Young And Dyslexic? Youve Got It Going; Non Fictionla Transactional

Question 1

Presents a sense of hope and determination
“I should be in prison:” “Black man”, “family fell apart” “no qualifications” -3
“Structure of the article itself” (chronological)-2

Answer 1

-mentions how he “should be in prison” suggests that if his circumstances are acknowledged, prison would have been his ultimate fate.
Zephaniah than goes on to list the several reasons why he is eligible for prison, where this use of listing emphasizing the difficulty of his situation and connotes a sense of impossibility
-Yet the use of the modal verb “should” essentially changes the meaning of the sentence, emphasizing how he was able to overcome his likely fate
-brings a sense of hope as it suggests that he was able to overcome the powerful notion of fate itself, suggesting the power he holds to make a change

-furthermore the way he structures the article is strategic, where by moving in chronological order of his past present and future, he is able to convey his progression of success
Article begins with his difficulties and struggles which implies a negative tone, then becomes more defiant and reassured and ends with a sense of reclaim and confidence,
-These differences in tone and their positive final result imply a sense of hope to the reader

Question 2

Describes the challenges of dyslexia through his mistreatment by teachers
“Shut up;stupid boy”- 4
‘How dare you challenge me?’-3

Answer 2

• uses DIALOGUE to reinforce how the struggles he went through were real
• recounts how his teacher told him to “Shut up; stupid boy” where the SHORT SENTENCE brings dramtic tension to the sentence and emphasizes the cruelty within it
• shortness of sentence also suggests that he was confined to dyslexia, and was not looked upon in any other way
• and the use of SIBILANCE accentuates the aggression behind the statement
• RHETORICAL QUESTION is belittling as the teacher would know that the responses are limited
• also represents the hierarchy of teachers in comparison to him
• The term ‘dare’ demonstrates the impolite and harsh manner that teachers would converse with him in

Question 3

Try’s to reassure dyslexics and promote positivity
“We are the architects”, “We are the designers”-3
“You’ve got it going on” -3

Answer 3

• uses PARRALLEL SENTENCE STRUCTURE to accentuate the talents and the values that dyslexics attribute and are capable of
• use of mentioning creative fields suggests that dyslexics are create the base to society, emphasizing their importance
• use of collective pronoun implies a a sense of unity within the community, which reclaims their individuality and also implies that they are not alone in struggles
• adressss to his readers that “You’ve got it going on” suggesting that they are admirable and likeable
• this positive and reassuring tone is implied through SLANG in order to create a sense of relatability and to feel accessible and friendly for a young reader
• situated in both the title and near the end of the play, where this cyclical structure emphasizes his reassurance and acts as a defining message for his article

Question 4

Conveys his thoughts on education system and school
‘I got thrown out’
‘No compassion, no understanding and no humanity’

Answer 4

use of ANECDOTES as he retails in the article that “I got thrown out” ,

• where the AGRESSIVE VERB of “thrown” connotes the lack of empathy that he received
• also suggests how he was DEHUMANIZED and treated like an object, with no concern for his feelings
• deliberately uses FIRST PERSON PROUNOUN’ to remind the readers of how this was a REAL EXPERIENCE taht he suffered through, to invoke EMPATHY for those with dyslexia
• USE OF ANAPHORA; of ‘no’ emphasizes lack of empathy for children with disabilities in the system
• use of TRICOLON makes argument stronger so audience more likely to succumb to message