Academic english iii

1. Academic english iii Class 14 April 26, 2013

2. Course Website Go to the Files section: - There is a link to 3 argumentative articles for you to read.

3. Today Argumentative writing (cont.) - Identifying counterarguments - Starting a rebuttal/refutation

4. Opposing arguments (counter-arguments) A view/opinion/idea OPPOSED to your position. Some may ask: “Wouldn’t this WEAKEN the argument?” - If used improperly, OF COURSE. • BUT…

5. Opposing arguments (counter-arguments) If chosen well, counter-arguments make YOUR argument stronger: 1. It gives the writer the chance to respond to the readers’ possible objections to the writer’s ideas BEFORE they even finish reading. 2. It also demonstrates that the writer is a reasonable person who has considered both sides of the argument.

6. How to present an opposing argument You should express the counter-argument objectively. (do not present it using overly negative language) i.e., “Some people foolishly believe that…” “For some crazy reason, it is thought that…” “Unbelievably, some assert that…” Remember: The point is to show the reader that you have considered both sides carefully (and seriously).

7. How to present an opposing argument An opposing argument can usually be presented in a sentence (or a few sentences). The important thing is to make sure you have presented the opposing argument clearly and with enough detail that it is understandable to the reader. - If an opposing argument is not described adequately, it will weaken the rebuttal. - Doing so also makes the writer appear overly biased orunder-prepared to argue the issue.

8. To present an opposing argument in writing: Here are some typical introduction phrases: Many people [believe/argue/feel/think/suppose/etc.] that [opposing argument]. i.e., “Many people argue that chocolate ice cream should be banned from the KMU campus.” “Many people assert that chocolate ice cream should be banned from the KMU campus because…”

9. To present an opposing argument in writing: Here are some typical introduction phrases: It is often [thought/imagined/supposed/etc.] that [opposing argument] i.e., “It is often supposed that chocolate ice cream is dangerous because it makes students too happy. which creates a disruptive environment.” “It is often thought that chocolate ice cream is dangerous because it makes students too happy.”

10. To present an opposing argument in writing: Here are some typical introduction phrases: [It would be easy to/One could easily] [think/believe/imagine/suppose/etc.] that [opposing argument] i.e., “One could easily believe that chocolate ice cream is dangerous because it makes students too happy.” “It would be easy to suppose that chocolate ice cream is dangerous because it makes students too happy.”

11. To present an opposing argument in writing: Here are some typical introduction phrases: It might [seem/appear/look/etc.] as if [opposing argument ] i.e., “It might seem as if chocolate ice cream is dangerous because it makes students too happy.” “It might appear as if chocolate ice cream is dangerous because it makes students too happy.”

13. Refuting an opposing argument One of the most effective ways to refute/rebut an opposing argument is to show that it is based on faulty assumptions, logic, or ideas. - The facts are wrong - The analysis is incorrect. - The argument is based on values that are not acceptable.

14. Rebuttals - Examples NOTE: These examples are related to a claim from James Loewen’s book, Lies My Teacher Told Me (1995). Our position: “To function adequately in civic life…students must learn what causes racism.” Thesis: Despite objections to this claim, to function adequately in civic life…students must learn what causes racism.

15. Opposing argument: Racism is a thing of the past; therefore, students don’t need to bother with it. “Some people argue that racism is a thing of the past; therefore, students don’t need to bother with it.” - This is faulty factual assumption. What is the faulty (wrong) assumption here? “Racism is a thing of the past”.

16. Opposing argument :“Some people argue that racism is a thing of the past; therefore, students don’t need to bother with it.” This is faulty factual assumption. “Racism is a thing of the past”. Possible rebuttal: One response could be to give facts (evidence) that show that racism continues to be a problem.

17. Opposing argument :“Some people argue that racism is a thing of the past; therefore, students don’t need to bother with it.” A second faulty assumption here: - Student’s don’t need to think about what was is in the past. Possible rebuttal: - Another possible response could be to show that students must understand that past as well as the present “to function adequately in civic life.”

18. Remember You may also look for logical fallacies in opposing arguments. - i.e,. Red herring, ad hominem, either/or, slippery slope.

19. How to present a rebuttal Now that you have: a) identified an opposing argument b) determined how to refute it it is now time to persuade the reader away from the opposing argument by writing an effective rebuttal (refutation).

20. How to present a rebuttal If an opposing argument requires clear signaling, then so does the rebuttal (perhaps even more importantly!). In stating a counter-argument, your essay has made a 180° turn away from your claim, for the rebuttal, it is time to do another 180° to complete your circle (return to YOUR claim). The readers will benefit from a clear signal that the rebuttal will begin. Your argument opposing argument

21. Transition from opposing argument into rebuttal Here are some typical introduction phrases: What this argument [overlooks/fails to consider/does not take into account] is ... i.e., “What this argument fails to consider is that racism continues to be a problem in school and in everyday life (SOURCE).”

22. Transition from opposing argument into rebuttal Here are some typical introduction phrases: This view [seems/looks/sounds/appears.] [convincing/plausible/persuasive/etc.] at first, but ... i.e., “This view appears plausible at first, but the reality is racism continues to be a problem in school and in everyday life (SOURCE).”

23. Transition from opposing argument into rebuttal Here are some typical introduction phrases: While this position is popular, it is [not supported by the facts/not logical/impractical/etc.] i.e., “While this position is popular, it is not supported by the facts.

24. Transition from opposing argument into rebuttal Here are some typical introduction phrases: Although the core of this claim is valid, it suffers from a flaw in its [reasoning/application/etc.] i.e., “Although the core of this claim is valid, it suffers from a flaw in its reasoning.

25. Opposing argument: “Some people argue that racism is a thing of the past; therefore, students don’t need to bother with it.” - Faulty assumption Rebuttal: provide evidence that demonstrates that racism continues to be a problem. “What this argument fails to consider is that racism continues to be a problem in school and in everyday life (SOURCE). Every year, hundreds of news stories report on conflicts that come about due to racial issues. In addition, hate groups, such as the Ku Klux Klan continue to exist…”

26. Rebuttals Opposing argument: Learning about racism might make students more racist. “One could believe that learning about racism might make students more racist.” Problem? – faulty analytical assumption. - Assuming that learning ABOUT racism can MAKE you racist.

27. Rebuttals “One may believe that learning about racism might make students more racist.” This is faulty analytical assumption. - Assuming that learning ABOUT racism can MAKE you racist. Response: The response could state that understanding the causes of a problem is not that same as causing or creating the problem.

28. Rebuttals Opposing argument: Who cares if students are racist? Some people may ask the question, “who cares if students are racist?” Problem? - This is an example of faulty values. What is the faulty value here? - Assuming that people don’t care about students being racist.

29. Rebuttals Some people may ask the question, “who cares if students are racist?” This opposing argument is based on an assumed value that the majority of readers probably do not share. The response would be to point out this value, and state why it is not believed that most readers share this value. The key is to base your arguments on values that MOST readers are likely to share (there are bound to be a few racists out there, sadly).

30. Rebuttals Opposing argument: Previous generations didn’t study the causes of racism, so why should we start now? “Some people may assert that previous generations didn’t study the causes of racism, so why should we start now?” Response: The response here would be to show that previous generations did not “function adequately in civic life,” because they had a lot of problems with racism (i.e., segregation and more hidden forms of discrimination).

31. Rebuttals Opposing argument: Previous generations didn’t study the causes of racism, so why should we start now? Response: The response here would be to show that previous generations did not “function adequately in civic life,” because they had a lot of problems with racism (i.e., segregation and more hidden forms of discrimination). Therefore, the fact that previous generations did NOT learn about causes of racism (evidence) supports theclaimthat students DO need to learn what causes racism.

32. Rebuttals Opposing argument: Students are already familiar with racism; they don’t need to study it in school. “It is often stated that students are already familiar with racism; they do not need to study it in school.” Problem? – While this may be true, it is irrelevant.Our claim is not that students need to learn ABOUT racism (that is assumed: many students already know about racism); our claim is that students need to learn what CAUSES racism.

33. Choosing opposing arguments Obviously, some counter-arguments are better than others. You want to use ones that are at least somewhat persuasive. You don’t gain anything by rebutting counter- arguments that no one believes!

34. Choosing opposing arguments Two things to look for in counter-arguments are: 1. Plausibility (could a reasonable person possibly believe this opposing argument?) 2. Popularity (is it a well-known argument?)

35. Choosing opposing arguments From our previous examples, which would be strongest? Some people argue that racism is a thing of the past; therefore, students don’t need to bother with it. Learning about racism might make students more racist. Who cares if students are racist? Previous generations didn’t study the causes of racism, so why should we start now? Students are already familiar with racism; they don’t need to study it in school.

36. Simple rebuttal form Opponents say …[opposing argument] However…[begin rebuttal] Because [reason + evidence] Therefore…[connect reason to rebuttal]

37. Simple rebuttal form Opponents to public smoking say that smoking is harmful for nonsmokers. However, this argument assumes that smokers are responsible for the health of non-smokers. If nonsmokers want to avoid cigarette smoke, they can walk away from it because nonsmokers should look out for their own health, as health is a personal responsibility. Therefore, it is not the responsibility of smokers to protect nonsmokers.

39. Topics 1. Korea should abolish school uniforms 2. There should be a fat tax for people more than 20kg overweight.