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American Political Thought
Part 1: Broadly on the Left
Arguments of writers who refer to themselves as broadly on the left are persuasive because they are specific, repetitive, and use comparisons to convince their audiences. Repetition is an essential tool for persuasive writing, and Marxists and radical feminists utilize the technique to convince readers. They repeat gender, racial, and class inequalities several times in various passages to make people get what they are saying and understand that these inequities are fundamental challenges. Besides, their arguments are persuasive as they use comparisons to enable readers to understand the way various phenomena differ. For instance, Marxists assert that gender and racial inequalities reduced significantly in the 1800s, whereas class inequities increased during the gilded age (American Political Thought: The Center-Left, n.d.). Radical feminists also stress that female individuals received 67% earnings of what their male counterparts obtained in the 1980s, and the figure increased to 93% in 2020 (American Political Thought: Voices on the Left, n.d.). The assertions indicate that class, gender, and racial inequalities have increased. Furthermore, Betty Friedan is specific and includes an example of her effort for persuasion. The writer demonstrates that she established the National Organization for Women based on gender inequalities, making readers understand what she is saying. Therefore, these writers provide persuasive arguments through different techniques. Arguments of these writers have proved lastingly beneficial by showing specific individuals and laws that tried to eliminate class, gender, and racial inequalities. The authors emphasize that prominent figures supported the continuity of the Progressive Movement to enhance racial, class, and gender equalities (American Political Thought: The Central-Left, n.d.). They also ascertain that the Equal Pay Act, the Voting Rights Act, and the Civil Rights Act of 1963, 1965, and 1964 introduced provisions that minimized gender, racial, and class discriminations (American Political Thought: Voices on the Left, n.d.). Hence, these authors’ arguments make people acknowledge legendary figures and acts that attempted to bring gender, racial, and class equality.
Part 2: Broadly on the Right
Walter Lippmann’s arguments are more persuasive than John Dewey’s opinions on what undermines the justification for democracy because the former uses straightforward language and remain more authoritative than the latter. Lippmann utilizes simple language that a reader without technical knowledge can understand what he is saying about democracy. For instance, Lippmann uses simple language to explain that ordinary people know that democracy is fiction because they live in a globe where individuals do not provide direction (American Political Thought: Philosophers and Progressives, n.d.). Additionally, being authoritative is one quality that helps writers persuade their audiences, and Lippmann employs the technique appropriately by providing examples and being transparent and honest. Specifically, the writer reveals that democracy cannot be justified due to ignorance that prevents people from coming to the limelight to be bold and say that individuals cannot govern even through representatives because they know that it cannot happen. Lippmann is authoritative as he incorporates ignorance as an example of a factor that undermines democracy justification. Although Dewey also uses simple language to present his arguments, he does not persuade the way Lippmann does. He does not remain authoritative to offer examples and proof to validate his view of democracy. Dewey does not provide adequate evidence to substantiate why he refuses that people cannot involve in political affairs through representation or democracy. Thus, Lippmann’s arguments convince readers more than Dewey’s claims based on democracy. Aside from persuasion, Lippmann’s arguments are more beneficial than Dewey’s. Lippmann raises fundamental questions about democracy to help people engage in heated debates and discussions to brainstorm answers and increase knowledge. For instance, the writer asks whether democracy can allow people to make informed decisions regarding railway and subway construction. Such questions are beneficial as they subject readers to intensive learning and research to determine the importance of democracy among individuals. However, Dewey does not offer such scenarios to enable readers to participate in discussions to expand knowledge. Overall, Lippmann’s arguments outperform Dewey’s claims to a great extent.

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