young and dyslexic- Benjamin zephaniah Flashcards
Conversational Tone / Direct Address
“As a child I suffered, but now I don’t.”
“So if you’re dyslexic, don’t be heavy on yourself.”
Effect: Feels like he’s talking directly to the reader, especially young people.
Makes the message encouraging and accessible, almost like advice from a mentor.
Colloquial Language / Slang
It’s not you, it’s the system.”
“You’ve got it going on.”
Effect: Creates a relaxed, relatable vibe.
Shows he’s in touch with youth and wants to empower rather than lecture.
Anecdotes / Personal Experience
“I remember one teacher writing something about me…”
“I didn’t have dyslexia at school. I just knew I was not stupid.”
Effect: Builds authenticity — he’s speaking from experience, not theory.
Helps readers connect emotionally and see that success is possible.
Triadic Structures / Rule of Three
“We are the architects. We are the designers.”
“Passion, creativity, individuality.”
Effect: Adds rhythm and makes his message more memorable and powerful.
Reinforces a sense of identity and pride.
Contrast / Juxtaposition
“I wrote more poetry than ever. I found words that related to me.”
(After being told he’d never read or write.)
Effect: Highlights the gap between what others expect and what he achieved.
Inspires readers by challenging stereotypes.
Metaphor / Emotive Language
“We are the architects… the designers.”
“Shut up, stupid boy.”
Effect: The architect metaphor suggests that dyslexics build and shape the world.
Harsh quotes from his past evoke anger and sympathy — showing what he overcame
Inclusive Language
“We are the thinkers.”
“So don’t be discouraged.”
Effect: Creates a sense of community, makes dyslexic readers feel seen and valued.
Repetition
“I’m not stupid. I’m not.”
“You can do it. You can do it.”
Effect: Emphasizes self-belief and encouragement.
Repetition makes his message more emotional and persuasive.
Chronological & Thematic Structure
The piece starts with childhood experiences, moves through teenage struggles, then ends with adult success and advice.
“As a child I suffered…” → “I just had self-belief.” → “So don’t be heavy on yourself.”
Effect: Shows a clear journey of growth — from struggle to empowerment.
Makes the structure inspirational and easy to follow.
Shifts in Tone (from struggle to strength)
Moves from frustration and exclusion to confidence and encouragement.
Early: “Shut up, stupid boy.”
Later: “You’ve got it going on.”
Effect: Reflects Zephaniah’s transformation and shows readers they can change their narrative too.
Opening with a Personal Hook
“As a child I suffered…”
Effect: Grabs the reader with a vulnerable, emotional start.
Immediately builds connection and interest.
Use of Anecdotes throughout
He weaves in mini-stories about teachers, police, school, and poetry.
Effect: Keeps the structure engaging and personal.
Each anecdote adds a different layer of insight into dyslexia and his resilience.
Repetition for Emphasis (structural pattern)
“I didn’t have dyslexia at school. I just knew I was not stupid.”
“We are the thinkers. We are the creatives…”
Effect: Creates rhythmic emphasis and builds a strong, uplifting conclusion.
It also helps reinforce key ideas like identity, talent, and overcoming obstacles.
Cyclical Structure
Begins with school struggles → ends with a return to advice for dyslexic students.
“So if you’re dyslexic, don’t be heavy on yourself.”
Effect: Feels complete and encouraging, as if he’s come full circle and is now reaching back to help others.
Progressive Build-Up to Empowerment
The structure builds momentum — it’s not just a list of problems, but a movement toward hope and pride.
Effect: Leaves the reader feeling inspired, uplifted, and motivated.
