By Friday of week 6, you must have completed a response (analytical paragraph at the minimum) to at least one question from each Act.
How are the characters constructed through stage directions in this Act?
How is the theme of status/class explored in this Act? How are members from each class represented?
How does Shaw manipulate language to construct character?
How is humour created in this Act?
Why do you think Shaw goes to such great lengths to describe Higgins’ laboratory and his character?
How does the relationship between Higgins and Eliza help to construct each character?
How does Doolittle’s diction differ from his daughter’s? How does this help to construct his character?
How is the theme of class furthered in this Act?
How does Shaw comment on social conventions in this Act?
How does Shaw represent British customs and manners in this Act?
How is physical comedy created in this Act?
What effect would Eliza’s dialogue have on the audience? Consider the contrast between her dialogue and her tone.
How is the theme of gender explored in this Act?
How is silence used in this Act to develop dramatic tension? How is it used to construct character?
What social criticisms does Shaw make in this Act? What techniques does he use to do this?
How has Eliza’s character developed? How does Shaw demonstrate this?
How has Doolittle’s character developed? Why does Shaw incorporate this development?
How has the relationship between Eliza and Higgins developed? How does Shaw demonstrate this?
Examine the communication between Eliza and Higgins. What does this reveal about each character? How does this aid Shaw’s social criticism?
Why does Shaw avoid the “rags to riches” Cinderella-style ending? What effect does this have on the reader?
Interpretation of text
Identification of literary features
Analysis of effects of literary features
Understanding of author
Analysis of author’s intent
Understanding of context
Linking text to context
Development of original critical response
Linking of ideas
Selection of evidence
Integration of evidence
Balance of analysis/ context
Control of grammar
Use of sophisticated language
Use of vocabulary