TA #3 - Student Protest

Text Analysis #3 – Student Protest

Who is writing:

Document 1: Edward Schwartz
Document 2: Students for a Democratic Society
Document 3: Counterthrust (conservative group at Wayne State University)

Who is the audience:

Document 1: For the people who want to know what the National Student Association is.
Document 2: Everyone in that the writers are explaining their actions for the takeover of five buildings at Columbia University.
Document 3: Students of Wayne State University.

Who do the writers represent:
Document 1: Edward Schwartz represents the largest college students organization caked National Student Association. Edward Schwartz believes that they have more rights in regards to their education and their system.
Document 2: The SDS represents the participants in student protest and also represents the people who would believe in a higher moral ethic which expects them to apply equally to all nation.
Document 3: Counterthrust, a group at Wayne State University represents students who believe in the very opposite of the SDS they also believe that they were negative towards the campuses.

What is being said, argued, and/or requested:

Document 1: Edward Schwartz has stated that students should have the rights to dictate what they can and cannot do in the educational system. He also announced that students essentially run colleges and that professors and administrative figures should be there merely to advice. He stated that “he who must obey the rule should make it”, meaning that, the students should be the one who makes the decisions because for the fact that they are ones that are taking the classes and participating on campus. He further states that administrators and academia should only advise or persuade, but not decide. He argues that this method brings democracy to the campus, rather than anarchy.
Document 2: In this document, SDS argues about Columbia not being supportive to the beliefs of their students and the SDS shares about the faulty dealings of Columbia that was involved in these evictions which secretly worked for the CIA. However, SDS finally explains why they chose to be part of this movement and clearly justifies their action in the student protest.
Document 3: I believe the Counterthrust argues that SDS is ruining the standard of college education and also argues that SDS is very radical, thinking students should not be involved in the inner workings of the education system and should only focus on their job as a student.

How is it being said, argued, and/or requested:

Document 1: In this document Schwartz speaks to somewhat persuade and argue to appeal his professors. As he gives many reasons why his belief and judgment is correct, he emphasizes on the behalf of the academic field and he also does a brilliant job on answering every question about people having ideas and comments about students protest.
Document 2: In this document SDS argues the dangers in being a “neutral” institution and states that this result is weighing out too many differing goals and values, especially leading to far more susceptible manipulation. SDS was very professional as they speak to justify the deeds that Columbia was directly or indirectly involved in the eviction which later uses an emotional appeal by giving examples of their thoughts while in school.
Document 3: I believe Counterthrust clearly pinpoints the wrongdoings of the SDS which that includes narrowed viewpoint, radicalism, and irresponsibility as student of the US. Counterthrust uses emotional wording to manipulate and they never hide the fact that they are extremely against student protest. Counterthrust actually tried to separate themselves from SDS by constantly using the words “left wing”, “leftists”, and “radicalism”.

What proof and/or justification is being used to legitimize the request:

Document 1:Schwartz uses examples and argument to legitimize his request and also to prove to be powerful in his argument because they appeal to all audiences. In this document he states that “he who must obey the rule should make it” referring to the students which later he talks about how students should make their own rules in regards to dorm hours, visitation. He also justifies that student power should be threatening, much like how a bright student threatens a teacher in the classroom.
Document 2: The significance of the SDS proof was to specify the place and circumstances Columbia was involved in. to justify their participation in the student protest, they have stated that Columbia Trustees had “evicted tenants from their homes, taken land through city deals, and fired workers for trying to form a union”.
Document 3: Counterthrust actually uses their arguments and their opinion as their justification. In this documents Counterthrust actually tries to reach other students and readers though an emotional appeal. They have their own way of using and choosing word to make people on their side. They use “our”, “we”, “us” a lot to leaflet readers.

What is the historical significance/relevance of this document:

Document 1: The historical significance of this document would have to be Schwartz representing the student protest of his time.
Document 2: Relevance of this document is that SDS supports the student protest in the 1960 which were also part of one of the major protest of their time.
Document 3: This document’s historical significance was that the students against the protest felt just as strongly about their views as any pro student protesters of that time. Also there were quiet many groups who did not support them which include young Americans for freedom and counterthrust.

How does this document’s premise or theme fit into the historical context you are reading about in your textbook:

These documents fit into the theme of what we are reading because we are on the subject of “student rebellion, the new left, and the counterthrust. Not only that but students from all campuses fought together to gain freedom and equality. However, they strongly believe that they have every right as much as anyone else to make change in their education and government system.