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Commentary: Different? The text is a monologue and inspired by two other kinds of texts. Alan Bennett's "Talking Heads" and (to a lesser extent) a text I discovered by Carol Ann Duffy called Comprehensive. It is present in the AQA English Language and Literature Anthology for 2003, 2004, 2005. The purpose of the text is as a means of entertaining an audience of a younger age (possibly in between the ages of 12-18) that are aware of the groups of people concerned (who are usually teenagers themselves) and also of their colloquialisms. This targets mostly those who are affected or annoyed by these types of people within their daily lives. (People in the Birmingham area of this age are more likely to understand the dialect). A person that fits into this category should hopefully find that the text is true to real life, and also quite amusing. The piece begins as one of Alan Bennett's "Talking Heads" would. As his works were written with the assumption that they would be visual for a watching audience as well as just for a listening audience, he wrote, what could be referred to as stage directions in italics at the top of each monologue. I have done this also as I think it sets the scene well and perhaps gives away more information about each character. ...read more.
person doesn't like football!?", when clearly Jack states that he has "got a season ticket for City" and he enjoys going to the games. "Filthy scum get outta Brum'" "Bopping" around in their "Rocky P's" Tom and Jack speak in an informal manner (shown above), as if they are talking to a friend instead of in a more impersonal way. They both presume that the listener understands the slang that they use. I felt that if they didn't do this, then my attitude towards the language that they use would seem less obvious. Despite their supposed initial feelings of being comfortable talking at a camera, towards the end of both monologues the boys both seem to feel threatened after arriving at the subject of befriending a member of the opposite group. At this point there are a lot of stops and stutterings marked by "...", and finally - seemingly as a means of escape - both come to an abrupt end and what looks like a farewell without an explanation of where they have to rush off to and why they have to go wherever they are going so quickly! In reality, the stereotype "greebo" is exactly as the "kev" describes and the stereotype "kev" is exactly how Jack describes, but their minds do not seem to be open enough or able to grasp the concept that not all of the opposing group are like this. ...read more.
I emphasise the separate groups pronunciation of words as a means of making the monologues appear more like spontaneous speech as (if the piece were to be acted out as it should be) this would be the way I would want the 'actors' to speak. I also tried to do this by changing the subject abruptly in various places throughout the monologues. i.e. ". It's never about the music with them, just baselines and how "tweaked" the snare drum is, whatever that means. So anyway, we decided that they were takin over too much in Birmingham so..." They accuse and criticise each other for doing the same things while oblivious to the fact that meanwhile members of the opposite group are accusing them of doing the same thing. For example, Jack says "It's never about the music with them" while earlier on in Toms monologue he says, "We go for the music, not to get 'wasted'" This insinuates of course that it is never about the music for "greebos" either. If we took both peoples word for it then neither of them listens to music because they want to listen to music. I don't though and find these accusations preposterous. I believe the way in which each person ends the conversation. The language that they both use is comedic and further helps me to convey how both groups rather weird variation of the English language baffles me. Despite this, ending their monologues in the ways that they do sums up both characters. 1,432 words ...read more.
This student written piece of work is one of many that can be found in our AS and A Level Language: Context, Genre & Frameworks section.
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