English lang - young and dyslexic

Colloquial language

- "You've got it going on"

- Creates a friendly, encouraging tone

- Makes the reader feel personally supported and confident

- Reframes dyslexia as something positive and desirable, not a weakness

- make the text feel relatable

- makes the text reassuring and encouraging

- appeals to a younger audience

Direct address

- Speaks directly to dyslexic readers

- Creates a personal, motivational tone

- Makes the message feel like advice or encouragement, not just information

lexical field of success/ability

- Words linked to talent, creativity, intelligence

- Focus on strengths rather than difficulties

- Reframes dyslexia as something powerful

- Builds a sense of confidence and pride

- Counters negative societal assumptions

- Listing

Emotive language

- Engages the reader emotionally

- Encourages self-belief and resilience

Imperatives

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- The command directly addresses a fear many dyslexic people experience

- Acknowledges real struggles and stigma

- Reassures the reader and builds trust

- Positions Zephaniah as a supportive, understanding voice

- Gives the text a motivational, speech-like quality

- Positions Zephaniah as a mentor/guide

Anecdotes

- gives the writer authenticity and reliability

Collective pronouns

- "we are the architects. We are the designers"

- to establish a sense of unity and collective belonging

- aligning the writer with the reader.

- Creates a sense of community and belonging

- Suggests difference is valuable, not negative

- Reinforces the idea that dyslexia brings unique strengths

triplet

- "no compaassion, no understanding and no humanity"

- education systems was limited

Cyclical ending

- "we are the architects. We are the designers"

- Ends by returning to the idea that dyslexia is a strength

- Leaves the reader with a memorable, positive message

- Reinforces the main idea