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June 1, 2021

11. ATC - Argumentative essay (4): Counterargument and rebuttal

What is the Argument–Counter-argument–Rebuttal sequence, and why is it a useful to include in an argumentative essay?

Video

Philomeen Dol, Elly Dutton, Bryan O'Donovan, Gea Hakker

June 1, 2021

Unit 5: Reasoning, arguments and counter-arguments, structuring an argumentative essay

Videos: Video 10: Building logical arguments Video 11: Counterargument and rebuttal Homework task(s): Formulate a (debatable) thesis statement, and write down the arguments which brought you to this thesis statement Suggested tasks for the tutorial: Tutor introduces Assignment 3: Essay Outline Pair exercise on argumentation 1. Formulate and write down three arguments FOR and three AGAINST your thesis statement. 2. Swap your work with your partner. 3. Evaluate your partner's for and against statements. Try to come up with: a. additional arguments AGAINST your partner's thesis statement b. areas of doubt/vagueness in your partner's FOR statements 4. Swap back again. Review feedback and make notes on how to refine your argumentation. Tutor presents suggested outline for organisation of final essay Your final essay will be a coherent set of ideas ordered into a logical argument around one central claim (Thesis Statement) Overall structure: • Title • Introduction, including thesis statement • Body (arguments, counter-argument, rebuttal) • Conclusion • Bibliography Example structure for Body: • Paragraph 1 (argument) • Paragraph 2 (argument) • Paragraph 3 (this can be your counter-argument) • Paragraph 4 (this can be the rebuttal of your counter argument) Counter-argument can attack the thesis statement, or can attack one of your arguments in particular. Consider whether all your arguments are independent, or whether some depend on others (as shown in video for this week).

Document

Philomeen Dol, Elly Dutton, Bryan O'Donovan, Gea Hakker

March 4, 2022

Copy of: Fake News (Teacher version)

Social media companies face increasing pressure to address the spread of fake news, with it majorly affecting public opinion in recent years. In this CBE, students will develop a position on what changes companies should make in their approach to dealing with fake news. The CBE offers use of extended literature and the ethical cycle procedure to make students develop arguments to support their position. The reasoned position will be orally presented, with other students arguing against it. Finally, the reasoned position (with rebuttal of objections) will be written down in a report.

Document

Julia Hermann, Merel Noorman

March 4, 2022

Fake News (Teacher version)

Social media companies face increasing pressure to address the spread of fake news, with it majorly affecting public opinion in recent years. In this CBE, students will develop a position on what changes companies should make in their approach to dealing with fake news. The CBE offers use of extended literature and the ethical cycle procedure to make students develop arguments to support their position. The reasoned position will be orally presented, with other students arguing against it. Finally, the reasoned position (with rebuttal of objections) will be written down in a report.

Document

Julia Hermann, Merel Noorman

February 24, 2022

Fake News (Student version)

Social media companies face increasing pressure to address the spread of fake news, with it majorly affecting public opinion in recent years. In this CBE, students will develop a position on what changes companies should make in their approach to dealing with fake news. The CBE offers use of extended literature and the ethical cycle procedure to make students develop arguments to support their position. The reasoned position will be orally presented, with other students arguing against it. Finally, the reasoned position (with rebuttal of objections) will be written down in a report.

Document

Julia Hermann, Merel Noorman