The Art of Advocacy...Letter Writing Across Time Web Quest

Student Central | Students in Action | The Art of Advocacy Intro | Activities | Related Article: Making Your Voice Heard

Letter to King George III

Read about the Stamp Act at the Colonial Williamsburg web site.

• What was the Stamp Act?
• Who passed it?
• What did it tax?
• What were the taxes for?
• Why did colonial Americans object to it?

Read the letter to King George III about the Stamp Act (1765) on the American Memory web site (Library of Congress).

• When was the letter written?
• In what ways does the letter adhere to formal letter-writing conventions?
• Is the letter intended for one individual or an audience? How do you know?
• Does it demonstrate knowledge of the issues? How?
• To what extent would you be able to understand the issues in question simply from reading the letter?
• Does the letter take or advocate a position? If so, what is the position?
• Does it request action? What?
• If it does request action, to what extent does it present facts or arguments to support the action being advocated?
• What do you think of the tone and the style of the letter? Why?
• What are the letter's strengths?
• How could the letter be strengthened?
• In your opinion, what is the goal of the letter?
• Do you think the letter accomplished its goal? Why?

Letter on a Matter of Conscience

Read about the context for Billy (William H.) Gobitas's letter at the American Treasures web site (Library of Congress).
Answer these questions:

• Who was Billy Gobitas?
• How old is he?
• What did he do? Why?
• What happened to him?
• What did the U.S. Supreme Court decide in 1945 about saluting and pledging allegiance to the flag?

Read Billy Gobitas' letter.

• When was the letter written?
• Is the letter intended for one individual or an audience? Give your reasons.
• In what ways does the letter adhere to formal letter-writing conventions?
• Does the letter demonstrate knowledge of the issues?
• To what extent would you be able to understand the issues in question simply from reading the letter?
• Does the letter take or advocate a position? If so, what is the position?
• Does the letter support its position? If so, how?
• Does it request action? What?
• What do you think of the tone and the style of the letter? Why?
• In your opinion, what is the goal of the letter?
• What do you think the letter accomplished? Why?
• What are the letter's strengths?
• What, if anything, do you believe would strengthen the letter? Why?

Letter to President Eisenhower

Visit the Eyes on the Prize web site. Read the Intro about the Montgomery bus boycott.

Next, read the Press from the time.

• What laws did the Montgomery bus boycott seek to change?
• How long did the boycott last?
• What happened in Montgomery during the boycott?
• What did Montgomery Police Commissioner Clyde Sellers say he would do, according to his quote in the Washington Post article (April 25, 1956)?
• Did the laws in question eventually change? How? Why?

Read Martin Luther King, Jr.'s Letter to President Eisenhower (27 August, 1956):

• When was the letter written?
• Is the letter intended for one individual or an audience? Give your reasons.
• In what ways does the letter adhere to formal letter-writing conventions?
• Does it demonstrate knowledge of the issues?
• To what extent would you be able to understand the issues Dr. King writes about simply from reading the letter?
• Does the letter take or advocate a position? If so, what is the position?
• Does it request action? What?
• If it does request action, to what extent does it present facts or arguments to support the action being advocated?
• What do you think of the tone and the style of the letter? Why?
• How is the letter effective? Why?
• What, if anything, do you believe would strengthen the letter? Why?

Letter to the Editor, Today

Go to the New York Times web site Opinion page. Choose "Letters," and pick one letter from the list. Read your letter. Next, read the "Related" article; most letters are linked to a related article.

• What is the issue at hand?
• When was the letter written? Is it timely?
• In what ways does the letter adhere to formal letter-writing conventions?
• Does it demonstrate knowledge of the issues?
• To what extent would you be able to understand the issues Dr. King writes about simply from reading the letter?
• Does the letter take or advocate a position? If so, what is the position?
• Does it request action? What?
• If it does request action, to what extent does it present facts or arguments to support the action being advocated?
• What do you think of the tone and the style of the letter? Why?
• How is the letter effective? Why?
• What, if anything, do you believe would strengthen the letter? Why?
• What are the differences between a newspaper article on an issue and a letter to the editor?

Summing Up

After reading and studying these letters, make a list of characteristics of good political advocacy letters. Rank your characteristics from least to most important.

After you make your list, try your hand at writing your own letter about an issue of importance to you. Begin by reading the related article, Making Your Voice Heard.