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Help writing a counter argument

The defense paragraph is usually found ONLY in argument essays and argument research documents ; it is besides known as the grant paragraph. When pupils are writing an argumentative essay, they need to admit the valid points of the opposing argument, otherwise authors sound shockable and thereby less effectual. So an effectual defense paragraph establishes the ethos, or the author 's credibleness with his/her audience. Rather than weakening the paper, a good grant paragraph will really beef up the essay by demoing that the author has thoughtfully considered both sides of the argument before geting at the concluding argumentative place.

Refutation: . Sing the many challenges confronting public schools, it’s apprehensible that many people would be eager to prosecute new options. Supporters of school pick point out that under the current public school system, parents with economic agencies already exercise school pick by traveling from countries with neglecting or unsafe schools to vicinities with better, safer schools. Their argument is that school pick would let all parents the freedom, irrespective of income degree, to choose the school that provides the best instruction ( Chub and Moe ) . Schools would so hold to vie for pupils by offering higher academic consequences and greater safety. Schools unable to mensurate up to the criterions of successful schools would neglect and perchance near. Militants within the school pick motion can be applauded for seeking to better public instruction, but the alterations they propose would in fact earnestly damage public instruction as a whole.

One of the biggest dangers of school pick is the power behind big corporations specialising in gap and operating charter schools. Two noteworthy companies are Green Dot, which is the taking public school operator in Los Angeles ( Green Dot ) , and KIPP, which operates 65 schools in 19 different provinces. These companies represent a turning tendency of denationalization of public schools by big corporations. It is feared that these corporations could turn to a point that public control of instruction would be lost. Education policy would be left in the custodies of entrepreneurial think armored combat vehicles, corporate boards of managers, and lobbyists who are more interested in net income than educating pupils. Education should be left in the custodies of professional pedagogues and non concern people with MBAs. To make otherwise is non merely unsafe, it defies common sense.

Besides, towards the terminal of the first paragraph, and throughout the 2nd paragraph, the author spends clip clearly assailing these opposing positions. He helps the reader feel like the opposing positions might Look good on the surface, but they are so non good plenty. He helps the reader see this with intimations like `` One of the biggest dangers of school pick is. '' or `` It is feared that. '' . This paragraph peculiarly draws in any hostile readers ; the author cutely draws them in by congratulating their positions when he says `` Militants within the school pick motion can be applauded for seeking to better public instruction, '' but he instantly points out the defects, stating that `` the alterations they propose would in fact earnestly damage public instruction as a whole. '' Complimenting the opposing argument truly invites all your hesitant readers ; they’re non threatened, and they’re now more willing to listen to the statements.

... . Equally attractive as Safe Traveler Cards or national ID cards are, they are non without drawbacks. For one thing, as Easterbrook notes, these cards would hasten security processs merely for travellers who do non mind volunteering such information to obtain a card. Furthermore they would non forestall riders with `` clean '' backgrounds from conveying arms or explosives on board, as was the instance in the September 11 onslaughts. Possibly the biggest drawback is that some people believe that these cards would strip people of their privateness and that for this ground, their disadvantages outweigh their advantages ( 168 ) .

... .However, there are many who disagree with these contentions. While national ID cards could decrease a individual 's namelessness and privateness, this is a little loss that would be offset by a great addition in personal security. To Dershowitz -- a ego proclaimed civil libertarian -- this trade-off would be good worth it. Harmonizing to Dershowitz, the national ID card would be merely a little more intrusive than a exposure ID card or societal security card. Best of all, it would cut down or extinguish the demand for racial profiling: `` Anyone who had the card could be allowed to go through through airdromes or constructing security more efficiently, and anyone who opted out could be examined much more closely '' ( 590 ) . Such cards would enable airport security functionaries to make instant background cheques on everyone. The personal information in the system would remain in the system and ne'er be made public. The lone information on the card would be a individual 's `` name, reference, exposure, and print '' ( Dershowitz 591 ) .

How should a counter-argument be presented?

Obviously, if you truly believe the place expressed in your thesis, you will non be able to be wholly nonsubjective in how you express the counter-argument—but you should seek. One of the most common intents of counter-argument is to turn to places that many people hold but that you think are mistaken. Therefore you want to be respectful and give them the benefit of the uncertainty even if you think their positions are wrong. They’ll be much more likely to be persuaded so. ( The other attack, to utilize irony and sarcasm to expose misguided thoughts, is really powerful, but should be used with attention, particularly before you’ve mastered the art of rhetoric. )


Suppose you are asked to compose an essay on whether the framers of the Constitution were right in supplying the authorities with a battalion of cheques and balances-opposing the power of each subdivision of Congress to the power of the other, and to the powers of the president, the Supreme Court, and the single provinces. And say that ( 1 ) your thesis is: `` The framers were right, because cheques and balances help maintain the authorities from holding excessively much power over the person. '' ( 2 ) You identify the grounds and statements you want to utilize: Checks and balances cut down the entire power of any peculiar portion of the authorities, so, logically, they cut down the power it might hold to oppress persons. Further, there have been many occasions in history in which one portion of the authorities attempted to oppress persons, but was thwarted by another portion ( province some illustrations ) . Still farther ( you argue ) , observe that the United States, with its constitutional cheques and balances, has endured for longer than two centuries without taking away the basic rights of persons.

To go on with the current illustration of a thesis and counterargument: You might react that yes, human existences are imperfect, and nil, non even the Constitution, will work absolutely ; but that it can non be shown that persons are less likely to be oppressed by a system in which there are fewer cheques on the authorities 's power to suppress. If you respond in that manner, you might be able to turn the tabular arraies on the counterargument, and utilize its ain footing ( the observation that worlds are imperfect and sometimes do bad things ) to demo that the counterargument is non every bit persuasive as your ain argument. But you do n't ever necessitate to turn the tabular arraies in precisely this manner ; all you need to make is conveying forth argument or grounds that makes the counterargument seem unconvincing.

A 2nd mistake is placing a `` counterargument '' that is merely a statement, non an argument at all. `` Some might state that constitutional cheques and balances merely weaken the authorities. But as I 've shown, that 's non true. '' Here, the first statement is merely that-a statement. There 's no grounds or logic to back up the place. The `` response '' is every bit commonplace. To do this a existent counterargument with a existent response, the author might continue in this mode: `` Some might state that cheques and balances merely weaken the authorities, maintaining it from engaging war efficaciously. The Supreme Court, for illustration, prevents Congress and the president from collaring people who denounce the authorities and press their fellow citizens non to back up it, therefore weakening the authorities 's war attempts. It would barely be ‘oppression ' to coerce such people to be quiet, but the authorities can non make that, under the current constitutional system. '' That is a existent counterargument, and existent statements can now be brought frontward to oppose it.

That depends on the nature of your statements. If you are reasoning for a place that readers will likely object to compensate away, you may desire to react to their likely counterarguments instantly after your thesis. If your thesis is, `` There are Martians populating in Galbraith Hall, '' you know that the first thing readers will believe is, `` There are n't any Martians ; cipher of all time saw them. '' That 's an obvious ( and really persuasive ) counterargument, and you 'll necessitate to province and respond to it instantly, because you know that, until you do, your readers wo n't pay attending to the other things you say. You 'll necessitate to pass some clip, right after your thesis statement, reasoning that `` many things exist that can non be seen, '' etc. , before you bring up your ain, positive grounds for the Martian infestation.


When you write an academic essay, you make an argument: you propose a thesis and offer some logical thinking, utilizing grounds, that suggests why the thesis is true. When you counter-argue, you consider a possible argument against your thesis or some facet of your logical thinking. This is a good manner to prove your thoughts when drafting, while you still have clip to revise them. And in the finished essay, it can be a persuasive and ( in both senses of the word ) demilitarizing tactic. It allows you to expect uncertainties and pre-empt expostulations that a disbelieving reader might hold ; it presents you as the sort of individual who weighs options before reasoning for one, who confronts troubles alternatively of brushing them under the carpet, who is more interested in detecting the truth than winning a point.

And, of class, the differing reader does n't necessitate to be in your caput: if, as you 're get downing work on an essay, you ask a few people around you what they think of subject X ( or of your thought about X ) and maintain qui vive for incompatible comments in category treatment and in assigned readings, you 'll meet a utile dissension someplace. Awareness of this dissension, nevertheless you use it in your essay, will coerce you to sharpen your ain thought as you compose. If you come to happen the counterargument truer than your thesis, see doing it your thesis and turning your original thesis into a counterargument. If you manage to outline an essay without conceive ofing a counterargument, do yourself conceive of one before you revise and see if you can incorporate it.

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So, how do we compose a counterargument? Get down by showing the counterargument objectively and give it more than merely one or two sentences, because you want to be just to the resistance. Avoid inflammatory linguistic communication ( naming the resistance 'foolish, ' for illustration ) and possibly declare that you understand their points. Following, travel to work on the holes in their place. Attack the counterargument in a manner that shows solid logical thinking, because the last thing you want is to sabotage your ain thesis. What are the failings and false beliefs of the counterargument? Find these and province them clearly in impersonal linguistic communication. Refute their place with statements that straight focus on the opposing claims.

Lesson Summary

A counterargument is a point of view that opposes your chief argument. Counterarguments are portion of good persuasive writing and speech production scheme, because they show that you 've considered other points of position. They besides set up the opportunity to rebut the resistance and demo why your place is the right 1 to hold. Puting a counterargument in your persuasive essay additions your ethos ( or credibleness ) because it shows equity. Showing the counterargument gives you that opportunity to straight rebut it. The counterargument should be more than merely one or two sentences and should be free of prejudice and inflammatory linguistic communication.

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