Martin Luther King Jr.'s famous "Letter from Birmingham Jail" defends the strategy of nonviolent resistance to racism in response to criticism from eight white clergymen. King argues that justice for African Americans is a threat to justice for all, and that nonviolent protest is necessary and morally right after negotiations and legal avenues have failed. While disappointed the white religious leaders did not support racial justice, King maintains hope that they will recognize the justice of the civil rights movement.

1. https://www.youtube.com/watch?v=yHnKeajhoIw

2. A Letter from Birmingham Jail
• By Martin Luther King Jr.
• Written April 16, 1963
• Defends the strategy of non-violent resistance to racism
• Written in response to eight white clergy men’s article “A Call for Unity” which
claimed that the fight against racism belonged in the courts, not in the streets

3. A Letter from Birmingham Jail
• “Injustice anywhere is a threat to justice everywhere.We are caught in an inescapable
network of mutuality, tied in a single garment of destiny.Whatever affects one directly
affects all indirectly.”
• “INANY nonviolent campaign there are four basic steps: collection of the facts to
determine whether injustices are alive, negotiation, self-purification, and direct action.”
• “We know through painful experience that freedom is never voluntarily given by the
oppressor; it must be demanded by the oppressed. Frankly, I have never yet engaged in a
direct-action movement that was "well timed" according to the timetable of those who
have not suffered unduly from the disease of segregation.”
• “In spite of my shattered dreams of the past, I came to Birmingham with the hope that the
white religious leadership of this community would see the justice of our cause and with
deep moral concern serve as the channel through which our just grievances could get to
the power structure.”

4. WeekTwelve

5. Class discussion
• Who has ever had to write a letter/email/proposal in order to instigate change?
• Was it effective?
• How does writing influence change?
• What types of things do we write to make change happen?
• How does society react to written arguments as opposed to verbal arguments?

6. In-ClassWriting Exercise
• Choose one of the following hypothetical prompts. Compose a letter voicing your
concerns or feelings on the situation.
1. Your daughter comes home early from school crying. She has a note from the
principal stating that she was suspended from school for one week for punching
a boy.The boy had been repeatedly snapping her bra strap and she asked him to
stop.The teacher told her to ignore the boy several times before the altercation.
2. You were settling in for a long flight. Being conversational, you told the woman
next to you that you are studying theology. She seems confused.You explained
to her that you were writing a book on Mecca and that you were visiting the
place to study.You claim that theology is the “the bomb”. She gets up and
returns with an Air Marshall, who kicks you off the plane without a refund.
3. You stop at your favorite Asian cuisine restaurant on your way home from work.
When you try to order your food, the owner, an immigrant who obtained
American citizenship, claims that he no longer serves Americans.You try to
argue with him and he says it is his right to refuse service to any person.

7. Consider your letter
• Does your letter create an argument?
• Does it appeal to logos, pathos, or ethos?
• Is it persuasive?
• Does it have a call to action?

8. Does it create an argument?
• When writing for change, the argument must be very clear
• Do you explain why you believe the situation to be unjust?
• Is it clearly and concisely communicated?
• Be sure to recognize the opposition
• Remain respectful and objective
• Communicate how this argument effects a larger segment of the population

9. Does it appeal to logos, pathos, or ethos?
• Your letter can appeal to one or all of these types of argument
• Letters, such as King’s, often have an appeal to pathos
• Petitions and legal propositions should appeal to logos
• Pamphlets and public information can infuse all types of argument

10. Is it persuasive?
• Do you believe your reader or the public would
take your side?
• Employ the elements of rhetoric we learned
through out the semester
• Employ proper writing mechanics and grammar
to seem more persuasive

11. Does it have a call to action?
• What are you proposing?
• A change in policy?
• An apology?
• Compensation?
• Is your call to action clear and easy to understand?
• Be sure you are only asking for rectification of this specific instance
• Know your audience and their capabilities
• Other matters may need to be fought in a different circumstance

12. In-ClassWriting Exercise
• Rewrite your letter considering what we learned in class today. Bring both copies
of the letter to the front when you are finished.

13. DUE:
• Journal due by midnight 11/13
• Read 285-300 forThursday
• APA Final Draft due 11/17
• Thesis and Outline for final paper due 11/17