Race

Student’s Name
Professor’s Name
Course
Date
The Racism Treadmill
This write-up pertains to the exhibit of multifarious reasons as to why the essay titled “The Racism Treadmill” (Hughes par.1 – 36) should be incorporated as a mentor text for the passage of this course. Its exuberant literature aligns perfectly with this year’s topic (i.e. Racism), while the intricate wordplay allows the reader access to a wide array of writing strategies and rhetorical elements.
OVERVIEW
This essay defines various sophisticated perspectives to draw out precise conclusions as to how and why racisms are perceived the way it is today, filled with implicit bias and neo-Nazi social structures of leadership. It unveils evidence justifying a steep decline of racism in the country, and how it is still unable to satisfy the naysayers who use these topics to catalyze hatred and propel malicious agendas amongst the masses; known risk factors for the destruction of societies throughout history. This systematic bias, labeled as “disparity fallacy” (Hughes par.6), portrayed in this text is meant the concerned citizens of the great country of USA (i.e. Gen X, Baby Boomers, and Millennials).
ELUCIDATION
The sarcastic usage of “progress is debatable” (Hughes par.1) with depictions of the Gallup poll results as “largest shift of public opinion” (Hughes par.2) in the next passage provides an expository essay ripe with the influences of irony and an in-depth periphrastic analysis. It is riddled with rhetorical analysis to elicit the most benefit from this evidence backed sardonicism, labeling it as “The Racism Treadmill” (Hughes par.

28). May it be antiphrasis (i.e. “mistake news events for trends”) (Hughes par.3); enumeration (i.e. “black leaders including”) (Hughes par.19); amplification (i.e. “created by intellectuals for intellectuals”) (Hughes par.27), or metaphors (i.e. “they rent a jet plane and fly”) (Hughes par.9), there are many justification found in the text that makes the inclusion of this essay as viable.
ENGLISH 1310 & 1320 UTILITY
This essay augments the rhetorical approaches to writing and reading propelled by ENGL 1310 while also supplementing the increased focus on the expository writing of ENGL 1320. This essay serves the readership of both these platforms due to its vast incorporation of rhetorical elements, interviews, publications, and peer-reviewed literature; backing the author’s expository views in an ironic undertone.

Works Cited
Hughes, C. “The Racism Treadmill.” Quillette. Quillete Pvt Ltd, 14th May 2018. Web. 1st Aug. 2018.