ARGUMENTATIVE ESSAY PROMPT:Some people argue that freedom is never given; it must be demanded. Choosethree texts from Collection Two, including the anchor text, “I Have a Dream,” and identifyhow each writer addresses the struggle for freedom in his or her society. Then, writean argument in which you cite evidence from all three texts to support your claim about whether or not freedom should be given or demanded and support why you think freedom should be given or demanded.
Casey L. My english teacher English 1 H 18 November 2016 Collection Two Revised Essay On the sixteenth of April, 1963, Martin Luther King Jr. once stated that “freedom is never voluntarily given by the oppressor; it must be demanded by the oppressed.” As King had once stated, freedom must be demanded, because it will not be given voluntarily, since there are many examples in history when freedom was achieved because it was demanded from. In the texts, “I Have a Dream” speech by Martin Luther King Jr., “A Eulogy for Dr. Martin Luther King Jr.” by Robert F. Kennedy, “Nobody Turn Me Around: A People's History of the 1963 March on Washington” by Charles Euchner, and “Reading Lolita in Tehran”, a memoir by Azar Nafisi, different people were segregated and treated unfairly, but they were not given their rights; they had to demand it. Freedom is only demanded, as Martin Luther King had done during the March on Washington, during which he gave his famous “I Have a Dream” speech, which was how the African Americans got their freedom, whereas if it is not demanded, then will not be given voluntarily, after all, a Muslim girl from the book, “Reading Lolita in Tehran” had to go about her life living under a veil of inequality because her freedom was never demanded from. One reason why others believe that freedom must be demanded from is because of Martin Luther King Jr's “I Have a Dream” speech, when they advocated about equal rights for African Americans, because it is not given voluntarily by the oppressor. Furthermore, King once stated about equal rights in his “I Have a Dream” speech, that, “No, no, we are not satisfied, and we will not be satisfied until ‘justice rolls down like waters, and righteousness like a mighty stream’” (p. 50). By analyzing the quote, readers can assume that he is pressing the issue that he and the ones who want the freedom will not be satisfied until they gain it. This is significant because King is demanding for freedom for him and his people, and that he will not be satisfied with the current conditions. For example, King states that, “with this faith, we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day”(p. 51). In this example, readers learn that King and the other protesters are fighting and acting out for their citizenship and rights, and that they will work together in order to achieve it. The textual evidence suggests that King and others are demanding for their freedom, and they will act in order to gain that freedom because it is not voluntarily given out. As a result, readers understand that freedom is never given out, it has to be demanded from, which is what King did in order to gain his and his people’s freedom. Another reason why freedom has to be demanded is evidenced in the two texts, “Nobody Turn Me Around: A People's History of the 1963 March on Washington” by Charles Euchner and “A Eulogy for Dr. Martin Luther King Jr.” by Robert F. Kennedy, where they both talk about Martin Luther King and how he protests for freedom. By demanding for freedom, it makes people more aware of the situation, whereas if it is not, no one will care enough to give the oppressed their freedom. According to Charles Euchner, in his book, “Nobody Turn Me Around: A People's History of the 1963 March on Washington”, he says on page 58 “that gradual improvements will not satisfy blacks anymore. Conflict could turn into a bloodbath unless the American people redeem the promise of freedom.” By looking at the textual evidence, readers can assume that progressive, slow improvements will not be satisfactory, and that the conflict could become violent if the Americans do not give their people freedom. This example backs up the claim that freedom has to be demanded because the African American’s rights had not been given to them; they had to protest for it and that there could be conflict over it, since they didn’t get their freedom easily. Additionally, on paragraphs 3 and 13 in the speech, “A Eulogy for Dr. Martin Luther King Jr.” by Robert F. Kennedy, he says that “Martin Luther King dedicated his life to love and to justice between fellow human beings... let's dedicate ourselves...to tame the savageness of man and make gentle the life of this world.” In this example, readers learn that King had dedicated his life to gaining justice, or freedom to fellow people, and that others should be kinder to make life more gentle or better. Since King had advocated for equal rights for African Americans, more people would join up and also protest for it, which is why, in the end, the African Americans got their freedom. Based on the evidence, readers know that freedom has to be demanded from so that other people will join in and be aware of the situation. The final reason why freedom must be demanded is that if it is not, then freedom will not be given voluntarily, as the events in the book, “Reading Lolita in Tehran”, by Azar Nafisi, who gives a description of the events in Iran and how limited the freedom is of the women. According to the book, “Reading Lolita in Tehran”, on page 82, the author states that “if she gets on a bus, the seating is segregated. She must enter through the rear door and sit in the back seats, allocated to women.” In this piece of evidence, Sanaz, who is the girl, sits in a segregated bus, and has very limited freedom. This is significant because her freedom is very limited, and this proves that freedom is not given voluntarily because nothing happens if it is not demanded from. Additionally, on page 83, the author asks, “does she compare her own situation with her mother’s when she was the same age? Is she angry that women of her mother’s generation could walk the streets freely, enjoy the company of the opposite sex, join the police force, become pilots, live under laws that were among the most progressive in the world regarding women?” Based on this evidence, readers can assume that this example is talking about the times when freedom was available to women, when they could do what they wanted without having their options limited by others. This is important because during the time of the older generations, they had freedom because other people demanded for equal rights for women. However, after the Iranian Revolution, no one demanded for freedom, which is why the women didn’t get it. As a result, readers know that the freedom that was demanded from in the past is how women got their freedom, however, if that freedom is not demanded from, then it will not be given. Therefore, freedom that is gained is freedom that is demanded from. Many events in history, like the March on Washington, proved that, and that freedom can only be demanded from. On the other hand, other people may argue that freedom can be given because sometimes, freedom is given to others voluntarily out of the kindness of the heart. However, freedom is never given voluntarily, as there is evidence to back up that claim, as there are historical events where freedom was gained because it was demanded from. Readers should acknowledge that the freedom that was gained today is the freedom that was demanded from in the past, and that it will not be given voluntarily.
Casey L. My english teacher English 1 H 18 November 2016 Works Cited Page Euchner, Charles. “from Nobody Turn Me Around: A People’s History of the 1963 March on Washington” California Collections. Ed. Kylene Beers, Martha Hougen, Carol Jago, William McBride, Erik Palmer, and Lydia Stack. Orlando: Houghton Mifflin Harcourt, 2017. 55-68. Print. Kennedy, Robert F. “Eulogy” California Collections. Ed. Kylene Beers, Martha Hougen, Carol Jago, William McBride, Erik Palmer, and Lydia Stack. Orlando: Houghton Mifflin Harcourt, 2017. 18-20. Print. King, Martin L. “I Have a Dream.” California Collections. Ed. Kylene Beers, Martha Hougen, Carol Jago, William McBride, Erik Palmer, and Lydia Stack. Orlando: Houghton Mifflin Harcourt, 2017. 48-51. Print. Nafisi, Azar. “Reading Lolita in Tehran.” California Collections. Ed. Kylene Beers, Martha Hougen, Carol Jago, William McBride, Erik Palmer, and Lydia Stack. Orlando: Houghton Mifflin Harcourt, 2017. 82-83. Print.
Improvements In Writing Back in elementary school, I would write the hook as a question, so I think that replacing the hook with a quote is better than asking the audience a question. My essays in elementary and middle school were extremely repetitive, so I think that my current essays are less repetitive. However, it still is a bit. My transitions have improved since elementary and middle school. Another improvement is that I have stopped using second and first perspective in my essays and instead use proper essay language. I have also learned how to write a better call to action for argumentative essays, as I used to never know how to write those. I have learned how to write a proper thesis and how to include all the points of my essay on it and how to make my thesis more specific instead of vague.