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Justice Hugo Black Ethos Pathos Logos

696 Words3 Pages

The Effect of The Appeal After analyzing the arguments of those who believe certain kinds of speech should be prohibited within an educational setting and those who believe he opposite, the reader can infer the argument written by Justice Abe Fortas is more insightful than the article written by justice Hugo Black. Through the use of ethos and logos, Fortas provides greater facts and information. Along with the logical appeals, Fortas also draws the reader i with his diction and syntax. Therefore, the by analyzing the quotes and facts given by Fortas, the reader can gain a higher education and understanding of the argument. One example of ethos given by Fortas is, “Only a few of the 18,000 students in the school system wore the black armbands. …show more content…

Fortas presents, “ The Court’s holding in this case ushers in what I deem to be an entirely new era in which the power to control pupils by the elected” (Black 34). By adding this, Black downplays his argument due to the fact that the reader interprets this statement as a personal opinion. By not including the term “I” the reader would view this statement as a fact instead of an opinion. Hugo also uses another personal opinion in his argument when he declared, “Assuming that the Court is correct in holding that the conduct of wearing armbands for the purpose of conveying political ideas is protected by the First Amendment” (Black 35). Without informing the reader that his idea was an “assumption”, Black could have pleaded the statement as an ethical appeal. Black’s diction is what causes his argument to become invalid and irrelevant to a reader looking for ethical and logical …show more content…

Fortas continues to use the logical appeal when he recites, “In order for the State in the person of school officials o justify prohibition of a particular expression of opinion, it must be able to show that its action was caused by something more than a mere desire to avoid the discomfort” (Fortas 29). By bringing in the feelings of the school towards the situation without reasoning, Fortas contradicts the side of the school. Fortas also brings the appeals when he indicated, “School officials do not possess absolute authority over their students. Students in school, as well as out of school, are ‘persons’ under our constitution” (Fortas 30). By backing up his original statement with the preceding fact, fortas allows the reader to understand why his statement is correct. By using these appeals, Fortas allows the reader to take the information given and produce their own interpretation of the

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