than a full-sized car for the following reasons: .......A......., .......B......., .......C......., and .......D....... .

Two patterns of development:

• Full-sized car

Disadvantages

• Compact car

Useful transition words

• on the other hand
• unlike A, B ...
• in the same way
• while both A and B are ..., only B ..
• nevertheless
• on the contrary
• while A is ..., B is ...
• "Describe how X is accomplished."
• "List the steps involved in X."
• "Explain what happened in X."
• "What is the procedure involved in X?"

Process (sometimes called process analysis)

This involves giving directions or telling the reader how to do something. It may involve discussing some complex procedure as a series of discrete steps. The organization is almost always chronological.

Q: "According to Richard Bolles' What Color Is Your Parachute?, what is the best procedure for finding a job?"

A: In What Color Is Your Parachute?, Richard Bolles lists seven steps that all job-hunters should follow: .....A....., .....B....., .....C....., .....D....., .....E....., .....F....., and .....G..... .

The remainder of the answer should discuss each of these seven steps in some detail.

• following this
• after, afterwards, after this
• subsequently
• simultaneously, concurrently

Thesis and Support

• "Discuss X."
• "A noted authority has said X. Do you agree or disagree?"
• "Defend or refute X."
• "Do you think that X is valid? Defend your position."

Thesis and support involves stating a clearly worded opinion or interpretation and then defending it with all the data, examples, facts, and so on that you can draw from the material you have studied.

Q: "Despite criticism, television is useful because it aids in the socializing process of our children."

A: Television hinders rather than helps in the socializing process of our children because .......A......., .......B......., and .......C....... .

The rest of the answer is devoted to developing arguments A, B, and C.

• it follows that

A. Which of the following two answers is the better one? Why?

Question: Discuss the contribution of William Morris to book design, using as an example his edition of the works of Chaucer.

a. William Morris's Chaucer was his masterpiece. It shows his interest in the Middle Ages. The type is based on medieval manuscript writing, and the decoration around the edges of the pages is like that used in medieval books. The large initial letters are typical of medieval design. Those letters were printed from woodcuts, which was the medieval way of printing. The illustrations were by Burn-Jones, one of the best artists in England at the time. Morris was able to get the most competent people to help him because he was so famous as a poet and a designer (the Morris chair) and wallpaper and other decorative items for the home. He designed the furnishings for his own home, which was widely admired among the sort of people he associated with. In this way he started the arts and crafts movement.

b. Morris's contribution to book design was to approach the problem as an artist or fine craftsman, rather than a mere printer who reproduced texts. He wanted to raise the standards of printing, which had fallen to a low point, by showing that truly beautiful books could be produced. His Chaucer was designed as a unified work of art or high craft. Since Chaucer lived in the Middle Ages, Morris decided to design a new type based on medieval script and to imitate the format of a medieval manuscript. This involved elaborate letters and large initials at the beginnings of verses, as well as wide borders of intertwined vines with leaves, fruit, and flowers in strong colors. The effect was so unusual that the book caused great excitement and inspired other printers to design beautiful rather than purely utilitarian books.

From James M. McCrimmon, Writing with a Purpose , 7th ed. (Boston: Houghton Mifflin Company, 1980), pp. 261-263.

B. How would you plan the structure of the answers to these essay exam questions?

1. Was the X Act a continuation of earlier government policies or did it represent a departure from prior philosophies?

2. What seems to be the source of aggression in human beings? What can be done to lower the level of aggression in our society?

3. Choose one character from Novel X and, with specific references to the work, show how he or she functions as an "existential hero."

4. Define briefly the systems approach to business management. Illustrate how this differs from the traditional approach.

5. What is the cosmological argument? Does it prove that God exists?

6. Civil War historian Andy Bellum once wrote, "Blahblahblah blahed a blahblah, but of course if blahblah blahblahblahed the blah, then blahblahs are not blah but blahblah." To what extent and in what ways is the statement true? How is it false?

For more information on writing exam essays for the GED, please visit our Engagement area and go to the Community Writing and Education Station (CWEST) resources.

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How to Prepare for an Essay Exam

Last Updated: April 20, 2023

This article was co-authored by Michelle Golden, PhD . Michelle Golden is an English teacher in Athens, Georgia. She received her MA in Language Arts Teacher Education in 2008 and received her PhD in English from Georgia State University in 2015. This article has been viewed 137,798 times.

The dreaded essay exam. Whether you like it or not, at some point in your life you are certain to encounter an exam composed entirely of essays. In the days leading up to the exam you may feel anxious or downright sick to your stomach. Fortunately, with a little bit of preparation and practice, you can turn any pre-exam jitters into a feeling of confidence, which will allow you to successfully tackle any essay exam.

Participating in Class

• Actively participate. It’s important to find a participation method that works for you, whether that’s asking thought-provoking questions or commenting on the reading. Active participation just means involving yourself in some way, so even if you don’t feel comfortable speaking at length in front of your peers, try to ask a question every now and then.
• Free yourself from distractions. Put away your cell phone or tablet and concentrate on listening and taking good notes. Now is not the time to work on homework for another class or to catch up with friends on Facebook.

• Always have a notebook on hand. It is helpful to use one notebook per subject or course, so that you don’t confuse yourself when looking back.
• Be sure to date your notes so that you can quickly reference or find the subject material covered on the exam.
• If you struggle with taking notes, ask the instructor if you can record the lecture. You can then go back and listen to the recording and either take notes at your own pace or review any parts of the lecture, which will be relevant for the exam.

• Take notes on what you’ve read and have questions ready for class.
• Follow the schedule for reading assignments. Typically readings are broken out in a way that is both manageable and topical. If, however, you find yourself unable to keep up with the readings, speak with your instructor about a schedule that suits your particular needs. For example, if readings are assigned for every other day of class, you may need to break it out such that you are reading a portion every day.

Reviewing the Material

• In addition to having one notebook per course, it may be helpful to also have an individual course binder or folder, which contains all course materials.
• Take your organization to the next level by categorizing according to exams. Don’t throw away previous notes or materials from past exams. They may come in handy for midterm or final exams. Instead, organize the materials as if they were chapters, with chapter one being the first exam and so forth and so on.

• Limit phone calls and any other distractions such as texting. It might help to turn your phone and other devices to silent mode while you’re studying.
• The TV should always be off while you’re preparing for an exam.
• If you want to listen to music, be sure it’s something that is relaxing or peaceful. Also, keep the music at a low level. Otherwise, music can easily become a distraction.

• Get into the habit of reviewing class materials after each course. This will help to ease anxiety leading up to the exam, as you won’t have as much to review and will be able to clear up any questions that arise, prior to the big day.
• Cramming doesn’t work. Multiple studies have shown that spacing out learning was more effective than cramming. [2] X Research source What’s more, cramming only increases the feeling of desperation which leads to panic, and then to test anxiety.

• Creating an outline will also come in handy when drafting essay responses, so give yourself some practice and start with your class materials.

Practicing Ahead of Time

• Don’t wait until the night before to outline answers. As you’re studying and organizing your class materials, come up with potential questions along the way. You can then go back and review and revise as necessary.
• Some instructors do specify a word count for essays. Don’t focus on counting words though. Write what you can and look for opportunities to flesh out your answers without being overly wordy.

• Identify - typically short and direct answers will do.
• Explain - requires a more detailed answer.
• Compare - look for connections.
• Argue - address this from your own perspective.

• This is a good opportunity to proofread your work and to look for any grammatical errors as well.
• Have a friend, parent or peer look over your essay as well. It is often helpful to have a fresh set of eyes review your work and provide feedback.

Community Q&A

• For open-notes or open-book tests, study thoroughly anyway. This will prepare you for other exams or tests where you're not allowed to use notes, and will allow for you to complete the test faster and easier because you won't need to search for everything in the book or your notes. Thanks Helpful 0 Not Helpful 0
• Be positive. If you are negative and believe you will not do well, chances are that you will perform the way you expect to. Thanks Helpful 1 Not Helpful 0
• Practice writing. Be sure you can write fairly well in other situations so that you can express your ideas clearly. Thanks Helpful 0 Not Helpful 0

You Might Also Like

• ↑ http://writingcenter.unc.edu/handouts/essay-exams/
• ↑ http://www.bbc.com/future/story/20140917-the-worst-way-to-learn

About this article

If you’re worried about an upcoming essay exam, start reviewing your class notes by topic. One helpful way to prepare for your essay exam is to create a potential outline for each theme. For example, if you’re studying Shakespeare’s Romeo and Juliet, you might come up with an essay outline about the themes of the play. Once you have a few of these outlines, do practice essays at home under timed conditions, using old exams or questions you can see from your outline. Additionally, make it easier to prepare for future exams by attending all classes, doing the assigned readings and taking clear notes. Keep reading for more tips, including how to understand what the essay questions are asking of you. Did this summary help you? Yes No

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177 College Essay Examples for 11 Schools + Expert Analysis

College Admissions , College Essays

The personal statement might just be the hardest part of your college application. Mostly this is because it has the least guidance and is the most open-ended. One way to understand what colleges are looking for when they ask you to write an essay is to check out the essays of students who already got in—college essays that actually worked. After all, they must be among the most successful of this weird literary genre.

In this article, I'll go through general guidelines for what makes great college essays great. I've also compiled an enormous list of 100+ actual sample college essays from 11 different schools. Finally, I'll break down two of these published college essay examples and explain why and how they work. With links to 177 full essays and essay excerpts , this article is a great resource for learning how to craft your own personal college admissions essay!

What Excellent College Essays Have in Common

Even though in many ways these sample college essays are very different from one other, they do share some traits you should try to emulate as you write your own essay.

Visible Signs of Planning

Building out from a narrow, concrete focus. You'll see a similar structure in many of the essays. The author starts with a very detailed story of an event or description of a person or place. After this sense-heavy imagery, the essay expands out to make a broader point about the author, and connects this very memorable experience to the author's present situation, state of mind, newfound understanding, or maturity level.

Knowing how to tell a story. Some of the experiences in these essays are one-of-a-kind. But most deal with the stuff of everyday life. What sets them apart is the way the author approaches the topic: analyzing it for drama and humor, for its moving qualities, for what it says about the author's world, and for how it connects to the author's emotional life.

Stellar Execution

A killer first sentence. You've heard it before, and you'll hear it again: you have to suck the reader in, and the best place to do that is the first sentence. Great first sentences are punchy. They are like cliffhangers, setting up an exciting scene or an unusual situation with an unclear conclusion, in order to make the reader want to know more. Don't take my word for it—check out these 22 first sentences from Stanford applicants and tell me you don't want to read the rest of those essays to find out what happens!

A lively, individual voice. Writing is for readers. In this case, your reader is an admissions officer who has read thousands of essays before yours and will read thousands after. Your goal? Don't bore your reader. Use interesting descriptions, stay away from clichés, include your own offbeat observations—anything that makes this essay sounds like you and not like anyone else.

Technical correctness. No spelling mistakes, no grammar weirdness, no syntax issues, no punctuation snafus—each of these sample college essays has been formatted and proofread perfectly. If this kind of exactness is not your strong suit, you're in luck! All colleges advise applicants to have their essays looked over several times by parents, teachers, mentors, and anyone else who can spot a comma splice. Your essay must be your own work, but there is absolutely nothing wrong with getting help polishing it.

And if you need more guidance, connect with PrepScholar's expert admissions consultants . These expert writers know exactly what college admissions committees look for in an admissions essay and chan help you craft an essay that boosts your chances of getting into your dream school.

Check out PrepScholar's Essay Editing and Coaching progra m for more details!

Links to Full College Essay Examples

Some colleges publish a selection of their favorite accepted college essays that worked, and I've put together a selection of over 100 of these.

Common App Essay Samples

Please note that some of these college essay examples may be responding to prompts that are no longer in use. The current Common App prompts are as follows:

1. Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story. 2. The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience? 3. Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome? 4. Reflect on something that someone has done for you that has made you happy or thankful in a surprising way. How has this gratitude affected or motivated you? 5. Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others. 6. Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?

7. Share an essay on any topic of your choice. It can be one you've already written, one that responds to a different prompt, or one of your own design.

Now, let's get to the good stuff: the list of 177 college essay examples responding to current and past Common App essay prompts. 

Connecticut college.

• 12 Common Application essays from the classes of 2022-2025

Hamilton College

• 7 Common Application essays from the class of 2026
• 7 Common Application essays from the class of 2022
• 7 Common Application essays from the class of 2018
• 8 Common Application essays from the class of 2012
• 8 Common Application essays from the class of 2007

Johns Hopkins

These essays are answers to past prompts from either the Common Application or the Coalition Application (which Johns Hopkins used to accept).

• 1 Common Application or Coalition Application essay from the class of 2026
• 6 Common Application or Coalition Application essays from the class of 2025
• 6 Common Application or Universal Application essays from the class of 2024
• 6 Common Application or Universal Application essays from the class of 2023
• 7 Common Application of Universal Application essays from the class of 2022
• 5 Common Application or Universal Application essays from the class of 2021
• 7 Common Application or Universal Application essays from the class of 2020

Essay Examples Published by Other Websites

• 2 Common Application essays ( 1st essay , 2nd essay ) from applicants admitted to Columbia

Other Sample College Essays

Here is a collection of essays that are college-specific.

Babson College

• 4 essays (and 1 video response) on "Why Babson" from the class of 2020

Emory University

• 5 essay examples ( 1 , 2 , 3 , 4 , 5 ) from the class of 2020 along with analysis from Emory admissions staff on why the essays were exceptional
• 5 more recent essay examples ( 1 , 2 , 3 , 4 , 5 ) along with analysis from Emory admissions staff on what made these essays stand out

University of Georgia

• 1 “strong essay” sample from 2019
• 1 “strong essay” sample from 2018
• 10 Harvard essays from 2023
• 10 Harvard essays from 2022
• 10 Harvard essays from 2021
• 10 Harvard essays from 2020
• 10 Harvard essays from 2019
• 10 Harvard essays from 2018
• 6 essays from admitted MIT students

Smith College

• 6 "best gift" essays from the class of 2018

Books of College Essays

If you're looking for even more sample college essays, consider purchasing a college essay book. The best of these include dozens of essays that worked and feedback from real admissions officers.

College Essays That Made a Difference —This detailed guide from Princeton Review includes not only successful essays, but also interviews with admissions officers and full student profiles.

50 Successful Harvard Application Essays by the Staff of the Harvard Crimson—A must for anyone aspiring to Harvard .

50 Successful Ivy League Application Essays and 50 Successful Stanford Application Essays by Gen and Kelly Tanabe—For essays from other top schools, check out this venerated series, which is regularly updated with new essays.

Heavenly Essays by Janine W. Robinson—This collection from the popular blogger behind Essay Hell includes a wider range of schools, as well as helpful tips on honing your own essay.

Analyzing Great Common App Essays That Worked

I've picked two essays from the examples collected above to examine in more depth so that you can see exactly what makes a successful college essay work. Full credit for these essays goes to the original authors and the schools that published them.

Example 1: "Breaking Into Cars," by Stephen, Johns Hopkins Class of '19 (Common App Essay, 636 words long)

I had never broken into a car before.

We were in Laredo, having just finished our first day at a Habitat for Humanity work site. The Hotchkiss volunteers had already left, off to enjoy some Texas BBQ, leaving me behind with the college kids to clean up. Not until we were stranded did we realize we were locked out of the van.

Someone picked a coat hanger out of the dumpster, handed it to me, and took a few steps back.

"Can you do that thing with a coat hanger to unlock it?"

"Why me?" I thought.

More out of amusement than optimism, I gave it a try. I slid the hanger into the window's seal like I'd seen on crime shows, and spent a few minutes jiggling the apparatus around the inside of the frame. Suddenly, two things simultaneously clicked. One was the lock on the door. (I actually succeeded in springing it.) The other was the realization that I'd been in this type of situation before. In fact, I'd been born into this type of situation.

My upbringing has numbed me to unpredictability and chaos. With a family of seven, my home was loud, messy, and spottily supervised. My siblings arguing, the dog barking, the phone ringing—all meant my house was functioning normally. My Dad, a retired Navy pilot, was away half the time. When he was home, he had a parenting style something like a drill sergeant. At the age of nine, I learned how to clear burning oil from the surface of water. My Dad considered this a critical life skill—you know, in case my aircraft carrier should ever get torpedoed. "The water's on fire! Clear a hole!" he shouted, tossing me in the lake without warning. While I'm still unconvinced about that particular lesson's practicality, my Dad's overarching message is unequivocally true: much of life is unexpected, and you have to deal with the twists and turns.

Living in my family, days rarely unfolded as planned. A bit overlooked, a little pushed around, I learned to roll with reality, negotiate a quick deal, and give the improbable a try. I don't sweat the small stuff, and I definitely don't expect perfect fairness. So what if our dining room table only has six chairs for seven people? Someone learns the importance of punctuality every night.

But more than punctuality and a special affinity for musical chairs, my family life has taught me to thrive in situations over which I have no power. Growing up, I never controlled my older siblings, but I learned how to thwart their attempts to control me. I forged alliances, and realigned them as necessary. Sometimes, I was the poor, defenseless little brother; sometimes I was the omniscient elder. Different things to different people, as the situation demanded. I learned to adapt.

Back then, these techniques were merely reactions undertaken to ensure my survival. But one day this fall, Dr. Hicks, our Head of School, asked me a question that he hoped all seniors would reflect on throughout the year: "How can I participate in a thing I do not govern, in the company of people I did not choose?"

The question caught me off guard, much like the question posed to me in Laredo. Then, I realized I knew the answer. I knew why the coat hanger had been handed to me.

Growing up as the middle child in my family, I was a vital participant in a thing I did not govern, in the company of people I did not choose. It's family. It's society. And often, it's chaos. You participate by letting go of the small stuff, not expecting order and perfection, and facing the unexpected with confidence, optimism, and preparedness. My family experience taught me to face a serendipitous world with confidence.

What Makes This Essay Tick?

It's very helpful to take writing apart in order to see just how it accomplishes its objectives. Stephen's essay is very effective. Let's find out why!

An Opening Line That Draws You In

In just eight words, we get: scene-setting (he is standing next to a car about to break in), the idea of crossing a boundary (he is maybe about to do an illegal thing for the first time), and a cliffhanger (we are thinking: is he going to get caught? Is he headed for a life of crime? Is he about to be scared straight?).

Great, Detailed Opening Story

More out of amusement than optimism, I gave it a try. I slid the hanger into the window's seal like I'd seen on crime shows, and spent a few minutes jiggling the apparatus around the inside of the frame.

It's the details that really make this small experience come alive. Notice how whenever he can, Stephen uses a more specific, descriptive word in place of a more generic one. The volunteers aren't going to get food or dinner; they're going for "Texas BBQ." The coat hanger comes from "a dumpster." Stephen doesn't just move the coat hanger—he "jiggles" it.

Details also help us visualize the emotions of the people in the scene. The person who hands Stephen the coat hanger isn't just uncomfortable or nervous; he "takes a few steps back"—a description of movement that conveys feelings. Finally, the detail of actual speech makes the scene pop. Instead of writing that the other guy asked him to unlock the van, Stephen has the guy actually say his own words in a way that sounds like a teenager talking.

Turning a Specific Incident Into a Deeper Insight

Suddenly, two things simultaneously clicked. One was the lock on the door. (I actually succeeded in springing it.) The other was the realization that I'd been in this type of situation before. In fact, I'd been born into this type of situation.

Stephen makes the locked car experience a meaningful illustration of how he has learned to be resourceful and ready for anything, and he also makes this turn from the specific to the broad through an elegant play on the two meanings of the word "click."

Using Concrete Examples When Making Abstract Claims

My upbringing has numbed me to unpredictability and chaos. With a family of seven, my home was loud, messy, and spottily supervised. My siblings arguing, the dog barking, the phone ringing—all meant my house was functioning normally.

"Unpredictability and chaos" are very abstract, not easily visualized concepts. They could also mean any number of things—violence, abandonment, poverty, mental instability. By instantly following up with highly finite and unambiguous illustrations like "family of seven" and "siblings arguing, the dog barking, the phone ringing," Stephen grounds the abstraction in something that is easy to picture: a large, noisy family.

Using Small Bits of Humor and Casual Word Choice

My Dad, a retired Navy pilot, was away half the time. When he was home, he had a parenting style something like a drill sergeant. At the age of nine, I learned how to clear burning oil from the surface of water. My Dad considered this a critical life skill—you know, in case my aircraft carrier should ever get torpedoed.

Obviously, knowing how to clean burning oil is not high on the list of things every 9-year-old needs to know. To emphasize this, Stephen uses sarcasm by bringing up a situation that is clearly over-the-top: "in case my aircraft carrier should ever get torpedoed."

The humor also feels relaxed. Part of this is because he introduces it with the colloquial phrase "you know," so it sounds like he is talking to us in person. This approach also diffuses the potential discomfort of the reader with his father's strictness—since he is making jokes about it, clearly he is OK. Notice, though, that this doesn't occur very much in the essay. This helps keep the tone meaningful and serious rather than flippant.

An Ending That Stretches the Insight Into the Future

But one day this fall, Dr. Hicks, our Head of School, asked me a question that he hoped all seniors would reflect on throughout the year: "How can I participate in a thing I do not govern, in the company of people I did not choose?"

The ending of the essay reveals that Stephen's life has been one long preparation for the future. He has emerged from chaos and his dad's approach to parenting as a person who can thrive in a world that he can't control.

This connection of past experience to current maturity and self-knowledge is a key element in all successful personal essays. Colleges are very much looking for mature, self-aware applicants. These are the qualities of successful college students, who will be able to navigate the independence college classes require and the responsibility and quasi-adulthood of college life.

What Could This Essay Do Even Better?

Even the best essays aren't perfect, and even the world's greatest writers will tell you that writing is never "finished"—just "due." So what would we tweak in this essay if we could?

Replace some of the clichéd language. Stephen uses handy phrases like "twists and turns" and "don't sweat the small stuff" as a kind of shorthand for explaining his relationship to chaos and unpredictability. But using too many of these ready-made expressions runs the risk of clouding out your own voice and replacing it with something expected and boring.

Use another example from recent life. Stephen's first example (breaking into the van in Laredo) is a great illustration of being resourceful in an unexpected situation. But his essay also emphasizes that he "learned to adapt" by being "different things to different people." It would be great to see how this plays out outside his family, either in the situation in Laredo or another context.

Example 2: By Renner Kwittken, Tufts Class of '23 (Common App Essay, 645 words long)

My first dream job was to be a pickle truck driver. I saw it in my favorite book, Richard Scarry's "Cars and Trucks and Things That Go," and for some reason, I was absolutely obsessed with the idea of driving a giant pickle. Much to the discontent of my younger sister, I insisted that my parents read us that book as many nights as possible so we could find goldbug, a small little golden bug, on every page. I would imagine the wonderful life I would have: being a pig driving a giant pickle truck across the country, chasing and finding goldbug. I then moved on to wanting to be a Lego Master. Then an architect. Then a surgeon.

Then I discovered a real goldbug: gold nanoparticles that can reprogram macrophages to assist in killing tumors, produce clear images of them without sacrificing the subject, and heat them to obliteration.

Suddenly the destination of my pickle was clear.

I quickly became enveloped by the world of nanomedicine; I scoured articles about liposomes, polymeric micelles, dendrimers, targeting ligands, and self-assembling nanoparticles, all conquering cancer in some exotic way. Completely absorbed, I set out to find a mentor to dive even deeper into these topics. After several rejections, I was immensely grateful to receive an invitation to work alongside Dr. Sangeeta Ray at Johns Hopkins.

In the lab, Dr. Ray encouraged a great amount of autonomy to design and implement my own procedures. I chose to attack a problem that affects the entire field of nanomedicine: nanoparticles consistently fail to translate from animal studies into clinical trials. Jumping off recent literature, I set out to see if a pre-dose of a common chemotherapeutic could enhance nanoparticle delivery in aggressive prostate cancer, creating three novel constructs based on three different linear polymers, each using fluorescent dye (although no gold, sorry goldbug!). Though using radioactive isotopes like Gallium and Yttrium would have been incredible, as a 17-year-old, I unfortunately wasn't allowed in the same room as these radioactive materials (even though I took a Geiger counter to a pair of shoes and found them to be slightly dangerous).

I hadn't expected my hypothesis to work, as the research project would have ideally been led across two full years. Yet while there are still many optimizations and revisions to be done, I was thrilled to find -- with completely new nanoparticles that may one day mean future trials will use particles with the initials "RK-1" -- thatcyclophosphamide did indeed increase nanoparticle delivery to the tumor in a statistically significant way.

A secondary, unexpected research project was living alone in Baltimore, a new city to me, surrounded by people much older than I. Even with moving frequently between hotels, AirBnB's, and students' apartments, I strangely reveled in the freedom I had to enjoy my surroundings and form new friendships with graduate school students from the lab. We explored The Inner Harbor at night, attended a concert together one weekend, and even got to watch the Orioles lose (to nobody's surprise). Ironically, it's through these new friendships I discovered something unexpected: what I truly love is sharing research. Whether in a presentation or in a casual conversation, making others interested in science is perhaps more exciting to me than the research itself. This solidified a new pursuit to angle my love for writing towards illuminating science in ways people can understand, adding value to a society that can certainly benefit from more scientific literacy.

It seems fitting that my goals are still transforming: in Scarry's book, there is not just one goldbug, there is one on every page. With each new experience, I'm learning that it isn't the goldbug itself, but rather the act of searching for the goldbugs that will encourage, shape, and refine my ever-evolving passions. Regardless of the goldbug I seek -- I know my pickle truck has just begun its journey.

Renner takes a somewhat different approach than Stephen, but their essay is just as detailed and engaging. Let's go through some of the strengths of this essay.

One Clear Governing Metaphor

This essay is ultimately about two things: Renner’s dreams and future career goals, and Renner’s philosophy on goal-setting and achieving one’s dreams.

But instead of listing off all the amazing things they’ve done to pursue their dream of working in nanomedicine, Renner tells a powerful, unique story instead. To set up the narrative, Renner opens the essay by connecting their experiences with goal-setting and dream-chasing all the way back to a memorable childhood experience:

This lighthearted–but relevant!--story about the moment when Renner first developed a passion for a specific career (“finding the goldbug”) provides an anchor point for the rest of the essay. As Renner pivots to describing their current dreams and goals–working in nanomedicine–the metaphor of “finding the goldbug” is reflected in Renner’s experiments, rejections, and new discoveries.

Though Renner tells multiple stories about their quest to “find the goldbug,” or, in other words, pursue their passion, each story is connected by a unifying theme; namely, that as we search and grow over time, our goals will transform…and that’s okay! By the end of the essay, Renner uses the metaphor of “finding the goldbug” to reiterate the relevance of the opening story:

While the earlier parts of the essay convey Renner’s core message by showing, the final, concluding paragraph sums up Renner’s insights by telling. By briefly and clearly stating the relevance of the goldbug metaphor to their own philosophy on goals and dreams, Renner demonstrates their creativity, insight, and eagerness to grow and evolve as the journey continues into college.

An Engaging, Individual Voice

This essay uses many techniques that make Renner sound genuine and make the reader feel like we already know them.

Technique #1: humor. Notice Renner's gentle and relaxed humor that lightly mocks their younger self's grand ambitions (this is different from the more sarcastic kind of humor used by Stephen in the first essay—you could never mistake one writer for the other).

My first dream job was to be a pickle truck driver.

I would imagine the wonderful life I would have: being a pig driving a giant pickle truck across the country, chasing and finding goldbug. I then moved on to wanting to be a Lego Master. Then an architect. Then a surgeon.

Renner gives a great example of how to use humor to your advantage in college essays. You don’t want to come off as too self-deprecating or sarcastic, but telling a lightheartedly humorous story about your younger self that also showcases how you’ve grown and changed over time can set the right tone for your entire essay.

Technique #2: intentional, eye-catching structure. The second technique is the way Renner uses a unique structure to bolster the tone and themes of their essay . The structure of your essay can have a major impact on how your ideas come across…so it’s important to give it just as much thought as the content of your essay!

For instance, Renner does a great job of using one-line paragraphs to create dramatic emphasis and to make clear transitions from one phase of the story to the next:

Suddenly the destination of my pickle car was clear.

Not only does the one-liner above signal that Renner is moving into a new phase of the narrative (their nanoparticle research experiences), it also tells the reader that this is a big moment in Renner’s story. It’s clear that Renner made a major discovery that changed the course of their goal pursuit and dream-chasing. Through structure, Renner conveys excitement and entices the reader to keep pushing forward to the next part of the story.

Technique #3: playing with syntax. The third technique is to use sentences of varying length, syntax, and structure. Most of the essay's written in standard English and uses grammatically correct sentences. However, at key moments, Renner emphasizes that the reader needs to sit up and pay attention by switching to short, colloquial, differently punctuated, and sometimes fragmented sentences.

Even with moving frequently between hotels, AirBnB's, and students' apartments, I strangely reveled in the freedom I had to enjoy my surroundings and form new friendships with graduate school students from the lab. We explored The Inner Harbor at night, attended a concert together one weekend, and even got to watch the Orioles lose (to nobody's surprise). Ironically, it's through these new friendships I discovered something unexpected: what I truly love is sharing research.

In the examples above, Renner switches adeptly between long, flowing sentences and quippy, telegraphic ones. At the same time, Renner uses these different sentence lengths intentionally. As they describe their experiences in new places, they use longer sentences to immerse the reader in the sights, smells, and sounds of those experiences. And when it’s time to get a big, key idea across, Renner switches to a short, punchy sentence to stop the reader in their tracks.

The varying syntax and sentence lengths pull the reader into the narrative and set up crucial “aha” moments when it’s most important…which is a surefire way to make any college essay stand out.

Renner's essay is very strong, but there are still a few little things that could be improved.

Connecting the research experiences to the theme of “finding the goldbug.”  The essay begins and ends with Renner’s connection to the idea of “finding the goldbug.” And while this metaphor is deftly tied into the essay’s intro and conclusion, it isn’t entirely clear what Renner’s big findings were during the research experiences that are described in the middle of the essay. It would be great to add a sentence or two stating what Renner’s big takeaways (or “goldbugs”) were from these experiences, which add more cohesion to the essay as a whole.

Give more details about discovering the world of nanomedicine. It makes sense that Renner wants to get into the details of their big research experiences as quickly as possible. After all, these are the details that show Renner’s dedication to nanomedicine! But a smoother transition from the opening pickle car/goldbug story to Renner’s “real goldbug” of nanoparticles would help the reader understand why nanoparticles became Renner’s goldbug. Finding out why Renner is so motivated to study nanomedicine–and perhaps what put them on to this field of study–would help readers fully understand why Renner chose this path in the first place.

4 Essential Tips for Writing Your Own Essay

How can you use this discussion to better your own college essay? Here are some suggestions for ways to use this resource effectively.

#1: Get Help From the Experts

Getting your college applications together takes a lot of work and can be pretty intimidatin g. Essays are even more important than ever now that admissions processes are changing and schools are going test-optional and removing diversity standards thanks to new Supreme Court rulings .  If you want certified expert help that really makes a difference, get started with  PrepScholar’s Essay Editing and Coaching program. Our program can help you put together an incredible essay from idea to completion so that your application stands out from the crowd. We've helped students get into the best colleges in the United States, including Harvard, Stanford, and Yale.  If you're ready to take the next step and boost your odds of getting into your dream school, connect with our experts today .

#2: Read Other Essays to Get Ideas for Your Own

As you go through the essays we've compiled for you above, ask yourself the following questions:

• Can you explain to yourself (or someone else!) why the opening sentence works well?
• Look for the essay's detailed personal anecdote. What senses is the author describing? Can you easily picture the scene in your mind's eye?
• Find the place where this anecdote bridges into a larger insight about the author. How does the essay connect the two? How does the anecdote work as an example of the author's characteristic, trait, or skill?
• Check out the essay's tone. If it's funny, can you find the places where the humor comes from? If it's sad and moving, can you find the imagery and description of feelings that make you moved? If it's serious, can you see how word choice adds to this tone?

Make a note whenever you find an essay or part of an essay that you think was particularly well-written, and think about what you like about it . Is it funny? Does it help you really get to know the writer? Does it show what makes the writer unique? Once you have your list, keep it next to you while writing your essay to remind yourself to try and use those same techniques in your own essay.

#3: Find Your "A-Ha!" Moment

All of these essays rely on connecting with the reader through a heartfelt, highly descriptive scene from the author's life. It can either be very dramatic (did you survive a plane crash?) or it can be completely mundane (did you finally beat your dad at Scrabble?). Either way, it should be personal and revealing about you, your personality, and the way you are now that you are entering the adult world.

Check out essays by authors like John Jeremiah Sullivan , Leslie Jamison , Hanif Abdurraqib , and Esmé Weijun Wang to get more examples of how to craft a compelling personal narrative.

#4: Start Early, Revise Often

Let me level with you: the best writing isn't writing at all. It's rewriting. And in order to have time to rewrite, you have to start way before the application deadline. My advice is to write your first draft at least two months before your applications are due.

Let it sit for a few days untouched. Then come back to it with fresh eyes and think critically about what you've written. What's extra? What's missing? What is in the wrong place? What doesn't make sense? Don't be afraid to take it apart and rearrange sections. Do this several times over, and your essay will be much better for it!

For more editing tips, check out a style guide like Dreyer's English or Eats, Shoots & Leaves .

What's Next?

Still not sure which colleges you want to apply to? Our experts will show you how to make a college list that will help you choose a college that's right for you.

Interested in learning more about college essays? Check out our detailed breakdown of exactly how personal statements work in an application , some suggestions on what to avoid when writing your essay , and our guide to writing about your extracurricular activities .

Working on the rest of your application? Read what admissions officers wish applicants knew before applying .

The recommendations in this post are based solely on our knowledge and experience. If you purchase an item through one of our links PrepScholar may receive a commission.

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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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Blood tests for Alzheimer’s may be coming to your doctor’s office. Here’s what to know

FILE - A doctor points to PET scan results that are part of a study on Alzheimer’s disease at Georgetown University Hospital, on Tuesday, May 19, 2015, in Washington. (AP Photo/Evan Vucci, File)

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WASHINGTON (AP) — New blood tests could help doctors diagnose Alzheimer’s disease faster and more accurately, researchers reported Sunday – but some appear to work far better than others.

It’s tricky to tell if memory problems are caused by Alzheimer’s. That requires confirming one of the disease’s hallmark signs — buildup of a sticky protein called beta-amyloid — with a hard-to-get brain scan or uncomfortable spinal tap. Many patients instead are diagnosed based on symptoms and cognitive exams.

Labs have begun offering a variety of tests that can detect certain signs of Alzheimer’s in blood. Scientists are excited by their potential but the tests aren’t widely used yet because there’s little data to guide doctors about which kind to order and when. The U.S. Food and Drug Administration hasn’t formally approved any of them and there’s little insurance coverage.

“What tests can we trust?” asked Dr. Suzanne Schindler, a neurologist at Washington University in St. Louis who’s part of a research project examining that. While some are very accurate, “other tests are not much better than a flip of a coin.”

Demand for earlier Alzheimer’s diagnosis is increasing

More than 6 million people in the United States and millions more around the world have Alzheimer’s, the most common form of dementia. Its telltale “biomarkers” are brain-clogging amyloid plaques and abnormal tau protein that leads to neuron-killing tangles.

This article is part of AP’s Be Well coverage, focusing on wellness, fitness, diet and mental health. Read more Be Well.

New drugs, Leqembi and Kisunla, can modestly slow worsening symptoms by removing gunky amyloid from the brain. But they only work in the earliest stages of Alzheimer’s and proving patients qualify in time can be difficult. Measuring amyloid in spinal fluid is invasive. A special PET scan to spot plaques is costly and getting an appointment can take months.

Even specialists can struggle to tell if Alzheimer’s or something else is to blame for a patient’s symptoms.

“I have patients not infrequently who I am convinced have Alzheimer’s disease and I do testing and it’s negative,” Schindler said.

New study suggests blood tests for Alzheimer’s can be simpler and faster

Blood tests so far have been used mostly in carefully controlled research settings. But a new study of about 1,200 patients in Sweden shows they also can work in the real-world bustle of doctors’ offices — especially primary care doctors who see far more people with memory problems than specialists but have fewer tools to evaluate them.

In the study, patients who visited either a primary care doctor or a specialist for memory complaints got an initial diagnosis using traditional exams, gave blood for testing and were sent for a confirmatory spinal tap or brain scan.

Blood testing was far more accurate, Lund University researchers reported Sunday at the Alzheimer’s Association International Conference in Philadelphia. The primary care doctors’ initial diagnosis was 61% accurate and the specialists’ 73% — but the blood test was 91% accurate, according to the findings, which also were published in the Journal of the American Medical Association.

Which blood tests for Alzheimer’s work best?

There’s almost “a wild West” in the variety being offered, said Dr. John Hsiao of the National Institute on Aging. They measure different biomarkers, in different ways.

Doctors and researchers should only use blood tests proven to have a greater than 90% accuracy rate, said Alzheimer’s Association chief science officer Maria Carrillo.

Today’s tests most likely to meet that benchmark measure what’s called p-tau217, Carrillo and Hsiao agreed. Schindler helped lead an unusual direct comparison of several kinds of blood tests, funded by the Foundation for the National Institutes of Health, that came to the same conclusion.

That type of test measures a form of tau that correlates with how much plaque buildup someone has, Schindler explained. A high level signals a strong likelihood the person has Alzheimer’s while a low level indicates that’s probably not the cause of memory loss.

Several companies are developing p-tau217 tests including ALZpath Inc., Roche, Eli Lilly and C2N Diagnostics, which supplied the version used in the Swedish study.

Who should use blood tests for Alzheimer’s?

Only doctors can order them from labs. The Alzheimer’s Association is working on guidelines and several companies plan to seek FDA approval, which would clarify proper use.

For now, Carrillo said doctors should use blood testing only in people with memory problems, after checking the accuracy of the type they order.

Especially for primary care physicians, “it really has great potential to help them in sorting out who to give a reassuring message and who to send on to memory specialists,” said Dr. Sebastian Palmqvist of Lund University, who led the Swedish study with Lund’s Dr. Oskar Hansson.

The tests aren’t yet for people who don’t have symptoms but worry about Alzheimer’s in the family — unless it’s part of enrollment in research studies, Schindler stressed.

That’s partly because amyloid buildup can begin two decades before the first sign of memory problems, and so far there are no preventive steps other than basic advice to eat healthy, exercise and get enough sleep. But there are studies underway testing possible therapies for people at high risk of Alzheimer’s, and some include blood testing.

The Associated Press Health and Science Department receives support from the Howard Hughes Medical Institute’s Science and Educational Media Group. The AP is solely responsible for all content.

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After My Brother’s Overdose Death, Misinformed People Added to Our Grief

By John Woller

Dr. Woller is an internist in Baltimore.

On a crisp December morning in my small Southern hometown, my mother found my brother unresponsive in his bed. She knew she was too late. His body was cold, stiff and blue. Blood had pooled on one side of his face, causing it to swell. After her initial panic and calls to my father and 911, she was alone with my brother. She instinctively did what any mother would do: She covered him with blankets and lay down with him. She wanted to hold her son one more time.

When law enforcement officers arrived, they performed testing to confirm fentanyl overdose was the cause of death. When the test turned positive, they informed my parents that it was unsafe to enter my brother’s room. They instructed my parents to schedule expensive decontamination cleaning and provided contact information for a “bio cleaning” agency that deals with hazardous substances and environments.

The following day at the funeral home, where my brother’s body awaited cremation, my family and I were told that we would not be allowed to be in the same room with him because of the risk of fentanyl exposure and accidental overdose. It was unsafe for us to breathe the air in the room of someone who died “that way,” we were told. A funeral home employee told stories of family members who had lost consciousness after viewing loved ones who had died from fentanyl overdose, and of one family member who overdosed and died after visiting a deceased relative.

I was intent on seeing my brother. And as a physician who cares for patients who use fentanyl, I knew these claims were incorrect. I informed the employees that their policy was based on false information and incomplete anecdotes, and that they are needlessly depriving families of opportunities to see their loved ones. They relented only when we accepted responsibility for any potential exposure.

Spending time with my brother’s body was painful for all of us, but it was important for our grief process. We said goodbye through tears and held my brother’s hand one last time. Most important, it allowed my mother to see him resting peacefully, providing an alternative final image she can carry.

For the past few years, over 70,000 overdose deaths in the United States have involved synthetic opioids, primarily fentanyl and its analogues. Most families grieving these deaths won’t have a doctor in the family to dispute misconceptions perpetuated by law enforcement, funeral homes and others. How many American families are being unnecessarily deprived of a somber, sacred moment based on stigma and rumors?

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Apple Intelligence

Ai diary: testing apple intelligence writing tools, and finding myself impressed.

Having yesterday tried out the Siri improvements brought to us in iOS 18.1, I next decided to test the Apple Intelligence Writing Tools: Proofreading, rewriting, and summarizing.

Just for fun, I took a recursive approach to the task, and first asked AI to proofread yesterday’s piece …

One quick note, I’m using AI in this piece as an acronym for Apple Intelligence rather than Artificial Intelligence (thanks, Apple, for that unending source of confusion …).

Proofreading

AI suggested a total of six changes to my piece , of which three were duplicates – adding periods to bullet-point text. Here’s an example:

Whether or not to use periods in bullet-points is a stylistic choice – there’s no right or wrong, provided the bullet is just a single sentence. Personally, I think bulleted text looks best without them, and in this particular case I would always want to omit it because a dot at the end of an URL can confuse browsers.

However, this is a perfectly reasonable thing to flag, so good job there.

Next up was this one:

AI is perfectly correct here, as it is technically someone’s name. Now, personally I’m not a fan. Once something has passed into everyday language (like biro), then I think lower-case is perfectly acceptable, and more pleasing to the eye. However, AI was again absolutely right to flag this.

In this next example, I’d used informal phrasing to condense my summary of Siri’s response, but AI pointed out that it should have an indefinite article:

I do tend to use informal phrasing to condense this type of summarized text, especially as my use of angled brackets is itself an informal convention mostly only understood by my fellow geeks, but AI was right to flag it, and in this particular case I agree it’s the better choice.

Finally, we have this:

To which I’d risk more AI correction by responding ‘Yeah, no.’ Yes, it’s technically correct, but I think it reads horribly, so I definitely wouldn’t implement that.

Overall, though, a really excellent job.

Next, I tested the rewrite feature, taking a text message I’d sent recently. First the original:

Yeah, that’s great. It would be fantastic if we could get this done asap, as who knows what might happen in the next few weeks! Can you sort access?

And then AI’s (default) rewrite:

Yeah, that’s great. It would be fantastic if we could get this done as soon as possible, as we never know what might happen in the next few weeks! Could you please sort out access?

I expected it to change the “yeah” to “yes,” but it left that alone. It did, however, opt to spell out “asap” and to make my request more polite. A good job.

I opted for more recursiveness by asking AI to rewrite the company’s own explanation of its Writing Tools. This time I tested each of the three options available:

• Professional

Here’s the original:

Apple Intelligence powers new Writing Tools, which help you find just the right words virtually everywhere you write. With enhanced language capabilities, you can summarise an entire lecture in seconds, get the short version of a long group thread, and minimise unnecessary distractions with prioritised notifications.

Friendly rewrite:

Apple Intelligence has created some amazing new Writing Tools that can help you find the perfect words for any writing task. With these tools, you can summarize a whole lecture in seconds, get the gist of a long group chat, and stay focused with prioritized notifications.

Professional rewrite:

Apple Intelligence powers new Writing Tools that assist you in locating the most appropriate words virtually wherever you compose. Enhanced language capabilities enable you to summarize an entire lecture in seconds, obtain the concise version of a lengthy group discussion, and minimize distractions by prioritizing notifications.

Concise rewrite:

Apple’s new Writing Tools help you find the right words virtually everywhere. Enhanced language capabilities let you summarize lectures, shorten group threads, and prioritize notifications to minimize distractions.

I’d say each of them ticks the boxes, and I was especially impressed by the concise rewrite. For comparison, here’s what ChatGPT suggested for a condensed version:

1. Concise Summary: • Apple Intelligence offers new Writing Tools to enhance language capabilities, enabling quick summaries of lectures, short versions of long threads, and prioritizing notifications to minimize distractions. 2. Very Short Summary: • Apple Intelligence’s Writing Tools help you find the right words, summarize lectures, simplify group threads, and minimize distractions with prioritized notifications. 3. Even More Condensed: • Apple’s new Writing Tools help you summarize texts, simplify threads, and reduce distractions. 4. Ultra-Condensed: • Apple’s Writing Tools enhance communication and reduce distractions.

Offering options is good, but I actually think Apple’s version is better than any of ChatGPT’s suggestions.

Summarizing

I first asked AI to summarize this Electrek piece . Here’s what it wrote:

California law enforcement cannot issue moving violations to autonomous vehicles, leading to concerns about safety and accountability. Waymo and Cruise, two major autonomous vehicle companies operating in San Francisco, have faced criticism and calls for tighter regulations due to incidents involving their vehicles. Despite claims of safety improvements, concerns remain about the potential risks associated with autonomous vehicles.

That’s honestly a really good job!

Next I tried it on Apple’s advice on maximizing the performance of your iPhone battery:

To optimize iPhone battery life, users should update iOS, adjust screen brightness, and enable Low Power Mode. Battery usage information can be viewed in Settings > Battery, allowing users to identify apps that consume significant power and adjust their settings accordingly. Users should also ensure their computer is powered on when charging their device via USB.

Again, that’s an excellent job.

Finally, I gave it a bigger challenge, and asked it to summarize the lithium battery section of the TSA’s rules on flying with batteries .

Lithium batteries with 100 watt hours or less can be carried in carry-on or checked bags, while those with more than 100 watt hours must be carried in carry-on bags with airline approval. Spare lithium batteries must be carried in carry-on bags only.

Unfortunately, that’s wrong in one very important way: You cannot normally carry lithium batteries in your checked baggage. However, it’s understandable how AI was confused by the “Yes,” and didn’t make sense of the exclamation mark and “special instructions” caveat.

ChatGPT, in contrast, gave me a “summary” which was barely shorter than the original, and when I asked for a shorter version it made exactly the same omission as Apple.

In summary(!), then, Apple is off to an impressive start here, but don’t rely on AI summaries just yet.

My first impressions

I’m seriously impressed!

The proofreading performance is already great, even in the first beta, and I’m even more impressed by the rewriting capabilities. If I were one of Grammarly’s founders, I suspect I’d have a rather sweat-soaked brow right now.

Summarizing is arguably the most challenging task for any artificial intelligence system, as you have the twin hurdles of condensing the text as far as possible, but no further. AI definitely can’t be relied on yet, but neither can ChatGPT or any of its rivals. What we can say for sure is that Apple is off to a strong start.

If you’re running the beta, have you tried the Writing Tools? If so, please share your own thoughts in the comments.

Image: 9to5Mac collage of images by Apple and  NordWood Themes  on  Unsplash

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Ben Lovejoy is a British technology writer and EU Editor for 9to5Mac. He’s known for his op-eds and diary pieces, exploring his experience of Apple products over time, for a more rounded review. He also writes fiction, with two technothriller novels, a couple of SF shorts and a rom-com!

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