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Essay Undergraduate 1,501 words

Declaration of Student Rights: A Satirical Academic Essay

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Abstract

This paper is a satirical "Declaration of Rights" addressed to a fictional "Uber Chancellor Supreme," modeled on Enlightenment-era political manifestos. Drawing on quotations from Benjamin Franklin, Thomas Paine, Mary Wollstonecraft, and Edmund Burke, the author presents four student grievances: the right to smoke in designated areas, the right to adequate nutrition, the right to a fully staffed faculty and support infrastructure, and the right to pursue education in one's chosen field. The piece employs the rhetorical conventions of Enlightenment political writing to argue that students, as full members of humanity, possess natural and inalienable rights that university administrators are obligated to respect.

Key Takeaways
  • Preamble: Students as Rights-Bearing Members of Humanity: Natural rights framing for student grievances
  • The Right to Smoke in Designated Areas: Smoking bans as violations of liberty
  • The Right to Adequate Nutrition: Proper food as prerequisite for academic success
  • The Right to Faculty and Institutional Support: Faculty cuts as harm to the student community
  • The Right to Choose One's Field of Study: Academic freedom as an inalienable human right
  • Conclusion: A Declaration in the Tradition of the Enlightenment: Closing appeal invoking Paine's rhetoric
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What makes this paper effective

  • The paper consistently sustains its satirical register — modeled on Enlightenment political manifestos — while making substantive rhetorical arguments, keeping both tone and structure coherent throughout.
  • Each grievance is supported by a relevant quotation from a canonical Enlightenment or Romantic political thinker (Franklin, Paine, Wollstonecraft, Burke), demonstrating the student's familiarity with primary sources and their ability to apply them to contemporary contexts.
  • The extended family metaphor in the third section effectively translates an abstract institutional argument (faculty cuts) into accessible, emotionally resonant terms without abandoning the essay's formal voice.

Key academic technique demonstrated

The paper demonstrates rhetorical imitation — consciously adopting the conventions of a historical genre (the Enlightenment declaration of rights) and deploying its vocabulary, structure, and argumentative logic to address a modern institutional grievance. This technique requires the writer to understand not just what canonical authors said, but how they argued, and to replicate that argumentative posture convincingly.

Structure breakdown

The essay opens with a formal preamble establishing its rhetorical context and philosophical premises, then moves through four numbered grievances, each self-contained but linked by the overarching natural-rights framework. A brief conclusion returns to Thomas Paine to close the circle opened in the preamble. The numbered list structure mirrors actual Enlightenment-era declarations, reinforcing the satirical conceit while keeping the argument organized and easy to follow.

Preamble: Students as Rights-Bearing Members of Humanity

Acknowledging that there is one governor above us, we the students put before his attention — and the attention of all — a list of complaints which should, being rational and true, secure a place of prominence in the mind of any person who calls himself a rational being. This Declaration casts no blame, nor proposes injury; its purpose is only to draw attention to the God-given, natural, and inalienable rights of students. For a student is no less a person than any other — and to view students as something less than equal to any other living member of the human race is nothing but an abuse of reason and an abuse of justice.

In justice's sake, in equality's sake, and out of a fraternal bond that separates us not but links us all together in this worldwide struggle for life, liberty, and justice, we give to you, Uber Chancellor Supreme, this reminder of the fact that all students are members of humankind — and that no member of humankind should forget the rights enumerated below.

The Right to Smoke in Designated Areas

Smoking is not a crime. Yes, some people find it an offensive habit — but smokers have for some time accommodated this personal objection. By removing themselves to a separate area of the campus — where non-smokers do not have to travel — smokers can engage in that timeless exercise sanctioned by centuries of practice. To suggest that smoking should be banned from an entire campus is to suggest not only something unnatural but also something detrimental.

The concern cannot be second-hand smoke, since second-hand smoke would remain separate from those who do not wish to breathe it. The concern, then, must be to extinguish the love of smoking from the breast of students who hold it. Such an act is nothing short of tyranny — for a person may have many loves, but no one can say which is better. Even if it can be proven that smoking is harmful and ought not to be practiced, we must remember what Benjamin Franklin taught in 1775: "They who can give up essential liberty to obtain a little temporary safety deserve neither liberty nor safety" (The Quotable Franklin). Liberty is essential to the human spirit — and to sacrifice it, in this case the liberty to smoke in a designated area, must not ever be traded away for the presumed safety of a few. A nation founded on liberty will not stand when its liberties are taken away.

The Right to Adequate Nutrition

Gruel and corn hash are not sufficient food supplies for any person, let alone students, who require a wide array of nutrients for many reasons. First, students are of an age at which their bodies are growing and developing and attempting to reach their fullest potential; to limit the body to such empty-of-nutrition food items as gruel and corn hash will seriously hinder the body's natural inclination to become strong. Second, to engage in the kind of intellectual activity so rigorously demanded of a university such as this one, students must have access to the most basic food supplies — particularly the five basic food groups: meat, vegetables, breads, dairy, and sugar. A can of Mountain Dew before an exam may be just what is needed to stimulate the mind to endure that final question. Serving only gruel and corn hash is an ineffective way to sustain the body's activities and a sure way to limit the mind's capabilities.

Thomas Paine makes very clear in The Rights of Man that to forcibly deny or limit that which is good constitutes an unacceptable abuse: "When I contemplate the natural dignity of man; when I feel (for Nature has not been kind enough to me to blunt my feelings) for the honor and happiness of its character, I become irritated at the attempt to govern mankind by force and fraud, as if they were all knaves and fools, and can scarcely avoid disgust at those who are thus imposed upon" (Walker). For the sake of honor and happiness, what is good for men and students alike must be pursued.

2 locked sections · 395 words
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The Right to Faculty and Institutional Support185 words
Which brings us to the third point: to arbitrarily dismiss more than half the working faculty and nearly all its support infrastructure not only demonstrates an incredible lack of foresight but also a vastly unappreciative view of what that faculty and infrastructure provide for the student body. A university operates much like a family. To remove the mother…
The Right to Choose One's Field of Study210 words
The pursuit of academic excellence in a student's chosen field is an inalienable right not to be taken away arbitrarily. Education is not a yoke that should be laid upon the…
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Conclusion: A Declaration in the Tradition of the Enlightenment

These, Uber Chancellor Supreme, are our complaints. This is our Declaration. A student is no different from any other person — and if, as Thomas Paine says, "These are the times that try men's souls," we prove that we are full members of humanity in this very Declaration, for it shows, if nothing else, how our souls are put on trial by the abuses of reason and justice committed by this university. The dignity of student and faculty, of support staff and institution, has been trampled upon — and awaits the lifting of your foot to resume its proper place.

Works Cited

Buchler, Justus, ed. Introduction to Contemporary Civilization in the West. Vol. 2. New York: Columbia University Press, 1961.

Damrosch, David, ed. The Longman Anthology: British Literature. Vol. 2A: The Romantics and Their Contemporaries. New York: Longman, 2002.

"The Quotable Franklin." The Electric Ben Franklin, n.d. Web. 21 Feb. 2011. <

"Thomas Paine." These are the times that try men's souls, n.d. Web. 21 Feb. 2011. <

Walker, Cliff, ed. "Positive Atheism's Big List of Thomas Paine Quotations." 2008. Web. 21 Feb. 2011. <

Key Concepts in This Paper
Natural Rights Student Rights Academic Freedom Enlightenment Rhetoric Faculty Cuts Institutional Satire Thomas Paine Edmund Burke Liberty Higher Education Policy
Cite This Paper
PaperDue. (2026). Declaration of Student Rights: A Satirical Academic Essay. PaperDue. https://www.paperdue.com/study-guide/declaration-of-rights-of-students-49801

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