The Freedom Of Speech By Suzanne Nossel

1172 Words5 Pages
The freedom of speech has never been free to everyone. Many Americans grow up with this saying and feel it to be true. Suzanne Nossel wrote her article “How we communicate is changing. So should the way we think about free speech”, published in August of 2017 in The Washington Post, and she argues that “students who seek to shut down speech that offends - through calls to disinvite speakers, punish offensive remarks or shout down opponents - have been dismissed as coddled, unenlightened, entitled, anti-intellectual, dogmatic and infantile.” (Nossel, 2017, p. 1). Nossel builds her credibility with facts and reputable sources, citing convincing facts and statistics, and successfully employing emotional appeals. In her article, Nossel first…show more content…
Throughout her piece, Nossel uses little, but strong sources that strengthen her credibility and appeal to ethos, as well as build her argument. Purdue Owl defines ethos as an “…element of a speech that reflected on the particular character of the speaker or the speech’s author.” (Sproat, Driscoll, Brizee, 2012, p.1). In a sense, ethos describes the guiding beliefs or ideals that characterize a person in his or her surroundings. This relates to Nossel because she points out facts about that students do not even know their own rights as U.S. citizens. Her only source used, but also the strongest, was a survey conducted by the Newseum Institute, stating that “33 percent of Americans have no idea what rights the First Amendment protects.” (Nossel, 2017, p.2). Her audience and main target of her article (college students) not only see their rights being taken, but also want to add even more restrictions. Newseum Institute also conducted subsequent surveys and found that “…69 percent of students think universities should be able to restrict offensive speech or slurs” which for many colleges is already taking place throughout America (Nossel, 2017, p. 2). She also quotes a University of Missouri student, claiming that “the First Amendment wasn’t written for me.” (Nossel, 2017, p. 2). These facts introduce and support the idea that college students want to restrict rights they do not even know about. These statistics are not many statistics, but they

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