Young and dyslexic? You’ve got it going on Flashcards
Q: Who wrote Young and Dyslexic? You’ve Got It Going On and what is it about?
A: This autobiographical text is written by Benjamin Zephaniah, a British poet and writer. In this piece, he reflects on his experiences growing up with dyslexia, the challenges he faced in school, and how he overcame societal and educational obstacles to achieve success.
Q: What is the purpose of this extract?A
: The purpose is to inspire and encourage young people with dyslexia, showing them that they can succeed despite challenges. Zephaniah also aims to criticize the education system and the way it treats students with learning difficulties.
Q: How does Zephaniah structure the passage?A
: The passage is structured as a personal reflection, combining anecdotes, factual insights, and motivational advice. He moves from discussing his struggles in childhood to his achievements as an adult, creating a narrative of resilience.
Q: What are the key themes in Young and Dyslexic? You’ve Got It Going On?
A:
Education & Systemic Failure – The education system fails dyslexic students by labeling them as “stupid” rather than supporting them.
Overcoming Adversity – Zephaniah demonstrates how resilience and self-belief can lead to success.
Dyslexia as a Strength, Not a Weakness – The passage challenges negative stereotypes and presents dyslexia as an advantage.
Inspiration & Motivation – The text encourages young dyslexic people to embrace their abilities.
Discrimination & Social Prejudice – Zephaniah highlights how the system disadvantaged him as a black, working-class dyslexic student.
Q: How does Zephaniah present his view on dyslexia?A
: He argues that dyslexia should not be seen as a limitation but rather a different way of thinking that can lead to creativity and success.
Q: How does Zephaniah create a personal and engaging tone?A:
✔ Conversational language → “We are the architects. We are the designers.” (Inclusive and motivational)
✔ Direct address → “If you are dyslexic and you feel there is something holding you back, just remember: it’s not you.” (Speaking directly to dyslexic readers)
✔ Anecdotes → Personal stories about school and success make it relatable.
✔ Repetition → Reinforces key messages (e.g., the phrase “I just had self-belief” is repeated).
Q: How does the passage’s structure reflect Zephaniah’s journey?A:
Begins with childhood struggles → Illustrates the barriers faced in school.
Transitions into adulthood → Describes how he overcame challenges.
Ends with motivation → Encourages young dyslexic people to embrace their abilities.
Q: What is the significance of the quote, ‘I had poems in my head even then, and when I was 13 I knew I was going to be a poet’
A:
✔ Shows his natural creativity despite struggles in school.
✔ Contrast → While teachers dismissed him as “unteachable,” he already had self-awareness of his talent.
✔ Personal voice → Makes the passage inspirational.
Q: How does Zephaniah describe his experience with teachers?
“A teacher once told me I was ‘born to be a failure’.”A:
✔ Direct quote from a teacher → Highlights the discrimination and negativity faced.
✔ Contrast with his later success → Makes his achievements more powerful.
✔ Use of anecdote → Engages the reader emotionally.
Q: What is the impact of the line, ‘As a child I suffered, but learned to turn dyslexia to my advantage’?
A:
✔ Contrast between ‘suffered’ and ‘advantage’ → Demonstrates personal growth.
✔ Motivational message → Encourages young readers with dyslexia to see their potential.
✔ Reflective tone → Shows wisdom and maturity.
Q: How does Zephaniah challenge stereotypes?
“We are the architects. We are the designers.”A:
✔ Inclusive language (‘we’) → Creates unity among dyslexic people.
✔ Metaphors (‘architects’ & ‘designers’) → Reinforce creativity and intelligence.
✔ Contrast with traditional perceptions of dyslexia → Challenges the idea that dyslexic people are limited.
Q: What literary techniques does Zephaniah use to engage the reader?
A:
✔ Anecdotes → Make his experiences relatable and personal.
✔ Humor → Lightens the tone despite serious topics (e.g., “I wasn’t very good at stealing cars”).
✔ Rhetorical Questions → Engages the reader’s critical thinking (e.g., “So don’t be heavy on yourself?”).
✔ Contrast → Between negative school experiences and his later success.
✔ Repetition → Reinforces key ideas of self-belief and resilience.
Q: How does Zephaniah use contrast to highlight his journey?
A:
He contrasts his teachers’ expectations (failure) with his actual success.
He contrasts his childhood struggles with his adult confidence.
Q: How does the writer inspire dyslexic readers?
A:
✔ Uses inclusive language (“We”) to create a sense of community.
✔ Emphasizes self-belief and turning struggles into strengths.
✔ Shares his own success story as proof of overcoming adversity.
Q: How does Zephaniah criticize the education system?
✔ He highlights how teachers labeled him as a failure instead of helping him.
✔ He points out how traditional schooling does not accommodate dyslexic learners.
✔ He emphasizes the potential of dyslexic students beyond the classroom.
Q: What is Zephaniah’s ultimate message?A:
Dyslexia does not define intelligence or success. People with dyslexia can achieve great things if they believe in themselves and find their strengths.
Q: Why is this text effective for young readers?A:
✔ Conversational tone makes it engaging.
✔ Personal anecdotes make it relatable.
✔ Motivational conclusion leaves readers feeling inspired.
✔ Critique of the education system resonates with students who feel overlooked.
