Young and dyslexic? (Q4)

PLAN

1 - Hardships he faced

2 - Passion

3 - Dynamic of reader

“no compassion, no understanding

and no humanity.”

starts with hardships + anecdotes

tricolon of blunt declaratives = negativity around dyslexia + hostility of school system

lack of acceptance + empathy he had growing up

“Shut up, stupid boy.”

aggression = reinforced negative view of dyslexia

sibilant short sentence = command more powerful = aggrandises lack of support, evoking pathos

“I had poems in my head”

passion to writing despite struggles = literary potential

hope for the reader, connection as they probs have dyslexia

“I wrote more poetry, novels…  plays… books and recorded music”

listing of achievements = pride overcoming dyslexia

success not undermined by “draw something” supports overcoming + proud tone in writing

“Creative, Successful, Dyslexic”

listed amongst 2 adjectives with positive connotations = positive tone from start

guardian article in series “…” = audience interested/with dyslexia.

“we are the architects. We are the designers”

collective pronoun + anaphora = inclusivity + community

cyclical structure + positive ending, champions reader