Implications Career Counseling Based On Hollands Theory

Implications Career Counseling Based On Hollands Theory It is John Hollands view that career choice and career adjustment repre ­sent an extension of a persons personality. People express themselves, their interests and values, through their work choices and experience. In his theory, Holland assumes that peoples impressions and generalizations about work, which he refers to as stereotypes, are generally accurate. By studying and refining these stereotypes, Holland assigns both people and work environments to specific categories. Holland (1966, 1973, 1992, 1997) has published five books that explain his typological theory. Each book represents an update and a fur ­ther-refined version of earlier work in the development of his theory. The -August 1999 issue of The Journal of Vocational Behavior contains 12 arti ­cles which describe John Hollands 40-year contribution to career develop ­ment theory. Two psychological inventories were important in the devel ­opment of his theory: the Vocational Preference Inventory (Holland, i985b) and the Self-Directed Search (Holland, 1994). These instruments, in differ ­ent ways, measure self-perceived competencies and interests, which are an assessment of an individuals personality. Holland (Holland, 1997) recog ­nizes that his theory can account for only a portion of the variables that underlie career selection. He is clear in stating that, his theoretical model can be affected by age, gender, social class, intelligence, and education. with that understood, he go es on to specify how the individual and the en ­vironment interact with each other through the development of six types: Realistic Investigative, Artistic, Social, Enterprising, and Conventional. Both individuals and environments consist of a combination of types. The Six Types Realistic The Realistic Environment The Realistic (R) environment makes physi ­cal demands on the person. Such work settings have tools, machines, or animals that the individual manipulates. In such a setting, individuals are re ­quired to have technical competencies that will allow them to do such things as fix machines, repair electronic equipment, drive cars or trucks, herd animals, or deal with other physical aspects of their environment. The ability to work with things is more important than the ability to interact with other people. Construction sites, factories, and auto garages are ex ­amples of environments that provide machinery or other things for Realistic people to master. Some Realistic environments require a great deal of physical agility or strength, such as roofing, outdoor painting, and pipe fit ­ting. These environments may be hazardous and may produce more phys ­ical illness or accidents than other work environments. The Realistic Personality Type Realistic people are likely to enjoy using tools or machines in their hobbies or work. They tend to seek to develop competencies in such areas as plumbing, roofing, electrical and automotive repair, farming, and other technical disciplines. They are apt to like courses that are very practical and teach the use of mechanical or physical skills. Realistic people are likely to have little tolerance of abstract and theoreti ­cal description Often, they approach problems, whether mechanical or personal, in a practical or problem-solving manner. They are likely to value Investigative The Investigative Environment The Investigative (I) environment is one in which people search for solutions to problems through mathematical and scientific interests and competencies. In such a situation, people are encouraged to use complex and abstract thinking to solve problems cre ­atively. Examples of occupations that offer the opportunity to use analyti ­cal thinking skills are computer programmer, physician, mathematician, biologist, science teacher, veterinarian, and research and development man ­ager. In each of these environments, cautious and critical thinking is val ­ued. Individuals are likely to need to use logic and precise methodical thinking in order to find solutions to problems in these fields. These jobs require that people use their intellect to work independently to solve prob ­lems. They are not required or encouraged to use human relations skills to solve problems, nor are they likely to need to use thachines. For example, a computer programmer .uses logic to figure out solutions to problems (an Investigative environment), whereas the computer technician works with machinery and may assemble it or fix it (a Realistic environment). The Investigative Personality Type The Investigative person is likely to enjoy puzzles and challenges that require the use of intellect Such a per ­son is apt to enjoy learning and to feel confident about his or her ability to solve mathematical and scientific problems. Such people often enjoy read ­ing about science and discussing scientific issues. They seek to work in ­dependently to solve problems such as mathematical or scientific ques ­tions. They are likely to enjoy courses in math, physics, chemistry, biology, geology, and other physical or biological sciences. They are not likely to enjoy supervising other people or dealing directly with personal problems, but they may enjoy analyzing or searching for solutions to psychological problems. Artistic The Artistic Environment The Aitistic (A) environment is one that is free and open, encouraging creativity and personal expression. Such an envi ­ronment offers much freedom in developing products and answers. Exam ­ples of occupations in which people can use creative and unconventional ways to express themselves are musician, fine artist, and freelance writer. Such settings allow people to dress the way they wish, keep few.appoint ­ments, and structure their own time. These work environments encourage personal and emotional expression rather than logical expression. If tools are used, they are used to express oneself (for example, a clarinet or a paint ­brush) rather than as a means to complete a task (for example, an electric drill or a wrench). The Artistic Personality Type The Artistic person likes the opportunity to express himself or herself in a free and unsystematic way, creating mu ­sic, art, or writing. Such people may use instruments to do this, such as a violin, the voice, sculpting tools, or a word processor. They are likely to want to improve their ability in language, art, music, or writing. Original ­ity and creativity are particularly important in expression. To use a painted by-numbers kit would be deeply offensive to an Artistic type, who needs and desires the opportunity to express herself or himself in a free and open manner. A pure Artistic type would dislike technical writing and would prefer writing fiction or poetry. Social The Social Environment The Social (5) environment is one that encour ­ages people to be flexible and understanding of each other, where people can work with others through helping with personal or career problems, others, affecting others spiritually, and being socially responsible. The Social environment emphasizes human values such as being idealis ­tic, kind, friendly, and generous. These ideals most commonly exist in the education, social service, and mental health professions. Examples of these occupations are elementary school teacher, special education teacher, high school teacher, marriage counselor, counseling psychologist, speech thera ­pist, school superintendent, and psychiatrist. The Social Personality Type The Social person is interested in helping people through teaching, helping with personal or vocational problems, or providing personal services. Social people enjoy solving problems through discussion and teamwork rather than through delegation. Preferring to talk and resolve complex problems that may be ethical or idealistic in nature, they often choose to avoid working with machines. They seek out envi ­ronments where they can use verbal and social skills, such as in education, welfare, and mental health. Enterprising The Enterprising Environment The Enterprising (E) environment is one where people manage and persuade others in order to attain organizational or personal goals. These are situations where finance and economic issues are of prime importance and risks may be taken to achieve rewards. In such an environment,- people tend to be self-confident, sociable, and assertive. Its an environment where promotion and power are important, and per ­suasion and selling take place. Examples of Enterprising environments are sales work, buying, business management, restaurant management, poli ­tics, real estate, the stock market, insurance, and lobbying. All of these en ­vironments provide the opportunity for power, status, and wealth. The Enterprising Personality Type The acquisition of wealth is particu ­larly important for Enterprising people. They enjoy being with others and like to use verbal skills in order to sell, persuade, or lead. They tend to be assertive and popular, trying to take on leadership positions. They enjoy working with people but prefer to persuade and manage rather than to help. Conventional The Conventional Environment Organization and planning best describe the Conventional (C) environment. Much of the Conventional environ ­ment is an office environment, where one needs to keep records, file pa ­pers, copy materials, and organize reports. In addition to written material, the Conventional environment includes mathematical materials, such as bookkeeping and accounting records. Word processing, calculating, and copy machines are the type of equipment that is found in a Conventional environment. Competencies that are needed to work well in a Conven ­tional environment are clerical skills, an ability to organize, dependability, and an ability to follow directions. The Conventional Personality Type. The Conventional person is one who values money, being dependable, and the ability to follow rules and orders. These people prefer being in control of situations and not dealing with am ­biguous requests. They enjoy an office environment where their values of earning money and following rules, regulations, and guidelines can be met. Their strengths are their clerical and numerical ability, which they use to solve straightforward problems in their environment; Their relationships they tend to be directed toward accomplishing tasks and establish ­ approach to problems. Hollands Theory and Implications for Career Counseling John Hollands typological theory of persons and environments is regarded as the most influential in the field of career counseling (Brown, 2002), but this has not carried over to the field of higher education and academic advising (Smart, Feldman, Ethington, 2000). This conundrum led us to explore whether or not Hollands theory and research were relevant and could shed light on the behavior and organization of college faculty and students, which could ultimately improve the effectiveness of academic advising and career counseling. This article summarizes the results of our exploration. As colleges and universities have grown in size, scope, and organizational complexity, some students have found it difficult to find a home (Astin, 1984). While students may identify with a student organization, residence hall, or activity program, we believe that the academic department is the entity where students are likely to find important mentors, peers, involvement, direction, and inspiration. Academic departments have an inherent, varied mixture of characteristics that are created by the interests and behaviors of the faculty. If students can recognize, differentiate, and understand these diverse academic environments and the faculty who dominate them with respect to Hollands theoretical model, we believe they are more likely to find a place within the university that will increase their satisfaction, involvement, and persistence. Hollands person-environment interaction theory is especially important to scholars and practitioners in education and psychology. John Holland pioneered in assessing the environments of colleges and universities and their influence on students. His research has been central in the development of knowledge about nonacademic accomplishments. Hollands Theoretical Contributions Many inventories and career assessment tools use the typology to enable individuals to categorize their interests and personal characteristics in terms of combinations of the six types: Realistic, Investigative, Artistic, Social, Enterprising, or Conventional. Hollands typological theory (Holland, 1997) specifies a theoretical connection between personality and environment that makes it possible to use the same RIASEC classification system for both persons and fields of study or occupations. According to RIASEC theory, if a person and an environment have the same or similar codes, e.g., Investigative person in an Investigative environment, then the person will likely be satisfied and persist in that environment (Holland, 1997). This satisfaction will result from individuals being able to express their personality in an environment that is supportive and includes other persons who have the same or similar personality traits. It should be noted that neither people nor environments are exclusively one type but rather combinations of all six types. Their dominant type is an approximation of an ideal, modal type. The profile of the six types can be described in terms of the degree of differentiation (flat or uneven profile), consistency (level of similarity of interests or characteristics on the RIASEC hexagon for the first two letters of a three-letter Holland code), or identity (stability characteristics of the type). Each of these factors moderates predictions about the be havior related to the congruence level between a person and an environment. Persons and environments are typically described proportionally in terms of the most highly weighted three of the six Holland types, e.g., Lawyer, ESI; Accounting, CEI. The environments of college campuses, fields of study, work positions, and occupations can also be classified using the RIASEC system (G. Gottfredson Holland, 1996). Hollands early efforts with the National Merit Scholarship Corporation (NMSC) and the American College Testing Program enabled him to look at colleges and academic disciplines as environments. It is important to note that RIASEC theory had its roots in higher education and later focused on occupations. However, almost any social setting, e.g., a family-owned business, a classroom, or a work group, might be characterized in terms of a RIASEC environment. Every aspect of the theory can be applied to different kinds of environments. L. S. Gottfredson and Richards (1999) traced the history of Hollands efforts to classify educational and occupational environments. Holland initially studied the numbers of incumbents in a particular environment to classify occupations or colleges, but he later moved to study the characteristics of the environment independent of the persons in it. College catalogs and descriptions of academic disciplines were among the public records used to study institutional environments. Astin and Holland (1961) developed the Environmental Assessment Technique (EAT) while at the NMSC as a method for measuring college environments. Success in measuring faculty and the curriculum led Richards to explore differences in environments in Japanese (Richards, 1973) and British Commonwealth universities (Richards, 1974), U. S. law schools (Richards, 1987b), and Historically Black colleges (Richards, 1987a). For example, Richards found that Japanese universities placed less emphasis on the Artistic area and more on the Realistic area than U.S. universities. The most recent instruments for measuring environments are the Position Classification Inventory (PCI; G. Gottfredson Holland, 1991), a direct theory-based measure of occupational environments, and the Environmental Identity Scale (EIS; Holland, 1997). These instruments make it possible to study college faculty directly and thus advance the study of academic disciplines and their effects on college students. Those who study or provide services to college students need to understand the importance of Hollands RIASEC theory. For example, Day and Rounds (1998) reported that the RIASEC typology was used similarly by ethnically diverse groups of U.S. students to organize information about their interests and options. This means that varied cultural subgroups in the United States have a sufficiently common social and educational experience that RIASEC theory and related practical applications can be applied to almost everyone. More recently, Tracey and Darcy (2002) found that college students whose schema for organizing information about interests and occupations differed from Hollands RIASEC structure had less career certainty and more career indecision. This finding suggests that the RIASEC hexagon may have a normative benefit regarding the classification of occupations and fields of study. Definitions Although the terms academic advising and career counseling are familiar, it is important to define them as they are used in this article. Ender, Winston, and Miller (1984) defined developmental academic advising as a systematic process based on a close student-advisor relationship intended to aid students in achieving educational, career, and personal goals through the utilization of the full range of institutional and community resources. The distinctions between academic advising and career counseling are primarily a matter of scope and emphasis. Career counseling is a broader, more comprehensive term not limited to educational settings. However, both functions involve a process of individual or small group interventions to help persons use information to make educational and occupational decisions that are consistent with their personal goals, values, interests, and skills. We believe that a theory that informs career counseling, such as John Hollands RIASEC theory, can also infor m academic advising. Academic advising is more narrowly focused on college and university students and life/career decision making related to curricular and co-curricular activities. Creamer (2000) defined it as an educational activity that depends on valid explanations of complex student behaviors and institutional conditions to assist college students in making and executing educational and life plans. Traditional Application of Hollands Theory in College Settings The most prevalent strategy used by scholars is to define achievement in terms of the further acquisition, growth, or development of individuals initially prominent characteristics; that is, the competencies, values, interests, and attitudes associated with their dominant or primary personality type. For example, in our recent book (Smart, Feldman, Ethington, 2000), Academic Disciplines: Hollands Theory and the Study of College Students and Faculty, we tested the validity of the congruence assumption by examining the extent to which college students with dominant Investigative, Artistic, Social, and Enterprising personality types who entered congruent and incongruent academic environments differed on their development of Investigative, Artistic, Social, and Enterprising abilities and interests, respectively. Separate analyses were conducted for each of the four personality types. Our findings provided rather clear support for the congruence assumption, though the evidence was decide dly stronger for students with Artistic and Investigative personality types than for those with Enterprising or Social personality types. The logic that flows from the traditional definition of achievement illustrated in our and others findings is that students who enter congruent academic environments are more likely to be successful and to exhibit higher levels of achievement. Conversely, students who select academic environments that are incongruent with their personality types are likely to be less successful or to manifest lower levels of achievement than would be expected. Education is of course a nurturing profession, and our task, especially as teachers and counselors, is to assist students in their efforts to be successful throughout their college experiences. Given the conceptual appeal of Hollands theory and the accumulative evidence in support of the congruence assumptionthough often of modest magnitudecounselors and others have embraced the theory in their efforts to assist students in their efforts to successfully navigate the complexities and challenges of their college experiences. In so doing, the typical advice given students is to select academic majors (i.e., environments) that are congruent with their personality types. The strategy is simple and straightforward given the exemplary instruments developed by Holland and his colleagues to assess students personality and academic environment types: simply (1) assess students personality types using such established instruments as the SDS or the SCII, (2) look up academic majors that are simi lar to the students personality types using such reputable references as the Dictionary of Holland Occupational Codes (Gottfredson Holland, 1996) or The Educational Opportunities Finder (Rosen, Holmberg, Holland, 1994), and (3) advise students to select academic majors that are congruent with their personality types. This has been, in my opinion, the typical or traditional approach to research on the validity of the congruence assumption of Hollands theory and the use of his theory by counselors and others to assist students in the selection of academic majors in which they have the greatest likelihood of being successful and satisfied. All this is predicated on the selection of academic majors that are congruent with students initially prominent characteristics (i.e., their dominant personality types). The vision of a college education that evolves from this strategy is one characterized by assisting students to further develop their primary or dominant interests and abilities they had as freshmen. To venture from this tried and true path was assumed to lead to dissatisfaction, failure, and dropout. An Alternative Application of Hollands Theory in College Settings Something seemed amiss or disquieting to me as a result of such investigations of the congruence assumption in this manner. Our definition of achievement and the research strategies we employ are essentially silent as to what students who entered incongruent academic environments learned in those environments because our definition and strategy of learning or achievement focused only on students further development of their initially prominent characteristics; again, that is, the competencies, values, interests, and attitudes associated with their dominant personality type. This conceptual and analytical approach seems unfulfilling and problematic in college settings given that American higher education has historically sought to promote student growth and learning in a broad repertoire of competencies and interests. This repertoire is evident in the various taxonomies of college student outcomes developed by Bowen (1977), Lenning, Lee, Micek, and Service (1977), Ewell (1984), the Association of American Colleges (1985), and others. In addition, one need only examine the professed intent of higher education as manifested in their catalogues and in the growing use of performance indicators proposed by statewide coordinating agencies to assess the effectiveness of those institutions (Nedwick, 1996). Are students who enter incongruent academic environments really less successful and, as a consequence, their institutions less successful as well? My sense of discomfort led to two recent articles (Feldman, Smart, Ethington, 2001, in press) that are grounded in that portion of Hollands theory that is sociological in perspective and implicitly postulates a homogeneous pattern of reinforcement and reward by the respective academic environments irrespective of students levels of congruence with those environments. The approach is referred to as the socialization assumption or hypothesis of Hollands theory. Most important to remember here is that students success or achievement within the parameters of the socialization perspective is judged by the extent to which they grow in terms of the abilities and interests resistent and rewarded by their chosen environments (i.e., their academic majors) rather than enhancing their initially prominent characteristics. That is to say, for example, that while students who select academic majors that are incongruent with their personality types may remain the same or decline in their initially prominent characteristics, they may gain or grow in the abilities and interests reinforced and rewarded by their chosen academic major. This is a very different definition of students success or achievement within the parameters of Hollands theory than the typical or traditional approach discussed earlier (i.e., students ultimate satisfaction and success in college is dependent on their choice of an academic environment that is congruent with their personality type). Socialization Effects of Disciplines The research of Smart et al. (2000) was based on two ideas. First, faculty create academic environments inclined to require, reinforce, and reward the distinctive patterns of abilities and interests of students in a manner consistent with Hollands theory (p. 96). Second, students are not passive participants in the search for academic majors and careers; rather, they actively search for and select academic environments that encourage them to develop further their characteristic interests and abilities and to enter (and be successful in) their chosen career fields (p. 52). In the following paragraphs, we summarize findings relevant to these two ideas. Smart et al. (2000) sought to discover whether or not changes in students over four years were the result of their experiences in their major fields of study (academic discipline). They reasoned that faculty chose to be in academic environments, e.g., academic departments, because of their preferences and values regarding the goals of undergraduate education and their preferred ways of socializing students. Smart et al. held that faculty are the primary representatives of academic environments and the primary contributors to behavior patterns of students who choose those environments as majors. Students and Major Change Thus far, we have concentrated our analysis on the impact of four disciplines in socializing students toward the development of interests and skills predicted by Hollands (1997) typological theory. But what about the personal choices made by students in selecting a discipline? In order to study this phenomenon, Smart et al. (2000) classified students as primary or secondary recruits. Primary recruits were defined as students initially selecting a discipline and staying in that field over four years. Secondary recruits were those in a different major in the fourth year. When environments (percentage of seniors in each of the four areas) rather than entering students were examined, Smart et al. (2000) found that from 1/3 to 1/2 of the four environments were composed of primary recruits, and about half of the sample were secondary recruits, e.g., the seniors who had changed their majors. This means that almost half the seniors ended up in a discipline that was different from their initial choice. This was most notable in the Artistic environment where 2/3 of the students were secondary recruits from one of the other areas and did not intend to major in the Artistic area in their freshman year. About 1/3 of the students migrating into the Social area came from Investigative, Enterprising, or undecided areas. Students moving into the Investigative area were most likely to come from the Enterprising area, and vice versa. These data reveal the fluid nature of students major selections and the heterogeneous nature of the four environments with respect to t he students initial major preferences. Socialization in Relation to Student Characteristics The specific findings of Smart et al. (2000) regarding the impact of socialization for the four discipline environments with respect to student personality characteristics are summarized below. The variability in the socialization styles and the effects of the environments, as well as how socialization effected the students congruence with the environments are described. It will be recalled that a high level match between the person and the environment, e.g., Investigative person in Investigative major, indicates high congruence. Faculty in Investigative environments place primary attention on developing analytical, mathematical, and scientific competencies, with little attention given to character and career development. They rely more than other faculty on formal and structured teaching-learning, they are subject-matter centered, and they have specific course requirements. They focus on examinations and grades. This environment has the highest percentage of primary recruits. All students in Investigative environments increased their abilities and interests in this area, and this was even stronger if they were Investigative students at entry (primary recruits). Investigative students in disciplines outside of the Investigative environment did not increase their abilities and skills in the Investigative area. Artistic environments focus on aesthetics and an emphasis on emotions, sensations, and the mind. The curriculum stresses learning about literature and the arts, as well as becoming a creative thinker. Faculty also emphasize character development, along with student freedom and independence in learning. Varied instructional strategies are used. About two-thirds of students in the Artistic environment did not anticipate majoring in the Artistic environment when they entered college. Artistic type students were not more likely to initially select a major in this environment. On the other hand, Artistic students majoring in Artistic environments did have stronger interests and abilities in this area. Students majoring in Artistic environments did show large increases in Artistic abilities and interests, and this was true for both primary and secondary recruits. Artistic personalities not majoring in Artistic environments did not increase their self-rated interests and abilities over four years. Social environments have a strong community orientation characterized by friendliness and warmth. Like the Artistic environment, faculty place value on developing a historical perspective of the field and an emphasis on student values and character development. Unlike the Artistic environment, faculty also place value on humanitarian, teaching, and interpersonal competencies. Colleagueship and student independence and freedom are supported, and informal small group teaching is employed. The socialization effect of the environment was the smallest of the four areas studied and the effects were muddled by gender. Small increases were recorded for Social students in Social environments, but these were not much different from those for Social students in other environments. Social disciplines seem to have the least impact and Social students reported the least gains in related interests and abilities. Stated another way, the Social environments appear to be the most accepting and least d emanding of the four environments studied by Smart et al. (2000). The Enterprising environment has a strong orientation to career preparation and status acquisition. Faculty focus on leadership development, the acquisition and use of power to attain career goals, and striving for common indicators of org

Benefits to the family, school, and community of school age program

Schools are seen to have natural intervention vehicles that many health programs for children can fit. Today schools are used as venue for influencing healthy habits in children. Healthy living values, skills, and actions that promote healthy living and healthful behaviors of children are now being integrated in school age programs. Healthy living is essential to children’s effective living and learning. Accordingly â€Å"getting children started early in the habit of healthy living will benefit them throughout their lives† (Breithaupt, 2004).A healthy lifestyle helps children achieve their full physical, mental, social and emotional potential. Age-appropriate recreational activities in the school like camping, ball games, and physical exercise are considered to be constructive and developmental vehicles for children’s physical and social-well being that enhance a balanced and healthy living. School age program adopting healthy living has indeed a positive impact to the family, the community, and the surrounding organizations. The promotion of healthy living in school helps parents accomplish their primary responsibility to raise their children in a healthy way.Its re-assuring effect offers them degree of flexibility and enables them to work and conduct other activities away from their children. Parents become more effective and productive in their work. The children’s healthy learning experiences in school help eliminate parents’ anxiety of the well-being of their children. Further, the effect of the promotion of healthy living in school makes the school environment safe and conducive to healthy living for everybody and its impact goes beyond the classroom, the school, and the family as it also benefited the community and the surrounding organizations.The healthy living values, skills, and behavior of children learned in school can help improve the quality of life in the community reducing the risks of health-related problems and anti-social behaviors, and give assurance of a healthy adult population in the future. The surrounding organization will have also a reduced budget for medical and healthcare programs, thus allowing them to create other developmental programs for the community. Reference List Breithaupt, G. (2004). Healthy living early benefits children. Mount Vernon News. Retrieved January 27, 2007 from http://www. mountvernonnews. com/local/06/03/04/fitness. html.

Heres What I Know About Tender Is the Night Essay Topics

Here's What I Know About Tender Is the Night Essay Topics It can be explained by the simple fact that many of young folks still don't have a crystal clear position on the topic. While the moon gets progressively connected with passionate love, in 1 case it suggests a type of artistic desperation. You even receive a work there along side her and become a trustworthy person to Bangtan! Little did they know they were going to experience something which would alter the way that they think and drive for the remainder of their lives. This kind of occurrence would always lead the readers to questioning whether a character is a trusted narrator. The best strategies to accept the society and ensure it is accept you. The more involved a man or woman is the more successful they are sometimes. The techniques to stop cyber crimes. Profit is the sole motive of business. Ethics in business is simply a fad. The work of business is simply business 73. Who Else Wants to Learn About Tender Is the Night Essay Topics? Coffee, like I hope one comes to find, is an incredibly significant issue. It's not simple to discover the ideal brew that equally includes the ideal mug. The most important aim was to boost access to technology to the people of the nation. The high life is not too significant. Five heart surgeries each day is quite uncommon in different components of earth. The combination is extremely rare, but you can discover it only in MyAssigmenthelp.com. Key Pieces of Tender Is the Night Essay Topics Such essays are the renowned college essays as students are requested to submit these types of essays as part of their academics. It's extremely hard to disguise adult involvement in an essay that's supposed to be written by means of a child applying to middle school or higher school. The ways students ought to be taught about their wellbeing. High school students are needed to compose essays on a selection of topics which at first may appear to have nothing in common. By doing so you are contributing to the development of their set of free essays, term papers. It is crucial to keep in mind this isn't a college admissions essay, meaning that the standards used to rate your kid's writing ability are lower. The perfect way to be sure the success of your youngster's admissions essay is to demonstrate how to pick the most suitable essay. Live-in relationships ought to be encouraged in India. The Tender Is the Night Essay Topics Game Remember your essay is about solving problems, therefore a solution ought to be a highlight of the essay. Despite the fact that you pay for homework, we provide those options free of charge. Categories, essay topics could possibly be divided into. Give solutions to stop it. Staying healthy is among the big trends. Our objective is to supply you with a professionally written essay on the subject you require. Of importance always select a topic which you like. Participants in this workshop will start to grapple with these questions and hopefully discover some answers. On our site you will discover far more useful special information that is certain to be practical for junior and higher school kids from, like common home task essay about Hamlet, in addition to, for instance, application essays for college for future students. Students lead busy lives and frequently forget about a coming deadline. Discuss why the majority of the action occurs in Europe. So there isn't any possibility of plagiarism in the help material that you get from us. They all are assembled from writers that are experts of their area. Before writing your proposal you should do the next things.

Rhetorical Analysis Of Letter From Birmingham Jail

In the Letter from Birmingham Jail, Martin Luther King Jr. the author makes multiple allusions to philosophers. His comparison make it seem as if he shares likeness with them. King’s work was highly devoted to one thing only, the protection of civil disobedience so that the civil rights movement could go on uncompromised. Although King only had one purpose the complexity of the situation called for unity by eight Alabama clergymen for a decision. In this way King’s letter served more than the one singular purpose of fighting for civil rights, he used it to establish himself as a credible authority amongst his audience, let the trials of the black in America be shown, and to argue the absolute necessity of immediate action. Over the†¦show more content†¦This paragraph is the most descriptive and emotional, by using these emotions king grabbed the attention of is audience at the beginning of his letter. King wanted that in order to persuade the audience to keep r eading about these outrageous acts, provide positive ways to change them, and justify why he is writing the letter to the clergymen. Martin Luther King then continues to justify his cause for protest and establishes reasons for the advancement of civil rights. He does so by raising questions and doubts on the mean of just law, King points out specific examples of laws which are unjust and unfair. He says â€Å"we should never forget that everything Adolf Hitler did in Germany was ‘legal’ and everything the Hungarian freedom fighters did in Hungry was ‘illegal’. It was ‘illegal’ to aid and comfort a Jew in Hitler’s Germany. Even so, I am sure that, had I lived in Germany at the time, I would have aided and comforted my Jewish brothers.† By saying this he establishes a powerful example of unjust law and what his reaction would have been. Saying this puts the decision back into the Clergymen’s hands. By saying this King forces theShow MoreRelatedRhetorical Analysis Of Letter From Birmingham Jail1052 Words   |  5 Pagesracial discrimination is? A Rhetorical Analysis of Letter From Birmingham Jail It is known to all that Martin Luther King is a famous person in America, who strongly goes against the racial discrimination all the time. Here, in this letter, Letter from Birmingham Jail, it is easy for us to realize that racial discrimination appears and the non-violence action is still serious at that time. As a matter of fact, this letter is coming from the people in the Birmingham jail, stating their inner thoughtsRead MoreRhetorical Analysis Letter from Birmingham Jail1517 Words   |  7 PagesDevin Ponder Eng291-001 13 September 2013 Rhetorical Analysis Rhetorical Analysis of â€Å"Letter from Birmingham Jail† â€Å"Letter from Birmingham Jail,† by Martin Luther King, Jr., is a letter in which King is writing to his â€Å"fellow clergymen† in a response to their recent criticism of the actions he was leading in Birmingham at the time. The letter was written in April of 1963, a time when segregation was essentially at a peak in the south. Birmingham, in particular, is described by King as â€Å"probablyRead MoreSummary and Rhetorical Analysis of â€Å"Letter from Birmingham Jail†1708 Words   |  7 PagesSummary and Rhetorical Analysis of â€Å"Letter from Birmingham Jail† Martin Luther King Jr. was arrested on April 12, 1963, in Birmingham, for protesting without a permit. The same day that King was arrested, a letter was written and signed by eight clergymen from Birmingham and titled â€Å"A Call for Unity†. The letter called for ending demonstrations and civil activities and indicated King as an â€Å"outsider†. On April 16, 1963, King responded to their letter with his own call, which has come toRead Moreâ€Å"Letters from a Birmingham Jail† Analysis of the Rhetorical Appeals1182 Words   |  5 Pagesthis when he wrote an open letter while in his jail cell after a peaceful debate against segregation. His lettered response was guided at a statement by eight white Alabama clergymen saying that segregation should be fought in court and not on the streets. King uses a combination of three rhetorical appeals to accomplish his rhetor; ethical, logical and emotional. The three appeals used together successfully persuade t he audience to believe King’s argument. The rhetorical trinity consists of threeRead MoreRhetorical Analysis Of Letter From Birmingham Jail1665 Words   |  7 PagesMartin Luther King’s â€Å"Letter from Birmingham Jail† is a great example of an effective and cleverly written response by a complex but yet sophisticated leader of our time. It was written in response to an editorial addressing the issue of Negro demonstrations and segregation in Alabama at the time. He delivers the message in a way with sneaky superiority. He is inviting and open allowing the clergymen to feel as though they have contributed and will contribute. He is not condescending or belittlingRead MoreRhetorical Analysis Of The Letter From Birmingham Jail1066 Words   |  5 Pagesuphold a broader grasp of an audience that encompasses forwardness. Furthermore, the use of an Internet platform, such as Facebook, to present the â€Å"Letter from Birmingham Jail† would have accelerated a positive outcome to the brutality of Birmingham by broadening the audience without differentiating the rhetorical situation. Subsequently, the rhetorical situation of the publication via the Internet would remain only partially similar to the original copy. The intentions or purpose of the documentRead MoreRhetorical Analysis Of Letter From Birmingham Jail837 Words   |  4 PagesIn the midst of the Civil Rights movement, Doctor Martin Luther King, Jr. found himself in a jail cell in Birmingham, Alabama, one of the most segregated cities in the United States at the time. While in that jail cell, King wrote Letter from Birmingham Jail in response to the city’s religious leaders. Through his use of ethos, pathos, and logos, King made a thought-provoking and powerful argument for the Civil Rights movement which continues to inspire change in the hearts of his audience, bothRead MoreLetter From Birmingham Jail Rhetorical Analysis1136 Words   |  5 PagesKing Jr.’s Letter from the Birmingham Jail, he addresses eight white clergymen who fill his desk with disagreements and criticism of his acts of attempting to abolish segregation. To give a better understanding to his audience he correlates his speech with religion, signifying himself to be similar to the Apostle Paul, while speaking up about the injustice being done in Birmingham. Martin Luther King Jr. speaks strongly about being unable to stand back and watch the disputes in Birmingham unravel.Read MoreRhetorical Analysis Of Letter From Birmingham Jail1281 Words   |  6 Pagesam in Birmingham because injustice is here† (King 1). Martin Luther King Jr. is here to solve the racists issues and he says that in this quote. The way Doctor King protests inequality in the south should be acceptable and just. However, the white churchgoers and public officials somehow find a fault in King’s actions. I believe King did a great job in attempting not to offend anyone. All he was doing was trying to be the voice African American’s needed. In â€Å"Letter From Birmingham Jail† KingRead MoreRhetori cal Analysis Of Letter From Birmingham Jail1178 Words   |  5 Pagesinjustice. During the 1960s when he wrote his â€Å"Letter from Birmingham Jail†, segregation was a major controversy. There was a divide between African Americans and white Americans with racism and prejudice being very prevalent throughout this era. Public places, like restaurants and bathrooms, were being split up into sections based on race. As a nonviolent protester, King frequented in silent marches through southern cities, especially Birmingham, Alabama. The goal was to act in a nonviolent Rhetorical Analysis Of Letter From Birmingham Jail In the midst of the Civil Rights movement, Doctor Martin Luther King, Jr. found himself in a jail cell in Birmingham, Alabama, one of the most segregated cities in the United States at the time. While in that jail cell, King wrote Letter from Birmingham Jail in response to the city’s religious leaders. Through his use of ethos, pathos, and logos, King made a thought-provoking and powerful argument for the Civil Rights movement which continues to inspire change in the hearts of his audience, both implied and actual. An effective strategy used by King was his careful placement and articulation of each paragraph in the letter. Had King decided to go straight into defending his actions, the letter would not have been well regarded. He used†¦show more content†¦While the powerful personal experiences that King shares in the letter serve as emotional appeals, they also serve as a type of evidence through personal experience. King has the gift of story-telling in a way that makes a person feel all of the same emotions that must have been felt during those hard times. King makes the reader feel the frustration of those moments when his community was told to wait for a better, more convenient time. He makes the reader feel the sorrow of the moments when his daughter asks to go to a park but they are not allowed because it is for whites only, or when his son asks why they are treated different for their skin color. He makes a person feel the horror that must have been felt watching families get hurt or killed by angry mobs or policemen. It is through this use of pathos that King continues to inspire humanity to do better. Interwoven within the web of powerful emotion is an eye-opening amount of logic. King used pathos to open minds to the idea of change. Between the use of pathos, the logic starts to flow in. He connected with the religious leaders through his chosen evidence. Each of King’s claims are carefully supported by examples that he drew from Christianity or through historical evidence that he ties to Christian values. He brought it all together through connecting it with something he knew his implied audience would be able to understand. The overall success of theShow MoreRelatedRhetorical Analysis Of Letter From Birmingham Jail1052 Words   |  5 Pagesracial discrimination is? A Rhetorical Analysis of Letter From Birmingham Jail It is known to all that Martin Luther King is a famous person in America, who strongly goes against the racial discrimination all the time. Here, in this letter, Letter from Birmingham Jail, it is easy for us to realize that racial discrimination appears and the non-violence action is still serious at that time. As a matter of fact, this letter is coming from the people in the Birmingham jail, stating their inner thoughtsRead MoreRhetorical Analysis Letter from Birmingham Jail1517 Words   |  7 PagesDevin Ponder Eng291-001 13 September 2013 Rhetorical Analysis Rhetorical Analysis of â€Å"Letter from Birmingham Jail† â€Å"Letter from Birmingham Jail,† by Martin Luther King, Jr., is a letter in which King is writing to his â€Å"fellow clergymen† in a response to their recent criticism of the actions he was leading in Birmingham at the time. The letter was written in April of 1963, a time when segregation was essentially at a peak in the south. Birmingham, in particular, is described by King as â€Å"probablyRead MoreSummary and Rhetorical Analysis of â€Å"Letter from Birmingham Jail†1708 Words   |  7 PagesSummary and Rhetorical Analysis of â€Å"Letter from Birmingham Jail† Martin Luther King Jr. was arrested on April 12, 1963, in Birmingham, for protesting without a permit. The same day that King was arrested, a letter was written and signed by eight clergymen from Birmingham and titled â€Å"A Call for Unity†. The letter called for ending demonstrations and civil activities and indicated King as an â€Å"outsider†. On April 16, 1963, King responded to their letter with his own call, which has come toRead Moreâ€Å"Letters from a Birmingham Jail† Analysis of the Rhetorical Appeals1182 Words   |  5 Pagesthis when he wrote an open letter while in his jail cell after a peaceful debate against segregation. His lettered response was guided at a statement by eight white Alabama clergymen saying that segregation should be fought in court and not on the streets. King uses a combination of three rhetorical appeals to accomplish his rhetor; ethical, logical and emotional. The three appeals used together successfully persuade t he audience to believe King’s argument. The rhetorical trinity consists of threeRead MoreRhetorical Analysis Of Letter From Birmingham Jail1665 Words   |  7 PagesMartin Luther King’s â€Å"Letter from Birmingham Jail† is a great example of an effective and cleverly written response by a complex but yet sophisticated leader of our time. It was written in response to an editorial addressing the issue of Negro demonstrations and segregation in Alabama at the time. He delivers the message in a way with sneaky superiority. He is inviting and open allowing the clergymen to feel as though they have contributed and will contribute. He is not condescending or belittlingRead MoreRhetorical Analysis Of The Letter From Birmingham Jail1066 Words   |  5 Pagesuphold a broader grasp of an audience that encompasses forwardness. Furthermore, the use of an Internet platform, such as Facebook, to present the â€Å"Letter from Birmingham Jail† would have accelerated a positive outcome to the brutality of Birmingham by broadening the audience without differentiating the rhetorical situation. Subsequently, the rhetorical situation of the publication via the Internet would remain only partially similar to the original copy. The intentions or purpose of the documentRead MoreLetter From Birmingham Jail Rhetorical Analysis1136 Words   |  5 PagesKing Jr.’s Letter from the Birmingham Jail, he addresses eight white clergymen who fill his desk with disagreements and criticism of his acts of attempting to abolish segregation. To give a better understanding to his audience he correlates his speech with religion, signifying himself to be similar to the Apostle Paul, while speaking up about the injustice being done in Birmingham. Martin Luther King Jr. speaks strongly about being unable to stand back and watch the disputes in Birmingham unravel.Read MoreRhetorical Analysis Of Letter From Birmingham Jail1281 Words   |  6 Pagesam in Birmingham because injustice is here† (King 1). Martin Luther King Jr. is here to solve the racists issues and he says that in this quote. The way Doctor King protests inequality in the south should be acceptable and just. However, the white churchgoers and public officials somehow find a fault in King’s actions. I believe King did a great job in attempting not to offend anyone. All he was doing was trying to be the voice African American’s needed. In â€Å"Letter From Birmingham Jail† KingRead MoreRhetorical Analysis Of Letter From Birmingham Jail1178 Words   |  5 Pagesinjustice. During the 1960s when he wrote his â€Å"Letter from Birmingham Jail†, segregation was a major controversy. There was a divide between African Americans and white Americans with racism and prejudice being very prevalent throughout this era. Public places, like restaurants and bathrooms, were being split up into sections based on race. As a nonviolent protester, King frequented in silent marches through southern cities, especially Birmingham, Alabama. The goal was to act in a nonviolentRead More Letter From Birmingham Jail Rhetorical Analysis961 Words   |  4 Pages1. In his letter from Birmingham jail, Martin Luther King Jr., a civil right activist a Baptist Minister and the creator of â€Å"In Letter from Birmingham jail.† King uses concepts of logos, pathos, and ethos to convey his points. Racial tension was high during Martin Luther King’s time, and he was the voice of the black community. He articulated his words carefully and had use methods of civil disobedience to convey his point. One of the first appeals he makes in his letter is from a logos perspective Rhetorical Analysis Of Letter From Birmingham Jail At a time where African Americans felt oppressed by whites, Dr. Martin Luther King Jr. stood up for what he felt was right and spoke the truth about controversial issues such as inequality and injustice. During the 1960s when he wrote his â€Å"Letter from Birmingham Jail†, segregation was a major controversy. There was a divide between African Americans and white Americans with racism and prejudice being very prevalent throughout this era. Public places, like restaurants and bathrooms, were being split up into sections based on race. As a nonviolent protester, King frequented in silent marches through southern cities, especially Birmingham, Alabama. The goal was to act in a nonviolent way towards whites and stay persistent. From this,†¦show more content†¦Martin Luther King Jr. used these rhetorical questions to ask the clergymen about African Americans’ voices when Robert Barnett was using racial slurs and refusing to follow federal law about separate b ut equal rights. He also questioned the voices of support when battered men and women decided to rise up from oppression to the â€Å"sunshine† of peaceful protest. The quote also shows how people’s voices were silent when oppressors like Barnett was saying very controversial phrases and nobody supported African Americans when they rose up from the â€Å"dark† into the â€Å"light† with the protests. During this time, injustice was a mainstay in the south and African Americans were tired of it, but no one stood up against this due to fear of groups like the KKK. Martin Luther King Jr. challenged the injustice both on the streets and in this letter. King said, â€Å"I had hoped that the white moderate would understand that law and order exist for the purpose of establishing justice...I had also hoped that the white moderate would reject the myth concerning time in relation to the struggle for freedom.† (King 4). King kept repeating the words â€Å"I had hoped† and â€Å"white moderate† to illustrate a point. He is showing his disappointment with the justice system and how the group of white moderates are bystanders who do not intervene on theShow MoreRelatedRhetorical Analysis Of Letter From Birmingham Jail1052 Words   |  5 Pagesracial discrimination is? A Rhetorical Analysis of Letter From Birmingham Jail It is known to all that Martin Luther King is a famous person in America, who strongly goes against the racial discrimination all the time. Here, in this letter, Letter from Birmingham Jail, it is easy for us to realize that racial discrimination appears and the non-violence action is still serious at that time. As a matter of fact, this letter is coming from the people in the Birmingham jail, stating their inner thoughtsRead MoreRhetorical Analysis Letter from Birmingham Jail1517 Words   |  7 PagesDevin Ponder Eng291-001 13 September 2013 Rhetorical Analysis Rhetorical Analysis of â€Å"Letter from Birmingham Jail† â€Å"Letter from Birmingham Jail,† by Martin Luther King, Jr., is a letter in which King is writing to his â€Å"fellow clergymen† in a response to their recent criticism of the actions he was leading in Birmingham at the time. The letter was written in April of 1963, a time when segregation was essentially at a peak in the south. Birmingham, in particular, is described by King as â€Å"probablyRead MoreSummary and Rhetorical Analysis of â€Å"Letter from Birmingham Jail†1708 Words   |  7 PagesSummary and Rhetorical Analysis of â€Å"Letter from Birmingham Jail† Martin Luther King Jr. was arrested on April 12, 1963, in Birmingham, for protesting without a permit. The same day that King was arrested, a letter was written and signed by eight clergymen from Birmingham and titled â€Å"A Call for Unity†. The letter called for ending demonstrations and civil activities and indicated King as an â€Å"outsider†. On April 16, 1963, King responded to their letter with his own call, which has come toRead Moreâ€Å"Letters from a Birmingham Jail† Analysis of the Rhetorical Appeals1182 Words   |  5 Pagesthis when he wrote an open letter while in his jail cell after a peaceful debate against segregation. His lettered response was guided at a statement by eight white Alabama clergymen saying that segregation should be fought in court and not on the streets. King uses a combination of three rhetorical appeals to accomplish his rhetor; ethical, logical and emotional. The three appeals used together successfully persuade t he audience to believe King’s argument. The rhetorical trinity consists of threeRead MoreRhetorical Analysis Of Letter From Birmingham Jail1665 Words   |  7 PagesMartin Luther King’s â€Å"Letter from Birmingham Jail† is a great example of an effective and cleverly written response by a complex but yet sophisticated leader of our time. It was written in response to an editorial addressing the issue of Negro demonstrations and segregation in Alabama at the time. He delivers the message in a way with sneaky superiority. He is inviting and open allowing the clergymen to feel as though they have contributed and will contribute. He is not condescending or belittlingRead MoreRhetorical Analysis Of The Letter From Birmingham Jail1066 Words   |  5 Pagesuphold a broader grasp of an audience that encompasses forwardness. Furthermore, the use of an Internet platform, such as Facebook, to present the â€Å"Letter from Birmingham Jail† would have accelerated a positive outcome to the brutality of Birmingham by broadening the audience without differentiating the rhetorical situation. Subsequently, the rhetorical situation of the publication via the Internet would remain only partially similar to the original copy. The intentions or purpose of the documentRead MoreRhetorical Analysis Of Letter From Birmingham Jail837 Words   |  4 PagesIn the midst of the Civil Rights movement, Doctor Martin Luther King, Jr. found himself in a jail cell in Birmingham, Alabama, one of the most segregated cities in the United States at the time. While in that jail cell, King wrote Letter from Birmingham Jail in response to the city’s religious leaders. Through his use of ethos, pathos, and logos, King made a thought-provoking and powerful argument for the Civil Rights movement which continues to inspire change in the hearts of his audience, bothRead MoreLetter From Birmingham Jail Rhetorical Analysis1136 Words   |  5 PagesKing Jr.’s Letter from the Birmingham Jail, he addresses eight white clergymen who fill his desk with disagreements and criticism of his acts of attempting to abolish segregation. To give a better understanding to his audience he correlates his speech with religion, signifying himself to be similar to the Apostle Paul, while speaking up about the injustice being done in Birmingham. Martin Luther King Jr. speaks strongly about being unable to stand back and watch the disputes in Birmingham unravel.Read MoreRhetorical Analysis Of Letter From Birmingham Jail1281 Words   |  6 Pagesam in Birmingham because injustice is here† (King 1). Martin Luther King Jr. is here to solve the racists issues and he says that in this quote. The way Doctor King protests inequality in the south should be acceptable and just. However, the white churchgoers and public officials somehow find a fault in King’s actions. I believe King did a great job in attempting not to offend anyone. All he was doing was trying to be the voice African American’s needed. In â€Å"Letter From Birmingham Jail† KingRead MoreLetter From Birmingham Jail Rhetorical Analysis961 Words   |  4 Pages1. In his letter from Birmingham jail, Martin Luther King Jr., a civil right activist a Baptist Minister and the creator of â€Å"In Letter from Birmingham jail.† King uses concepts of logos, pathos, and ethos to convey his points. Racial tension was high during Martin Luther King’s time, and he was the voice of the black community. He articulated his words carefully and had use methods of civil disobedience to convey his point. One of the first appeals he makes in his letter is from a logos perspective Rhetorical Analysis Of Letter From Birmingham Jail Coverage of the Rhetorical Triangle in â€Å"Letter From Birmingham Jail† What do you visualize when you think of a jail cell? Some might see restraints blocking them off from the rest of the world, feel cold metal or scratchy cloth against their skin, or experience the stench of sweat and despair. Martin Luther King Jr. saw a quiet place to write. After being arrested under the charge of â€Å"parading without a permit,† Dr. King used his eleven days in the Birmingham City Jail to respond to one specific instance of criticism through a letter geared to each of the many audiences that needed to learn about the desegregation campaign. Mr. King’s â€Å"Letter From Birmingham Jail† is absolutely effective at convincing the overall audience to join and†¦show more content†¦Dr. King is not only mislabeled as an outsider, but as anything other than well-versed in his subject field. King transcends both the context of present struggle and his listeners. Unlike them, he mk understands the historical situation†¦ he instructs them in the grand strategy of the mmmp Birmingham movement, just as any kindly teacher might attempt to cure the ignorance mmm and elevate the understanding of novice students (Osborn 28). Martin Luther King, Jr. is an expert on the struggle and obviously had the best intentions of his readers in mind while writing. This makes him both reliable and personally involved in spreading the campaign. In his â€Å"Letter,† Mr. King refuses to be put in a box, despite the location of his composition. He represents himself as a moral compass; righteous without being arrogant. Martin Luther King, Jr.’s tone and expression are an extravagant part of the letter’s ‘persuasive appeal’ (Leff, Utley 39). Mr. King himself plays an impressive part in making â€Å"Letter From B irmingham Jail† extremely effective. Another reason that the â€Å"Letter† is so successful in getting King’s message across is his ability to relate to and show deep understanding for his audience(s). To clarify, Martin Luther King, Jr.’s letter had multiple functions geared toward multiple audiences: the one he directly addresses and the wider audience of all Americans (Osborn 27). He does aShow MoreRelatedRhetorical Analysis Of Letter From Birmingham Jail1052 Words   |  5 Pagesracial discrimination is? A Rhetorical Analysis of Letter From Birmingham Jail It is known to all that Martin Luther King is a famous person in America, who strongly goes against the racial discrimination all the time. Here, in this letter, Letter from Birmingham Jail, it is easy for us to realize that racial discrimination appears and the non-violence action is still serious at that time. As a matter of fact, this letter is coming from the people in the Birmingham jail, stating their inner thoughtsRead MoreRhetorical Analysis Letter from Birmingham Jail1517 Words   |  7 PagesDevin Ponder Eng291-001 13 September 2013 Rhetorical Analysis Rhetorical Analysis of â€Å"Letter from Birmingham Jail† â€Å"Letter from Birmingham Jail,† by Martin Luther King, Jr., is a letter in which King is writing to his â€Å"fellow clergymen† in a response to their recent criticism of the actions he was leading in Birmingham at the time. The letter was written in April of 1963, a time when segregation was essentially at a peak in the south. Birmingham, in particular, is described by King as â€Å"probablyRead MoreSummary and Rhetorical Analysis of â€Å"Letter from Birmingham Jail†1708 Words   |  7 PagesSummary and Rhetorical Analysis of â€Å"Letter from Birmingham Jail† Martin Luther King Jr. was arrested on April 12, 1963, in Birmingham, for protesting without a permit. The same day that King was arrested, a letter was written and signed by eight clergymen from Birmingham and titled â€Å"A Call for Unity†. The letter called for ending demonstrations and civil activities and indicated King as an â€Å"outsider†. On April 16, 1963, King responded to their letter with his own call, which has come toRead Moreâ€Å"Letters from a Birmingham Jail† Analysis of the Rhetorical Appeals1182 Words   |  5 Pagesthis when he wrote an open letter while in his jail cell after a peaceful debate against segregation. His lettered response was guided at a statement by eight white Alabama clergymen saying that segregation should be fought in court and not on the streets. King uses a combination of three rhetorical appeals to accomplish his rhetor; ethical, logical and emotional. The three appeals used together successfully persuade t he audience to believe King’s argument. The rhetorical trinity consists of threeRead MoreRhetorical Analysis Of Letter From Birmingham Jail1665 Words   |  7 PagesMartin Luther King’s â€Å"Letter from Birmingham Jail† is a great example of an effective and cleverly written response by a complex but yet sophisticated leader of our time. It was written in response to an editorial addressing the issue of Negro demonstrations and segregation in Alabama at the time. He delivers the message in a way with sneaky superiority. He is inviting and open allowing the clergymen to feel as though they have contributed and will contribute. He is not condescending or belittlingRead MoreRhetorical Analysis Of The Letter From Birmingham Jail1066 Words   |  5 Pagesuphold a broader grasp of an audience that encompasses forwardness. Furthermore, the use of an Internet platform, such as Facebook, to present the â€Å"Letter from Birmingham Jail† would have accelerated a positive outcome to the brutality of Birmingham by broadening the audience without differentiating the rhetorical situation. Subsequently, the rhetorical situation of the publication via the Internet would remain only partially similar to the original copy. The intentions or purpose of the documentRead MoreRhetorical Analysis Of Letter From Birmingham Jail837 Words   |  4 PagesIn the midst of the Civil Rights movement, Doctor Martin Luther King, Jr. found himself in a jail cell in Birmingham, Alabama, one of the most segregated cities in the United States at the time. While in that jail cell, King wrote Letter from Birmingham Jail in response to the city’s religious leaders. Through his use of ethos, pathos, and logos, King made a thought-provoking and powerful argument for the Civil Rights movement which continues to inspire change in the hearts of his audience, bothRead MoreLetter From Birmingham Jail Rhetorical Analysis1136 Words   |  5 PagesKing Jr.’s Letter from the Birmingham Jail, he addresses eight white clergymen who fill his desk with disagreements and criticism of his acts of attempting to abolish segregation. To give a better understanding to his audience he correlates his speech with religion, signifying himself to be similar to the Apostle Paul, while speaking up about the injustice being done in Birmingham. Martin Luther King Jr. speaks strongly about being unable to stand back and watch the disputes in Birmingham unravel.Read MoreRhetorical Analysis Of Letter From Birmingham Jail1281 Words   |  6 Pagesam in Birmingham because injustice is here† (King 1). Martin Luther King Jr. is here to solve the racists issues and he says that in this quote. The way Doctor King protests inequality in the south should be acceptable and just. However, the white churchgoers and public officials somehow find a fault in King’s actions. I believe King did a great job in attempting not to offend anyone. All he was doing was trying to be the voice African American’s needed. In â€Å"Letter From Birmingham Jail† KingRead MoreRhetori cal Analysis Of Letter From Birmingham Jail1178 Words   |  5 Pagesinjustice. During the 1960s when he wrote his â€Å"Letter from Birmingham Jail†, segregation was a major controversy. There was a divide between African Americans and white Americans with racism and prejudice being very prevalent throughout this era. Public places, like restaurants and bathrooms, were being split up into sections based on race. As a nonviolent protester, King frequented in silent marches through southern cities, especially Birmingham, Alabama. The goal was to act in a nonviolent Rhetorical Analysis Of Letter From Birmingham Jail Just imagine living your entire life as an outcast. Everything you do, everyone you meet, everywhere you go is like a living hell. However, one day you hear a name that will eventually change the world as you know it. Martin Luther King Jr. was a pastor who knew it was time to stand up for African American rights. Martin Luther King Jr. was attempted to convince his readers that his beliefs on racism are true. His main focus, and audience, is the eight white clergymen and the white moderate churchgoers. He is a credible source on the topic of segregation and his tone is smooth and gentle. He was not hateful in his tactics. He gets his point across rather calmly. Martin Luther King Jr. does an incredible job explaining himself and†¦show more content†¦King has loads of optimism throughout his entire journey and search for equality. In his letter King states â€Å"Our destiny is tied up with America’s destiny... We will win our freedom because the sacred heritage of our nation and the eternal will of God are embodied in out echoing demands.† (Osborn 29). The way he say this is full of optimism and hope. It gives african american readers hope. I believe King’s writing is impeccable. Everything he writes is so smooth, calm, and correct. He uses questions to make his readers think more in depth about what he plainly states. He isn’t just telling you information he’s showing and explaining it to you as you go through the letter. King does an incredible job giving his letter and recent actions purpose. He does a fantastic job of using all different types of rhetoric. Now another thing that amazes me about King’s text is that he wrote it all while in a jail cell! Just think how great we have it to be able to write literature on computers and fancy gadgets and he wrote an amazing work of literature on scrap paper in a cold, hard, dreary jail cell. When I first read King’s quote that â€Å"Oppressed people cannot remain oppressed forever.† (King 4) I was confused, but then I began to understand it. He’s saying the oppressed will eventually get tired of being treated like dirt and will begin to rise up and take control of their own life. Doctor King’s readers believe what he is saying because they feel heShow MoreRelatedRhetorical Analysis Of Letter From Birmingham Jail1052 Words   |  5 Pagesracial discrimination is? A Rhetorical Analysis of Letter From Birmingham Jail It is known to all that Martin Luther King is a famous person in America, who strongly goes against the racial discrimination all the time. Here, in this letter, Letter from Birmingham Jail, it is easy for us to realize that racial discrimination appears and the non-violence action is still serious at that time. As a matter of fact, this letter is coming from the people in the Birmingham jail, stating their inner thoughtsRead MoreRhetorical Analysis Letter from Birmingham Jail1517 Words   |  7 PagesDevin Ponder Eng291-001 13 September 2013 Rhetorical Analysis Rhetorical Analysis of â€Å"Letter from Birmingham Jail† â€Å"Letter from Birmingham Jail,† by Martin Luther King, Jr., is a letter in which King is writing to his â€Å"fellow clergymen† in a response to their recent criticism of the actions he was leading in Birmingham at the time. The letter was written in April of 1963, a time when segregation was essentially at a peak in the south. Birmingham, in particular, is described by King as â€Å"probablyRead MoreSummary and Rhetorical Analysis of â€Å"Letter from Birmingham Jail†1708 Words   |  7 PagesSummary and Rhetorical Analysis of â€Å"Letter from Birmingham Jail† Martin Luther King Jr. was arrested on April 12, 1963, in Birmingham, for protesting without a permit. The same day that King was arrested, a letter was written and signed by eight clergymen from Birmingham and titled â€Å"A Call for Unity†. The letter called for ending demonstrations and civil activities and indicated King as an â€Å"outsider†. On April 16, 1963, King responded to their letter with his own call, which has come toRead Moreâ€Å"Letters from a Birmingham Jail† Analysis of the Rhetorical Appeals1182 Words   |  5 Pagesthis when he wrote an open letter while in his jail cell after a peaceful debate against segregation. His lettered response was guided at a statement by eight white Alabama clergymen saying that segregation should be fought in court and not on the streets. King uses a combination of three rhetorical appeals to accomplish his rhetor; ethical, logical and emotional. The three appeals used together successfully persuade t he audience to believe King’s argument. The rhetorical trinity consists of threeRead MoreRhetorical Analysis Of Letter From Birmingham Jail1665 Words   |  7 PagesMartin Luther King’s â€Å"Letter from Birmingham Jail† is a great example of an effective and cleverly written response by a complex but yet sophisticated leader of our time. It was written in response to an editorial addressing the issue of Negro demonstrations and segregation in Alabama at the time. He delivers the message in a way with sneaky superiority. He is inviting and open allowing the clergymen to feel as though they have contributed and will contribute. He is not condescending or belittlingRead MoreRhetorical Analysis Of The Letter From Birmingham Jail1066 Words   |  5 Pagesuphold a broader grasp of an audience that encompasses forwardness. Furthermore, the use of an Internet platform, such as Facebook, to present the â€Å"Letter from Birmingham Jail† would have accelerated a positive outcome to the brutality of Birmingham by broadening the audience without differentiating the rhetorical situation. Subsequently, the rhetorical situation of the publication via the Internet would remain only partially similar to the original copy. The intentions or purpose of the documentRead MoreRhetorical Analysis Of Letter From Birmingham Jail837 Words   |  4 PagesIn the midst of the Civil Rights movement, Doctor Martin Luther King, Jr. found himself in a jail cell in Birmingham, Alabama, one of the most segregated cities in the United States at the time. While in that jail cell, King wrote Letter from Birmingham Jail in response to the city’s religious leaders. Through his use of ethos, pathos, and logos, King made a thought-provoking and powerful argument for the Civil Rights movement which continues to inspire change in the hearts of his audience, bothRead MoreLetter From Birmingham Jail Rhetorical Analysis1136 Words   |  5 PagesKing Jr.’s Letter from the Birmingham Jail, he addresses eight white clergymen who fill his desk with disagreements and criticism of his acts of attempting to abolish segregation. To give a better understanding to his audience he correlates his speech with religion, signifying himself to be similar to the Apostle Paul, while speaking up about the injustice being done in Birmingham. Martin Luther King Jr. speaks strongly about being unable to stand back and watch the disputes in Birmingham unravel.Read MoreRhetorical Analysis Of Letter From Birmingham Jail1178 Words   |  5 Pagesinjustice. During the 1960s when he wrote his â€Å"Letter from Birmingham Jail†, segregation was a major controversy. There was a divide between African Americans and white Americans with racism and prejudice being very prevalent throughout this era. Public places, like restaurants and bathrooms, were being split up into sections based on race. As a nonviolent protester, King frequented in silent marches through southern cities, especially Birmingham, Alabama. The goal was to act in a nonviolentRead MoreLetter From Birmingham Jail Rhetorical Analysis961 Words   |  4 Pages1. In his letter from Birmingham jail, Martin Luther King Jr., a civil right activist a Baptist Minister and the creator of â€Å"In Letter from Birmingham jail.† King uses concepts of logos, pathos, and ethos to convey his points. Racial tension was high during Martin Luther King’s time, and he was the voice of the black community. He articulated his words carefully and had use methods of civil disobedience to convey his point. One of the first appeals he makes in his letter is from a logos perspective