but i went the traditional route instead

                           A GUIDE TO: ENGLAND: PART I: EDUCATION.

I threatened to make a guide to England yesterday. Then, I realised that fitting England all into one guide would make for a lot of reading so, I decided to do this in part.  I am not an expert on this subject, this is based mostly on my experience and knowledge of the changes in law and some research on google. Without further ado, under the cut, you’ll find a detailed explanation of the English education system. If something doesn’t make sense or you have more questions / more to add, let me know.


  • Education systems vary between Northern Ireland, Wales, Scotland and England but this focuses on England specifically.
  • Everyone in England is required to go to school between the ages of 5-18 ( it used to be 16 but the law changed in 2014 to extend the amount of time one should be in education ).
  • Each school’s uniform varies, some require casual business clothes, others wear ties and blazers with the school emblem, polo shirts are generally available in the summer or all year around depending on the school you’re attending.
  • Holidays between the ages of 3-18 remain the same.  Some school’s will split up for half term a week later than others but generally, every school has to meet the 190 days standard. Term 1: Start of September - just before Christmas. Half term is around the end of October. 2 weeks off for Christmas / New Year. Term 2: After New Years - just before Easter. Half term is between the middle and end of February. Then, 2 weeks Easter Holiday. Term 3: After Easter - Mid/Late July. End of May for half term. Then six weeks Summer Holiday.


  • For those children whose parents work, each child from the age 3 are entitled to 16 ( I believe ) hours of preschool but my mum chose to send me to nursery at the age of 3.
  • Nursery: Ages 3-4 ( some children are sent to creche’s in the event that their parents work before this age ). Generally parents can choose if their children attends during the morning or the afternoon. You’re either picked up at 12 or you go in at 12.
  • Reception / Infants: Ages: 4-7. This is known as year 1 and 2. Classes are generally sorted into animals or something like that ( I was a bumblebee, guys ). These years are generally your first full school days. 
  • Juniors: Ages: 7-11. Known as years 3-6. This is the last step before going onto secondary school.

In year 6, the final year of your primary education, you sit SATs. These cover your core subjects like English, Maths and Science. Depending on how good you are, you’ll either sit the standard exam ( level 3-5 ) or the advanced ( level 4-6 ). Though there aren’t exactly grades level 4 is the passing minimum. If you’re going to a public or comprehensive school, then your passing grade here isn’t terribly important but if you want to get into a private, grammar or all-girl school, then these results might impact you. 

Grammar schools ( this also includes all girls / all boys schools ) are funded by the government but they’re very selective and generally have more applicants than they can accept. These are based on academic achievements and will sometimes, like some Universities, require an exam of their own. Extra ciricular activities, such as playing an instrument, can make your application stand out to these kinds of schools. 

Before starting secondary school, parents generally get a letter about the secondary school’s in your area and you get to number them 1-3 on your most wanted. Then you’ll either get accepted, or you won’t.

  • Secondary ( Lower ) : 11-14, known as year 7-9. In year 9, when I went to school, we sat tests just like we did in primary school. These tests were in the three core subjects and allowed your teachers to get a better grasp on your abilities. These test results were in the level of 4-6 and you wanted a five ( doing worse was a big no no ). Advanced students sat higher papers ( and if you got below 5, then you failed on these ), but this was done away with in 2009. So depending on your character’s age around that time, they may or may not have taken these exams. Year 7-9, my core subjects were: English, Maths, Science, Citizenship, Religious Education ( R.E ), French ( your school may offer German, Spanish etc ), I.C.T, Design Techology ( This was generally in a workshop, making stuff ), Food Technology ( Yup, we learned to cook stuff ), P.E, Art, Drama Music and Geography. At 14, you are given your first major choice as a student. This is the age you choose subjects to study at GCSE’s. These are the subjects you want to study and when you reach the next academic year, they will be included with the six core subjects you’ve already been studying over the years. Your chosen subjects can range from 4-6, this depends on your grades, the subjects your school offers and timetables. 

The six core subjects include:

  • English ( Some schools, like mine, made English Language and English Literature two separate modules and two separate exams ).
  • Maths ( In some schools, kids older than me had maths coursework but that was done away with when I was 11 .)
  • Science ( Biology, Chemistry and Physics are all taught as modules in Science but you don’t take them as separate papers at this level ). 
  • Physical Education ( P. E ).
  • Citizenship.
  • Information Communication Technology ( I. C. T ).

Optional choices include:

  • Modern Foreign Language / Classical Language: This could be learning Mandarin Chinese or Latin ).
  • Double Science: You go more in depth and take double the exams and get your grade twice. It’s a completely separate set of lessons from science.
  • The Humanities: This was a category including History, Georgraphy, Sociology, Religious Education, Economics .
  • The Arts: This was a category including Drama, Music, Dance, Art and Design, Photography etc.
  • Design and Technology: This category included Digital Media, Woodwork, Graphic Design, Food Technology but probably includes more than when I was at school. 
  • I’ve found elsewhere that schools offer things at GCSE level mine didn’t such as Business studies, Health and Social Care, Law, Psychology and so forth so this might require a little bit of research depending on region and the type of school ( School’s in poorer areas have less funding, the equipment is generally battered as hell - or at least it was in my school and yes, I grew up in a shithole haha ).
  • Secondary ( Higher ) : 14-16. Known as Years 10-11. This is when you take your GCSE’s on your core subjects and your chosen subjects. Note that your character’s parents will call GCSE’s O-Levels instead. In my school, Year 7-11 were organised into two groups STUDY and LEARN for form, which is where we registered for the day to prove we’d shown up in the morning/or at the end of the day. Each subject had sets 1-6. 6 was split into two, one class was for kids with learning disabilities and the other was for disruptive students. The rest depended on your skill set as a student, 1 was the highest and 5 was the lowest.

Examination Boards: In England, each subject comes from a different examination board, depending on the choices your school makes. In England there is AQA, OCR and Edexcel. If someone else is taking a test from a different exam board to you, they may have been taught different sub-topics, studied different books and so on. Edexcel, when I was in school, was popular for being easier in maths than AQA.

As for exams, A*-C is a passing grade, counted as a GCSE. You need five GCSE’s to go onto A-Levels. Again there are tiers: foundation papers are exams in which you can achieve a C-G but the C is the highest grade you can get. Higher papers mean you can achieve between a A*-D, after 2006 maths papers stopped having a three tier system ( which made it easier to pass ) but again, depending on your character’s age, the exam would have been different. In this day and age ( though again, not when I was at school ) you can take BTEC’s and this eliminates exams completely, based off of coursework and they translate into 4 GCSE’S.

                                                        FURTHER EDUCATION:

In 2009, when I left school, education after 16 years old wasn’t compulsory. Some people I know went straight into jobs, others chose to stay on. From September 2013, education was compulsory, however you don’t have to continue studies through A-Levels ( Advanced Level Education ). There was a choice even for me, between College and Sixth Form 

If you don’t want to go to Sixth Form or College there are other options aside from the traditional routes of Sixth Form. More recently, there is the option of the International Baccalaureate ( IB ). It is an equivalent to A-Levels and instead of choosing between 3-6 subjects ( or more depending ) to specialise in, IB is a two year course mixing in six different subjects. There are also BTEC’s ( Business and Technology Education Council ) which is a specialised course for things like Business, Engineering, Information and Communication, Travel and Tourism or Health and Social Care to name a few ). Finally, for those who skip the University route there are G-NVQ courses for which the work varies between levels and can cover things like Caring, Hairdressing and a wide range of things.

Again, like secondary school, you’ll choose from options of where to study. You can go into a Sixth Form or College. The differences are that a college will accept adults and some courses are only once a week as a part of something for your job etc. Sixth Forms are extensions of existing Secondary School’s and so, don’t accept students over 19.

In the process of choosing the place you’d like to study, you also choose the subjects you want. Sixth Form / College is entirely comprised of subjects you want to study. Students generally choose a subject that relate to the degree / profession they want. Other students take a bit of everything to give themselves more options depending on how sure they are with what they want to do ( I knew some people that always knew what they wanted and others who had absolutely no idea ). So what your character will choose depend on where they stand with what they want.

  •  A Levels: Ages: 16-19. Known as Years 12 ( AS / A1 Levels ) - 13 ( A  Levels / A2 ). In AS you take four subjects and then drop one for A Levels / A2. At the end of both of these two years, there are exams. Completing both years get you an A-Level. During A-Levels, you will get help filing out your University applications, applying for student finance and everything else if you want to go onto further education. Your grades ( Passing A*-C ) are translated into UCAS points which get you into University. The more prestigious the University, the more UCAS points you’ll want, which can translate in taking 5-6 A-Levels instead of the usual 3.
  • Studying for A-Levels are a lot, lot harder than GCSE’s. GCSE’s classes will generally re-cap a lot to make sure everybody understands. In A-Levels, they do recap but instead jump ahead, introducing you to topics/sub-topics you’re not familiar with. Half of the things you learned in GCSe become more or less irrelevant. They expect more work out of you in your own time and have less study time available in the classes themselves, exams are generally earlier than you’re used to, quite a few people fail or miss their targets for that year but whether you get to continue those studies is really up to your teacher and if they decide to keep you on, you can repeat these exams.
  • Before 2008, an A was the highest you could achieve in A-Levels. But as of September 2008 an A* was introduced. Again, anything under a C is a fail.
  • Certain Universities don’t accept certain subjects such as General Studies or Critical Thinking ( People will generally take General Studies in AS and drop it for A level to fill in the gap if they don’t want anything else )


  • I’ve mentioned UCAS ( Universities Colleges and Admissions Service ). Applications are due in the January of Year 13, in the following September/ October of that year, your character will attend University. Medical students applicants have to get their application three months earlier.Those who apply to Oxford / Cambridge ( You cannot apply for both ) also submit their applications in October.  Art students can be given longer deadlines in order to submit a more current portfolio of their work.
  • During this process, you apply for the University you want to attend as well as the degree you want to study. You get a maximum of five places / degrees ( I applied for the same degree or variations of it for five different Universities ). It’s usually encouraged to fill all five out because that way you have somewhere to go.
  • Student finance is a way to help lower income students to be able to attend University. The Student Loans Company pays a students Uni fee’s and their living costs, this includes bursaries ( these do not have to be paid back ). If your character went to University before 2011, then your character’s course only cost £3,000 each year, where as after this it was 9,000 each year.
  • Your characters would include their education, employment, references ( usually provided by a tutor with your grade predictions ), a personal statement, any volunteering they’ve done. Then, they would pay and UCAS would send out the application.
  • I mentioned A-Level grades being converted into UCAS points. AS / A1 Level points are as follows: Grade A = 60 points. Grade B = 50 points. Grade C = 40 points and Grade D = 30 points. A2/A Level Grades are as follows: Grade A* = 140 points. Grade A = 120 points. Grade B = 100 points. Grade C = 80 points and Grade D = 60 points. 
  • Acceptance letters are usually sent out in May / June. Some Universities are very specific for their courses, others will offer conditional offers to students they are impressed by in one way or another. These generally state the points they want and if a character gets them, they would be accepted. If someone doesn’t get accepted into any Universities there are things like additional choice and in August, Clearing ( Allows you to re-apply to the spaces left on these courses ).
  • Universities have slightly different holidays to school. There are still three terms with the end meeting National Christmas/ Easter holidays. Universities don’t offer half-term, but your Christmas holidays and Summer holidays are longer.
  • Your character can choose to live at home ( lots of major cities in the UK have one or multiple universities ) or in student digs, in the first year these are usually buildings very near to University / provided by them. Somewhere between ten and three people can share a living place. There are communal kitchens and bathrooms ( which cost less ) or rooms with bathrooms attached. Each student generally has their own room. After the first year, a student will have to find their own accommodation: this is generally when friends made in the first year move in together. This is a popular option because in some ways it is cheaper.
  • Universities in the UK do not have fraternities and sororities but we do have clubs, often referred to as societies. These are generally open to everyone except in obvious scenarios ( women groups, etc ). Societies can cover pretty much everything.
  • Lecture’s depend widely on the subjects that have been taken. I usually had a four day week with one day off ( I was incredibly lucky to have Friday off one year, Monday off another and Thursday on a third ).Some days will be early starts, full days, others will be half days in the morning or afternoon. Generally, lectures involved a powerpoint presentation and we were expected to take notes. Lectures themselves aren’t necessarily compulsory, these powerpoints are generally made available online but they’re encouraged because the lecturer will elaborate on things etc.
  • Your University will generally structure each years of being half coursework and half examination ( depending on the modules that are chosen, some are both, or just coursework or just examinations ). Grades are given as percentages and all of those grades combined give a student their degree results. These are as follows: 1st class: 70% and up. 2nd class, division 1 ( 2:1 ): 60-70%. 2nd class, division 2 ( 2:2 ): 50-60%. 3rd class: 40-50%. Fail: < 40%.
  • Year structure. Term 1: Mid / Late September - just before Christmas. Term 2: Mid January - Just before Easter. Term 3: After easter / mid April - Early June. 3 months Summer Holiday. Medical students might find that their school year ends in August.
Praise Abort explained

So, I’ve been seeing my fair share of reactions to the Lindemann video ‘Praise Abort.’  While I thoroughly enjoyed the song and video, I can see it’s getting a lot of flack for a few reasons, some predictable, and the rest more out of confusion than anything else.  I don’t consider myself an expert on Till–just kidding, yes I do, but here’s my input.


1.  “The lyrics are too simple.”   Yes, they are.  The thing is, Rammstein have some pretty complex and beautiful poetry in their lyrics, and Till’s written poetry is no less intricate.  But even Rammstein has some pretty simplistic lyrics sometimes.  Different paintstrokes for different effect is how I like to think of it.  The song’s message is very blunt and raw, so the lyrics morph to match that.  Also, Till has said before the album’s release that both he and Peter were nervous/hesitant about English lyrics.  You have to give them major props for stepping so hugely outside of their comfort zone.  Our language is a little blunt to begin with, and it’s all we ever hear (I’m generalizing Americans here) so it may be extra simplistic sounding to our ears.  Try to keep in mind Till’s language background though.  I bet if the vast majority of us were to sit down and try to write a song in Russian we’d have a nursery rhyme on our hands.   

2.  “It sounds like Rammstein”  We will always associate Till with Rammstein.  And what’s more, he’s not even changing the genre of the music in his project–if he were moving over to opera, then things might be different.  But just like how Daniel Radcliffe will always be Harry Potter, Till is blessed and cursed with being the face of Rammstein.  Still, is that a bad thing?  That a band he’s been in for the past 20 years is “showing” in his solo music?  We love Rammstein…why damn the lead singer for being the lead singer?   

3.  “They were going for shock value.”   I agree with this, but only to a certain point.  The thing about the video is that it actually has a TON of symbolism in it, which I’ll get to in a minute, but people gloss over that and just see a vile, 'disturbing’ bunch of so-called random scenes that are intended only to provoke.  Again, who are we talking about here?  Does anyone remember when Mutter was released, with the fetus album cover, which Rammstein had intended to just signify a baby in the womb, but everyone thought it was an abortion?  The newspapers went crazy, and their response was to laugh and say “That’s great.”  People would say the same (it’s a shock value thing) for the video for Mein Teil, but would they argue that there’s no symbolism in that video?  Probably not.   

So yes, shock value–obviously it’s there.  If you’ve known what Till has done at any point in the past two decades, you shouldn’t be surprised that one of his artistic methods is provocation.  I’m not sure why this is suddenly a bad thing.  Did anybody expect his solo music to be bubble gum pop?

4.  "It’s not meaningful.“  Again I only agree to a certain point.  This song does have a meaning and background, at least for me, but it is definitely the more 'fun’ and lighthearted side of Till.  Again this is something we’ve seen over the years from Rammstein…it’s a type of humor that’s cynical and absurd, seen in songs/videos like Amerika, Keine Lust, Zwitter, and others.  They have a message and instead of giving the message in a straightforward or poetic way, they choose the route of dark cynicism and ridiculousness–like the kids in Africa sitting on Santa’s lap.  There’s an obvious message there, but it’s being presented in a non-traditional way.  So yes it is meaningful, but they’re not taking everything super seriously like SOAD did right before their demise.  I love me some SOAD, but they went full political and in the end, it ruined their music for me.  And maybe for them, because hey, they’re not together anymore.  Anyway, that was way off topic.  Moving on.

The Lyrics and Meaning

Now I wanted to talk about my interpretation of the video and lyrics.  As with all music anywhere, this is one person’s individual opinions and could be a million miles away from another’s, including the artist’s.  I think most artists enjoy that, however.   

The Lyrics

The obvious statement to me is that Till is portraying poverty-stricken lower-income and lower-education families (well, fathers/husbands.)  There have been tons of studies about this, but the gist is that people in poverty and people who don’t have education (and thus money) often have larger families, whom they often can’t support.  Conservatism, religious activists, and pro-life politicians tout babies as magical problem solvers, and there’s a huge stigma in society that if you don’t have children, you’re not happy.  You can’t talk about hating your kids, you can’t even say a negative statement about being a poor parent, unless you follow that up with a 'save’ statement.  For example, an acceptable statement would be, "Parenting is the hardest job, but also the most rewarding.”  As someone who takes an almost anti-natalist philosophy to society AND as someone raised in a low-income household and had to endure knowing that my parents DID hate me sometimes, I see many, many issues with this belief system of family=happiness.  Kids are hard.  Families are hard.  Marriage is hard.  Adultery happens all the time.  Some parents DO hate their kids.   I think Till is doing the same thing in this song as he did with “Tier” which was a song about incest.   He writes from the perspective that you don’t hear—in “Tier” he was writing lyrics from a father who was sexually attracted to his daughter.  Obviously this is extremely taboo, and he’s said that he did that to better understand the 'dark side’ of the stigma.  It’s not that he agrees with it, it’s not that he would ever do something like have sex with his daughter or in Praise Abort’s case, abort a bunch of kids; he’s just using another perspective as his artistic outlet.    Till is not a low-income father with a brood of children he can’t stand, but he’s singing about it in a very dark way.   

Another very “Tillesque” part of the song is the subtle changing of words throughout–the fact that he’s doing it in English instead of German may look clumsy to us English speakers, but it’s no secret that Till’s lyrics for Rammstein were full of subtle wordplay, as is his written poetry.  It’s in Praise Abort as well, but maybe a bit harder for us to notice.

Consider the chorus’s first few repeats, and then the final chorus, compared here: :   

“I hate my wife/and her boyfriend too.       I hate to hate and I hate that, I hate my life so very bad.”

“I hate my wife/and my boyfriend too.       I hate to hate and I hate that, I hate myself so very bad.”

I think that by changing the 'her boyfriend’ to 'my boyfriend’ he’s speaking a bit more intimately, admitting that he is part of the problem.  And the most telling is the change of 'I hate my life’ to “I hate myself”–it’s incredible that he is able to change two words and change the entire tone from petulant and angry at everyone else, to self-loathing.  In the last chorus he also changes 'my kids’ to 'my offspring’ which to me conveys real disconnect.   

The Video

Now, about the video itself.  Again, just my interpretation…but I’ve seen a LOT of flack about the video being distasteful or pointless, and I didn’t get that from it at all.  I have a pretty big nerd boner for symbolism so here’s what I’ve extracted.  The moonwalking, hat-and-cape donning Till represents a young, foolish and potentially irresponsible man before his family and marriage.   He’s wearing white to signify his innocence–he’s clean at that point, doing his own thing.   During this short snippet he’s also singing about his friends–how they have nice cars and cigars.  Those are the things he’s focused on in his youth.  Living the dream.  It’s interesting and also blatantly obvious that he’s fresh-faced here, while Peter has the distorted pig face–possibly representing Till’s partner.   

But while Till is parading around in his cape, another character comes up and literally kicks him in the chest.  And it’s Till, with a distorted pig face.  He’s also wearing white, but his hands/sleeves are red, which is a little too obvious to explain. To me, that “other” Till symbolizes the adult, unhappy Till.  It’s him, with all his self-hatred, literally knocking down his starry-eyed moonwalking dreams.  It’s pretty poignant and again obvious that he kicks the other down right at the chorus; realization that he hates his life and everything in it causes that ‘darker’ Till to take control.  

The fact that they emulate pigs is also very symbolic. They’re representing the ‘unwanted’ in lower/middle class society–unhappy marriages, screaming spouses, wife beaters, child abusers, welfare families…..you know, the 'Walmart’ crowd.  I’m not shy about saying this because again that’s exactly how I grew up..  We were poor and dirty and between my parents there was a ton of hate.  Animalistic is exactly how I would describe the dynamic in my family and our social system.  Actually the pig faces reminded me of Animal Farm, (a symbolism dream come true) and I was also reminded of Lord of the Flies.  In both those examples and in many other cases, pigs represent a very pessimistic view of humanity; unrefined, dirty, violent, angry, stupid, selfish.  The scenes in the messy house with Till and Peter and the piglets really kind of bring all of that together.  I’m not sure about Till or Peter’s childhood, but they kind of hit the nail on the head with imagery.  Not sure how others didn’t pick up on this, but maybe it’s because I grew up there. I immediately recognized that conveyance with those scenes.  

Again, it’s a pretty bleak way of looking at that class of society but I think it’s one interpretation that’s pretty accurate.   

BUT that’s not the full story.   

The great thing about the chorus is that it’s blunt and simple but SO full of meaning and emotion.  "I hate my life, and I hate you/I hate my wife and her boyfriend too"  Not only is he full of hatred, but he’s also pretty despondent; that verse lets us know how bad things have gotten in his marriage, and he brushes it off nonchalantly.  There are whole songs dedicated to finding out about cheaters, but offhandedly mentioning an affair really drives home the dysfunction.  So it’s a bleak situation, but the following, “I hate to hate, and I hate that” may at first glance sound emo and depressive, but I hear and interpret a hopeful message.  The fact that he doesn’t want things to be this way shows that he has compassion and on some level cares about himself and his life; I think that is also a reflection of many people in that situation.  Just because people have these awful lives and are bitter toward their bad situation it doesn’t mean that they want to be miserable and unhappy.  I used to listen about my parents’ dream of opening a restaurant one day and it was one of few times I could see them as young people with dreams, before bills and kids and their ten million other problems made them the angry and hateful people they defaulted to.   

Also, at the end of the video, the white-clothed 'young’ Till reappears, and he actually takes a piglet and is being very affectionate toward it.  I think that’s a very telling scene–maybe he would have been happy with one child, or maybe he really does love his kids at the end of the day.  He walked offstage cuddling the animal.   


Another that I think the video and song address is the potential 'kindness’ of abortion in general–another taboo argument is the one that maybe it’s more beneficial to abort if you don’t want/don’t like/don’t have money/don’t want to support any children.  There are plenty of people who don’t abort due to religious or societal expectations and end up like the family Till and Peter are portraying, and that’s not something polite company likes to talk about, or religious activists ever acknowledge.  But the whole scene with the “ghost piglets” (aborted children, my interpretation anyway) and the accompanying lyrics “Say goodbye/We’ll rise up into the sky/say goodbye/we’ll come back soon as pretty butterflies” mimic the argument about fetuses being people/having souls and that whole moral dilemma.

It’s very reassuring to people who are against abortion that those babies would be in Heaven, or cherished, or whatever it is they believe (I’m pro-choice so I’m not entirely educated on their argument) so in the end, you should praise abortion because you’re sparing those children the lives they would have spent (with Till and Peter.)  And I am not entirely sure if it was intended, but the grammar of the song title “Praise Abort” could be twisted–instead of “praising abort(ion)” it could be that ‘praise’ is a noun, not a verb.  This would make the title a type of abortion, such as a religious or merciful killing.  This idea is supported by the chorus itself, “Never thought I’d praise abort.”  In that way, Till is actually ridiculing or turning the tables on the would-be moral superiority of anti-abortionists.

One more great aspect of the video is the actual abortion scene itself, in which “female” Till is confronted by “male” Till while the ballet dancers bring a device (obviously meant to signify the MVA used in abortions) to him.  She is holding a piglet and seems relieved/gratified to see him, but instead of aiming his ‘weapon’ at the fetus/pig, he actually points it at her head, and she dies.  This could symbolize a lot of different things: such as that women who abort are often viewed as worthless/meaningless, or that when a woman aborts, a part of her “dies” emotionally.  Right before the cut where he “kills” her, she looks obviously scared and remorseful.  I think the biggest lesson is that abortion affects the woman profoundly, something that a lot of abortion propaganda ignores, because they advocate for the fetus.  

So that’s my breakdown of the video.  Despite all of the profound and complex meaning in it, it’s still a hilarious and twisted video; can we just take a minute to appreciate a bunch of writhing ballerinas having abortions, Till with a bunch of boobs, and Peter’s ass?  All of that pales in comparison to Till’s moonwalk of course, but I’m prejudice.  

anonymous asked:

is it too late to start my own nuzlocke or are they like, over? also, if not, any tips for how to create a unique story that's not just "then i went to this town and beat the gym leader and then i went here and beat this other gym leader" (+any other useful tips you may come up with). i admire your work on your own nuzlocke. i think this is something i want to do, and maybe i wont finish it, but i trust that doing one will make me grow a lot as an artist at the very least.

(while I’m on the subject of nuzlockes!) 

To be perfectly honest, I’m not a good person to ask about the current climate of nuzlocke-dom haha ;; I still follow a few comics, but I’ve otherwise withdrawn from the community. I do know that it has grown substantially. I entered around the time it had just gotten off the ground- These days, nearly every pokemon fan on the internet knows what a nuzlocke challenge is. As an effect of that, I have heard many people find the internet is kind of over saturated with really same-y nuzlocke comics and stories these days.

But in reality no, I don’t think it’s ‘over’- there is still quite an audience, even for new nuzlockes. And if you’re doing it for the sake of improving yourself, there’s no reason not to! It’s just that, like any sort of media, it’s a matter of being savvy about what has already been done and thinking carefully about what new things you can bring to the table

(PS: if anyone is more well-versed in today’s nuzlocke goings-on, totally feel free to reply with some advice for this anon!)

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