Counterargument and The Rhetorical Triangle

1. Counterargument andThe Rhetorical Triangle They say… I say…

2. Argument -- Counterargument • Counterargument is where you briefly include the opposite side of what you are arguing to show how your side is different. You will need to include counterargument in your research paper. • Addressing the claims of the opposition is an important component in building a convincing argument. • It demonstrates your credibility as a writer--you have researched multiple sides of the argument and have come to an informed decision. • It shows you have considered other points of view - that other points of view are valid and reasonable. • Including a counterargument will not weaken your paper, in fact it will make your paper stronger. That is, IF you then ANSWER the counterargument with a well-thought-out response.

3. An Example of Counterargument • Example: Many people believe that voting is not important. They say that due to the way the American electoral college functions in our presidential elections, “individual votes don’t really count” (Smith). However, this is misinformed. First of all, the electoral college only applies to the presidential election and not to local elections that have a greater impact on life in your state or county. Secondly…

4. Offering a Counterargument • Counterarguments may be located at various locations within your body paragraphs. • You may choose to • build each of your main points as a contrast to oppositional claims. • offer a counterargument after you have articulated your main claims.

5. Effective Counterarguments • Consider your audience when you offer your counterargument. • Conceding to some of your opposition’s concerns can demonstrate respect for their opinions. • Remain tactful yet firm. • Using rude or deprecating language can cause your audience to reject your position without carefully considering your claims.

6. Transitions for counterargument: • Some people believe • I will admit • Certainly, • Of course, • I will concede • Admittedly, • Obviously, • In contrast, • As Joe Schmo point out in his article “On the Other Hand”,

7. Expand Your Counterargument • It is true, however, that team sports can sometimes intimidate children. Some children may be physically smaller than others. Age group teams are meant to solve this problem, but it is not unusual to see large differences of height and weight in children of the same age. Others may not be as athletic as other team members. Children are particularly sensitive about how they compare to their peers. When they cannot run as fast as other team members or are not as agile, they fear ridicule.

8. Transitions for rebuttal: • However, • On the other hand, • Nevertheless, • Conversely, • Yet, • Still,

9. Expand Your Rebuttal However, learning to work as part of a team is essential to success in many other areas. Children have to learn to cooperate both at school and home. In school students are expected to work together without conflict. Many teachers use cooperative groups to teach. At home children are expected to be part of the family team and help with chores that need to be done. When they are older, these children may have a job that requires teamwork. Only rarely does a person work in job that does not require working with others. Office workers have to work together to accomplish the tasks given to them. Construction workers have to be part of a team effort to finish buildings on time and on budget.

10. Correct Basic Format – Not Optional! • Descriptive title: NOT “Research Paper” or “School Bullying”. • Look at the title examples in your textbook. • You must include the following in your heading: • Name • English 28 • Professor Lawson • Date • Assignment and Draft (Example: Research Paper Rough Draft) • Word Count • Your font must be Times New Roman, Size 12 (point) • Why this font? It is standard to all word programs, and easy to read. • Your essay must be double-spaced. • No extra spaces between paragraphs! [Show how to check for this!]

11. Persuasive Strategies • Reminder: We've already talked about types of audiences. • For this class, you are assuming a general audience… some people will already agree with you, some will disagree, and some will be on the fence. What does that mean for the tone you will need to take? • Present yourself as reasonable, but also sincere. (Appeal to the head AND the heart… but keep it balanced.) • Don't put down the other side. • Don't assume that everyone already agrees with you.

12. Types of Appeals • You may be appealing to several different things when you speak to your readers: • LOGOS: You will be appealing to their rational sides using facts. (This is called logos, which is related to the word "logic.") By making sure that your facts are relevant and well-documented, you will increase your credibility as a writer. • ETHOS: You may be appealing to their sense of morality (remember, this means right and wrong) by asserting that you share common values with them. For instance, an in defense of home schooling may appeal to the value that parents place on education and their children's right to learn. • PATHOS: You may also be making an appeal to emotion. This is called pathos. It is related to the word "pathetic," which didn't originally mean what it does now. It originally meant appealing to the emotions without the negative connotation modern English gives it. You are trying to get your audience to really feel for whatever cause you are arguing for.

13. Balancing Logos, Ethos, and Pathos • It is your job as a writer to balance facts, values, and emotions. Too much of one and not enough of the others can make for an unbalanced argument. • Be especially aware of overusing emotional appeals. People are smart, and they don't like being jerked around by their emotions. • This is especially true when writing for a mixed audience… people who disagree with you will be on the lookout for emotional manipulation.

14. Using Logos, Ethos, and Pathos in Your Essay • What are some facts, statistics, information you have found in your research that appeal to LOGOS? (Logic) • What are some shared values that you have with your audience or stories that you have found in your research that appeal to ETHOS? (shared values) • What are some facts or stories that you have found in your research that appeal to PATHOS? (emotion) What personal experience can you share with your audience that may involve PATHOS? • As you take notes on your sources, you might want to be marking sections make the three different kinds of persuasive appeal. • See if you have a balanced approach to the appeals