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- Disparity among social classes (high social classes are expected to behave and talk with a fluent and elegant phonetics while poor people can't reach this level of education)
- Discrimination (Higgins (rich) treats Eliza (poor) as a toy of his amuse). He doesn't see her as a human just because she is unable to act or talk like him and his perfect phonetics.
- Role of women (Higgins expected Eliza to be submissive and to fall in love with a rich man that can make her comfortable
whereas Eliza doesn't comply and rebels against him)

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Individuals are often educated or taught how to act and think to be part of a community, however, each individual is responsible for learning that knowledge and applying it in their daily life. Born a Crime, a memoir by Trevor Noah, and Pygmalion, a theater script by George Bernard Shaw, both portray how female characters, although they are taught to be submissive in their society, both act independent and strong. Also, in both texts, the society they live in teaches people that are considered low-class to satisfy high-class people’s needs. However, the narration style in both texts changes because Trevor Noah’s text is narrated in the first person, and Shaw’s text is narrated in the third person. Moreover, the social classes and the high class differ in each text because in Born a crime, black people are the ones being discriminated against, while in Pygmalion, white people are the ones being discriminated against.

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Born a Crime (1)
Pygmalion (2)
The Birthmark (3)

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- portrayal of social classes (whites and educated = high class, black and uneducated = lower class)
- social prejudices among the society (peple are treated badly if they are from the lower class)
- female characters as independent women who follow their own rules (Eliza and Trevor's mother)

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- narration style= first person (Trevor Noah) and third person (actions of the characters from the play)
- racism vs. white people being discriminated
- characters that are consider lower class (actions/dialect vs. skin color)

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- social expectations where people need to achieve perfection
- characters are treated differently depending on their physical appearance (skin color and body marks)
- Themes: morality, sacrifice, belonging, poverty

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- discrimination (racism vs. social prejudices)
- Themes: personal growth (Trevor was able to accept himself while the wife couldn't)
- culture of the society (separated vs. united)

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- Female charcaters want to change and fulfill a male character's expectations of who they should be (Eliza and wife)
- Female characters are inferior to the man in their life (Eliza and Higgins, scientist and his wife)
- Imagery used to make the author part of the narrative (description of the space, context and character's emotions in Pygmalion. Description of the wife's "imperfection" and the wife's appearance; related to a flower)

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- female character is submissive (Scientist's wife) vs independent (Eliza)
- sacrifice for a man (Eliza didn't comply, while the scientist's wife ended up dying because she wanted her husband to be happy)
- moral of the story, The Birthmark intends to show how perfection is unachievable, while in Pygmalion it intends to show how hard work leads to success

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 “With the exception, perhaps of music and dance, in all kinds of art it is possible to distinguish the content from the form.” In what ways do at least two works you have studied (this year) make use of this relationship between content and form?

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 “With the exception, perhaps of music and dance, in all kinds of art it is possible to distinguish the content from the form.” In what ways do at least two works you have studied (this year) make use of this relationship between content and form?

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Is it possible?: is it something that is congurnet and that has logic? Would it be able for someone to do something? yes or no and why?
Exception: something that is different. Something that differs from what was established and doesn't follow it.
Distinguish: something that is identified by someone. Make a contrast or identify something as different from another aspect.
Art (music and dance): creativity, human innovation, exploration of identity. Art is commonly subjective (humans are able to express themselves in any way they want).
Content: the things that are included in a text that create an impact in the reader.
Form: the structure of the content. Character intention, setting and theme, in other words, visual organization.

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Discuss the role of education and/or learning (in the widest sense) in at least two works you have studied (this year).

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Discuss the role of education and/or learning (in the widest sense) in at least two works you have studied (this year).

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Role of education: education is about teaching children or adults how to act in certain situations in the real life. It can aslo help someone interact among a community with respect.
Learning: this is about the people that acquire certain knowledge. How can people apply the knowledge they were provided? Are they really learning something that is good for their community?
Widest sense: everyhting that surrounds an individual. Its the universal ideas found among a community such as prejudices.
Main idea: It talks about how people that recieve any sort of education aquire that knowledge and apply it to become a better person. It can aslo be about how education influences an individual. How willing are they to acquire knowledge and expand their knowledge.
Relationship between education and learning: Is it a must to learn something if your are being taught? Are you forced to apply that knowledge in your daily life? How are the ones that provide knowledge: institutions, life experiences, family, or friends?

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Compare the presentation and significance of older people in at least two works you have studied.

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Compare the presentation and significance of older people in at least two works you have studied.

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Presentation: how older people are portrayed towards their surroundings? How do they use their knowledge and experience to express the author's ideas? How do their "old" change their perception of the future?
Significance: How meaningful are they for the characters in the novel? What do they contribute to the story?
Older people: People that are 45+. People that seem to have grandchildren and that portray a sense of knowledge and experience.
Main idea: how the ideals and temper of older people affect the character's in the novel? Do the characters suffer from a change of mind or they defy the old people? It can also be talking about how can older people be presented as a source of knowledge that helps the characters surpass different situations.
Universal ideas: Human being's conception of time. Human being's acquisition of knowledge. Evolution of ideas and social prejudices (past vs. present).

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Literature often deals with the themes of coincidence, chance, or accident. To what extent, and in what ways, have at least two works you have studied dealt with all of any of these ideas.

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Literature often deals with the themes of coincidence, chance, or accident. To what extent, and in what ways, have at least two works you have studied dealt with all of any of these ideas.

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Themes: subject that is being addressed to inform, entertain or whatever the author intends. Provide an ambience for the text and its meaning.
Coincidence: occurence that is not planned but that still happens (events that happen accidentaly but that seem logical).
Chance: possibility of something happening that can affect a community or an inidvidul. The chances vary depending on its veracity  and they can occur at any time.
Accident: something that is done without an intention. It is something unexpected that occurs (the consequences can be good or bad).
Literature: works that are provided a certain aesthetic by the author. It is free for the author to adress any theme. A meaning is provided based on the authors choices such as the structure, narration, characters, and stylistic devices.

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Discuss the role of education and/or learning (in the widest sense) in at least two works you have studied (this year).

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Discuss the role of education and/or learning (in the widest sense) in at least two works you have studied (this year).

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- He is taught (education) about how to respect, and submit to white people (they are superior in Africa because they know no better).
-  He learned about privileges and discrimination that is encountered all around the world (personal experience). He also learns that people are treated differenltly depending on how  good their adaptations skills are.
- He was taught about the privileges of white people because of the apartheid. People in his community are separated based on their skin color (even if they are all discirminated). Blacks go with blacks, whites go with whites, but Trevor can't go to the colored people because his family are black people.
- Trevor gets caught stealing, but since he is confused for a white person, he is freed (he still felt guilty). He learned about how because you love something doesn't mean you own them. He learned that he needs to meet someone really well to determine how beneficial they are for his life.
- Trevor learns a lot from her mother and himself. Since he was little, although he was always being punished, he still kept behaving poorly. He also was able to learn that he needs to "mix into the crowd" to prevent being bullied.

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- Eliza was being taught by Higgins how to act as a high class person to be accepted in the higher society and not be "an inferior low class". She was a poor woman selling flowers.
- Eliza listened and learned properly Higgins' lessons. She was able to learn fast and act accordingly to what she was taught. However, since she was being treated as an object, she started to behave like she used to because, although you learn to be different, you still need to be true to your own values.
- The high class society is the one that has a lot of privileges, while low class people are treated badly because they are not considered proper members of society (lower classes don't know how to use proper phonetics). For instance, the fact that a memeber of the high class is willing to help you act and behave like someone from the high class should be a gift that you must accept.
-  Eliza is able to act as a member of the high class, but she didn't forget about her true identity. When she starts to feel disrespected by Higgins, she rebels against him and starts to speak her mind (while talking and acting like a low class person). Even if she was taught something, this doesn't mean that she needs to forget about who she was.
- She willingly accepts to be taught by Higgins, which helps her learn in an easier and faster way. Although she is not forced to accept Higgins' help, society indirectly forces her (she knows that being from the high class comes with privileges that she can enjoy such as marrying a wealthy man, or being surrounded by powerful figures).

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In Pygmalion, Eliza (referred to as the flower girl), is encountered by Higgins who makes a bet with his friend that consisted of teaching her how to transform into a high-class girl with good phonetics, portraying the author's intention to show his audience how being part of the high class was considered a privilege, whereas being from a lower social class, working in the streets, is a disgrace. This is why in Act I of the narrative, Eliza was being laughed at by the high social classes like Higgins, just because she was a woman selling flowers on the streets. It also portrays how people from the high classes believe that they are superior to those from the lower classes since Higgins thinks of Eliza as an object of his amusement. Because of this, he believes that he is going to be able to educated and teach Eliza how to acquire a formal dialect, becoming an experiment. This situation, where the disparity of social classes is portrayed by the author, happens as well in Born a Crime, where Trevor Noah addresses a concept called apartheid, where black people are treated as objects because they are part of the low social classes. Trevor mentions that when he was a child living in Africa since his family was black, he had to live in a place called Soweto with his grandmother and family. A place where there were no entertainment establishments like stores or restaurants, they also didn’t have proper electricity and a proper sewerage system. In both texts, Eliza and Trevor are considered part of the low social classes, and they are forced to comply with what a person from the high class teaches them like Eliza and Higgins, and Trevor and his family. Although Trevor was a colored person (half black and half white), his grandmother treated him differently from his black cousins. Trevor’s white genes allowed him to have privileges that his cousins didn’t have like having the biggest food portions, or not having to clean the house. This situations are what taught him about the differences between black people and white people, where white people are considered the superior class just because of their clear skin, meaning that he needed to act accordingly, either as a black person or a white person.

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Additionally, in both narratives, women are taught to act submissive for men, meaning that they were supposed to fulfill men’s wishes and only act according to what they tell them, and keep quiet if they are abused by them. However, Eliza and Trevor’s mother, Patricia, both are not satisfied with this ideology. In the case of Eliza, when she discovers that Hggins was interacting with her because of a bet in Act IV, and he starts to act aggressively towards her, she spoke her mind and didn’t submit to Higgin’s orders, making him confused and angry. Although she wasd taught by Higgins how to be a high class woman, she learned that being herself is better for her. This also happened with Patricia’s husband, Adel, who once came drunk to his home and started to act aggressively towards his wife. Patricia was not happy with this situation, so she spoke her mind and started to scream at her husband to calm down, but this angered Adel and he hit her. Contrary to what Patricia was taught by her mother to act if her husband hit her, she defied her mother’s teachings and she went to the police station to report it. She learned that she needed to be separated from her husband, and look for her own independence, like Eliza.

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Furthermore, in both texts, the low social classes are taught to fulfill the high-class people's wishes, discriminating against the low social class because they are not considered part of society. However, in the case of Pygmalion, the ones who are discriminated against are white people, while in Born a Crime the ones being discriminated against are black people. Black people are being discriminated against because of their skin color and white people are being discriminated by their dialect and phonetics. Trevor doesn't have close friends, and he is forced to think of black people as superior, making him feel worthless. Eliza, on the other hand, is white, different from Trevor, and she has more freedom to choose what do to for a living. Both are taught to respect high-class people, but they are taught different aspects since Trevor is supposed to live with poor living conditions, without proper education, while Eliza is taught that she needs to act as a high-class person to marry a rich man that will maintain her.  For instance, both end up learning different things, because Eliza knows that being white allows her to have different opportunities like working for a high salary or meeting a husband, contrary to Trevor since he is forced to learn that white people will always be the ones with better health centers and that the government will protect them when there is an emergency, making him think (while growing up) that it is harder for him to reach a good life-style because he is part black.

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This difference between black and white people is enhanced by the authors through their narration style. Since Pygmalion is a play, the narration style used by Shaw consists of a third person narration, allowing to portray the actions of the characters and their expressions, allowing the audience to be part of the narrative and understand the ideologies and culture of Eliza's community.  This helps the audience understand why was Eliza taught to respect and perceive high-class people as superior, like Higgins. Nevertheless, Trevor Noah used a first-person narrator to highlight his personal experiences about how he felt when he was taught the culture of apartheid. This helps the audience emphasize Trevor, making the narration acquire a claustrophobic mood, highlighting the author's intention to show the negative effects of racism, where black people were not treated as human, like his black friends from school. It teaches the audience about the effects of discrimination among social classes, where black people are forced to be treated badly and live without the same opportunities as white people, making black people vulnerable. But, Pygmalion teaches the audience that even among white people (considered a superior class) people are organized into different groups, rich people and poor people, where poor people are treated with hate and disrespect because they don't own the same things. An example of this is Higgins, who owns a big house with a lot of expensive furniture and speaks fluently with a proper dialect, which works as a symbol of his acquisition of power (representing superiority).

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Overall, Pygmalion and Born a Crime portray the vulnerability of low social classes and the culture of both societies through their female characters, where the society is taught and educated that low classes need to perceive high classes as superior, sacrificing their own needs if necessary. To emphasize the type of society the characters live in, Pygmalion is narrated in the third person, whereas Born a Crime is narrated in the first person, allowing the reader to understand apartheid and how it affected vulnerable groups like Trevor and the reason why Eliza wanted to be part of the high social class and her willingness to learn new dialects and phonetics. Although both talk about discrimination, one portrays racism through apartheid, while the other enhances discrimination that is generated because of white people's organization between the rich and the poor. Also, women from the society of the narratives are taught to fulfill men's wishes, but both Trevor's mother and Eliza defy such systems and refuse to learn these ideals because it doesn't comply with their own personalities. For instance, societies teach their community how to act, creating social prejudices that may or may not be learned and followed by their citizens.

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Second question: Unclear question, Would it be able for someone to do something? ????
In general a fuzzy breakdown, remember that you are doing this regarding two literary works.

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- Racism: black people are laughed at and neglected by white people and other races that are not black.
- Discrimination among social classes where black people are inferior to white people. Also, there is discrimination among the different groups (black, mixed, chinese, japanese, white)

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Everyhting is narrated trough the main character's point of view. Trevor Noah narrates in first person. Because of this, everything is subjective and the audience is able to know how mixed people (half black and half white) where treated as inferior by whites but treated as superior by blacks.

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1984-2009. South Africa during apartheid (black people are prevented to live as whites. They don't have the same opportunities.) There are other mentions of Trevor's home in a place called Soweto (poor place that reflected the living conditions of black people), and his school where he had to adapt and keep his distance because he didn't want to bother anyone.

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It's a memoir/biography where Trevor Noah narrates the instances occured during apartheid. He talks about the role of women and man (abuse and men as inferior), racism (your skin color defined your future), social classes (high=white vs low=black), and religion (his mother was a beleiver and she forced Trevor to be one too).

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Since it is a play script, the story is told through dialogues. We know what the characters feel, and what are they doing in each of the scenes.

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England in the early 20th century.
There are 3 main places in the play. One is at Convent Garden (center of the town), Higgins' office/laboratiry (in here he teaches Eliza how to be mistaken as a high class woman) and Mrs. Higgins' home (a very elegant place that works as a symbol of how rich people should be).

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It narrates the story of a man, Higgins, that made a bet with his friend where he proposed that he would make Eliza, a poor flower girl, a woman from the high class. He taught her proper phonetics and to have a good dialect. He treated her as a toy and this angered Eliza, so she ended up leaving Mr. Higgins to pursue her own happiness, even if it meant that she had to be from the low class.

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- Social prejudices. Women are expected to be physically perfect, and society rejects or treats baldy those who don't comply with the social standards.
- Unachievable beauty standards. The scientists was became obsessed of making is wife perfect to meet the beauty standards, which ended up killing her.

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Third person narration. The narrator describes the setting and the emotions of the characters (obsession of the scientist and the wife's sad attitude).

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Late 1700's, New England, in the home of the scientist, Aylmer, and his laboratory. Most of the time he is at his lab trying to find the cure to his wife's "imperfection" or birthmark in her face. If he isn't, he is at his home telling his wife how he doesn't like her small imperfection.

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Aylmer, a scientist, becomes obsessed with his wife's birthmark. His wife is extremely beautiful, but he focuses on her only imperfection. Becuae of this, he spends less time with her and tries to find a "cure" for it. His wife is sad, but she wants to make her husband happy. In the end, the wife died because of her husband's egoism. (message= you can't reach perfection because it doesn't exist).

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Irony: although his wife is perfect, and she has everything anyone would ask for, the scientist wants to make her achieve perfection. She has only one tiny flaw compared to other aspects of her personality and physical appearance, but, ironically, her husband is just focused on her flaw and ignores all of his wife's qualities. Also, he was a smart man but didn't seem to be able to recognize his wife's value.

1. "Had Georgiana been less beautiful, he might have felt his love increased by the prettiness of that little hand. But because she was otherwise so perfect, he found the mark had become unbearable." (At the beginning)
2. It was true. The hand on her face had been her link to life. As the last trace of color disappeared from her cheek, she gave her last breath. Blinded by a meaningless imperfection and an impossible goal, Aylmer had thrown away her life and with it his chance for happiness. In trying to improve his lovely wife, he had failed to realize she had been perfect all along. (The ending)

3. "The chemical process went perfectly," he said. "Unless all my science has tricked me, it cannot fail." (Almost at the end)

Foreshadowing: the author provided certain aspects that represented the main character's slow deteriorating state of mind, where he slowly started to dream about his wife's "disgusting" mark. This allows the readers to know that he is going to try and get rid of it with his scientific knowledge, even if it kills her.

1. To test the liquid, he placed a drop in the soil of a dying flower growing in a pot in the room. In a few moments, the plant became healthy and green once more. (At the ending)

2. The mind is in a sad state when sleep cannot control its ghosts and allows them to break free with its secrets. Aylmer now remembered his dream. He had imagined himself with his assistant Aminadab trying to remove the birthmark with an operation. But the deeper his knife went, the deeper the small hand sank until it had caught hold of Georgiana's heart. (Middle part)
3. "Aylmer saw the mark as a sign of his wife's eventual sadness, sickness and death. Soon, the birthmark caused him more pain than Georgiana's beauty had ever given him pleasure." (At the beginning)

Symbolism: the main symbol is the Birthmark. It is intended to demonstrate how it doesn't matter how much you try to be perfect, based on your culture's beauty standards, you will never achieve it, and it will only waste your time. People need to stop idealizing people's expectations.

1. Some women said the red hand quite destroyed the effect of Georgiana's beauty. Male observers who did not praise the mark simply wished it away so that they did not see it. After his marriage, Aylmer discovered that this was the case with himself. Had Georgiana been less beautiful, he might have felt his love increased by the prettiness of that little hand. But because she was otherwise so perfect, he found the mark had become unbearable. Aylmer saw the mark as a sign of his wife's eventual sadness, sickness and death. Soon, the birthmark caused him more pain than Georgiana's beauty had ever given him pleasure. (At the beginning)

2. "Georgiana soon began to fear his look. His expression would make her face go pale. And the birthmark would stand out like a red jewel on white stone." (At the beginning)

3. To test the liquid, he placed a drop in the soil of a dying flower growing in a pot in the room. In a few moments, the plant became healthy and green once more. (At the ending)

Imagery: he provides an image that portrays the deterioration of the scientist's home, where his obsession slowly started to affect his order and his intimate relationship with his wife.

1. The next day the couple went to Aylmer's laboratory where he had made all his famous discoveries. Georgiana would live in a beautiful room he had prepared nearby, while he worked tirelessly in his lab. One by one, Aylmer tried a series of powerful experiments on his wife. But the mark remained. (Middle part)
2. The mind is in a sad state when sleep cannot control its ghosts and allows them to break free with its secrets. Aylmer now remembered his dream. He had imagined himself with his assistant Aminadab trying to remove the birthmark with an operation. But the deeper his knife went, the deeper the small hand sank until it had caught hold of Georgiana's heart. (Middle part)
3. The first thing that struck Georgiana when entering the laboratory was the hot furnace. From the amount of soot above it, it seemed to have been burning for ages. She saw machines, tubes, cylinders and other containers for chemical experiments. What most drew her attention was Aylmer himself. He was nervous and pale as death as he worked on preparing a liquid. (Ending part)

Simile: it is used to show how the concepts of perfection and idealism and the scientist's obsession with the birthmark (its shape) because it outspends his wife's beauty.

1. "When Georgiana blushed, the mark became less visible. But when she turned pale, there was the mark, like a red stain upon snow. The birthmark would come and go with the emotions in her heart." (At the beginning)

2. "The mark was shaped like a very small human hand. Georgiana's past lovers used to say that the hand of a magical fairy had touched her face when she was born. Many a gentleman would have risked his life for the honor of kissing that mysterious hand." (At the beginning)

3. "Georgiana soon began to fear his look. His expression would make her face go pale.

And the birthmark would stand out like a red jewel on white stone." (At the beginning)

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Simile: it is used to compare the disparity between high and low social classes and the behavior of high-class people. It is also used to portray the constant inferiority and neglect of women.

1. A woman who utters such depressing and disgusting sounds has no right to be anywhere--no right to live. Remember that you are a human being with a soul and the divine gift of articulate speech: that your native language is the language of Shakespear and Milton and The Bible; and don't sit there crooning like a bilious pigeon. (Act I)
2. He is of the energetic, scientific type, heartily, even violently interested in everything that can be studied as a scientific subject, and careless about himself and other people, including their feelings. He is, in fact, but for his years and size, rather like a very impetuous baby "taking notice" eagerly and loudly, and requiring almost as much watching to keep him out of unintended mischief. His manner varies from genial bullying when he is in a good humor to stormy petulance when anything goes wrong; but he is so entirely frank and void of malice that he remains likable even in his least reasonable moments. (Act II)

3. There! That's all you get out of Eliza. Ah--ah--ow--oo! No use explaining. As a military man you ought to know that. Give her her orders: that's what she wants. Eliza: you are to live here for the next six months, learning how to speak beautifully, like a lady in a florist's shop. If you're good and do whatever you're told, you shall sleep in a proper bedroom, and have lots to eat, and money to buy chocolates and take rides in taxis. If you're naughty and idle you will sleep in the back kitchen among the black beetles, and be walloped by Mrs. Pearce with a broomstick. (Act II)

Metaphors: the metaphors engage Higgins' way of treating Eliza and women in general. It portrays the culture of the society where people from the high class feel superior to those from the lower class (they see them as dirty).

1. "Oh, I'm only a squashed cabbage leaf." (Act V)
2. "[catching her wrists] Ah! would you? Claws in, you cat. How dare you show your temper to me? Sit down and be quiet. [He throws her roughly into the easy-chair]." (Act IV)
3. "[becoming excited as the idea grows on him] What is life but a series of inspired follies? The difficulty is to find them to do. Never lose a chance: it doesn't come every day. I shall make a duchess of this draggletailed guttersnipe" (Act II)

Ironic tone: this tone is used to highlight Eliza's transformation and Higgin's incapability of making her a duchess or part of the high class (mocking society's point of view of poor people). It also portrays how the lower classes are neglected. Lastly, it shows how the characters feel that high-class people are "childish".

1. CLARA [all smiles] I will. Good-bye. Such nonsense, all this early Victorian prudery! (Act III)
2. Higgins: I'm interested. What about the ambassador's garden party? I'll say you're the greatest teacher alive if you make that good. I'll bet you all the expenses of the experiment you can't do it. And I'll pay for the lessons. (Act II)
3. Just the other way about. She threw my slippers in my face. She behaved in the most outrageous way. I never gave her the slightest provocation. The slippers came bang into my face the moment I entered the room--before I had uttered a word. And used perfectly awful language. (Act V) (It is ironic because although the language was meant to represent Eliza's upgrade to the high society, she used it to offend the man that thought that language is crucial for social status).

Allegory: it is used to show the advantages and privileges of high-class people. They are rich and own a lot of money, and to show this, they buy excentric foreign statues, houses, and artworks.

1.  Put that along with her resentment of Higgins's domineering superiority, and her mistrust of his coaxing cleverness in getting round her and evading her wrath when he had gone too far with his impetuous bullying, and you will see that Eliza's instinct had good grounds for warning her not to marry her Pygmalion. (Act 5) Pygmalion= people's expectations and self-fulfillment based on them.
2.  She wears a little sailor hat of black straw that has long been exposed to the dust and soot of London and has seldom if ever been brushed. Her hair needs washing rather badly: its mousy color can hardly be natural. She wears a shoddy black coat that reaches nearly to her knees and is shaped to her waist. She has a brown skirt with a coarse apron. Her boots are much the worse for wear. She is no doubt as clean as she can afford to be; but compared to the ladies she is very dirty. (Act I)
3. [He hurries to the door, anxious to get away with his booty. When he opens it he is confronted with a dainty and exquisitely clean young Japanese lady in a simple blue cotton kimono printed cunningly with small white jasmine blossoms. Mrs. Pearce is with her. He gets out of her way deferentially and apologizes]. Beg pardon, miss. (Act II)

Imagery: the author provides a brief description of the surroundings of the characters. He uses this to show the audience how different people's ways of behaving are in terms of what they own and how they speak (social classes).

1. Eliza opens the door and is seen on the lighted landing in opera cloak, brilliant evening dress, and diamonds, with fan, flowers, and all accessories. She comes to the hearth, and switches on the electric lights there. She is tired: her pallor contrasts strongly with her dark eyes and hair; and her expression is almost tragic. She takes off her cloak; puts her fan and flowers on the piano; and sits down on the bench, brooding and silent. (Act IV)
2. In the corner diagonally opposite the door Mrs. Higgins, now over sixty and long past taking the trouble to dress out of the fashion, sits writing at an elegantly simple writing-table with a bell button within reach of her hand. There is a Chippendale chair further back in the room between her and the window nearest her side. At the other side of the room, further forward, is an Elizabethan chair roughly carved in the taste of Inigo Jones. On the same side a piano in a decorated case. The corner between the fireplace and the window is occupied by a divan cushioned in Morris chintz.(Act III)
3. The flower girl enters in state. She has a hat with three ostrich feathers, orange, sky-blue, and red. She has a nearly clean apron, and the shoddy coat has been tidied a little. The pathos of this deplorable figure, with its innocent vanity and consequential air, touches Pickering, who has already straightened himself in the presence of Mrs. Pearce. But as to Higgins, the only distinction he makes between men and women is that when he is neither bullying nor exclaiming to the heavens against some featherweight cross, he coaxes women as a child coaxes its nurse when it wants to get anything out of her. (Act II)

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Humorous tone: he wants to portray hardships to the audience by making fun of and criticizing apartheid where black people or mixed people were expected to feel inferior to black people.

1. And because this was hip-hop, the crew would do that thing where you shoot your arm out in front of you with your palm flat, bopping it up and down to the beat. “Go Hit-ler! Go Hit-ler! Go Hit-ler! Go Hit-ler!” We’d have the whole crowd in a frenzy, a thousand people in the street chanting along with their hands in the air. “Go Hit-ler! Go Hit-ler! Go Hit-ler! Go Hit-ler!” Hitler, although an unusual name, is not unheard-of in South Africa. Part of it has to do with the way a lot of black people pick names. (Chapter 15)
2. “Ah, yes. I know it looks that way, friend, but let me explain. It’s a funny story. My father is white and my mother is black and race is a social construct, so…” (Chapter 17)

3. "With Mandela came freedom—and with freedom came McDonald’s." (Chapter 15)

Simile: he is constantly comparing his situation in South Africa with the American culture.  Also, he intends to compare how different or similar he is to other vulnerable cultures.

1. The crazy thing about McDonald’s is that we

knew about it long before it came, probably from movies. We never even dreamed we would ever get one in South Africa; McDonald’s seemed to us like one of those American things that is exclusively American and can’t go anywhere else. (Chapter 15)

2. Alexandra was a farm originally named for the wife of the white man who owned it. Like Sophiatown and other black spots populating white areas before apartheid, Alex started as a squatter settlement where blacks gathered and lived when coming to Johannesburg to find work. (Chapter 16)

3. If they could learn to speak correct English

and dress in proper clothes, if they could Anglicize and civilize themselves, one day they might be welcome in society. The Afrikaners never gave us that option. British racism said, “If the monkey can walk like a man and talk like a man, then perhaps he is a man.” Afrikaner racism said, “Why give a book to a monkey?” (Chapter 5)

Symbolisms: the purpose is to show the most common and important elements of the narration, where he highlights and finds a "funny" way to talk about his situation ship in Africa.

1. My mom hated the hood. She didn’t like my friends there. If I brought them back to the house, she didn’t even want them coming inside. “I don’t like those boys,” she’d say. She didn’t hate them personally; she hated what they represented. “You and those boys get into so much shit,” she’d say. “You must be careful who you surround yourself with because where you are can determine who you are.” (Chapter 17)
2. "Under apartheid, if you were a black man you worked on a farm or in a factory or in a mine. If you were a black woman, you worked in a factory or as a maid." (BLACK COLOR) (Chapter 2)
3. "By law, white-collar jobs and skilled-labor jobs were reserved for whites. Black people didn’t work in offices. My mom, however, was a rebel, and, fortunately for her, her rebellion came along at the right moment." (WHITE COLOR) (Chapter 2)

First-person narrator: he wants to show his personal experience because he wants to teach his audience about how it was to live in Africa compared to what social media and books. He can emphasize with the audience.

1. "I was nearly six when Mandela was released, ten before

democracy finally came, yet she was preparing me to live a life of freedom long before we knew freedom would exist." (Chapter 5)

2. I believed that Fufi was my dog, but of course, that wasn’t true. Fufi was a dog. I was a boy. We got along well. She happened to live in my house. That experience shaped what I’ve felt about relationships for the rest of my life: You do not own the thing that you love." (Chapter 7)

3. My grandmother treated me like I was white. My grandfather did, too, only he was even more extreme. He called me “Mastah.” In the car, he insisted on driving me as if he were my chauffeur. “Mastah must always sit

in the backseat.” I never challenged him on it. What was I going to say? “I believe your perception of race is flawed, Grandfather.” No. I was five. I sat in the back. (Chapter 4)

Allusions: he talks about WW2, nazis, famous American works, and other important figures that impacted the African culture. This is used to make the audience familiar with the concepts of how much Africa idealized the US.

1. With money, I experienced freedom on a whole new level: I went to McDonald’s. People in America don’t understand, but when an American chain opens in a third-world country, people go crazy. That’s true to this day. A Burger King opened for the first time in South Africa last year, and

there was a queue around the block. It was an event. Everyone was going around saying, “I have to eat at Burger King. Have you heard? It’s from America." (Chapter 15)

2. Before, living in a township was something to be ashamed of; it was the bottom of the bottom. Then we had movies like Boyz n the Hood and Menace II Society, and they made the hood look cool. (Chapter 16)
3. The walls of apartheid were coming down just as American hip-hop was blowing up, and hip-hop made it cool to be from the hood. Before, living in a township was something to be ashamed of; it was the bottom of the bottom. (Chapter 16)