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I will fuck u

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J

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Boom to the terminology!!! Although - if I'm being pedantic - what's 'squiggle'?

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Boom to the terminology!!! Although - if I'm being pedantic - what's 'squiggle'?

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What's the effect of it being a blunt phrase?

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What's the effect of it being a blunt phrase?

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21 years later???
Terminology - juxtaposition of interrogative next to such a simple declarative - humour?

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WRITER'S VIEWPOINT

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4) He didn't mind being stereotyped at the time, as this let him off reading and writing (lines 20-24)

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4) He didn't mind being stereotyped at the time, as this let him off reading and writing (lines 20-24)

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-The immediate relief of being let off lessons disguised the fact that he was being stereotyped. He says he thought this was 'great' at the time but now he realises this put him at a disadvantage.
-The use of the conjunction 'but' shows that his opinion has changed and matured from when he was younger, and defines the clear difference between past and present.
-He says 'I realise' in line 24; this shows that he has come to an understanding about his own dyslexia and now understands how people were treating him.
-Direct quotation of colloquial speech ('Oh great') reminds the reader of his normality. It also has connotations of immaturity or ignorance

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He thought he was a good poet when he was younger, even though we was not interested in writing as shown in the complex sentence: "I had poems in my head even then, and when I was 10 or 11 my sister wrote some of them down for me." This shows that he was determined and knew that he was creative and therefore acted on it. However the words "even then" show that he was still unsure that he was capable of writing poetry. The comma used after "even then" portrays that he was able to act on these poems "in his head" and asked for help. The comma breaks the sentence into two sections, his first poems followed by the actions he took to get them written down on paper.  The pronoun "my" in "my head" emphasises that he found it unusual at this time that these poems were coming from his head  and is therefore highlighting this point by using this pronoun, especially as people such as his teachers were telling him that he would never be able to write or read properly.  By conveying through a metaphor that this poetry is "in his head" , he implies that maybe he was destined to be a poet as poetry was somehow imbedded in his mind.

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He believes he was given opportunities and has self-belief.

He notices that the men and women in prisons are "the same" as him. He acknowledges that there are people with the same abilities and qualities.

The conjunction "but" defines the clear difference between the writer and the prisoners, highlighting his individuality.

The triadic structure "they missed theirs, didn't notice them or didn't take them". This shows that some people did not take advantage of the opportunities that opened for them but he managed to overcome his difficulties with faith and self-confidence.

"I never thought I was stupid. I didn't have that struggle...I just had self-belief." Short simple sentences to establish his main point. The adverb "never" and the verb "did not" are both negative and are juxtaposed with the final positive statement at the end of the paragraph. The writer states that belief is the only thing needed in a society full of prejudice.

"' I'm not stupid - you're the one who's stupid'". The writer adopts a confident tone as he stands up to injustice.The personal pronoun "I'm" juxtaposes the pronoun "you're".

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Lines 55 - 70                                                                                                     -After talking about when he found out he had dyslexia to talking about how he ‘wrote more poetry, novels for teenagers, plays, other books’. This contrast shows how even though he is now certain he has dyslexia he still writes. The asyndetic lists shows the amount he was producing and by adding the extra details such as ‘other’, ’more’ or ‘for teenagers’ he shows how he is not only building on what he was working on before but experimenting with different types of writing.                                                                                                                        -He does qualify this with the fact he ‘still’ has to think about how to spell some words, showing that he does not now automatically find writing much easier. This reminds the reader that while he has achieved amazing things it was a struggle and despite his efforts dyslexia isn’t something that will just go away.                                                                                                                      -He realises that his students will be ‘officially more educated’ than him, but took the hob anyway. He has self-belief and realises that he is obviously the better poet with more experience as he was offered the job, despite the fact they are ‘officially’ more qualified. This may link into his distrust of the education system and the fact that it does not accurately represent intelligence if you are dyslexic or more creative. However he has no bitterness towards his students, saying he ‘knew’ this would be the case, but doesn’t care.                                                                                                                             - He feels there is ‘no point’ doing the degree in poetry and creative writing if you don’t have ‘passion, creativity, individuality’ this triadic structure gives emphasis to the importance of having all of these qualities and highlights their importance. This yet again puts across his opinion that his passion for poetry and self-expression is more important than whether he can write it down or not. 

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Lines 55 - 70                                                                                                     -After talking about when he found out he had dyslexia to talking about how he ‘wrote more poetry, novels for teenagers, plays, other books’. This contrast shows how even though he is now certain he has dyslexia he still writes. The asyndetic lists shows the amount he was producing and by adding the extra details such as ‘other’, ’more’ or ‘for teenagers’ he shows how he is not only building on what he was working on before but experimenting with different types of writing.                                                                                                                        -He does qualify this with the fact he ‘still’ has to think about how to spell some words, showing that he does not now automatically find writing much easier. This reminds the reader that while he has achieved amazing things it was a struggle and despite his efforts dyslexia isn’t something that will just go away.                                                                                                                      -He realises that his students will be ‘officially more educated’ than him, but took the hob anyway. He has self-belief and realises that he is obviously the better poet with more experience as he was offered the job, despite the fact they are ‘officially’ more qualified. This may link into his distrust of the education system and the fact that it does not accurately represent intelligence if you are dyslexic or more creative. However he has no bitterness towards his students, saying he ‘knew’ this would be the case, but doesn’t care.                                                                                                                             - He feels there is ‘no point’ doing the degree in poetry and creative writing if you don’t have ‘passion, creativity, individuality’ this triadic structure gives emphasis to the importance of having all of these qualities and highlights their importance. This yet again puts across his opinion that his passion for poetry and self-expression is more important than whether he can write it down or not. 

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You are dyslexic’ - The teacher says this is a simple sentence of just three words. This is
a blunt phrase. He understands
that having dyslexia was not abnormal; other people have it in the world and he realises
that he wasn’t ever ‘going crazy’. The text shows how unknown dyslexia was to the
education system at the time as he hadn’t heard of it, and had never been diagnosed, until
’21 years’ later. He obviously doesn’t know much about dyslexia when he says, ‘Do I need an
operation?”Overall, he has a feeling of relief from
knowing about dyslexia and is liberated from the feeling of isolation.

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Also the complex sentence at the bginning of paragraph 7 shows how he not only had creativity but acted on it as well

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12) lines 79-88                                                                                                                        He considers dyslexia has benefits especially making people more creative. The simple sentence and metaphor - ‘so don’t be heavy on yourself’ which is the first sentence of the penultimate paragraph establishes that dyslexia is not a disability and that is shouldn’t be something that stops you from achieving your goals. The repetition of ‘We are the architects. We are the designers’ - implies that those with dyslexia play an important role in society and are just as equal as everyone else.  The fact that this quote is repeated from the first paragraph and is now present in the last paragraph emphasises his point and re instates his positive attitudes towards dyslexia.  The use of the colon in the third sentence of paragraph 15 along with a list - suggests how there are many ways in which dyslexia is beneficial.Use of personal pronoun ‘we’ – inclusive, creates a personal connection with the reader, more emotive and influential.  Ends with a positive message for those who suffer contrasting to the first paragraph where he uses ‘I’ to establish how he ‘suffered’ as a child.  His line of argument is clear (turning something which is seen as a negative into a positive by instilling hope into people’s lives). The personal pronoun ‘I’ -  loneliness, isolation ‘not –normal’; the feelings he may have been experiencing as well as making a connection with many others who also feel the same way‘we’ – supportive, common, not alone; feelings that those with dyslexia now relate to after reading the textThe passage ends on a rhetorical question – ‘who do they think they are?’  – persuasive tone - makes the reader question what they’ve read, re – evaluating what has been said. May motivate them to make changes and grasp as much as they can while using dyslexia to their advantage. ‘non dyslexics’ – those who are different, they don’t have the abilities that those with dyslexia have – in a way they are missing out on something (in contrast to popular belief) – different take 

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12) lines 79-88                                                                                                                        He considers dyslexia has benefits especially making people more creative. The simple sentence and metaphor - ‘so don’t be heavy on yourself’ which is the first sentence of the penultimate paragraph establishes that dyslexia is not a disability and that is shouldn’t be something that stops you from achieving your goals. The repetition of ‘We are the architects. We are the designers’ - implies that those with dyslexia play an important role in society and are just as equal as everyone else.  The fact that this quote is repeated from the first paragraph and is now present in the last paragraph emphasises his point and re instates his positive attitudes towards dyslexia.  The use of the colon in the third sentence of paragraph 15 along with a list - suggests how there are many ways in which dyslexia is beneficial.Use of personal pronoun ‘we’ – inclusive, creates a personal connection with the reader, more emotive and influential.  Ends with a positive message for those who suffer contrasting to the first paragraph where he uses ‘I’ to establish how he ‘suffered’ as a child.  His line of argument is clear (turning something which is seen as a negative into a positive by instilling hope into people’s lives). The personal pronoun ‘I’ -  loneliness, isolation ‘not –normal’; the feelings he may have been experiencing as well as making a connection with many others who also feel the same way‘we’ – supportive, common, not alone; feelings that those with dyslexia now relate to after reading the textThe passage ends on a rhetorical question – ‘who do they think they are?’  – persuasive tone - makes the reader question what they’ve read, re – evaluating what has been said. May motivate them to make changes and grasp as much as they can while using dyslexia to their advantage. ‘non dyslexics’ – those who are different, they don’t have the abilities that those with dyslexia have – in a way they are missing out on something (in contrast to popular belief) – different take 

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Boom to the terminology!!! Although - if I'm being pedantic - what's 'squiggle'?

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Boom to the terminology!!! Although - if I'm being pedantic - what's 'squiggle'?

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Do you mean he had poems from such a young age? What's he saying about poetry through the metaphor it's 'in his head'? 

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Do you mean he had poems from such a young age? What's he saying about poetry through the metaphor it's 'in his head'? 

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Also: where's your terminology here??

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He thought he was a good poet when he was younger, even though we was not interested in writing: "I had poems in my head even then, and when I was 10 or 11 my sister wrote some of them down for me." Shows that he was determined and knew that he was creative and therefore acted on it. However the words "even then" show that he was still unsure that he was capable of writing poetry.

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11) He doesn’t consider dyslexia to be a problem or unnatural.          [Lines 70 - 80]

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11) He doesn’t consider dyslexia to be a problem or unnatural.          [Lines 70 - 80]

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- Repeats the idea that it's 'their problem', not his problem. Repeats this twice --> shows importance + emphasises his point.
- Explains how people's ignorance holds them back: 'just remember: it's not you.' Direct address and makes it feel personal; he gives permission and validation to those with dyslexia.
- He uses 'squiggle' as opposed to 'letter' --> describes what it looks like for him and takes away the significance of a letter to make it seem silly or unnecessary - makes readers question our society and system.
- 'so don't be heavy on yourself' - metaphor - an important and one of the main ideas he is trying to get across. Showing how dyslexia is not a burden and shouldn't weigh people down.
- Uses many facts and examples, such as Chinese as a pictorial language and racism, which makes people more likely to believe him and supports the fact that dyslexia is natural, and a positive thing.
- '...who do they think they are?' His finishing thought is a rhetorical question which adds drama and importance. Makes readers question our society and maybe feel uneasy.

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