The uneven distribution of wealth in a society is explicit but the rationales behind it are implicit. Gary Becker and Kevin M. Murphy, both economists, tackle the positive aspects of income inequality in their article “The Upside of Income Inequality” featured by The American Enterprise Institute. Becker and Murphy argue for the positive correlation between income inequality and education levels. With background information of the publishers and the authors to cater towards credibility, Becker and Murphy are able to substantiate their claims with statistics and present their perspective with specific diction and syntax.
“The American Enterprise Institute (AEI) is a nonpartisan, nonprofit, 501(c)(3) educational organization” (aei.org). Though …show more content…
Initially in the piece, a comparison mechanism between China or India and the United States signifies the similarities between the two nations in terms of socio-economic gaps but also highlights the differences in mentalities. China ranks consistently in the top three superpowers of the world, oftentimes right next to the number one superpower, the United States, and India follows suit within the top ten (Mead & Keely). Though the U.S retains top political, social, and economic status in accordance to the guidelines of being considered a superpower, there is always room for improvement. Becker and Murphy immediately fulfill the agenda of AEI which is “make progress toward reform in many policy areas and create a better world for all people” (aei.org). China is thriving even with a high gap between the wealthy and poor; reform is being done in order to aid poverty. The article mentions the immense drop in poverty in China, where the rate decreased “from 260 million in 1978 to 42 million in 1998” (Becker & Murphy). Income inequality is seen as a negative thing, but the authors illuminate the merit of the Chinese. The ones who are able to bring any reform are the ones of higher political standing requiring extensive education. The politicians are indeed the ones making enormous figures, …show more content…
Within that mix are sentences formatted as non-rhetorical questions. After every question posed, there is an answer, whether be one that is objective or subjective. For example, “Should an increase in earnings inequality due primarily to higher rates of return on education and other skills be considered a favorable rather than an unfavorable development? We think so” (Becker & Murphy). A question is asked, an opinion is given, and afterwards, evidence is provided to support the authors’ ideology. The formatting is very familiar and may appeal especially to the audience comprising of students. A classroom is the cradle of questions. With every question, a person expects an answer.
Gary Becker and Kevin M. Murphy in their article, “The Upside of Income Inequality,” delve into a side of a topic that has popular rebuttals. Both having credentials to boost their credibilities, Becker and Murphy provide a comprehensive argument to shed light on wage gaps due to education progression. Through statistics and graphs as well as both particular diction and syntax, the authors are able to communicate their perspective of the benefits of income inequality to their
“The American Enterprise Institute (AEI) is a nonpartisan, nonprofit, 501(c)(3) educational organization” (aei.org). Though …show more content…
Initially in the piece, a comparison mechanism between China or India and the United States signifies the similarities between the two nations in terms of socio-economic gaps but also highlights the differences in mentalities. China ranks consistently in the top three superpowers of the world, oftentimes right next to the number one superpower, the United States, and India follows suit within the top ten (Mead & Keely). Though the U.S retains top political, social, and economic status in accordance to the guidelines of being considered a superpower, there is always room for improvement. Becker and Murphy immediately fulfill the agenda of AEI which is “make progress toward reform in many policy areas and create a better world for all people” (aei.org). China is thriving even with a high gap between the wealthy and poor; reform is being done in order to aid poverty. The article mentions the immense drop in poverty in China, where the rate decreased “from 260 million in 1978 to 42 million in 1998” (Becker & Murphy). Income inequality is seen as a negative thing, but the authors illuminate the merit of the Chinese. The ones who are able to bring any reform are the ones of higher political standing requiring extensive education. The politicians are indeed the ones making enormous figures, …show more content…
Within that mix are sentences formatted as non-rhetorical questions. After every question posed, there is an answer, whether be one that is objective or subjective. For example, “Should an increase in earnings inequality due primarily to higher rates of return on education and other skills be considered a favorable rather than an unfavorable development? We think so” (Becker & Murphy). A question is asked, an opinion is given, and afterwards, evidence is provided to support the authors’ ideology. The formatting is very familiar and may appeal especially to the audience comprising of students. A classroom is the cradle of questions. With every question, a person expects an answer.
Gary Becker and Kevin M. Murphy in their article, “The Upside of Income Inequality,” delve into a side of a topic that has popular rebuttals. Both having credentials to boost their credibilities, Becker and Murphy provide a comprehensive argument to shed light on wage gaps due to education progression. Through statistics and graphs as well as both particular diction and syntax, the authors are able to communicate their perspective of the benefits of income inequality to their