Counterarguments in Your Classical Argument Essay

1. Counterarguments in Your Classical Argument Essay How to show that you’re always right

2. A Review • Over time, we have learned that a counterargument: • Examines alternative points of view and opposing arguments • Notes the advantages and disadvantages of these views • Explains why your view is better than others

3. How Should the Counterargument Be Introduced? • In general, the strategy is to make it clear quickly that this is someone else’s view. Typical introductory strategies include the following: • Many people [believe/argue/feel/think/suppose/etc.] that [state the counter-argument here] • It is often [thought/imagined/supposed/etc.] that [state the counter-argument here][It would be easy to/One could easily] [think/believe/imagine/suppose/etc.] that [state the counter-argument here] • It might [seem/appear/look/etc.] as if [state the counter-argument here]

4. Another idea… • You can also cite specific writers or thinkers who have expressed a view opposite to your own: • On the other hand, Satrapi shows that... • However, Hughes has written, ...Satrapi demonstrates...

5. How Should the Rebuttal Be Introduced? • In all cases, the job of the rebuttal is to show the reader that the opposing view is now being answered. Here are some typical strategies. These are generic examples; they work best when tailored to suit the specifics of the individual topic. • What this piece [overlooks/fails to consider/does not take into account] is ... • This work [seems/looks/sounds/etc.] [convincing/plausible/persuasive/etc.] at first, but… • While this book is popular, it is [logical/impractical/artistic etc.] • Although the author’s approach is successful, it suffers from a flaw in its [delivery/application/etc.]

6. Now Let’s Look At Some Poor Rebuttals… Faulty Factual Assumption, Faulty Analytical Assumption, Faulty Values, and True But Irrelevant

7. Faulty Factual Assumption • Racism is a thing of the past; therefore, students don’t need to bother with it. • What is wrong with this rebuttal? How could we improve it?

8. Faulty Analytical Assumption • Learning about racism might make students more racist. • What is wrong with this rebuttal? How could we improve it?

9. Faulty Values • Who cares if students are racist? • What is wrong with this rebuttal? How could we improve it?

10. True But Irrelevant • Students are already familiar with racism; they don’t need to study it in school. • What is wrong with this rebuttal? How could we improve it?

11. Counterargument Exercise!