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Copy of On Being 17, Bright, and Unable to Read
Transcript of Copy of On Being 17, Bright, and Unable to Read
By: David Raymond
Summary: In the essay "On Being 17,
Bright, and Unable to Read", David
Raymond describes his school life dealing
with dyslexia. He tells about the troubles
he faced with his teachers, his school
work, and his peers. Also, he explains
how he faced his troubles and what his
family went through to help him. In 1959, David Raymond was born in Connecticut. Hisarticle first appeared in the New York times in 1976. In 1981 Raymond graduated from Curry College outside of Boston, one of the few colleges with learning-disability programs at the time. Now he and his family live in Fairfeild, Connecticut, where he works as a builder. Author's Biography "One day a substitute teacher picked me to read aloud from the text book. When I told "No, thank you," she came unhinged. She thought I was acting smart, and told me so. I kept calm,
and that got her madder and madder. We must have spent 10 minutes trying to solve the problem, and finally she got so red
in the face I though she'd blow up. She told me she'd see me after class." Hook I read at a fourth grade level in my 11th grade year.
They'd make fun of me every chance they got, asking me how to spell "cat" or something like that.
One summer my family forced me to go to a camp for children with reading problems. Background "You see, even though I'm 17 and a junior in high school, I can't read because I have dyslexia." Thesis
Hyperbole: "I'd come home from schools screaming."
Hyperbole: "Kids ask me where I go all the time. Sometimes I say, 'to Mars.'"
Simile: "It was like going to a school for the retarded."
Figurative Language Charged Words: Diction Dyslexia Encouraging Embarrassing "The school tested me, the child-guidance center tested me, private psychiatrists tested me." Parallelism Flunked Dictated Nagging Satiric:
He is showing his weakness, dyslexia, to make a point. Tone David Raymond ties in aspects from each paragraph in his concluding paragraph. He also ends with provoking ideas.
He tells of his challenges and how he has overcome them and is now successful.
Strategies Used in
Conclusion He leaves the reader off with the thought that the "stupid" kid sitting beside you in class may not be as dumb as you
think. END " "