Zephaniah ; Young and dyslexic? Flashcards
(15 cards)
1
Q
Young and dyslexic?
A
- Questioning statement
- Engage the reader whilst also introducing a main theme/topic within the article
2
Q
You’ve got it going on
A
- Colloquial tone
- Creates a reassuring and encouraging tone
3
Q
Title of the article ‘Creative, Successful, Dyslexic’
A
- Tricolon
- Uses two positive words and one word which wouldn’t usually be associated with them to surprise the reader and to show them what the article will be about.
4
Q
“As a child I suffered”
A
- Anecdotal
- Emotive language introduces the likely negative experience the author had in school. Introduces a serious tone.
5
Q
“We are the architects, we are the designers”
A
- Repetition
- “We” groups the author and reader together in an inclusive pronoun, which makes us feel closer to him. Suggests that the capabilities of dyslexic people are huge, often in creative fields in particular. Gives a sense of importance to them.
6
Q
“No compassion, no understanding and no humanity”
A
- Tricolon
- Emphasises the lack of humanity the school system has - repetition of “no” emphasises the hostile environment and the lacking of qualities
7
Q
- “Weren’t allowed”,
- “wasn’t done”
A
- Negative language
- Creates a field of negativity regarding schools
8
Q
“Shut up, stupid boy
A
- Language choice
- Insults from the teacher present the hostile environment that Zephaniah grew up in
9
Q
Anecdotal structure
A
- The personal anecdotes Zephaniah uses to illustrate his points range from childhood to early adulthood to the present day
- This gives the writer authenticity and reliability
10
Q
“Don’t think of it as a defect”,“don’t be heavy on yourself”
A
- Imperatives
- This emphatically emphasises his message that having dyslexia is not something to worry about
11
Q
“They missed”
A
- Language choice
- Positive and encouraging words of affirmation
12
Q
“Brunel University”, “professor of poetry and creative writing”
A
- Allusions
- Suggests that Zephanniah is well educated and informed
13
Q
“If someone can’t understand dyslexia it’s their problem”
A
- Defiant tone
- Shows Zephanniah’s self confidence and disregard for derogatory people
14
Q
“Bloody non-dyslexics… who do they think they are?”
A
- Humour
- This helps foster a sense of optimism and hope in the reader. He returns to this tone at the end of the article with the rhetorical question “Bloody non-dyslexics… who do they think they are?”
15
Q
“Creativity muscle”
A
- Neologism
- Relates to the reader - the technical term would disengage and confuse them
