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Justice Hugo Black Ethos Pathos Logos

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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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125 Words | 1 Pages

As seen in previous cases like Tinker vs. Des Moines, students have the right to political say, unless it causes disruption at school of students are promoting something that goes against the law. In the case of Tinker v Des Moines the students were not promoting anything illegal but showed their thought on the Vietnam War by wearing black armbands (Tinker). Argued in court by Kenneth W. Starr in the Morse v. Frederick case, he gave the idea that the foundation for school censorship was the case of Tinker v. Des Moines (Morse). The Justices responded back saying, that case was a different scenario as the students weren 't doing anything against the law while Frederick was encouraging the use of marijuana which was illegal (Morse).

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669 Words | 3 Pages

Part 1: Bluebook Citations and Summaries • Tinker v. Des Moines Indep. Cmty. School Dist., S. Ct. 503 (U.S. 1969) - In this case, John F. Tinker (age 15 years old), his younger sister Mary Beth Tinker (age 13 years old) and Christopher Eckhardt (age 16 years old) wore black arm bands to school to display their non-support of Vietnam hostilities.

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968 Words | 4 Pages

The Tinker versus Des Moines court case involved three minors, John Tinker, Mary Beth Tinker and Christopher Eckhart. These three wore black armbands to their schools to protest the Vietnam War and were suspended following this action. Circuit courts and the Court of Appeals in Iowa ruled that the black armbands were inappropriate attire for school. This case was then brought to a higher-up court. Eventually, this case was brought before the Supreme Court.

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688 Words | 3 Pages

Rhetorical Analysis Imagine doing a crime in another country and being whipped for it. According to text,“ Michael Fay, an American teenager living in Singapore, was arrested in 1994 for possession of stolen street sign and for vandalism of automobiles( Background Information on Michael Fay Controversy pg.141).” He was sentenced to caning since he was not in the USA. “ Time to Assert American Values” published by New York Times is anti caning.

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617 Words | 3 Pages

Because the wearing of the black armbands did not interfere or disrupt the school day of the students, the majority ruled that the students should not have been suspended. By punishing these students, the Des Moines Independent Community School District violated the first amendment and fourteen amendment rights of these

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713 Words | 3 Pages

The First Amendment rights of Alex were violated because the school went against his belief of religion and did not allow him to express it. The school administrator tampered with Alex’s First Amendment rights. Quoting from the Bill of Rights, “Congress shall make no law respecting an establishment of religion, or

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706 Words | 3 Pages

John F. Kennedy was a United States president during an economic recession in the early 1960s. During this crisis, steel companies significantly increased steel prices, prompting Kennedy to publicize his response in a news conference on April 11th, 1962. In his speech, President Kennedy uses repetition and logos to declare to Americans that he is outraged by and taking action against these steel companies. Kennedy uses repetition to emphasize why people should be upset by the steel price increase. Repetition is the use of a word or phrase multiple times for dramatic effect, applied first in lines 6-9 through the phrase “when we are,” followed by the tense international and economic circumstances of the time.

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616 Words | 3 Pages

Rehnquist states that just because a person claims that he is only writing an opinion, does not mean that people are hurt any less than had they not noted it was an opinion. The opinion goes on to say that there is no need to define a protection of opinions in order to guarantee freedom of expression. Brennan begins his dissent by noting that he agrees with a number of the points made by Rehnquist, including the guidelines set regarding the protection of opinions. However, he disagrees with how Rehnquist judged the actual cased based on these rules.

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477 Words | 2 Pages

15 Armbands Justice Abe Fortas and Justice Hugo Black are arguing if certain kinds of speech should or should not be prohibited in an educational setting. Justice Abe Fortas is arguing the majority opinion which says that speech should not be prohibited in an educational setting. The Justice says, “Undifferentiated fear or apprehension of disturbance is not enough to overcome the right of expression,” (4). This means that just because you think something will cause a disturbance and will be bad, that does not give one the right to ban freedom of expression.

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1120 Words | 5 Pages

This makes a logical appeal between laws; the ones that apply to everyone are fair, while the ones that specifically apply to certain groups are not. With these words, King makes the readers see the process behind how he identified Birmingham’s law as unfair. To back up his thinking for his responses to unfair laws, he shares the events in history when logic almost the same as his own was used. “To a degree, academic freedom is a reality today because Socrates practiced civil disobedience. In our own nation, the Boston Tea Party represented a massive act of civil disobedience.”

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1305 Words | 6 Pages

How would people, yourself in fact, feel if a different colored person got treated differently than you? As many might say, they would get upset or mad and perhaps cause a fight to get the same rights as the other race, causing a scene or maybe even an outbreak. As many recall, Martin Luther King, Jr was a African American activist that gave a speech called “I Have A Dream” in 1963 which was about racism between whites and African Americans, where he was trying to get all colored people to have the same rights as white people. Throughout Martin Luther King’s rhetorical speech, he uses rhetoric and I am going to analyze his speech by breaking it down into ethos, pathos, and logos as well with giving it a summary of each part. King’s purpose from his informative speech is to inform surrounding citizens about racism in the United States, and why he thought that it needed to be stopped.

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1388 Words | 6 Pages

The goal of the following paper is to provide a mapping of the argument of Rosina Lippi-Green in her article “Teaching Children How to Discriminate: What We Learn From the Big Bad Wolf.” In order to demonstrate this argument I will be doing the following. First I will present what are in my opinion the main claims of the article. I will then define clearly any terms that will be needed to understand this argument mapping as they are presented as well. I will present the forms of evidence the author used to justify her claims.

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1560 Words | 7 Pages

In contrast to where Wilson saw the schools shift into industrial schools, Coates believed that the “experiences at centres…functioned primarily as babysitting centres.” Noting how teachers taught students to disregard their culture and were not trained adequately for the economic opportunities “open “to them. Therefore, Coates appears to make Aboriginals appear incapable of learning as the reason for residential school failure and reason for their inadequacy for economic ventures.

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315 Words | 2 Pages

What leader united people with the idea of equality for both races in a time of grand seperation to the point it was written law? That leader would be Marin Luther King Jr. He was a pioneer with new ideas that should of been implimented as the people ask not get resistance from the entire establishment. When people ask for change from new ideas its best to give it to them.

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189 Words | 1 Pages

"To deny people their human rights is to challenge their very humanity,"- Nelson Mandela. This quote refers to Fortas' and Black's story about students that wear armbands to school. A student's rights should not be taken. The school officials took their rights away by making them take off their armbands or receive suspension.

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