young and dyslexic? - question 4
use of direct speech
first used in the anecdotes
reinforces his views and discrimination towards teachers and conflict
also used at the end to be supportive and reassuring
use of abstract nouns
lines 4 and 5 tripling gives it extra force
highlights he personally didn't benefit from them
negative feelings contrast lines 64-65
the essential qualities of a teacher
a cyclical pattern exists within the text, by the end of the text, Zephaniah has become the teacher he didn't have to support him
the dyslexic kids who approach him will go on to overcome their dyslexia and will help the redesigning of society
use of cultural references show he is well read
title subverts expectations
the attitude has been redesigned as an advantage
it is what he would have wanted to say to his younger self
register
mix of colloquial and formal language
use of figurative language
also uses taboo language to shock and subvert the reader
clear careful interweaving of both types of language shows his skill as a writer
line 40
sense of triumph
shows it has been difficult but he has overcome his difficulties
use of listing
line 37-39
line 55
line 37 emphasises difficulties he has had to overcome - negative
line 55 - emphasises his creativity and contrasts previous listing - positive
shows the change in his life and the success that surrounds him now
use of balanced sentences
'we are the architects ..... designers'
emphasise positive qualities of dyslexia and what it has to offer
use of pronouns
not your fault - key point
opens 1st person singular showing personal experiences
then it changes to we, makiing it more of a collective passage
dichotomy, as it is about personal experience but also supportive
encouraging, speaking on behalf of the dyslexic family
use of a 2nd person 'you've got it going on as well as line 73 unifies people