Shaw, George Bernard: 1856-1950
Pygmalion, 1913 - Language/Style
- English Language Level: Advanced / Challenging
- Vocabulary & Style – Shaw uses formal, sometimes old-fashioned British English, including words, idioms, and expressions uncommon today (e.g. “I have a feeling that I could walk through life with a better grace than ever I did before.” The phrasing with a better grace than ever I did before is formal and literary compared to modern English.).
Social & Class Nuances – Much of the dialogue depends on understanding accents, social class distinctions, and subtle connotations.
Humor & Irony – Shaw’s wit, sarcasm, and irony require careful reading to grasp fully.
Sentence Structure – Some sentences are long and complex, with multiple clauses, typical of early 20th-century writing.
Thematic Depth – The play explores social mobility, gender, and identity—concepts expressed in nuanced language rather than simple terms (e.g. “I’m a common ignorant girl, and in my station I have to be respectable.” This reflects Eliza’s awareness of societal constraints. Shaw doesn’t explicitly lecture about class or morality; he conveys it through voice, diction, and context, which requires interpretation.).
- Vocabulary & Style – Shaw uses formal, sometimes old-fashioned British English, including words, idioms, and expressions uncommon today (e.g. “I have a feeling that I could walk through life with a better grace than ever I did before.” The phrasing with a better grace than ever I did before is formal and literary compared to modern English.).
- Shaw’s formal, early 20th-century English combines complex sentence structures, nuanced social commentary, and subtle irony that require careful interpretation.