Young And Dyslexic

Question 1

• “stupid boy”,”bad people”,”good”
  • “no compassion”, “no understanding”, “no humanity”

Answer 1

Lack of compassion and kindness

- “stupid boy”,”bad people”,”good”
	○ Artificially simplified language to show language can be used to stifle thought 
- “no compassion”, “no understanding”, “no humanity”
	○ Tricolon, negation and irony to show that teachers are ignorant and can only think in binary terms

Question 2

• “Someone, they, their” vs “me, I, my”
  
  • “Prison population”,”architect population” are dyslexic
  • “I never thought I was stupid… I just had self belief”

Answer 2

Marginalization and stereotyping

- “Someone, they, their” vs “me, I, my”
	○ Juxtaposition of pronouns reinforces sense of conflict 
	○ Dyslexia and race have both led to conflict in his life
- “Prison population”,”architect population” are dyslexic 
	○ Juxtaposition- emphasises inequality, not just marginalisation on the grounds of dyslexia 
- “I never thought I was stupid… I just had self belief” Sentence structure and syntax, he generally builds up one idea

Question 3

• “i” “we” “the black community”
  • “wid luv”,”teacher told me I was dyslexic”

Answer 3

Identity and independence

- “i” “we” “the black community”
	○ Strong first person voice and intimate, confiding tone 
- “wid luv”,”teacher told me I was dyslexic” Sense that knowledge is empowering and liberating

Question 4

• “you” “you’re” “yourself”
  
  • Clear simple diction and vocabulary

Answer 4

Empowerment through language and creativity

- “you” “you’re” “yourself”
	○ Repeated use of the second voice
	○ Address audience- direct address 
- Clear simple diction and vocabulary 
	○ Defiant and proud of himself  Complexity of his messages comes not from the words he uses but the ideas