Young and Dyslexic

Question 1

Genre

Answer 1

Article taken from a book-autobiography

Question 2

Audience

Answer 2

Young people with dyslexia and the wider population

Question 3

Purpose

Answer 3

Two empower others
Reassure
Inform
Entertain
Reflects
Process the trauma

Question 4

Young and dyslexic, you’ve got it going on

Answer 4

Rhetorical question
Young language

Question 5

As a child I suffered but

Answer 5

Opening clause coupled with the emotive verb suffered create immediate sympathy
But -the conjunction but introduces new positive angle and intrigues the reader by how he changed his situation

Question 6

We are the architects we are the designers (start?)

Answer 6

Empowering message
the parallel structure of we are is an inclusive pronoun that creates a sense of energy and empowerment

Question 7

No compassion, no one understanding and no humanity

Answer 7

Triadic list emphasises the difficulties of education education system
Tone of frustration

Question 8

Shut up, stupid boy

Answer 8

Teacher represses his creativity
The multiple clause sentence that follows suggests the thoughtfulness of his idea which contrasts with the teachers comment?

Question 9

When I was 10 or 11/when I was 13

Answer 9

The temporal deixis helps take us through his life and convey his experiences

Question 10

A high percentage of the prison population are dyslexic, a high percentage of the architect population?

Answer 10

Parallel sentence structure-explicit link between prison(and the lack of chances there) with architects(and their privilege)

Question 11

But opportunities open for me

Answer 11

Positive tone contrast to sense of injustice earlier on

Question 12

I never thought I was stupid

Answer 12

Simple declarative sentence demonstrates his inner conviction and confidence
Alternatively
Linked struggles of dyslexia with racial struggles

Question 13

What happens in the middle section?

Answer 13

He thinks about the opportunities and achievements made as well as the coping mechanisms
The practical coping strategies used in the middle section encourage courage us to admire him evoking admiration
Middle section has advisory tone -intended to be empowering and uplifting and aiming to generate confidence

Question 14

We are the architects we are the designers (END?)

Answer 14

Repeated at the start
Cyclical structure -creates cohesion and refrain

Question 15

Who do they think they are?

Answer 15

Lighthearted rhetorical question at the end makes a distinct report with the reader

Question 16

Last section

Answer 16

Powerful, defiant
Where he explicitly engages with those with similar experiences

Question 17

Rhythm

Answer 17

Repetition and rhythm links to Zephaniah being a performance poet