CAES1000 – Using Counter-arguments in Speaking and Writing

Using Counter-arguments in Speaking and Writing (additional notes)

Counter-argument:
A counter-argument is an argument (point/reason/view/evidence) that you already know your
opponent would make to oppose your initial idea (STANCE)

Rebuttal:
A rebuttal is when you respond directly to your opponent’s argument/point to explain/show how/why
you believe in your INITIAL STANCE is correct.

Rebuttal Strategies – in Speaking

There are many different ways that you can rebut an argument. Take a look at the example below.

If your argument i.e. stance is: “We should get a cat.”

And your parents’ counter-argument is: “but your sister, Susie, is allergic to animals”

What would be possible strategies for rebutting the counter-argument?

Here are some rebuttal strategies you could use in Speaking:

1. Point out the EXCEPTIONS to the “Well, I hear you say that Susie is allergic to animals, but
CASE when presenting your counter- this is NOT always the case, because I knew Susie was
argument playing with the neighbour’s dog yesterday and she was
just fine.”

2. Agree wit the counter-argument but “I agree that Susie is allergic to cats, but according to the
give them a NEW FACT or EVIDENCE VETERINARIAN ARTICLE (name, year), there are some
that contradicts their argument breeds of cats that are hypoallergenic. These special breeds
therefore won’t cause people’s allergies to act up.”

3. Agree with the other side’s support “I know that you said Susie is allergic, but wouldn’t owning
but PRESENT AN ALTERNATIVE a pet also build up her tolerance and slowly /eventually help
PERSPECTIVE for the party to her cope with this allergy in the future?”
consider, i.e. one that leans towards
your initial stance

4. Make AN EMOTIONAL APPEAL that “Well, I know you said that we can’t have a pet because of
outweighs their argument. Susie’s allergy. But should we consider allergies to be as
important as giving an animal a decent home? I mean, if
Note: this NON-ACADEMIC strategy we do not rescue that cat in the shelter, he will be stuck in a
should be your LAST resort. cage for a long time. He may even be put down (killed) if no
owner wants to adopt him. I think even Susie would not
want that to happen, right?”

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CAES1000 – Using Counter-arguments in Speaking and Writing

Sentence Starters for including counter-arguments in Speaking

1. “Some concerned parties (name, year) may argue….but we should also consider….”
2. “This is just one idea and another possible concern here is…”
3. “A common opposition idea here is…, but I would like to dispute that by saying….”
4. “For example, opponents of this (stance) may argue that…”
5. “Those who believe (opposite stance)… will claim that…”
6. “That is an understandable concern, I’m sure. However, we must not forget…”
7. “I think this argument is not entirely correct because…”
8. “Although some stakeholders may think/believe….(opposite stance)…, there are many others who
hold the opposite position/viewpoint that…”
9. “The evidence I am gong to share here, however, does not quire support the argument you presented
(just now), claiming that….”
10. “Even though this claim may be true to some extent, I would like to share some evidence that…”
11. “Even though this may be a common belief, what the proponents failed to mention is that…..”

Applying the rebuttal starter sentences in Speaking

Example 1
“Many people argue that bullying is a natural part of society and that the only way to prevent the
more serious effects of bullying is to punish those who do it and help the victims. But I believe that
this is only doing something after the fact, which is why I believe (State STANCE) we should be
working toward prevention (rather than the cure).”

“Once bullying has stated to the point that it has been brought to adults’ attention, a cycle is in place
that is hard to get out of. The bully feels in power and sometimes also ashamed. Sometimes there
are others involved, spectators that keep the bullying going by laughing or joining in. And often the
victim has internalized some of the bad treatment during the bullying, and feels hopeless because
they think no one can help them. So I would like to reiterate (re-emphasize) my ideas here (state
STANCE), which is bullying behaviour should be prevented at an early stage.”

Example 2
“Many researchers I read claim that e-cigarettes are just as harmful to bystanders’ health as regular
cigarettes are. E-cigarette proponents may claim that the electronic cigarettes are not toxic to others
in the smokers’ vicinity because it is just water vapour that is being expelled into the air. They
emphasize the fact that there is no tobacco or carbon monoxide being released.

Even though this may be true to some extent, what the proponents fail to mention is tat te other
harmful elements that are in the smoke. I can share evidence on this. For example, Dr. Alex Brown,
from Nicotine Prevention journal states, (I quote)… “there are several carcinogens that have been
identified, but we haven’t confirmed its side-effects”. Not only does this prove that e-cigarettes
expose toxic chemicals to others, but it also shows that e-cigarettes could be even more harmful than
we know since not all o the carcinogens have been identified yet. Based on this fact, we should
seriously consider (State STANCE) a ban on all cigarettes, electronic or not, in order to ensure the
safety of innocent bystanders.”

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CAES1000 – Using Counter-arguments in Speaking and Writing

Using Counter-arguments in Speaking and Writing (additional notes)

(Source: Cabrini University Writing Center – Revised 9/16)

Where do I put a counter-argument?

A counter-argument can appear anywhere in your essay, but it most commonly appears:

• As part of your introduction—before you propose your thesis—where the existence of a different
view is the motive for your essay, the reason it needs writing.
• As a section or paragraph just after your introduction, in which you lay out the expected reaction or
standard position before turning away to develop your own
• As a quick move within a paragraph, where you imagine a counterargument not to your main idea,
but to the sub-idea that the paragraph is arguing or is about to argue.
• As a section or paragraph just before the conclusion of your essay, in which you imagine what
someone might object to what you have argued. (Harvey,1999)

How do I introduce a counter-argument?

Counter-argument in an essay has two stages. In this first stage, you turn against your argument to
challenge it. The following is a listing of ways to approach introducing counter-arguments and templates
for structuring them:

1) Imagine a skeptical reader

• Yet some readers may challenge the view that _________.
• After all, many believe _________.
• Indeed, my own argument that _________ seems to ignore _________ and _________.
• Of course, many will probably disagree with this assertion that _________.

2) Cite an actual source, critic or group of critics, who might resist your argument
• Here many feminists would probably object that _________.
• But social Darwinists would certainly take issue with the argument that _________.
• Nevertheless, both followers and critics of Malcolm X will probably argue that _________.

3) Look at your arguments themselves for possible:

• problems with your conclusion
Others, however, may conclude _________.
• disadvantages to what you propose
This proposed solution does have some disadvantages __________.
• alternative explanations that makes more sense.
Alternatively, this issue could be viewed _________.

After introducing your counter-argument, you state the case against yourself as briefly but as clearly and
forcefully as you can, pointing to evidence where possible (Harvey, 1999).

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CAES1000 – Using Counter-arguments in Speaking and Writing

How Do I Rebut a Counter Argument?

In the second stage, you turn back to re-affirm your argument. You may consider the following rebuttal
tactics and models for structuring them:

1) Quote acknowledged experts that support your position

• While many may see this argument as flawed, ____________John Smith, an expert in his field,
also finds_________

2) Redefine the criteria of “known” concepts

• Although I grant that _________, couldn’t it also be possible that _________

3) Find agreement and show how your new idea supports a shared idea
• I agree with X that ____. Furthermore, this idea actually supports my point because ______.

4) Pointing out faulty assumptions in your critic’s arguments where:

• the facts are wrong
Proponents of X are right to argue that _________. But they exaggerate when they claim that
_________.
• the analysis is incorrect
While it is true that _________, it does not necessarily follow that _________.
• the values it is based on are not acceptable
It is dangerous to believe _________________ because ____________________.

Following the introduction of your rebuttal, you must then go on to suggest why the opposing argument
is relatively less important or less likely than what you propose, and thus, doesn't overturn it.
(Templates adapted from Graff & Birkenstein, 2006)

Example: This table shows an argument, counter-argument, and one possible rebuttal to this counter-
argument:

Argument Counter-argument Rebuttal

The primary focus in medical Terminally ill patients are likely Depression can be managed.
end-of-life decisions should be to be depressed, and, therefore, The relevance of depression
on patient consent, rather than unable to consent to their must be made on a case-by-
doctor intention, because it is hastened death in a balanced or case basis. Depression does not
not a breach against a patient's acceptable way. warrant a general rule
rights if s/he consents to the prohibiting patients from
termination of their life. consenting to a hastened death.

Practice

Using the information provided in the chart above, try to introduce and rebut the counter-argument in
paragraph below:

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CAES1000 – Using Counter-arguments in Speaking and Writing

Suggested answer - might introduce and rebut the counter-argument

Yet, some readers may challenge that basing medical end-of-life decisions on patient consent
may lead to abuse, since many terminally ill patients are depressed, and, therefore, unable to
make sound decisions on matters of such significance (Here the author is imagining a skeptical
reader to introduce a counterargument and stating this reader’s case).While it is true that such
patients may have a greater tendency to depression, we cannot justifiably assume all patients
are depressed, or that depression, even when present, prevents a patient from consenting in a
balanced and acceptable way (Next, the author is rebutting the counter-argument by pointing
out faulty analysis in the counter-argument). Depression is generally manageable nowadays, and
a medical diagnosis can determine when a person is incapable of making such a decision. The
issue of depression, therefore, should be dealt with on a case-by-case basis, and not be a reason
for prohibiting choice in general (Finally, the author is suggesting why this counter-argument is
less likely than what s/he proposes, and thus, doesn't overturn it).

(Adapted from CALT Learning Support)

References

CALT Learning Support. "Dealing with Counter Arguments." Monash University. 21 Feb. 2007.
Web. 10 Nov. 2010.
Graff, Gerald and Cathy Birkenstein. "They Say/I Say": the Moves That Matter in Academic
Writing. New York: W.W. Norton, 2006. Print.
Harvey, Gordon. "Counter Argument." Home | Harvard University Faculty of Arts and Sciences.
1999. Web. 10 Nov. 2010.
Oldham, Davis. "ENG 101 - What Is a Counter-Argument." Shoreline Community College.
Web. 10 Nov. 2010.

(Source: Cabrini University Writing Center – Revised 9/16)

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CAES1000 – Using Counter-arguments in Speaking and Writing

Signposting sentences

What are signposting sentences?

Signposting sentences explain the logic of your argument. They sell the reader what you are going to do
at key points in your assignment. They are most useful when used in the following places:

1) In the introduction
2) At the beginning of a paragraph which develops a new idea
3) At the beginning of a paragraph which expands on a previous idea
4) At the beginning of a paragraph which offers a contrasting viewpoint
5) At the end of a paragraph to sum up an idea
6) In the conclusion

Examples of Signposting language

Please note that these should be used as a guide and as a way to get you thinking about how you
present the thread of your argument. You will need to adapt certain words and phrases for your
own purposes. Please add your own sentence stems to the list below.

1. Signposting stems for an introduction

• To understand the role of …(your topic) this essay aims to provide a discussion of…(the ideas you
will develop)
• This essay seeks to investigate/evaluate/illustrate/discuss the impact of… (your topic) in relation
to…(the ideas you will develop)
• First, this paper examines …(your topic) and …… (your first idea). Next, …..…in relation to…(your
next idea). Finally, it focuses on… and how this affects…(your next idea)

2. Signposting stems for a paragraph which introduce or develops a new idea

• One aspect which illustrates …(your topic) can be identified as …(the idea your want to develop)
• The current discussion/debate about …(your topic) identifies an interesting viewpoint on…(the
ideas you want to develop)
• The first/next/final section…provides a general discussion of….(the idea you want to develop)

3. Signposting stems for a paragraph which expands upon a previous idea

• Building on from the idea that…(mention previous idea), this section illustrates that…(introduce
your new idea)
• To further understand the role of …(your topic or your previous idea) this section explores the
idea that…(introduce your new idea)
• Another line of thought on…(your topic or your previous idea) demonstrates that…(introduce
your new ideas)

4. Signposting stems for a paragraph which offers a contrasting view

• However, another perspective on this ……suggests that…(introduce your contrasting idea)…
• In contrast to evidence which presents the view that…(mention your previous idea) an
alternative perspective illustrates that…(introduce your contrasting idea)
• However, not all research shows that…(mention your previous idea). Some evidence agrees that
…(introduce your contrasting idea)

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CAES1000 – Using Counter-arguments in Speaking and Writing

5. Signposting stems to sum up an idea in a paragraph

• This evidence highlights that…(sum up your idea)
• There is general agreement that…(sum up your idea)
• The strength of such an approach is that…(sum up your idea)

6. Signposting stems for a conclusion

• This essay has clearly shown that the main factors which impact upon….(your topic)
are….(summarise your main ideas)
• The evidence presented in this paper/report has shown that …(mention the conclusions you have
drawn)
• In conclusion, this paper/report has addressed a number of significant issues which show that
…(mention the conclusions you have drawn)

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CAES1000 – Using Counter-arguments in Speaking and Writing

Sample Counter-argument Paragraph

Note: By including a counter-argument paragraph, you show that you know and understand that other
positions exist, you have considered these, and you can respond to them.

Some scholars and researchers claim that there are negative impacts of
technology on a child’s developing mind. According to one research study, Identifies the counter-
scholars claimed that “moderate evidence also suggests that early argument
exposure to purely entertainment content, and media violence in
particular, is negatively associated with cognitive skills and academic Counter-argument and
achievement” (Kirkorian et al., 2008, p.8). Although there is validity to states that this
the presented argument, this theory excludes educationally driven opposing argument is
programming, some of which is specifically designed to educate children incomplete
beyond what they might experience by age-appropriate schooling alone.
There is incredible value in formal education and the public school system;
however, classroom modalities are not the only way children learn about
the world around them. Education stimuli can come in the form of direct
contact with a teacher, reading a book, or by watching a program. For Provides both an
example, a student learning about the number three can find value in example and evidence
hearing a teacher explain mathematical values of the number, by reading from research that
a book which illustrates a visual example of the number, and by watching shows the opposing
a program with a catchy song about the number three. In his eBook argument is
Children’s Learning from Educational Television: Sesame Street and incomplete and not
Beyond, Fisch (2004) described how some television programs are types of considering
informal education, “much like educational activities that children find in alternatives
magazines, museums, or after-school programs” (p.9). While a good deal
of education takes place in the classroom, television can be used to
supplement the academic experience of a student. When presented in an
informal and entertaining way, this supplemental material can help
students become more engaged in topics, and more willing to delve into
deeper consideration of concepts. Early learners may also be introduced
to subject matter that is not typically introduced until later phases of More evidence
formal schooling, if at all (Fisch, 2004). Children and adolescents may also provided here
find value in television news programming which provides information on
current events, such as Nickeloden network’s program titled Nick News.
This show detailed topical information, such as politics and environmental Paragraph closes by
issues, in an entertaining televised format which was geared to children stating why the
and adolescents (Fisch, 2004). With all this considered, television and argument is stronger
other forms of technology should not be dismissed as petty than the identified
entertainment; the potential to present educational information in this counter-argument
medium is possibly immeasurable.

Source: Created by Millie Jones in 2018; modified November 2020