Young and Dyslexis Flashcards
(10 cards)
Overarching structure
Chronological structure shifting between anecdotes + factual encouragement. Reader is engaged in tracking his development+ creates a sense of hope. His personal and informative tone engages the reader.
Gap
Zephaniah …his reader in his autobiographical newspaper article, aimed at both a dyslexic audience and adults without experience of dyslexia, by challenging stereotypes surrounding dyslexia and reframing it as a strength.
Overarching structure
Initially engages the reader by… Chronological structure shifting between anecdotes and factual encouragement, Reader is engaged in tracking his development and create a sense of hope.the personal and informative tone is engaging .
Quote 1
‘We are the architects, we are the designers.’
1.Anaphora of the collective pronoun create a sense of unity and togetherness.
2. Architects are a well respected profession, is creative, clever, think broadly, problem solvers.
3. Designers are valued as a society, unites creativity with problem solving
Quote 2
‘The past is a different kind of country’
1. Literary allusion = LP HARTLY ‘The Go-between’, demonstrating that Zephaniah is well read, and intellectually capable although he was labelled as unintelligent in school.
2. Metaphor allows him to distance himself from the past and show that he no longer feels defined by those negative experiences.
3. It also highlights that Zephaniah felt out of place and and isolated in the rigid education system of the past.
Quote 3
“ a high percentage of the prison population are dyslexic, and a high percentage of the architects population”
1. Anaphora and structural parallelism engages the reader by creating a memorable structure that emphasises the surprising contrast between 2 very different groups.
2. Juxtaposition of “””” forms a binary opposition, challenging the stereotype that dyslexia only leads to failure. Encourages reader to rethink there assumptions.
3. The comma between the two clauses structurally mirrors the turning point between success and failure, reinforcing the message that dyslexia does not determine someone’s destiny.
Engages the reader’s critical thinking
Quote 4
“Do I need an operation?”
1.comedic tone engages the reader and makes the moment memorable. Helps keep the reader interested whilst highlighting a serious issue.
2. Demonstrates society’s lack of awareness of dyslexia at the time and how poorly educated people were of it engages the reader’s sympathy.
3. Use of direct speech shows how significant this moment was to him, and helps the reader connect personally with his experience.
Quote 5
“ Dyslexia is not a measure of intelligence: you may have a genius on your hands “
1. The statement directly opposes common misconceptions, encouraging the reader to rethink how dyslexia is viewed.
2. Second person address (“you”) – Directly involves the reader, making them feel personally responsible for recognising potential in dyslexic individuals.
3. Uplifting metaphor (“genius on your hands”) – Suggests dyslexic people are valuable, engaging the reader with a hopeful and empowering tone.
Quote 6
“ bloody dyslexic, who do they think they are?”
1. Tone of strength and defiance – The use of “bloody” and ellipsis adds a bold, rebellious tone, showing confidence and power. It ends the article with a sense of dyslexic pride, not apology.
2. Rhetorical question challenges the reader – The question forces the reader to reflect on their own biases and attitudes, especially those who are not dyslexic. It’s a moment of confrontation.
3. Confrontational language engages directly – The informal, accusatory tone grabs attention and doesn’t shy away from calling out injustice, making the reader sit up and rethink societal views.
Mention
Echos empowering message from earlier. Cyclical structure. Gives a unified confident ending
