I am writing this article in response to Isabelle Kerr’s “Twerking, selfie and unlike?” piece. I think its important that we stand together in disagreement with her point of view. Whilst I understand how “twerking” and other words like this make Isabelle Kerr “wanna vom”, this article will argue against Isabelle’s view that words that are used in everyday language are “pitiful emblems of the current young generation’s contribution to language”.  Isabelle’s leading argument concerns the future of the English language. I am against this as it doesn’t matter what the future may think, these words will help young people understand the present.

Language that is currently used shall be added to online dictionaries to stop people wondering what they mean. People are confused about the meaning of these words because they may have a different type of language to the younger generations.  The online dictionaries have announced plans to include a variety of modern day words that are used by the youths. Including words such as smh (shake my head ), selfie and lmao ( laughing my ass off) . Isabelle Kerr think that this is ‘sad’. However, I would say that adults use words that younger people do not understand  and therefore they have to refer to a dictionary. Similarly younger people have a different type of language that adults do not understand and they will be provided with a source which explains what the meaning of the word is.

“Words like twerking, unlike and selfie are nothing more than slang” Do you agree? I dont. I think these words are like any other words as they still have a meaning. The only reason words such as “twerking”  have a bad reputation is because they were invented by the younger generations. The use of language by today’s youth is seen as a disgrace to the English language, smh, if this were another time and the youth were not stereotyped then the use of ‘slang’  would be seen as evolutionary. Isabelle Kerr says that Shakespeare will be “turning in his grave”. This is incorrect. Shakespeare invented a word when he saw or felt things that couldn’t be described using the words available, for example if there was some sort of movement such as “twerking”, it would need to have a name so that people would remember what it means. Shakespeare would think that this idea of creating new words such as “twerking” is good because he once done this. If no one was to give a word to something then no one would remember what it is or means.

Lastly, in the article young people are referred to “ASBO-wielding yobs”. As a young person myself, I am offended by what she has said about not just me but others such as my friends. Although me and my friends use this language on a regular basis, this does not mean that we are “ASBO-wielding yobs”, it just means that we are using these words to fit into the world that we live in. People may agree with Isabelle because they are worried that they will be lost in todays language and theirs will be forgotten.




Our performance was showing all the feelings inside the characters head and we thought by standing around the character and saying what they are thinking would be very effective as the audience would be able to understand better. We thought this would be very effective because instead of the audience wondering what emotions they are feeling through body language etc. It would be more clear.

Our staging was vey effective as we thought it would be best to have all characters speaking around the one character that was just showing their emotions through body language. Our aim of the performance was to have one character sitting in the centre with their head down then finally at the end for them to raise their head crying with “tears” streaming down their face. In our performance voice was very balanced as we all had the same tone of voice because if we did not do this it would not sound right. Also no props were needed as we think its more effective in this specific performance to use no props.

If we were to get our point across to the audience clearer we could try different techniques or even try staging our performance differently. Maybe having all characters acting and moving with sound at the same time which may help the audience to understand more.

I can tell you now that nothing annoys me more than everyone else getting on my train. Imagine how I feel getting on the same train to the same school Monday to Friday every week. It doesn’t sound so bad does it? Unless you are experiencing what I experience.

This happened a few days ago on my way to school. I was waiting patiently for my train and looked up to see that the train was approaching, the wheels screeching along the wet track, making me shiver. The train brakes and stops immediately, everyone starts pushing and shoving oblivious there is a  train track in front of them, obviously not caring about anyone else’s safety. It is in this moment where I realise I hate everyone. The train was getting closer and closer and people were thinking they had some sort of  priority train ticket being able to push in front of people who have have been waiting for the train, like myself. I do not understand why they can not just patiently wait, as there would be another train coming. Why do they think they are more important than everyone else?

The train doors opened and I took one step and stumbled forwards onto the train, I tried to contain my embarrassment but my face was already lit up like a red British strawberry. I was embarrassed as people were looking but still pushing from behind just because they want to get onto the train. Being cramped onto a small carriage, with unpleasant smells attacking my airways, I cant bare it, these are the smells that make you want to puke. Not only is this  going on around me but people think its acceptable to growl like an animal at me and complain because I am leaning on them as the train pulls off. It’s not my fault I cannot get to the pole to hold on.

A very tense and moody atmosphere as people do nothing but complain, “not enough seats”, “its too hot”, etc. Theres not a day that goes by where I do not witness people arguing, over pushing each other, acting like young children. The fact that I notice that I still have another few stops until I can get off annoys me because I have to suffer through another ten minutes of the same thing. Having to repeat all of this everyday Monday to Friday is stressful, but there can be days, mostly on fridays, where I feel a good atmosphere, a few unfamiliar smiles which makes such a pleasant train journey, nothing but the music coming from my ear phones, blocking out the world and everyone around me. Its surprising how music can change your mood so easily.

It comes to my stop and I’m relieved that I will no longer be in such a small confined space. I can finally stretch out without anyone moaning at me. I have to push my way through people to get off the train as people blank me, although I am asking politely. I feel rude doing this as it annoys me when others are pushing, but its the only way I’ll be able to get off in time.

Some people love traveling on trains but some people hate it like me. Its fine on weekends because carriages are spacious and there is always a seat, whereas weekdays are the complete opposite, much worse. You may think I’m exaggerating but if you use trains as much as I do you will understand why I have such a big issue with this.

I may be wrong, other people may experience this and they may have the exact same thoughts towards it. If you are reading this and you disagree with my thoughts, you shouldn’t go complaining until you have actually experienced this. Im sure you will one day.

The memories of walking to school in the morning feeling tired but the cold frosty air wakes you up. Seeing all of your friends as you enter the gate, you say goodbye to your parents and run to the line. You join your friends as they are singing and laughing, as you wait for the teacher, people start getting impatient pushing and shoving. The teacher swings the door open with a big smile on her face, greeting you all as you come in. You walk into the corridor seeing the school statue, its a humongous bright blue boat, polished and able to see your reflection, you see this every morning. The smell of plasticine in the warm air. You struggle to reach your coat hook because you are to small. As you go to sit down on the rough carpet your friend begins to speak about their weekend, getting distracted from what the teacher’s saying. The morning starts and you hear a dinging sound, its the school bell, the teacher explains what’s happening for the day ahead. The irritating feeling of the carpet scratching your legs. The day goes by slow on some days but fast on others, before you know it its break and the atmosphere changes. The sweet smell of fresh fruit. Outside in the playground you hear a mixture of crying and laughter, you can feel the heat of the sun on your skin, the time goes by so quick at break. This is what it use to be like.

Now I walk the same route to the same school, I find my self walking through a completely different environment. Huge newly built brickwork apartments towering over my old route, but the frosty air still numbing my cheeks. Entering the main gates seeing the same building but different faces. Students have got older, teachers have moved on in life. I enter the building and look towards reception where Pauline used to sit, that sweet, old fashioned lady with her greyish-brown hair and a small piece of tissue peeking from her sleeve. Now it is a young lady, very hyper active, very alert as she asks if im ok. Her name is Poppy, I saw it on her name tag, dark hair with heavy make-up on. I notice very quickly that the smell of plasticine in the warm air has gone. It smells stale, and everything looks so small. The corner of my eye catches the school statue, I approach it, it looks abandoned with layers of thick dust on it. The colour has faded, it seems as if no one takes notice of this anymore. I run my finger along the rough edge and it reveals its original colour. I carry on walking down the narrow corridor, humbled by being able to look through the windows I hadn’t noticed them before. I have grown so much. I see the same head master, slightly older, dressed smartly as always. He greets me and asks how iv’e been. The next thing I know the bell is ringing for break, followed by a stampede of tiny people heading for the playground. I do the same, stepping out to what I once thought was a humongous playground. Not any more, i’m a giant, surrounded by fascinated little children. Hearing and seeing  the children singing and playing bringing back memories from when I was young. The whistle is blown and the children rush to class, it reminds me of travelling home in rush hour. I watch the children hurry into their classrooms leaving a deathly silence behind.  Time goes by so quickly in life.











In our performance the most effective moment was the scene where Achillies at Patroclus are speaking/arguing. I see this as our most effective performance because we had two characters presenting Achillies and Patrocluses feelings and emotions. This was very effective becuase it made the audience think who was performing who’s emotion.

The least effective moment of our performance was scence 2 which was Hector and Hecuba arguing about their sons death. This did not feel very effective because there were only 2 characters speaking in this section which I personally think was abit to long and all characters faces/bodies were not show as they were under the cover, but they were showing death.

Using voice in our performance was very effective as we used different types of voice, as some were quiet and calm and others were very bold and loud. This was very effective because it shows how the character is feeling e.g when Achillies voice was very strong and loud it shows that he may be annoyed or angry. Body movement was used to make it look very effective, by this I mean how characters rotated around the stage and not just casual, we decide to try and show your emotions though moving and showing facial expressions. Body movement was also very timed in our scence becuase some scenes had moving at the same time. It was not just effective in these parts of the performance. but the majority of our performances movment was also effective e.g the beginning we was all in a straight line showing our emotions through our faves then stood on different sides of our performing area to show what side we are on. Facial expressions is another technique that I think was used very effectively in our performance through all of our scene as we were constantly showing how we was feeling through our faces when we did not have a speaking role.

Developing a character in our performance as we felt was easy with some characters and difficult with others. Achillies character was very easy to develop as we thought because he is a main character as it is easier for him to change or maybe even stay the same and not grow. My character was developed by me researching about my character and analysing text in the script that would maybe mention my character. I also looked at my use of movement and use of voice to depict my character, this was very helpful because i was then able to develop my character.

If our group was able to perform our piece again it could be different by having a different use of props, e.g using different objects for the audience to focus on, this would be very effective if it was one object involved.




The most effective moment in this performance was the beginning when their performance was very synchronised. I personally thought that this was very effective as their movement around the stage was looked very detailed. This is also effective because it made their whole performance look good as this was their opening, they also ended in the same position they started in. The least effective moment in this performance was that there was a lack of synchronisation in their final scene. Voice was used very effectively in their performance as they had different tones for different characters e.g Agamemnon’s voice was very loud as he had to stand out in that performance. Whereas Hectors performance was very quiet and soft, he only used a loud voice when needed.

This group did use facial expressions and body language in their performance as they needed to when not speaking otherwise they would look very odd and plain and would not be in character. When a character has a very bold, loud line to say they would need to show the angry in their face as it makes their performance look better. When it came to developing characters within their performance for me it was not very clear as i did not evaluate their planning process. This performance made me think about the world and how chaotic it really is.








Our performance switches between modern day ancient times. My character was developed in our performance by researching about my character and analysing text in the script that would mention my character. I also looked at my use of movement and use of voice to depict my character, this was very helpful because i was then able to develop my character.

In my groups performance we wanted to audience to feel different emotions as different parts were showing different feelings e.g when Achilles and Patroclus were speaking we thought as a group it would be best to show the emotions between them both by using two people to show how they were drifting apart but then coming close together. We done this by using a prop which was a rope, it was almost like tug of war showing the relationship between them both, pulling apart then coming back together.

Our group decided on showing statuses to the audience in our body posture e.g standing upright or slouching. We decided to make this not very clear as we wanted the audience to think. Tension was shown though the majority of Achilles role as he was shouting and had a very bold voice. Staging and movement was used to make the audience think about a character by where the characters are standing at all times and how they move around the stage which makes the audience think about what character they should focus on.

We decided to use no lighting or sound throughout our whole performance as we though it would be best to not be distracted my anything and just focus on the acting side of everything. We had to make a few changes to the structure of our extract as we thought parts were not needed or they were to long so we decided to cut things out but to make sure we definatley still had the important parts so the performance would not be confusing.



The character that I played in Act 1 Scene 5,  Embassy to Achillies, was Phoenix who is a general in the Greek army which brought up and taught Achillies who is a Achean warrior which is also known as a great King of the Myrmidons.

This scene has six characters Achillies, Pheonix, Ajax, Hector, Hecuba and Patroclus. It is mainly about the relationships between characters and shows how they feel and act, also shows how each of our characters slowly drift away from each other and fall out.

In this scene I feel that The moment which had the main  focus of our scene would be the ending as it was showing Achilles and Patroclus’s relationship and how they were feeling.

Historical contexts that could of been felt in our performance would of been the war between Palestine and Syria as there are two different sides having a war and different characters are in different sides e.g my character Phoenix was on the Greek side. Our extract tells us that the characters were living in a chaotic world due to war.

My character Pheonix has different feelings as he is calm at first but then begins to get angry after what he has heard Achillies say to Ajax and he is very shocked and angry. This effected my performance becuase it shows what character Pheonix really is and also shows he’s characteristics.




‘This flesh is mine’ by Brian Wooland is based on a Greek myth called the Iliad by Homer, and produced in collaboration with Ashtar theatre from Palestine. It is a poetic new play which brings together Homer’s Troy and the Middle East of today’s world. The play focuses on war and how it effects people. Brian Wooland wrote this play in England the  developed it in Palestine which effected the way he wrote as a war was going on at the time.

In this story there is a war between the Trojans and Greeks which is very similar to the war between Syria and Palestine and this was influenced Brian Woodland to write this so it could relate to similar wars. Brian Wooland going to palestine helped not just the plot of the story but what events happened and the effects.

Brian Wooland wrote this play because his aim was to explore some of the themes of dispossession and occupation, obsession and delusion that had appeared in the workshops that he was asked to run in 2007 by the Panhellenic Association of teaching Drama. Brian Wooland is trying to say through the story that war  is not a not a thing of the past but it stil effects people now, this is shown through Brian Wooland converting from ancient Greece to modern day.





How do Shakespeare and the studied poets use literary techniques to communicate their ideas about fate?

The poets Persy Bysshe Shelley, Rudyard Kipling and Shakespeare in Romeo and Juliet all use similar techniques to express their ideas about fate, they use techniques such as iambic meters and metaphors. Fate is when your path has been set and you cant change anything that is going to happen no matter what you do, it is also never ending.


Fate is shown in Persy Bysshe Shelley’s poem Ozymandias, though and iambic meter which is a rhythmic beat, this technique shows fate because fate is never ending and so is an iambic meter, and example for this is the lines ” Nothing beside remains. Round the decay Of that colossal wreck, boundless and bare, The lone and level sands stretch far away.” the rhythmic beat which is never ending suggests Ozymandias life from birth to death.

Fate is also shown though iambic meter in Romeo and Juliet because in this play it suggests time and this is what is most focused on. It reflects the time because  in Romeo and Juliet time is naturally going to fast and there is nothing you can do to slow it down, an example for this is the fact that the whole story of Romeo and Juliet falling in love then ending with them both being dead all happened within 5 days.

‘A Song in a Storm’ Rudy Kipling uses iambic meter to suggest fate in the way it is written. An example for this is in the first four lines, ” Be well assured that on our side The abiding oceans fight, Through headlong wind and heaping tide Make us their sport to-night.” This is where i see the structure on this poem. Fate is like the waves in this poem because of the way the waves act which is very violent around the ship and is shown as an iambic meter because the waves are rhythmic and relentless.


In Romeo and Juliet Shakespeare uses metaphors to portray fate, an example of this is before romeo went to the party he said “for my mind misgives Some consequence yet hanging in the stars” which means god has given him the opportunity to go to this party but romeo has a bad feeling about it. Romeo then says ” By some vile forfeit of untimely death.” which is saying how the party could lead to hes own death. The last part which Romeo says is “But He that hath the steerage of my course, direct my sail!” which Shakespeare is trying to make Romeo say is that he puts his fate in the hands of God and letting God steer him wherever he wants meaning that romeo is a ship and god is the sailor of the ship. later on in the play Romeo says the opposite of what he was saying earlier on, “i defy you stars” which basically mean that he hates god and regrets following the path he said he was going to follow, but although Romeo said this it doesn’t change any path in which he is aiming for because at the end of the play he kills himself.

A Song in a Storm uses metaphors to portray fate in the line “Through headlong wind and heaping tide Make us their sport to-night.” which means the ocean and the waves are playing with the mind of the men on ship. Another metaphorical line is “then welcome fates discourtesy.” which means accept the fact that fate could kill you, not only in this part of the poem this is said but the word fate is mentioned. In Ozymandias Persy Bysshe Shelley did not use any metaphors throughout the whole poem because Shelley’s poem is more direct to the others as they use different techniques to expand on the story of their poem. I think Shelley does this because he does not use any metaphors as he wants the poem to be shorter and more direct.


Rudy Kipling ‘A song in a Storm’ uses a technique which is called a Volta which is when the story changes in the poem, an example of this is in the last two lines “The game is more than the player of the game And the ship is more than the crew!” this is where i see a change to the story of this poem which is addressed to soldiers and tells them to never turn back, never give up and be willing to sacrifice their lives. The word fate is mentioned in this poem in the line “Sing, welcome Fate’s discourtesy Whereby it will be found,etc. ” Persy Bysshe Shelley ‘Ozymandias’ has a structure which supports the meaning of what Ozymandias is trying to say and what has happened to him. Persy Bysshe Shelley uses a volta in the line ” and on the pedestal these words appear ” this line is where the story changes and it shows that time passed and nothing could change that. I think that these two poems have some sort or similarity because they use similar techniques such as a volta which is where they both change the story of the poem.

Shakespeare’s Romeo &  Juliet uses a lot of techniques in his play, Shakespeare uses fate because at the beginning of the play there is a prologue which tells you what is going to happen at the end, this is linked to fate because you cannot change how the play is going to end which is like fate which you cannot change. The difference to this story is that firstly it is a play so it is going to be laid out differently and also uses techniques that you cannot use in a poem e.g a prologue which cannot be used in  poems as they are much shorter that plays and have different structures. Shakespeare uses the technique of foreshadowing in the prologue e.g “The fearful passage of their death-mark’d love” which means at one point of this play Romeo and Juliet will die with some relation to love. Foreshadowing is related to fate because it tells you at the beginning of the play what is going to happen at the end and you cannot change how the play will end which is like fate, there is nothing you can do to change anything as it is already set out. The structure is different to Ozymandias because Shelley does not use techniques such as foreshadowing. Also Rudyard Kipling uses repetition in  song in a storm e.g ” welcomes fate’s discourtesy ” its repetitive because it is continuously used throughout the poem.

Shakespeare wrote Romeo and Juliet in the Elizabethan times. This was a time when Christians strongly belived in God. Percy Bysshe wrote Ozymandiaz In the 18th century when England was going through alot of development. Rudyard Kipling wrote A song in a storm during the war which was 1914-1918. Fate is evident in both poems and the play using literary devices such as Metaphors, Iambic meter, Volta’s and Repetition which helps it give a better idea about fate. I believe that they all worked well to show fate as i fount it possible to find fate through literary devices.


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