Argument Essay: Argument and Counter-Argument

Watch the slideshow (created by Jennifer Vigille) to understand the development of an argument essay.  

Below this slide-show, you will find my handout about Counter-argument flow and development in outline format.

If you have any questions after viewing this information, be certain to ask your questions in the Ask the Instructor thread of our Discussion Board forum.

While the terminology varies a little from other tutorials I have posted to my blog, you will see that the general concepts are the same.  At the very bottom of this page, you can find the transcript for this slide-show.  

Counterclaim Outline

for Body-Paragraphs

What this handout is about:

This handout will identify sections for a body-paragraph that is focused on a counter-argument to the writer’s original thesis statement (and/or essay map).  First you will see the overall organization of one counterclaim using one sourced item.  Below this original organization, you will find the look to a typical counter-argument body-paragraph that has 2-3 counterclaims developed for full rebuttal.  At the end, you can find detailed definitions of the terminology used in this handout.

TS=Topic Sentence (States opposite side of thesis.  Must be a statement, not fact. Should not have to cite—meaning that you will not use source material in the TS.) 

CM= Commentary (These will include each of your counterclaims or your rebuttal to the opposition’s viewpoint.  This means use your own voice—no source usage here.)

CD=Concrete Detail (Research/notes. Use at least 2 different sources per paragraph (not one right after the other, though) for a fully-developed counter-argument.  See the source sandwich to see how to separate source usage within body paragraphs to make sure that they are adequately integrated and assessed.) ALL QUOTES/PARAPHRASES MUST BE CITED!  Highlight the citations in your outline work to remind yourself how much is NOT in your voice. You want your writing to consist of 80% YOU and only about 20% source content.

CM2= Commentary #2 (This second commentary will elaborate your counterclaims or your rebuttal to the opposition’s viewpoint and/or sourced assertions by breaking down the counter-argument’s claims.  This means use your own voice—no source usage here—you are referring directly to this source’s illogical argument and identifying errors in the reasoning. If you leave off this step, you are not arguing your point for the thesis.  You would simply be using sourced content to argue the point for you. That is not academic writing. Establish your own argument and counterclaims. Use sourced material only when needed to scholarly prove your argument and counterclaims.)

CS=Concluding Sentence (All commentary and reinforces why your arguments are right—no source usage allowed here. You are wrapping up this sub-point of the opposition’s argument. You are not adding new evidence and argument. You are simply wrapping up what you counter-argued above. The closing (concluding) sentence must for the whole paragraph reflect back to the topic sentence.)

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Counterclaims

Terminology:

Counterclaim/counterargument – an argument opposed to your thesis.  It expresses the view of a person who disagrees with your position. It is signaled by transitional words or phrases:

·       Many people [believe/argue/feel/think/suppose/etc.] that [state counterclaim here]

·       It is often [thought/believed/imagined/etc.] that…

·       It would be easy to [think/believe/imagine/suppose] that…

·       It might [seem/appear/look/etc] as if …

·       [However/On the other hand/etc.], many people [believe/think/etc.] that…

Rebuttal—answers your counterclaim, re-affirming your argument/thesis.

How to Write:

Thesis: Random student locker searches are completely justified because schools must keep students safe, even from themselves, and because the lockers are the property of the school, not the student.

1.TS of Counterclaim Paragraph: However, many people believe that random locker searches are not justified.  OR   Are locker searches really necessary?

2. CC -Then counter each of the arguments you made in your body paragraphs:

Counterclaim #1 (CC 1): The majority of students aren’t violent or suicidal.

Counterclaim #2 (CC 2): They don’t keep drugs off campus.

Counterclaim #3(CC 3): They are an invasion of privacy.

3. RB-After each counter, write a REBUTTAL that answers it and re-affirms your thesis using transitional language:

·       Yes, but…

·       What this argument [overlooks, fails to consider/does not take into account] is…

·       This view [seems/looks/sounds/etc.]…

·       While this view is popular, it is [impractical/not supported by facts/illogical/etc.]

4. CD-Use evidence/examples from research to support your rebuttal. Be sure to use evidence here, but you will only use one sourced sentence at a time.  You then follow this evidence/example with your explanation/assessment.  After that, you can introduce another bit of evidence as long as you take the time to use the source sandwich method to complete the CD—the explanation and assessment of the source and how it relates to the overall counter-argument.

5. CM-Explain your data, reinforcing your original thesis after each CD.  The first use of a CM is simply an introduction to your argument against the opposition’s viewpoint.  However, the CM2 is where you want to make sure that you have used logical reasoning to break-down the opposition’s argument and pointed to any use of fallacies and errors in reasoning on the part of the opposition.  Use appeals in this section to prove your point, and identify poorly used appeals from the opposition about this point.

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Transcript of Argumentative Essay

Planning
When you plan, you need to briefly outline your claim, 3 reasons, evidence., and your conclusion statement. This planning page will help you stay on track and give you a clear road map for your essay.

It should look something like this:

Claim -

R1-
Evidence:
R2-
Evidence:
R3-
Evidence:

Counter Argument -

Conclusion statement -
Introduction
Your introduction should include a hook, background knowledge, and your claim + 3 reasons.

1 -2. Hook - your hook is what grabs the reader's attention
* Try to avoid being cliche *

3-4. Background Knowledge - should be brief and only introduce the topic

5. Claim + 3 Reasons - Answer the question and briefly state your 3 reasons why the reader should agree with your claim.

*** Reasons are not evidence***
Counterclaim
- Add it to your last body paragraph

3rd body paragraph/ Counterclaim outline

Topic sentence - 3rd reason
Evidence- supporting 3rd reason
Explanatory sentence- explain evidence
Counterclaim - opposing view
Rebuttal- argument against counterclaim
Evidence - against counterclaim
Conclusion Sentence - connect back to claim




Body Paragraphs
Explain your points! Proof is key!

The body paragraphs should be the easiest thing to do because you are just backing up your answer.

1. Topic sentence - restate your reason
2. Explain - your voice
3. Evidence - include evidence that supports your point
4 (can be 2 sentences). Explanatory Sentence - Explain your evidence and how it connects to your reason
5. Conclusion Statement - connect everything back to claim
Argumentative Essay
A good essay is all about balance and proof!
Conclusion
1 - Restate (say it differently) your claim and the 3 reasons that support your claim.

2&3 - Answer "So What?"

4 - Close out with a strong affirmative statement towards your claim.
*Try to avoid being cliche*
Evidence
A word about evidence....

*Always cite words that are not yours*

Option 1) Introduce your evidence:
According to ______ ,
The article _______ states,

Option 2) Cite source at the end of the quotation
(Source 1)
( *source title*)
(*author's name*)



Proofread & Revise


If time allows, go back and read what you wrote. Small changes can be the difference between a 9 and a 10.

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This slide show is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License.
You may reproduce it for non-commercial, educational-use if you use the entire handout content and attribute the source as this blog website by Jeanette L. H. Dick reposting Jennifer Vigille's slide-show.

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© 2018 Jeanette L. H. Dick

For Educational Purposes Only

The Counter-Argument Outline