Lesson in Shaw's Pygmalion Essay

HIGGINS [with the look of confusion on his face]: Fine thank you, Eliza we need to…

Have you ever had so much passion for a sport you have been playing for almost your whole life? I love playing all positions of softball and I admire everything that comes with it that includes battle wounds, road trips to games, making memories to practicing out on home field getting ready to bat some love into their lives. Softball is not an easy sport at all but it’s my passion and a privilege to be able to stand on that field. So much love, effort and hard work has been put in over the years. After 12 years of truly knowing the sport these are my favorite things out on the field such as pitching with strength, sliding with passion, and batting to hear all of your support to make a home run!

The play has been contemporised. Modern day language is used this makes it easier to understand. Colloquialism of ?sod? and ?bollocks? are used these are words that are often spoken today. Being rewritten to modern day language has really helped me to understand the play more. In my opinion if I was to read the play before it was adapted I don?t think I would of understood it.

1. Shaw and Barry distinguish two different forms of utilitarianism. What are these two forms? Briefly describe each and use examples.

As the novel progresses in chapter 12 Calpurnia calls Jem or Mister Jem as a sign of respect,Cal understands that Jem is twelve and is beginning to understand the adult world.Jem begins to retreat from the childish games that he and Scout used to enjoy, becoming moodier and more withdrawn. Jem’s intense admiration for his father combined with his strong belief in justice.

In Chapter 7 of The Great Gatsby by F. Scott Fitzgerald, the jealousy of man and what it can make a person do is clearly shown through the possessive tone of Tom. The first example of this comes in the following quotations from Tom himself: “‘You think I’m pretty dumb, don’t you?’ he suggested. ‘Perhaps I am, but I have almost a second sight, sometimes, that tells me what to do. Maybe you don’t believe that, but science----’” and further down the page, “‘I’ve had an investigation of this fellow[Gatsby],’ he continued. ‘I could have gone deeper if I’d known----’”(109). In this quote, it is clear from the diction of his diatribe that Tom is angry, not at those around him but at Gatsby. This is shown in the above quote by Tom refusing to mention Gatsby by name but rather just calls him fellow. Another aspect that works in tandem with diction in the above quote to create the tone is punctuation. This is shown in the dashes that fall at the end of the above quotation. These dashes show that Tom is so frustrated and angry that he actually cannot finish the sentence. Another example of Fitzgerald's use of punctuation falls in his use of a question mark and a rhetorical question rather than openly making the

George Bernard Shaw and John Edwards seem to share some quite similar beliefs regarding language and identity. More specifically, how language alters one’s identity. Edwards uses discussions involving class, gender, and dialect; while Shaw uses his character, Eliza Doolittle to discuss these connections between language and identity. Both authors debunk the stereotypical perception about language and groups, just in two separate ways. Edwards explains it over several chapters of his text “Language and Identity”, whereas Shaw demonstrates it through one person.

and kicks the ball her motors skills are good and she was smart to her observed the other kids. Teacher

Social class can be thought of as a very important indicator of who a person is.

Daisy 's voice is often repeated throughout the book that is always beautiful and never ceases to die at any point throughout the story, hence why Daisy 's voice "was like a deathless song". Nick 's characterization of Daisy 's voice suggest that Gatsby

In the movie, Higgins targeted phonological features proper of Eliza’s Cockney dialect. According to Higgins, Eliza’s accent should be modified to “transform” her into a fine lady. The undesired behavior was weakened by a series of reinforcements based on punishment and reward. Eliza was offered chocolate, for example, when she correctly pronounced a set of sentences. Once Eliza achieve the “correct” pronunciation she was offered multiple rewards. For example, she attended the Ascot Horse Race, for which she was offered a new wardrobe.

Pygmalion, by George Bernard Shaw, describes Shaw’s viewpoint on social class distinctions in the 1900s by describing characters of the upper, middle, and lower classes in the play. Through the characters’ descriptions, language, and actions, the distinction between classes becomes very prominent. Similarly, Galileo, by Bertolt Brecht, describes Brecht’s take on the social class structure during Galileo’s time and how the differences between classes affected Galileo’s opportunity to do scientific research. Both plays depict a society ruled by the upper-class and a lack of coherence among the upper, middle, and lower classes that leads to eventual conflict. In both Pygmalion and Galileo, the authors highlight the advantages and disadvantages of the different social classes in order to critique how the relationships between people from different classes affect their interactions with each other.

In the Victorian England period, how a person is viewed by society determines everything. What kind of jobs are available, who it is ok to marry, and even who is acceptable to interact with. How a person is viewed can change their life for better or for worse, and sadly women during this period must work twice as hard as their male counterparts to get the crucial social respect needed to succeed in their societies. How a person appears and how they dress plays a big part on how someone is viewed, but flower-girl-turned-duchess Eliza Doolittle must learn the hard way that just because a person fits the outside criteria of a lady does not exactly mean she would be treated as so, by society and most of all her mentor Henry Higgins. Throughout the play, Pygmalion, By George Bernard Shaw, the author makes the theme of prejudice against women very apparent by the way they are treated in society and the unreasonable expectations they are held up to, making it very difficult for women like Eliza Doolittle to move up in society and be seen as equal in the eyes of those above them.

Social standing is central to the plot of George Bernard Shaw’s play “Pygmalion”. The portrayal of class identity in Shaw’s play appears to be a criticism of the distinctions between high society and the poorer classes in Victorian England. Shaw’s aim was to portray how the upper-crust of Victorian society viewed the lower classes, as evidenced by Higgins’ treatment of Eliza upon her first visit to his laboratory; Higgins treats her as though she is too stupid to understand that he is insulting her. The assumption is that the wealthy view the lower classes as being somehow lesser. So what is it that Shaw is trying to impart upon the reader? Shaw appeared to show open disdain not just for the upper class of society but for society in general, and Pygmalion may be interpreted as an open criticism of class distinctions in Victorian England.

By naming his drama "Pygmalion," Shaw reminds people of the ancient Pygmalion Myth. Pygmalion, a sculptor, makes a beautiful statue and falls in love with his own creation. He prays that life may be granted to it. The gods give him his wish. The statue becomes a living girl named Galatea. In Shaw's play, Eliza, the heroine, is transformed from a flower girl into a graceful lady. This change is like that of a stone into a statue of perfect beauty. But just as