Young and dyslexic? Flashcards
Repetition of ‘creative’
-Acts as a cohesive feature structuring the piece, emphasises the advantages of being dyslexic
‘As a child I suffered’
-Emotive language creates empathy
-Opens with an honest tone
-Immediate and repetitive idea of first person engages reader.
Triadic repetition of ‘no’
creates a sense of anger and frustration at not getting the help he needed, emphasises how lacking the education system was
‘We are the architects, we are the designers.’
Metaphors - implies they’re the ones that will create the society we live it
‘I don’t look back and feel angry with the teachers.’
-Rises above the situation
-Accepted it but doesn’t think it’s right
‘The past is a different kind of country’
quotes from ‘The Go Between’ a classic 1930s British novel. This literary allusion is the first line of the novel, and it demonstrates how far his literary understanding has developed, and reassures readers that attitudes have changed.
‘If there’s a God isn’t that a design fault?’
-demonstrates his curiosity, and also demonstrates how narrow minded the teacher’s views are. There is a dichotomy between teachers ignorance and his intelligence
‘Shut up, stupid boy.’
-aggressive, especially towards a child
-makes reader feel anger at the way the system has treated him.
‘but now I realise he was stereotyping me.’
-Shows a contrast between two perspectives: a child’s and and an adult’s.
‘stole’, ‘fighting’, ‘stab’, ‘Borstal’
Semantic field of crime reflects how bad his situation had become, but still aimed to become a better person
‘I remember him telling us the Nazis weren’t that bad.’
-Teacher was in the wrong, so the revenge was understandable.
-Evokes anger in reader
‘High percentage of prison population are dyslexic, and a high population of the architect population’
-uses stereotypes to reinforce his point, the parallel sentence structure reinforces polarised careers of prison and architect.
-use of comma juxtaposes these groups, furthers the sense of contrast between the two different social groups.
‘If YOU look…’
-Second person engages reader
I should be in prison: … and, on top of that, dyslexic.’
-Overwhelming as he ticks boxes of people in prison.
-but none of these should be the reason why someone’s in prison.
-Irony
‘prisons to talk to people’
-Plosive - felt it could’ve been him so establishes an emotional tone.
