Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Protecting freedom of expression on the campus summary
Freedom of speech in higher education
Essays freedom of speech on college campuses
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Martin P. Golding, the writer of Campus Speech Issues, examines the difference between freedom of speech, which is an american right by the first amendment, compared to speech codes, which are implemented in university rules and regulations to monitor and police certain unsavory speech on school grounds. This article utilizes a lot of facts that can strike an emotional response from almost any group. Beginning on page 662, Golding lists incidents that occured on campuses within the last ten years that can be considered by many, a breach of appropriate campus conduct, in regards to speech. One of his examples, on page 623, states that a biology professor wrote about female students who accept invites to male students rooms, should “bear some responciblity for such alleged rapes.” Because these are all factual occuracnes, they hold a lot of weight in his article. They also have an emotional appeal to the reader since each one is relatable to nearly every type of person. He also references legitimate court cases regarding freedom of speech to solidify his message which is an excellent use of logos. …show more content…
I was not easily able to understand whether he was for or against campuses imposing laws to regulate speech. It wasn't until the last paragraph where he finally states that “in order to resolve camplus speech issues, recourse must be had to the provisions underlying rationale or justification, and even then problems could remain,” (p. 628). This statement is not very compelling, nor does it sound like he believes anything can be done on either side to mediate the problem. I also had an issue recognizing the tone of his article. He used a lot of parenthesis to further explain certain thoughts which i found made this difficult to follow. Often sentences were interrupted with small tidbits of information that wasn't always necessary to what point he was trying to
The article “The Coddling Of The American Mind”, written by Greg Lukianoff and Jonathan Haidt, was written about how teachers are afraid of what they are allowed to say during in class because of the emotional effect on the students. While writing the article the authors have many examples of logos, ethos, and pathos. The logos of the article appeals to logic by presenting facts and statistics. The writers provide definitions of words such as microaggression and trigger warning. While explaining the definitions they go on to give real world examples to further the understanding of the words. Also statistics of the amount of mental health issues are provided to enhance the logos. Secondly to make the article more appealing is adding an emotional
Throughout America, people place a high value in their freedom of speech. This right is protected by the first Amendment and practiced in communities throughout the country. However, a movement has recently gained momentum on college campuses calling for protection from words and ideas that may cause emotional discomfort. This movement is driven mainly by students who demand that speech be strictly monitored and punishments inflicted on individuals who cause even accidental offense. Greg Lukianoff and Johnathan Haidt discuss how this new trend affects the students mentally and socially in their article The Coddling of the American Mind published in The Atlantic Monthly. Lukianoff and Haidt mostly use logical reasoning and references to
However, “The Coddling of the American Mind” is not an informative piece, as it is filled with opinions and methods of emotional persuasion towards the author's belief upon the topic. The rhetorical device pathos is abundant towards the end of the article where the author is dependent on negative connotations and emotionally captivating statements in order to convey the idea that students should be aware of the potential to be offended and accepting of it as a part of life. Lukianoff and Haidt's negative vocabulary can be seen through words such as “Blaming” and “catastrophizing”; these words are synonymous with overreacting or the inability to accept and negatively impact the opposing side's argument about student anxiety. Negative connotative vocabulary alongside statements directed towards the reader's emotions such as, “In June, a professor protecting himself with a pseudonym wrote an essay for Vox describing how gingerly he now has to teach. “I’m a Liberal Professor, and My Liberal Students Terrify Me,” the headline
In the argument that college is not for everyone, Reeves establishes his ethos through both extrinsic and intrinsic support while maintaining clarity using the logos approach. Pathos, however, lacked the same amount of control. By using an excess amount of pathos while approaching rhetoric with a condescending tone, the author diminished the persuasiveness achieved by combining the techniques. This resulted in a limited audience due to the insulting nature of the closing remarks geared to the very audience he was trying to reach.
He makes some very valid points pertaining to the zero tolerance policy practiced by schools and how it has a negative effect on children in our school systems and essentially pushes them into our juvenile and prison systems. I am a firm believer that the zero tolerance does nothing good for students in school. In my mind it completely goes against everything our schools supposedly stand for. We tell kids to go to school to learn, but the first time they break a rule we suspend them and send them home or even worse we expel them for the entire year. I just don’t see how that isn’t setting kids up for failure down the road and neglecting them of a quality education. One statistic the author presented that really caught me off guard was when they said that when someone is suspended or expelled even once in their entire time in school their chances of ending up behind bars is increased at a rate of five times than that of someone who doesn’t get suspended or expelled. This made me really reflect on how many friends I had in high school that were suspended and ultimately flunked out. It made me wonder if the system truly wasn’t there for them to help them get an
The logos aspect appears to be the weakest up until her last few paragraphs. Her descriptions and explanation of trigger warnings and safe spaces provide some logos in the beginning, but towards the end is when she begins citing articles on issues that she is discussing. The sources she uses seem to be reliable—The Chicago Maroon, The New York Times, even the University of Chicago’s
Or that free speech can be hate speech which is wrong, and shouldn’t be tolerated, since 40% of college students do not believe in free-speech. While they may have a point, we live in the most accepting country in the world, and people shouldn’t be too sensitive. When you start dwindling away at our freedom it is very dangerous because it could be gone before you know it. It also is our fourth amendment right. Without this the civil right’s movement wouldn’t have happened, freedom of press, speech, etc is what led to the world that we have today. A great quote from George Orwell who predicted a anti speech world “If Liberty means anything at all, it means the right to tell the people what they do not want to hear”. If you don’t believe in it then you don’t believe in the Constitution, and simple human right. I do have a bias that I displayed in this paper. I am against government interaction that is against free-speech, and against other of our rights. This was my bias in the
“Climb on one’s back and stand on their shoulders to reach the top” this is what the Coronel Colin Powell hints to recent graduate from the Howard University in 1994. The Commencement Speech was long enough to motivate the graduating students. Also, it was proper and formal. When the speech began, Powell was exciting by ending on sharing his own experiences and giving great advices for those future professionals. Powell´s Commencement Speech demonstrates his interest by sharing his thoughts, and its language was uplifting and captivating. (502).
Throughout the analyzing process, logos, ethos, and pathos are searched for and scrutinized. While reading this article, one may see believe there is a lack of evidence from outside sources to back up an argument, and then quite possibly assume it is just made up and not reliable. Granted, Jones seems to use only one source for his article, which does not necessarily mean he does not state any evidence or logos. This whole article is Jones’s evidence, and the source is himself, because the article is a story about the author’s involvement with violent media.
On the other hand, students have the right to speak out for what they believe in without having any interference; they have the right to voice their opinion. This protection is all due to the first amendment protection. The first amendment protects the students and also the teachers’ freedom of speech, that includes during and out of school. With the protection of the first amendment no person is able to violate your right to freedom of speech. Any pers...
The authors are using credentials and conclusions of someone to vouch for their argument. For example, Lukianoff and Haidt explain that public figures like “Jerry Seinfeld and Bill Maher have publicly condemned the oversensitivity of college students, saying too many of them can’t take a joke”. By public figures explaining the relevance of college campuses and how attention must be increased strengthens the argument, because it is bringing attention to the issues of freedom of speech. Lukianoff and Haidt also provide examples of events being canceled, because of protests. Based on a TV commercial an event was canceled because the “’program [was] dividing people and would make for an uncomfortable and possibly unsafe environment’”. This example shows how many events, words, subjects, will cause discomfort to people causing them to be canceled. However, the examples provided shows how many people are missing out on positive learning experiences. By showing examples, it strengthens the argument by allowing the reader to realize campuses are harming students and their experiences to
"Protecting Freedom of Expression on the Campus” by Derek Bok, published in Boston Globe in 1991, is an essay about what we should do when we are faced with expressions that are offensive to some people. The author discusses that although the First Amendment may protect our speech, but that does not mean it protects our speech if we use it immorally and inappropriately. The author claims that when people do things such as hanging the Confederate flag, “they would upset many fellow students and ignore the decent regard for the feelings of others” (70). The author discusses how this issue has approached Supreme Court and how the Supreme Court backs up the First Amendment and if it offends any groups, it does not affect the fact that everyone has his or her own freedom of speech. The author discusses how censorship may not be the way to go, because it might bring unwanted attention that would only make more devastating situations. The author believes the best solutions to these kind of situations would be to
She uses testimonial device to bring in the well-known reliable source known as Llewellyn Hinkes-Jones from “The Atlantic” to help support her case. She uses pathos to appeal to her audience’s emotions by pulling on their heartstrings. She uses the logos to provide support to her article which she means to convince her audience by use of logic, reason, or statistics. She uses euphemism to make something harsh or distasteful sound in a somewhat positive way. She uses ethos to convince her audience of her credibility. There are very few weaknesses in her article which are greatly outweighed by the many strengths in
In the United States, free speech is protected by the First Amendment in which it states, “Congress shall make no laws respecting an establishment of religion … or abridging the freedom of speech.” Now, nearly 250 years into the future, the exact thing that the Founding Fathers were afraid of is starting to happen. Today, our freedom of speech is being threatened through different forces, such as the tyranny of the majority, the protection of the minority, and the stability of the society. Now, colleges and universities in the United States today are also trying to institute a code upon its students that would bar them from exercising their right to speak freely in the name of protecting minorities from getting bullied. This brings us into
Earlier this month in April, student protestors rioted at Berkley University because they did not want certain Conservative guest speakers to be able to give speeches at the university due to some of the speakers comments being inappropriate. According to the nonprofit organization committed to defending civil liberties named The Foundation for Individual Rights in Education (FIRE), "One worrisome trend undermining open discourse in the academy is the increased push by some students and faculty to 'disinvite' speakers with whom they disagree from campus appearances" (The Foundation for Individual Rights in Education). While the protesters were practicing their first amendment right to petition, the students were infringing upon the Conservative speakers freedom of speech which is unconstitutional. Just because the protesters may have disagreed with the speakers comments, does not mean that theys hould have prevented them from being able to express them. This is similar to the novel 1984 because the protestors controlled and censored what was able to be said at Berkeley University, just like how in the novel the Thought Police controlled what citizens said just because The Party disagreed with certain perspectives and didn’t want certain information to be