Bare Vexed

In the article Kerr talks about slang and how she thinks it is represents the English language poorly and represents the youth poorly. Slang is a type of language that is regarded as informal. Some slang words have made it into the Oxford dictionaries. Kerr is one of a minority who think that slang is bad and that it shouldn’t be allowed in the English dictionary.

At the start of the article she tries to use the slang words to be ironic and to show that slang is bad by putting it in a sentence. There were probably people like her who didn’t like Shakespeare’s new words even though in the long run the words he came up with helped the English Language and people are still using his words so many years later. Kerr doesn’t seem to see the point in the new words but the English language always needs to be updated so new words should be added. She claims to be speaking and apologizing for the youth but she appears to be completely detached from the youth she claims to be apart of.

Kerr needs to understand that it is the 21st century and that the world has been changing and will always be changing, their used to be ‘old English’ but their words got changed. People were probably outraged that words of this famous language were being changed, well now it is happening again.

She goes on to say that Shakespeare ‘turned in his grave’ here it shows that she doesn’t even know what she is talking about because Shakespeare made ‘slang’, by this I mean that if it wasn’t for Shakespeare than the youth wouldn’t have been inspired to make their own words as they wouldn’t have thought it would’ve been possible but Shakespeare showed it can be done. Shakespeare would have been proud if he saw other people add new words into the dictionary. This shows she has made her self look like an idiot and that she should have researched what Shakespeare has actually done and the words he made up. Her argument is that slang shouldn’t be in the dictionary as they are not suitable but words like ‘bitch’ are in it which is seen as a rude word that kids shouldn’t use, so what’s wrong with words like ‘sick’ which is just another word for ‘cool’ or ‘wicked’ so if slang words shouldn’t be in the dictionary than a quarter of the words in the dictionary should not be in the dictionary. Kerr talking about Shakespeare and saying how he would be turning in his grave is her biggest mistake in her article because her argument is that slang words shouldn’t be in the dictionary and that slang puts a bad image on them, but ironically this is Kerr arguing against herself without knowing. Her examples are like ‘twerk’ and then she goes on to say that she doesn’t know what it is. This goes against her argument that slang shouldn’t be in the dictionary but a dictionary is for people who want to find out a meaning of a work and she doesn’t know what ‘twerk’ is and a dictionary is their to tell her.

Kerr goes on to say that slang is giving a bad image but the dictionary is here to tell you the meanings of the ‘modern language’ and slang is a part of the modern language. Kerr also says when was the last time someone used the word ‘groovy’ this backs up the point of the use of slang as groovy is a made up word and slang is a group of made up words so why should people use words like ‘groovy’ but not use words from slang which help the youth and other age groups express themselves in the way they want. People should always be learning new things and new words so with slang it helps them learn and use new words. All the words people use are made up so why can’t the youth make up words to speak, the youth never asked other people to use their words, they made them for them to use them themselves.

Kerr’s argument is that slang is making the English language look bad and that it is also putting a bad image on the youth. She says that she is speaking out for the youth, but in reality is actually detached from the youth as they are the ones that made slang and she does not like slang and is trying to destroy it, so the youth most likely don’t like her. Slang helps the youth communicate with each other so why wouldn’t the youth speak slang if it helps them communicate with each other. So I disagree with Kerr about slang as I think it helps the youth.

So in conclusion Kerr has presented herself in her article as someone who is arguing against something she knows nothing about and clearly hasn’t researched anything about it, sometimes she is arguing that slang should actually be in the dictionary which wasn’t her argument.

Now and then

When you first step out of your car and look around Chandler Way, you will see it as 3 different worlds: lower class, middle class and upper class.

Firstly let’s talk about the start of the road, where you can hardly walk 5 minutes without having this illicit smoke in the air which you have to breathe in. If you go there then you might get a first bad image of the road you are going into. You might see people with a blooded face on the floor. When you first step on to Chandler Way you will hear music blazing out the houses you first see. If you are lucky you might see either a drug dealer or a drug abuser smoking cannabis. Well there are some people at the start of Chandler Way that help the poor man who was on the floor with a blooded face. They are not all drug abusers or drug dealers, they are genuine people who sometimes help each other out but they just do not really start conversations with the other people on their ‘part of the world’.

Then we have the middle of the road, where you can see a massive change compare to the start of Chandler Way, no drug dealers or drug abusers, no people bursting other people’s ear drums with very loud and annoying people with other stupid noises also not as much smoke in the air. They are so much different to the people at the start of the road. 80% of them go to work and put food on the table for their families and are having a nice and hard-working lifestyle. The thing is that before they might have been like the people at the start of the road themselves. They did not spend the little bit of money they got on drugs they spent it on food for their families.

Then you go to the beauty of the road ‘the posh ones’ as the people at the start of the road like to call them. The people who have the cars that go 150 mph, the houses that have 5 floors, the gates that only open and close with a control. The people who live up there are the ones with the private houses, but they have earned it and when you get out of the car you could see that they were the ones who most probably worked the hardest from a very young age, they were the ones who have earned their money in a perfectly legal way. They are the ones with the heavy bags with legal items inside.

In the end they all look out for each other. When you first step out of the car it looked that way but now you can tell they are human, even if on side of the road are a lot of smoke and not enough oxygen and making money illegally and the other side are making millions legally. After a while living on Chandler Way you get to realize who the people on Chandler Way actually are. Like you will see from the start you will think that it was very weird something like you have never seen before but once you get to understand it is amazing. Like you can tell from you first step out  they are like 3 worlds put into one road.

Satire

6 am:  the caretaker opens the gates to The London Nautical School – the school that every kid wants to go to. This is the  school that every Year 11 gets A* in. The school that every student loves every minute, from Year 7 all the way to Year 11. Where in fact only 62% got A*-C and they got outclassed by…. La Retraite. Which got a whole 21% more A*-C than London Nautical School. Don’t know why they even bother. Obviously, with good financial backing and with great facilities, next year they will surely beat…. La Retraite. 6:45:  the gym lads and the over sized basketball players pile through reception to go get changed and do what they love to do. They show focus, stamina and  determination, unlike the football team who have players like De-Quane Garba running late to a cup final because he went home to eat food. A little later, around 8:00, the teachers that actually care come into school, unlike the hypocritical teachers that give the students detentions for being late , even though they are at school either a minute earlier or the same time as them.

At around 8:20 the new Year 7’s arrive. They want to make a good impression to the teachers. They are waving goodbye to their parents, who think the teachers are good with the new kids, even though they do not know that later on in the school day their son will probably be screamed at by the always-perfect teachers. Following them the rest of the school come in – well I say come in: they all get stopped at the school gate to make sure their uniform is perfect like the teachers who always have their top button done up. They line up to fix their uniform like the line at PC World on Boxing Day. After them come the kids who are late by about 30 seconds but that 30 seconds turns into a 30 minute detention. These are the kids that are always the ones with the same excuse: ‘I was in the toilet’ or ‘There was a lot of traffic’.

After all the students are in and locked inside the school, they go to registration which is always fun. Then  period 1 starts, which is usually the longest as you normally have a fun lesson like science, in which on induction day for Year 7’s they get to play with fire and Bunsen burners but as soon as they start school they never see a sight of one. A textbook is lumped at you:  the teacher gives you page 137 and questions 1-12 to do while he or she sits on their phone watching YouTube. Then after 2 periods you get to go out for break for a whole 20 minutes. Well they say 20 minutes, but it’s actually like 10. They let you out like 5 minutes late so you can tidy up THEIR class and then they end it 5 minutes early so the students can get to their lessons.

They go back to another two periods of fun and joy. After them the students get to go out for lunch at 13:00 – well, unless you don’t get a detention for being about 30 seconds late or for laughing in your class where you can’t stop yourself from laughing. So if you do get a detention you get let out at 13:30, then have 5-10 minutes of lunch as the teachers make you go inside to get to class so you’re not late. When the kids with detentions do finally get let out they sprint to the lunch hall to find out that the lovely chicken and chips have been finished, so they have to buy a small grimy sandwich for nearly £2 which will never fill you up if you manage to eat it in time before the lunch staff kick you out.

15:30…. The pips go off.

English Controlled Assessment- Shakespeare

How do the studied poets and Shakespeare use literary techniques to show how people respond to forces in the world over which they have no control?

Shakespeare uses literary techniques to show how people respond to forces in the world over which they have control over. The first literary technique I will use is the theme. The studied poems are ‘Do not go gentle into that good night’ (By Dylan Thomas), ‘A song in a storm (By Rudyard Kipling)’ and ‘On my first son (By Ben Jonson).’ Each Poet uses different literary techniques in the respected poems and the theme Shakespeare uses in Hamlet is Betrayal and its relationship to our fate. In all three texts the authors explore how characters react to the death of a loved one.

In Act 1 Scene 5 (Page 31) the ghost (who claimed to Hamlet to be his father) told Hamlet that Claudius (Hamlets uncle and the new king) killed him and that Hamlet should get revenge for him by killing Claudius. Hamlet didn’t believe the ghost who claimed to be Hamlets father at first but what the ghost was saying gradually started to make sense so the more Hamlet saw the ghost the more he believed him. The way Shakespeare is showing Claudius, the ghost and Hamlet as three completely different people in Act 1 Scene 5. Shakespeare shows Claudius as a heartless person as he killed his own brother and then to marry his brother’s wife to become king. Shakespeare shows the ghost as an angry and a ghost that only wants revenge as all he wants done is for Hamlet to kill Claudius and get revenge for him. Shakespeare shows Hamlet as a confused boy as he doesn’t exactly if or how Claudius killed his father. Hamlet could also feel like he might have started to betray his mother as she most likely started to love Claudius but when Claudius ended up poisoning Hamlets mum then Hamlet decided to finally pull the plug and kill Claudius. In Hamlet soliloquy ‘To be or not to be’ Hamlet uses a metaphor ‘Or take arms against a sea of troubles, And by opposing end them?’ what Hamlet is trying to say here is that he can either go into a lot of trouble or he can oppose them and dodge it all together, so he could throw arrows back or he could just stay put. It then goes on to say ‘To die, to sleep’ here Hamlet is asking another question but both a bit similar. Later on in the soliloquy it says ‘Devoutly to be wish’d. to die, to sleep. Devoutly means religious and in the time of Hamlet most people were religious and in most religions it is a sin to kill yourself and here Hamlet is almost asking what the point of life is.

In Dylan Thomas’ poem ‘Do not go gentle into that good night’ line 3 quotes ‘Rage, rage against the dying of the light’ this is repeated in all three stanzas and in the third stanza it is repeated twice. So in the poem it is repeated three times which means that this line is very important and has a meaning to it that link in with the whole meaning of the poem. ‘Rage, rage against the dying of the light’ this means raging and getting angry because something is dying out. The following line says ‘And you, my father, there on the sad height.’ The second line of the poem is ‘Old age should burn and rave at close of day’ they both link as we know he is talking about his father in both of these lines and it is trying to say that his dad died because of old age. It also talks about old men that are close to death should just resist death as much as they can. ‘Do not go gentle into that good night’ is a metaphor as you can not go gentle into a night. The meaning of this quote is that they are questioning the grief going through the old aged people and that young people are being selfish.

In Ben Jonson’s poem ‘On My First Son’ starts off with Ben Jonson talking about saying farewell to his son after only seven years of having him, then he starts to blame himself for his son’s death for the way he lost him. Then Ben Jonson starts to talk about how he is glad his son didn’t go on and see the real world as he would’ve been free from the pain from the real world.

All three poems use a regular Iambic pentameter. Iambic Pentameter is like a heartbeat and its regular beat expresses life in all three poems, as long as the iambic pentameter is there we get the feeling that the dead person is alive. In each of the three poems the iambic pentameter is disrupted and these are always moments when the reality of death kicks in. In Ben Jonson’s poem it starts with a regular iambic pentameter it then says ‘seven yeeres thou wert lent to me, an i thee pay, exacted by the fate, on the just day. O, could I lose all the father, now. For why…..’. ‘Seven years’ Jonson moves away from the iambic beats to emphasize the shortness of his son’s life only seven years. He rationalizes the death of his son as a debt he is paying back to fate, his son was ‘lent’ to him, fate is supposedly ‘just’. He implies that fate is fair but the sudden pause in the lines ‘now. For why…..’ opens up a silence in the poem, like a silent moment where he is questioning fate or the words themselves, or he is lost for words. ‘here doth lye/ Ben Jonson his best piece of poetries’ Here again the iambic pentameter is disrupted to emphasize the name and death of his son ‘Ben Jonson’. Ben Jonson is saying that his best piece of poetry was his son not his actual writing ironically. The last line in the poem says ‘As what he loves may never like too much’ here he is trying to say that you should never like what you love too much as you might lose them, this is a very sad ending to the poem given the resignation to fate that is implied at the start of the poem ‘Exacted by thy fate’.

In Dylan Thomas’ poem he uses iambic pentameter throughout the poem but again there are disruptions. The big disruption is ‘rage, rage’ repeated throughout the poem in order to massively emphasize the poets feeling towards death. Dylan Thomas talks about ‘wise men’, ‘good men’, ‘wild men’ and ‘grave men’. This then builds up to him talking about his father, ‘And you, my father, there on the sad height, cure, bless, me now with your fierce tears, i pray’. In this quote he says ‘curse, bless’ here he is trying to say that his father was like a god and that he could curse and bless. The last two lines in Dylan Thomas’ poem are ‘Do not go gentle into that good night. Rage, Rage against the dying of the light.’ These two lines were separated throughout the whole poem but at the end these two lines are joined together. These two lines are straight after him talking about his father so he probably didn’t have anything else to say so he is talking about his rage against death.

In Hamlets soliloquy ‘To be, or not to be’,  iambic pentameter is also used but throughout the soliloquy there are pauses in the middle of the lines. ‘And by opposing end them: to die, to sleep’, That flesh is heir to? ‘Tis a consummation’, Must give us pause. There’s the respect’, With a bare Bodkin? Who would Fardels bear’. Here there are pauses in the middle of the sentences. Each of these pauses is a sudden silence in the middle of the verse where Hamlet is contemplating what happens after death.

I will now explore the different uses of rhyme in these texts.In Dylan Thomas’ and Ben Jonson’s poems they both use very simple rhyming words of 1 syllable. Joy and boy go together as Jonson is talking about the joy he had with his ‘boy’ his young son. The next rhyme is pay and day here he could be talking about the day his son died was ‘pay day’. The last rhyme is rage and age. Here he could slyly be talking about the rage at what age his son died at. Rage also links into Dylan Thomas’ poem as he links rage with ‘old age’ all through the poem. In Thomas’ poem night and light are contrasted throughout the poem expressing life and death and the suddenness of life and death as one moment you can be alive the next you can be dead. There is a constant ‘a,a,b’ rhyme scheme, and that the ‘b’ rhymes such as they. bay, way, gay and pray are weak almost suggesting that however much you pray you can’t escape death. At the end of the poem the chorus compresses night and light together suggesting that his life is over.

There is no rhyme in Hamlets soliloquy ‘To be or not to be’ but there are repetitions and contrasts of life and death. At the start it says ‘To be, or not to be’ which is similar to night and light as Hamlet is talking about whether or not he should kill himself or not. He is like a teenager having anxiety or what the point of life is.

I will now look at metaphors in these texts.As i wrote about before Ben Jonson sees life being lent to him and something he needs to pay back like a loan from a bank. He also sees death as ‘soft peace’ which links into Hamlets soliloquy as Hamlet sees death as the ‘sleep of death’ but he doesn’t see it as sleep in the end. In Hamlets soliloquy he says ‘death, the undiscovered country, from whose bourn no traveller returns, puzzles the will, and makes us rather bare those ills we have, than fly to others that we know not of’. Hamlet is confused and is not sure what death actually is. Hamlet and Ben Jonson both don’t see life as a good thing. Hamlet talks about the ‘whips and scorns of time’ this means that he sees living as a punishment and Ben Jonson talks about how his son scap’d worlds, and flashes rage, and, if no other miseries, yet age’. Hamlet is contemplating suicide while Ben Jonson is a bit older and more mature so can handle death a bit better than Hamlet, but then goes on to say ‘As what he loves may never like too much’ here he is trying to say that instead of thinking of killing himself like Hamlet he is talking about never loving the ones he likes too much again. In my opinion Ben Jonson is off worse from the death of his son compare to Hamlet and his father’s death as he is saying he will never love again. He is also quite brave in saying this as he has other family members.

In Dylan Thomas’ poem he talks about wise men and how their ‘words had forked no lightning’. This metaphor shows that even wise men die in the end and that there words will not be powerful unlike lightning. This links with Ben Jonson as he says ‘Ben Jonson his best piece of poetrie’. Here he is saying that even his words and poetry aren’t as good as his son.He also rhymes ‘lye’ and ‘poetrie’ emphasizing that words are lies, so he is saying that his pieces of poetry were lies compare to his son who is lying now as he is dead.

In Hamlet similarly ‘Thus conscience does make cowards of us all, and thus the native hue of resolution is sicklied o’er, with the pale cast of thought’. Here he is talking about thought in his soliloquy, this thought stops Hamlet killing himself and getting revenge for his dad. Although all three authors have written sad poems and soliloquies mourning the death of their family members ultimately words can’t bring them back.

 

 

Act 4 Scene 5- Scene Summary

In Act 4 scene 5 it starts off with Gertrude and Horatio discussing Ophelia and that she is so sad that her father died and that she can’t take it anymore. Later on in the scene while Hamlet was on a boat to England, Laerts storms into the kings castle and starts shouting and asking who killed his father. Claudius promises Laerts that he doesn’t know who killed his father.

Act 4 Scene 4- Scene Summary

In Act 4 scene 4 the prince of Norway, Fortinbras goes to Cladius to ask him if he can go through Denmark to get to Poland and attack them so they get the land they lost in Poland. Hamlet has his doubts about Fortinbras only going to Poland to get a little bit of land. he feels that Norway will attack Denmark as Hamlet killed Fortinbras’ dad the old king of Norway.

Act 4 Scene 3- Scene Summary

In Act 4 scene 3 Claudius tells his attendants that Polonius has been killed and his plan to send Hamlet to England. He also wants Rosencrantz and Guildernstern to go with Hamlet to England. Hamlet refuses to give up the body of Polonius but says he is being eaten by worms. Claudius then tells Rosencrantz and Guildernstern the plan about to go England but to get Hamlet killed there.

To be or not to be.

To be or not to be is the famous soliloquy from Shakespeare’s play Hamlet. What Hamlet was trying say in the soliloquy was whether he should kill him self or not. He was thinking about just sleeping and never waking up, so he can sleep and stop all the heartache and just die in a dream. Hamlet kept saying what was the point of living as he was kind of a failure. ‘To be or not to be’ this translates into ‘To live or not to live’ in this particular soliloquy.

Act 3 Scene- Scene review

In Act 3 scene 4 Hamlets mum the queen wants to have a chat with Hamlet in private but then Claudius and Polonius hear about it and then Polonius goes to ease drop on them and goes and hides behind a curtain. Hamlet goes talk to his mum Gertrude about her guilt then he hears behind the curtain and puts a sword straight through the curtain and kills Polonius.