# data[].attributes.body
Who does the text target? What does the author wish to achieve, and what is the message in the text?

# data[].attributes.body
What is literally ‘happening’ in the text? What is it about? What are the main messages or themes that you can see within the extract?

# data[].attributes.body
How does the text make you and/or the target audience feel? Describe the atmosphere within the text, referring to two different examples from the extract.

# data[].attributes.body
a) How does the author use language to convey their purpose and message?
b)  List two language features that Trevor Noah employs, and explain the effect that each of these authorial choices has on the target audience.

# data[].attributes.body
a) What kinds of structural elements of a particular text type do you see? Pay attention to sentence and paragraph structure. b) How does the structure of the text contribute to what the author’s overall purpose is?

# data[].attributes.body
The text could potentially be targeting anyone that is of colour or South African. The target audience may be from a younger generation to discuss what the past used to be like; teaching them about apartheid. The message of the story is to highlight what life used to be like during those times in South Africa as a young boy who was racially labelled as coloured.

# data[].attributes.body
This passage makes me feel the way Trevor felt. It makes me feel that he is confused and is starting to learn the harsh ways of a cruel world which he lives in. He is starting to see the world for what it really is and is realising that even if he doesn’t experience it, there is still racial segregation in the world and he needs to live with it. This is seen when Trevor says, “The white kids I’d met that morning, they went in one direction, the black kids went in another direction, and I was left standing in the middle. Totally confused.” And we also see another form of his confusion with segregation in the dialogue between the black and colored kids and Trevor. “white people always thought those languages were beneath them. “How come you speak our languages?” they asked.
“Because I’m black,” I said, “like you.”
“You’re not black.”
“Yes, I am.”
“No, you’re not. Have you not seen yourself? You’re coloured”
They were confused at first. Because of my colour, they thought I was a coloured person.“

# data[].attributes.body
The text provided speaks about the experience of a mixed race character (Trevor Noah) in his school after the fall of the apartheid state. Trevor speaks about the segregation created by the students within the school, moreover, he emphasises on the idea of him not fitting in and not being able to be a part of a certain group and ignore the other. Through the presentation of his personal experience the author Trevor Noah was able to highlight the idea of identity crisis, by presenting himself as being in the no mans land or an outcast in both sides Trevor communicates his struggle with identity crisis and defining himself.

# data[].attributes.body
The target audience of the test could potentially be People of color or those who have experiences and can relate to Trevor Noah. The message of the story is to highlight how life was like during and shortly after apartheid through the eyes of a young boy

# data[].attributes.body
This text targets to young teenagers or adults who's childhood or home country's system was dictated by a separation of races through civilian services.

# data[].attributes.body
The intended audience of the text is Treva Noah fans who are familiar with his content and image. Additionally, the text may target those who relate to the context of the autobiography or the experiences Treva has been through are interested in sharing that similarity of experience. The purpose of the text is to communicate the experiences Treva has been through and inevitably allow audiences to share such experiences and emotions, especially the confusion and uncanniness of the situations Treva has been through as someone who was racially labeled a child and perhaps struggled with the way people assumed his identity and qualities.

# data[].attributes.body
The author targets individuals who have similar experiences with the author and have associated feelings of confusion about their race and where they fit regarding the community they surround themselves with. The audience with similar experiences would be intrigued in Trevor’s autobiography to ease the feeling of loneliness through understanding that others might be experiencing the same confusion with their and  race and categorizing their identity to where they feel they fit best. Moreover, the autobiography targets minorities who are interested in a Trevor Noah and curious about what he has to say regarding his experiences that shaped him to the person that he is today.
The text communicates that racism and the segregation between individuals is taught rather then a notion someone is born with, evidentially, the author uses inclusive language to emphasize unity regardless of race and the confusion he felt when he was taught about the segregation of two races.

# data[].attributes.body
This text primarily targets people of colour, as well as targeting a younger audience as seen through the author's low register throughout the text. The text also includes a lot of inclusive language and refers to things and experiences that people of colour have more familiarity with in comparison to others. The main message discussed throughout this passage is the personal experiences and struggles the author faces as a person of colour himself.

# data[].attributes.body
The text targets more than one group of people, it can be directed towards those who had similar struggles with identity crisis or even fans of Trevor Noah.

# data[].attributes.body
The text targets those who are fans of Trevor Noah, or who have similar backgrounds and experiences to him. The primary audience includes those of a younger generation who he attempts to bring to light the extent and effects of racism in society. The message of the text is to highlight his own personal experiences with battling racism in South Africa, and how it affected his life when he was younger.

# data[].attributes.body
This autobiographical comedy primarily targets an audience of younger adults of potentially African descent, as well as people who are fans of Trevor Noah and are interested in matters of racial or ethnic identity. By sharing stories of his childhood in South Africa, Trevor Noah amplifies to his audience the impact of apartheid in previous years on his identity as a coloured man.

# data[].attributes.body
The audience of the text are possibly people of South African childhood 🇿🇦, as they get hooked with the title and underline of the text. The purpose of the text is possibly to address the system of apartheid in south africa, and inform the newer generations of black south africans how their parents faced crucial experiences in their childhood because they are less "black" than other dark skin south africans, which they as younger generations could face between each other in the 21st century.

# data[].attributes.body
The context of the autobiographical comedy is to communicate the issues and experiences Treva experienced and potentially share such experiences with audiences who share similarities with him or audiences who are not aware of such situations.

# data[].attributes.body
The author utilizes language features that emphasize the exclusion of races to one another, treating races as individual and separate beings rather than a united humanity. The author states "In the white world" to personify the segregation of the time period. The author views this as although people live under the same laws and society; they treat each other as differing entities that should stay within their own confines. Then furthering the idea of the separation of the races as the author depicts "...like someone had opened a tap and all the black had come pouring out." to further implore that the influx of black kids he witnessed was so sudden and surprising that it almost perplexed where they came from.

# data[].attributes.body
The targeted audience of this particular Text are people of colour and people who have gone through Racial Discrimination. The text appeals to a younger audience who might not know about the time of apartheid in South Africa.

# data[].attributes.body
The context of the text is to address and inform the audience about the apartheid that the author noah trevor faced in south africa🇿🇦, as he is mixed and so is his skin colour, as he is born to a white Swiss father and a Xhosa mother, which lets other South africans see him as white and not a black kid like them.

# data[].attributes.body
Overall it is dark humour or comedy that has been used by noah to highlight his experiences in his childhood.

# data[].attributes.body
In this text Trevor Noah is discussing how he was introduced to racism within his local community, and his first discovery of the racial segregation between black, white and colored people at the time. The main message of this extract is to highlight the misplacement that Trevor felt, as he was beginning to witness how colour changed perception. Trevor is also introducing racism to the audience as a main theme of the story, as it was a major part of his childhood experiences.

# data[].attributes.body
The text provides the audience with insight, which evokes emotions such as guilt and sympathy towards the younger, innocent version of Trevor. This emotional atmosphere is highlighted through Trevor's tone and use of exclusive language. In the quote 'and I was left standing in the middle. Totally confused", Trevor aims to highlight his misunderstanding of the extent of racism around him, and documents his initial reaction to the fact that he did not fit with the black kids or the white kids because of his own coloring. Through the use of the exclusive language 'I', the audience focuses all of their attention towards the feelings that Trevor is describing, letting all of their sympathy be directed towards his younger self. Moreover through the innocent tone that Trevor uses, the audience starts to feel the guilt, of the image of a child being left alone, as well as sadness for the confusion a child had to feel through no fault of his own.

# data[].attributes.body
The author used language to form and deliver his message, through the use of authorial choices such as Metaphor and Simile.

Metaphor: "I became a Chameleon", the author uses Metaphor in order to describe his state when existing fluidly between different groups (white and black people). As a chameleon is an animal that changes its colors to blend with its surroundings of nature.

Simile: "It was an ocean of black like someone had opened a tap and all the black had come pouring out", The simile of a tap being turned on and black kids pouring out like water describes the abruptness and volume of the black students becoming visible.

# data[].attributes.body
the structure or narrative used in the text is primarily anecdotal, or episodic, consisting primarily of memoir-like narrations of particular incidents. This helps the author deliver his intended message about accidents and experiences faced through his "South African childhood".

# data[].attributes.body
Trevor Noah uses repetition and alliteration to highlight the effect that racism had on his childhood, as well as to educate his audience on the struggles and emotions racism can evoke. In paragraph one Noah (2016) states, "In my class, we had all kinds of kids. Black kids, white kids, Indian kids, coloured kids." Through the use of repetition 'kids', Noah highlights the innocence that children in South Africa had, prior to the knowledge of racism. He also makes evident the innocence society had as children, before stumbling upon the concept of racism, and finding a side in the conflict, dependent on many factors. The meaning behind this quote becomes further evident as Noah describes his new class in his new school, and uses the word 'kid' only once, to show that his shelter from Racism was broken, and his prior innocence demolished. Moreover, in paragraph 5, Noah (2016) states "In the white world, anytime my mother took me to a white church...". Through the use of alliteration 'white world' and the repetition of the word 'white', the racial segregation is less hidden from the reader and Trevor becomes more abrupt with his descriptions of racism. It evokes guilt in the reader, but also helps the audience to understand the extent of the racism in South Africa through Trevor essentially describing the white population as another planet.

# data[].attributes.body
Trevor writes the majority of his story in chronologically ordered paragraphs. This brings a 'novel' esk. feel to the autobiography, providing the audience with a sense of comfort while still being confronted by Trevor's experiences with racism. This allows Trevor to educate the audience, without constantly making reader's feel responsible for the racial segregation in society. Therefore, the audience is more likely to listen to Trevor's experiences and understand his viewpoint of racism.

# data[].attributes.body
The autobiographical comedy written by Trevor Noah targets a younger audience, specifically individuals in their adolescence. This is could be noted from the casual register that is seen maintained throughout the text. Moreover, Noah also had the intention of appealing to those who are fans of his work, as he is known for his comical pieces based on racial and political issues, his text is deemed as a reflection and summary of his ongoing efforts of enlightening the issue of racism in South Africa.

# data[].attributes.body
The context of the autobiography primarily focuses on the author, Trevor Noah, and his exposure to racism and segregation in his childhood years. Trevor introduces his experiences through the different races in his classroom environment and the lack of racism, instead, children were teased for what the author claims "Usual kid stuff" to highlight the normalcy regarding the teasing and to exclude racism as normal which emphasize that being racist is regarded as a highly inappropriate behavior to incorporate, especially in young kids that should not be dehumanizing and favoring others based on uncontrolled differences; highlighting the authors ideologies regarding racism. Thus, through the exclusion of racism, Trevor claims that he was never asked 'what' he was. The usage of 'What' instead of 'Who' does dehumanize Trevor and further emphasizes how alienated the author felt. However, after attending Maryvale school and soon departing and attending another school, the author have realized that races were segregated during recess. The author was standing between the segregated races to indicate that he is reluctant about his identity and where to categorize himself in due to his confusion about why races are being segregating. The authors confusion about the segregation of races communicates to the audience that racism is an act that is taught and learned, not a notion or a system of thought one is peculiarly born with, Trevor uses himself as an example to demonstrate this. The author soon mentions church and how his own mother did not separate herself from the Caucasian people which further emphasizes his lack of exposure to racism indicating the authors innocence and purity towards the bad of the world. Moreover, Trevor stood there grudgingly until an Indian kid approached him and told the black kids about his ability to speak a variety of black languages. The black kids were fascinated but did not respond well when Trevor claimed that he was black, rather, they declared that he was coloured which communicates to the audience Trevor's identity crises through investigating if he is who he thought he is regarding others people's judgments. Overall, the theme that is present during the autobiographical text is to demonstrate that racism is taught and not a process of thought someone is born with, furthermore, the author attempts to highlight the feelings of misplacement.

# data[].attributes.body
The autobiography represents the notion of how physical features molds an individual identity, how they perceive other individuals within their community and thus how they perceive themselves.
The text gains the audiences sympathy through eliciting a sense of helplessness to aid Trevor regardless of how interactive the author is with the audience and how he directly addresses them through-out the text, for instant "At some point you have to choose. Black or white. Pick a side. You can try to hide it. You can say, "Oh, I don't pick sides", but at some point, life will force you to pick a side" Through the use of inclusive language, the author succeeds in addressing the audience and allowing them to feel included but yet they are unable to aide and comfort Trevor while reading the text. Through establishing a relationship with the audience and acknowledging their presence, they would seem more inclined to give help which would arouse feelings of devastation. Furthermore, the audience witnessed Trevor as he discovers the cruel truth that the world does take race under account and does segregate based on races, highlighting that some races might appear superior then other races, whereas Trevor beckoned that all are equal regardless of race or ethnicity, this creates a atmosphere of frustration and grief for the innocent boy he used to be. Furthermore, Trevor's realization of inequality and segregation does create feelings of helplessness in aiding Trevor. The author communicates his confusion and oblivion to racial segregation through the text
"The white kids I met this morning, they went in one direction, the black kids went in another direction, and I was left in the middle. Totally confused"

# data[].attributes.body
This text discusses about the author's experiences with being a coloured personand the indirect examples of segregation he faces.The main message of this extract is to highlight real-life relatable struggles with separation and communicate his point of view on such experiences.

# data[].attributes.body
The text targets People of colour as well as South africans specifically. Trevor Noah is renowned through SA as well as globally so he has acquired a large following. Through this he is able to target and spread awareness of a crime forced upon him at birth, his race.

# data[].attributes.body
The autobiographical comedy, written and published by Trevor Noah in 2016, discusses the prevalent yet unspoken-about global issue of racism. Noah narrates the story of his "South African childhood", in which he highlights the segregation he endured early on as a young, coloured, South African boy. The stylistic authorial choice of a recurring Motif is used to efficiently depict the racial apartheid prevalent at the time of his upbringing, using words repetitively such as "White", "Black", "Indian", and "Coloured", successfully positions the reader to understand the intense separation and isolation that individuals of African-descent received.

# data[].attributes.body
The extract from 'Born a crime' written by Trevor Noah primarily targets those who have experienced a similar discriminatory life. People who often faced obstacles by being labeled as coloured or black would relate to Noah and find comfort in not being challenged alone. Trevor Noah’s autobiography wishes to reassure and inform people that in the real world, racism exists. Further, highlighting the message of his story, that even a famous person like him has experienced racism multiple times.

# data[].attributes.body
The internationally renowned comedian, the author of "Born a Crime", Trevor Noah, uses a light-hearted tone to discuss confronting global issues, such as the South-African apartheid and world racial segregation, this could be seen in the lines "The white kids I'd met that morning, they went in one direction, the black kids went in another direction, and I was left standing in the middle. Totally confused. Were we going to meet up later on? I did not understand what was happening". As seen in the lines above, the use of internal dialogue and using short, quick-witted sentences to create a sense of tranquillity to the text, the author illustrates an uncomfortable image in the reader's minds of the racial separation at the time, however, his use of formal authorial choices and low register projects his message of hurt in a more civil manner. Although the text is religiously anecdotal, through the use of inclusive language, the author never fails to make the reader feel a sense of connection to the series of stories told about Trevor's own experiences as a coloured child in colonised South Africa. An Example of the use of inclusive language is seen in the lines "We sat at the same table. We wore the same maroon blazers, the same grey slacks and skirts. We had the same books. We had the same teachers". The use of inclusive language here creates a deep connection between the author and the readers. Therefore, the author uses dark humour and a light-hearted tone to maintain the right balance between setting the reader in a position to reflect and sympathise with minorities, whilst keeping a hopeful outlook on the issue of racism.

# data[].attributes.body
This text gives me a sense of understanding and sympathy for Trevor Noah. It shows to the audience the confusion and segregation the author experienced as he discovered the harsh truths about race to society's eyes. This is illustrated when Trevor writes ""How come you speak our languages?" they asked. "Because I'm black," I said, "like you." "You're not black." "Yes, I am." "No, you're not. Have you seen yourself? You're coloured."" Trevor's confused feelings are also expressed when he says: " The white kids I'd met that morning, they went in one direction, the black kids went in another direction, and I was left standing in the middle. Totally confused. Were we going to meet up later on? I did not understand what was happening."

# data[].attributes.body
The autobiography by Trevor Noah tells his life story, by largely mentioning global issues such as Racism and Identity. His personal story starts off with how he dealt with racism at a young age, having experienced the end of arpethied; Trevor didn't know where he would fit in, as both his mom and dad were from different races, in reality when asked ‘Where are you from?’ childhood Noah was confused as to why even the south African kids refused to accept Trevor as a south African. Trevor’s personal life showcases to the audience how it felt to be in an identity crisis and experience racism.

# data[].attributes.body
The author employs authorial choices to convey the internal confusion and oblivion of Trevor when communities are being segregated according to race. Additionally, the authorial choices used conveys Trevor's reluctancy of his identity and attempts to belong in a certain in-group regardless of his differences. Trevor uses inclusive language and rhetorical questions to communicate his oblivion to racial segregation and uncertainty about his race (identity crises).

The author uses inclusive language in paragraph two through referencing himself in the text, "Nobody asked me what I was" The author references himself and uses "What" instead of "Who" which dehumanizes him and does further emphasize that he feels unsure of his identity and his placement in society based on other assumptions about him and about other certain races. The use of "What" does further convey Trevor perceives himself as less then a human being due to his differences and the inability to fully be part of a group. The audience comprehends that Trevor is questioning his place within his community and in serious confusion of who he is due to other imposed identities people have forced against him. Before his departure to a new school, he did not mind his differences. As if he emerged from his mothers womb a canvas and others peoples opinions and enforced identities towards him are the strokes of paint impacting the way he does not only view himself but views other individuals.

The author uses rhetorical questions in paragraph 4, "Were we going to meet up later on?" to indicate his confusion regarding the racial segregation he witnessed. The rhetorical question does provide the audience with insight on Trevor's internal dialogue to help understand that he views each and every race as equal without any need to segregate. Furthermore, the audience understands the oblivion Trevor was subjected to and the moment when he realized that racial superiority and segregation exists.

# data[].attributes.body
The text highlights the identity crisis experienced by biracial people since the beginning of their lives - a concept that is also referenced in the title of the autobiography, Born a Crime. The text entails the questioning of Trevor Noah's racial identity - by others and by himself - after changing schools. The text demonstrates how aspects of one's racial or ethnic identity can be formed, impacted, and very frequently questioned early on in the developing years by the social setting we are placed in.

# data[].attributes.body
The text provides the audience with humor but also an informative insight on how he experienced racism and an identity crisis in the real world. The primary audience would relate to Trevor, and sympathize with him as he tells his childhood story. Trevor often uses informal language to relate to the audience and uses both inclusive and exclusive language to emphasize his emotions and thoughts when exposed to racism. In one instance, he quotes, “We had the same books. We had the same teachers. There was no racial separation anymore. Every clique was racially mixed”. Through the repetition of ‘we’, Trevor’s tone changes from including the audience into the story to when he uses inclusive language, “In an instant, I could see, I could feel how the boundaries were drawn”, As referring to boundaries, his tone subtly changed when he started using ‘I’ instead of ‘we’, simply because he wanted the audience to sympathize and support what he said.

# data[].attributes.body
The author provides an anecdotal approach in discussing his experiences with racial segregation. Trevor does intrigue the audience by addressing them directly and using interactive texts to acknowledge thier existence. Through acknowledging the readers presence, the audience feel seen and that would intrigue them in reading the following texts to understand his story and the reason behind his direct addressment. Moreover, through the use of short and curt sentences while addressing the audience about a societal issue and discussing his oblivion to the matter of racial segregation, the reader does begin to grow interested about how the author got exposed to racial segregation regarding his unawareness of racism and its great correlation to superiority.

# data[].attributes.body
The atmosphere of this autobiographical comedy is casual as Trevor Noah utilises a direct and low register throughout the text. Noah uses informal and almost childlike language, which evokes in the audience a feeling as though he is reliving the childhood memories he discusses. Through this, Trevor Noah is pushing the audience to join for the ride and empathise with him, rather than detachedly read a narration of a series of events. This low register is seen in, "Of the thirty kids in my class, almost all of them were white - perhaps one or two Indians, one black kid, and me", as Trevor Noah uses direct, casual adjectives such as 'white', 'Indians' and 'black kid' rather than more formal terms to describe someone's ethnicity. Another instance is, "The white kids I'd met that morning, they went in one direction,". Noah continues his use of the casual term 'white kids' and doesn't use a connective such as 'and' between the two clauses, which resembles, to me, a young child with a lack of breath control when speaking. All of which link back to the idea that Noah expresses his thoughts and communicates his message to the audience in a direct, low registered manner in order to 1) appeal to a younger, less formal audience, and 2) complement the light, comedic style that the autobiographical comedy book is written in.

# data[].attributes.body
The text recollects the experience of Trevor Noah in his school after the fall of the apartheid state. Trevor speaks about the segregation created by the students within the school, moreover, he emphasizes on the idea of him not fitting in and not being able to be a part of a certain group and ignore the other. Through the presentation of his personal experience the author Trevor Noah was able to highlight the idea of identity crisis, by presenting himself as being in the no mans land or an outcast in both sides Trevor communicates his struggle with identity crisis and defining himself.

# data[].attributes.body
The autobiographical comedy highlights the ostracized races/communities within SA (South Africa) and his personal experiences with this as he tells a tale from his life.

# data[].attributes.body
Trevor Noah uses metaphors and informal language throughout the whole extract to associate his struggles with the target audience (those who had similar experiences like Trevor) of what emotions he felt, when exposed to racism at a young age. Trevor slowly discloses in detail, how it felt to realize that in the real world, racism exists through the lines, "Maryvale school was an oasis that kept me from the truth". Through the use of metaphor, Trevor describes and compares his old school to an oasis, in order for the audience to understand how innocent and protected his younger self was, unaware of critical issues such as racism. Moreover, Trevor communicates his experiences of racism by showing informal language, as this text also targets the younger generation to be aware of issues such as racism; Trevor uses informal language and low register when telling the readers a segment of his childhood. For instance, phrases such as "Usual kid stuff... Totally confused" and "Pick a side". By using simplistic and informal language, the author can let the audience relate and understand easily of what challenges he was faced with. Trevor used simple language to demonstrate and give examples of how he was actually treated by others.

# data[].attributes.body
Trevor uses many structural elements throughout the extract, in particular, he makes use of comparing and contrasting while telling his personal experiences. In paragraph 5, he often compares the different races, black and white. The comparing of black and white is used when Trevor described both sides of how it feels to be in completely different cliques. On one side he compares South Africa by quoting "In the townships, you don't see segregation, because everyone is black." While, the next couple of lines, he quotes "In the white world, we were the only black people." Trevor compares blacks and whites in the same paragraph also adding on, how at his old school (Maryvale) "The kids were mixed up and hanging out together." By combining all three of the different communities/cliques he grew up with, the audience can pick up a quick summary of how people's perception of you can always differ. In conclusion the end of the extract tells a solution that Trevor had realized, "I soon realized that speaking the same languages as them meant that I belonged to their tribe". Trevor shows the audience of how only his opinion should matter when asked statements like "Where are you from?", and "You're not black, you're coloured", overall educating the audience that identity comes from what someone personally believes about themselves.

# data[].attributes.body
The extract written by Trevor Noah in 2016, would potentially appeal to those of a younger generation with those who may have had similar experiences with the coloured, South African man who grew up thinking being born was a 'crime'. It is those who might have felt a sense of reassurance through reading Trevor Noah's book which allowed them to feel heard on how to 'categorise' or 'identify' themselves in society today with such a significant historic past with the unjust 'apartheid' that Trevor Noah often references to in his book. Moreover, the author's message and purpose of the text is to signify how equally realistic of a story he had to a young boy living in a cycle of poverty from the violence, abuse and unfair/misleading treatment he received which ultimately threatened and disadvantaged his life due to his skin colour throughout his childhood which disadvantaged him as his career took off.

# data[].attributes.body
The autobiography uses a conversational humorous tone to communicate the confusing and somewhat uncanny experiences he went thought as a chid experiencing segregation. He communicates this by writing his topics in a comical way in order to invite the reader into more of a understanding mood while discussing sensitive topics. An example of this is when Treva writes "we out into the playground, and black kids were everywhere". The author communicates a somewhat controversial issue, he was evidently confused and unconditioned to the environment he was in however presented this in a comical way to allow the audience to better understand and be flexible with their feelings.

# data[].attributes.body
The extract from 'Born a Crime' written by Trevor Noah primarily targets the youth, fans of Trevor Noah who are interested in his latest text that addresses the issue of racial segregation and South Africans or people of colour who have undergone discrimination in society. The purpose of this text is to display the hardships of racial segregation and how that destroys the identity of an individual just as Trevor Noah has experienced.

# data[].attributes.body
The text 'Born a Crime' talks about the racial segregation between white people and black people through the experiences of Trevor Noah, a young South African boy of colour living in a society that denies acceptance, therefore Trevor was forced to be the victim of racism and discrimination at a very young age and witness how racism separates individuals and shapes minds.

# data[].attributes.body
The text targets Trevor Noah's fanbase as well as mixed race individuals who struggle with their identity and sense of belonging. The author may be targeting these groups in order to provide insight to the famous comedians' history and personal struggles, and to characterize himself and other mixed individuals with a more confronting yet still light-hearted tone. Moreover, he might also aim to find common ground with Black and White South Africans.

# data[].attributes.body
The autobiographical comedy 'Born a Crime' by Trevor Noah uses a lighthearted tone throughout the text but also gives the audience deep and informative insight on the events using a low register. Noah portrays the message of his text by using inclusive language and allowing the audience to relive the details of the events. This can be seen in the lines,"We sat at the same table. We wore the same maroon blazers, the same grey slacks and skirts. We had the same books. We had the same teachers". Noah has successfully built a connection between the audience and characters of the events.
This allows the author to illustrate their message easily and force the readers to sympathize with Noah. The use of the words 'we' creates a sense of unity. Furthermore, racial segregation is introduced to Noah and the audience later in the autobiography. The separation of white and black people leaves Noah confused as he experiences a sense of isolation and division between the two groups. This puts the reader into a position where they are sympathizing with Noah and being forced to pick a side like him. An example of this is in the lines “The white kids I’d met that morning, they went in one direction, the black kids went in another direction, and I was left standing in the middle. Totally confused.”

# data[].attributes.body
The author of the text "Born a Crime", significantly uses the stylistic authorial choices of Juxtaposition/Irony and Repetition in a series of lines throughout the narrative to efficiently portray the repercussions of the Apartheid on young individuals growing up in racially divided South Africa. The use of Juxtaposition and Irony continuously throughout the narrative symbolises the notion that the reality of things was not as they appeared. An example of this is seen in the lines "Maryvale School was an oasis that kept me from the truth". The juxtaposition and irony of the school being an oasis, which was thought to be paradise however the author later reveals that it was in fact a prison or cage that kept him from the harsh realities of the Apartheid. Another example can be found when the author narrates " I had never seen people being apart, yet together". The author utilises the idea of people being together yet apart to effectively depict the confusion that young Trevor experienced regarding the racial division; it also unravels a new series of thoughts in the readers' mind, creating a sense of self-reflection and inner-debate, proposing one question to the reader "How can people be together yet apart?". Furthermore, Noah employs the language feature of repetition in order to successfully position the reader to understand the isolation amongst racial backgrounds, this is seen in the lines "We all sat at the same table. We wore the same maroon blazers, the same grey slacks and skirts. We had the same books. We had the same teachers. There was no racial separation anymore, Every clique was racially mixed". The use of repetition of the word "same" implies the idea that kids were stripped of their identity and forced to fit into a "one size fits all" mould that they had shaped as the perfect member of society. Although all the kids came from different racial backgrounds and spoke different languages, they were ideologically forced to leave those differences that made up their unique identities at home and adopt a new identity, where everyone was seen as an equal. Therefore, the author of the narrative "Born a Crime", effectively uses the language features of Juxtaposition/Irony and Repetition in multiple lines throughout the narrative to efficiently portray the repercussions of the Apartheid on young individuals growing up in racially divided South Africa.

# data[].attributes.body
International comedian, Trevor Noah, explores a multitude of formal authorial choices in his award-winning narrative titled "Born a Crime". The author delivers his deep message of racial division through narrating a "series of stories from a South African childhood" and effectively utilising a series of fast-paced sentences in order to emphasise a short, declarative statement. Noah uses this in order to deliver an urgent or intense idea in a short and swift manner, in addition to using a low and casual register when doing so which allows the audience to read the text's confronting messages with ease.

# data[].attributes.body
Trevor Noah the author of the autobiographical comedy 'Born a crime', utilizes a variety of language features to display the racial segregation in South Africa and further emphasize on the isolation and estrangement between the two races who view each other as lower class. Through the use of repetition and simile racial segregation is illustrated. An example of this is in the lines, "In the white world, anytime my mother took me to a white church..." The  repetition of the word 'white' emphasize on the racism and estrangement of the two races, by stating that the white race has a whole world of their own, this draws an uncomfortable image in the readers mind where society is fractured and un-unified. An example of a simile used is, "It was an ocean of black like someone had opened a tap and all the black had come pouring out" The simile of the tap being turned on and and black kids pouring out from it describes the sudden presence if the black kids and how they have become somehow accepted by their own selves and are coexisting with the other race.

# data[].attributes.body
The autobiographical comedy uses an anecdotal structure throughout the entire text. The author narrates his story in chronologically ordered paragraphs that contain short and fast-paced sentences. This aids Trevor Noah to deliver his message easily and grab the reader's attention throughout the entire text by expressing the impacts of racial segregation and emphasizing it in an urgent tone that leaves the reader alarmed.

# data[].attributes.body
The narrative of a mischievous young boy who develops into a restless young man as he fights to find himself in a world where he was never intended to exist is recounted in this autobiography written by Trevor Noah, the focus of this extract. Trevor's curious world is illuminated by his keen wit and genuine honesty. This text's major point is to emphasize how hostility between the two tribes evolved throughout apartheid and how it escalated into violence when the apartheid ended. He tries to explain how individuals like him were separated into tribes in his reality. The author seeks to stress sentiments of misplacement while also foreshadowing indications that he struggled with his identity crisis while attempting to identify or 'categorize' himself in an uncomplicated answer while growing up.

# data[].attributes.body
The compelling, well-written extract creates a rustic, detailed imagery and thrilling short experience from Noah's life, inviting the reader to sympathise with Trevor as he had to overcome obstacles of racism, cultural barriers, and poverty with a touch of comedic relief, Noah uses his sense of humour to further engage the reader. Noah also employs dark humor and comedy to further illustrate the comedic yet educational tone of his stories, as well as to bring attention to the novel's atmosphere. Noah does a great job at giving the reader picturesque details about each personality (of the characters) and the setting. The use of descriptive imagery and attention to detail shows a glimpse at what poverty and life was like in South Africa in the late 80s with his use of anecdotes and proud and adamant tone indicated when the author quotes dialogue of him and a boy, "You're not black." He responds, "Yes, I am." Here he persists in denying his answer, showing a complete disregard for Trevor's beliefs, demonstrating the cultural assumptions of many people, even children who were nurtured in surroundings that shaped their cultural assumptions about others. (Upon many other parts of the autobiography does he do the same)*

# data[].attributes.body
Trevor Noah, the author of the 2016 book 'Born a Crime,' uses language that emphasizes the isolation of races from one another, considering races as independent and separate creatures rather than a connected humanity. Trevor deliberately selected stylistic features such as pronouns, imagery, and symbolism to underline the challenge of racism and how Noah's sense of identity is influenced by his language. "People are getting hurt, and just because it it isn't happening to you, doesn't mean it's not happening" Noah (2016) states in paragraph 3, indicating impersonal pronouns. The reader is invited to feel involved in the predjustical idea of racism by the use of the pronoun 'you' in this section of the text. The author uses this style of writing on purpose to instill in the readers a sense of awareness and self-reflection. When Noah adds, "just because it isn't happening to you," he adds to his manner of placing the audience into a "awkward" stance while reading. Furthermore, symbolism is present in paragraph 6, Noah (2016) "no-man's land in the middle of the playground" where he uses the phrase 'no-man's land' to symbolise admittedly that the narrator is temporarily isolated due to his own indecision on whether he must go towards the blacks or the whites, and begs the question of belonging, thus is an ideal moment where he briefly questions what he identifies as.

# data[].attributes.body
When it comes to Trevor Noah's award-winning book 'Born a Crime,' there are a range of distinct structural components to his unique particular style in this autobiographical comedic novel especially since he is a comedian himself.  The title is juxtaposed from the start, with the audience being set up to question a paradox from the start, which contributes to Trevor's aesthetic style. Noah continues to utilize shorter, sharper, simpler phrases, establishing a familiar, casual dialogue-like flow and establishing a relationship with the reader. Trevor's key structural features are his use of first-person, recalling experiences, influences, and names of specific individuals and places, as well as writing in chronological sequence with temporal connectives which all contribute to him asking, forcing and compelling the target audience to make an internal decision on where to stand on the spectrum.

This is evidenced by his use of italics, which highlights inner dialogue and emotions, eliciting a feeling of bewilderment and concern over the sudden inflow of native African children in a school Noah had assumed to be mostly Afrikaner or white.

# data[].attributes.body
Trevor Noah gave the autobiography a anecdotal structure as he recalls his past experiences and instances. His style of writing includes succinct sentences consistently throughout the paragraphs. The lengths of the paragraphs are similar due to a moment of his life being recalled and emitting the same message of segregation and racism.

# data[].attributes.body
Trevor Noah's narrative style of writing produces many emotions through his autobiography, 'Born A Crime'. Throughout  reading  this text, it evoked an urge to help Trevor or even feeling sympathetic and guilty for the 'crimes' against these children. Though this wasn't the only factor that affect my mood. The tone of writing was written in a comedic manner, taking away from the severity and the commonness of the issue of segregation while revoking and overlooking the underlying emotions present.

# data[].attributes.body
Trevor Noah, a comedian with an autobiography, incorporated language features in his story to compel the reader with his way of or play on words. He uses irony, juxtaposition and exclusive language to emphasize his points and his emotions of the racial ostracization that he endured  throughout his younger years. At the beginning of paragraph 6 irony and juxtaposition are present in the quote "I stood there awkwardly by myself in this no-man's land in the middle of the playground.". The connection between a deadly, horrific war zone and a innocent, cheerful playground is ironic as well as juxtaposed. This displays the position that he was put in, a difficult one at that,he was too black for the whites and too white for the blacks. A no-mans land is a perfect representation for the lost and the daring which he was .The exclusive language in the line "how come you speak our languages?" emphasises the cluelessness of either side of the 'war'. Trevor was assumed to be the way that they are stereotyped. Therefore

# data[].attributes.body
The text, born a crime, written by Trevor Noah highlights the racial segregation and apartheid in South Africa through his personal experiences as an 11 year old boy being ‘sheltered from reality’ or ‘seeing people being together and yet not together’. The text talks about Trevor being put in the middle, almost as if he is being forced  to pick a side, black or white, as he is seen as a person of color. The reality of the situation contradicts the idea of picking a side, as he is too white to be black and too black to be white.

# data[].attributes.body
“Sheltered me from reality” - foreshadows that the 11 year old boy will go through racism later on + that he hasn't been in certain situations where his skin color declares who he is to society. “..I had never seen people being together and yet not together, occupying the same space yet choosing not to associate with each other in any way. In an instant, I could see, I could feel how the boundaries were drawn” By using the terms 'me' and 'I', Noah creates an innocent tone to the reader allowing them to sympathize even deeper with the text. It makes me think about how an 11 year old boy of color has to learn about how his skin color might demandingly affect the way he has to live his life.

# data[].attributes.body
The extract targets people who own similar characteristics of Trevor Noah, like his race, and people who are fans of Trevor Noah and wishes to know more about him as a person and how Trevor Noah, a black, South African man, was raised.

# data[].attributes.body
The text born a crime, written by Trevor Noah, portrays how Trevor Noah was shaped by the apartheid’s system. The text highlight the challenges that is faced for people who don’t neatly fit in a box in society, it illustrates how an 11 year old boy had to face segregation due to him not being able to categorize himself as a specific race. Trevor Noah shows how toxic systems such as the apartheid system thrives to make people Focus on their race indifferences rather than their common interests.

# data[].attributes.body
Trevor Noah uses humor by highlighting funny episodes of his childhood while also showing the dysfunctional and traumatic his experiences were, through using humor in the extract Noah levels down the severity of his experiences, where you get a sense of him using humor as a copping mechanism.

# data[].attributes.body
The text targets fans of Noah Trevor, people who relate to Noahs experiences, people who use dark humor as a coping mechanism to racial segregation, and people who want to gain knowledge about these unjust, real life situations. The purpose of the text is to educate people about racial segregation and make those who relate feel heard and validated. As Noah uses humor as one of the tactics to address this issue, it simultaneously plays a role in the attraction of the reader and their willingness to sympathize and complete the book.