Social Items

Compare how the writers present their ideas and perspectives

Compare how the writers present their ideas and perspectives about their experiences. Support your answer with detailed examples from both texts including brief quotations.

In “How Autism Freed Me to Be Myself” by Rosie King and “Young and dyslexic? You’ve got it going on” by Benjamin Zephaniah, the two writers present their ideas and perspectives about their experiences of being different from other people. They use similar crafts to support their points.

In both of the texts, the two writers deliver the theme of how people understand some people that are different. In text A, King comments on how people think of autistic people: “People often associate autism with liking maths and science and nothing else, but I know so many autistic people who love being creative. But that is a stereotype.” King uses the emotive word “love” to emphasize that autistic people are not all good at math and science and that most people’s opinions of autistic people are not true. Likewise, in text B, Zephaniah wrote about how his teacher treated him: “The teacher said, ‘Shut up, stupid boy. Bad people would do one-third more bad.’” This quote demonstrates that dyslexic students are not treated fairly. This can be shown by the teacher impolitely calling his student “Stupid boy” and using imperatives like “shut up!”.

Secondly, the two writers both use the first-person point of view in their text. In Text A, the writer writes: “I haven’t told many people this, but in my head…” while she tells the audience a fact. The use of the first-person point of view allows intimacy between the readers and the writer to be established. Similarly, in text B the writer narrates: “I remember one teacher saying that human beings sleep for one -third of their life and I put my hand up and said:” The use of the first-person point of view creates a connection with the reader by retelling a personal story from the childhood of the writer. The word “remember” brings the readers to the situation and the use of quotations after “said” makes the scenery livelier. This allows the writer to create a personal and friendly tone which allows the reader to feel comfortable while also getting a good insight into the condition of dyslexia.

Thirdly, both of the two texts end on a question. In the first text, after describing how she is different from others, King asks a rhetorical question: “Why not celebrate uniqueness and cheer every time someone unleashes their imagination?” The phrase “Why not” leads the reader to arrive at her conclusion that we should not try to be normal and instead imagination should be encouraged. Using a rhetorical question makes the writer’s point more powerful and provoking to the readers. In a similar way, Text B ends with a question the writer said to the dyslexic children: “Bloody non-dyslexics … who do they think they are?” The writer creates familiarity between him and children by using the colloquial swearword “bloody”. The writer also creates the noun “non-dyslexics” which makes being dyslexic more like a privilege. It makes the sentence amusing while strengthening the confidence of the children, concluding the idea that being dyslexic is nothing to worry about.

Being different is nothing to worry about and sometimes it could be an advantage. The two authors support their similar perspective by delivering their themes, using crafts like using point of view and language. These make their points very effective and persuasive to the readers.