Claims and Counterclaims

A claim is… a position on a topic presented in your paper Bad: Topics such as culture remain complex and affect a person’s opinions. Better: While there are many factors that influence a person's perspective, culture remains one of the most important elements in shaping the way he or she views the world.

A counterclaim is… any position that contradicts the thesis Bad: Some disagree with the complexity of culture in shaping one’s view on the world. Better: Culture rarely informs the way one views the world and others due to more important factors in his or life. – This counterclaim provides a window into the “turn against”(concession) and references the “turn back” (refutation)

Counterclaims are beneficial! They acknowledge your reader’s intelligence They enhance your credibility They sharpen and clarify your thesis (main claim) They provide a new way to argue your position vs.

Structure of a Counterclaim 1.State the (Co)counterclaim 2.Turn against your claim (Co-counterargument/concession) 1.R-reason: explain the counterclaim 2.E-evidence: give evidence 3.E-explain: provide the warrant (elaboration) 4.S-so what?: provide the analysis 3.Turn back (refutation) 1.R-reason: explain the evidence AGAINST the counterclaim 2.E-evidence: give evidence 3.E-explain: provide the warrant (elaboration) 4.S-so what?: provide the analysis 4.Conclude *Note: The counterclaim can occur within a body paragraph or as a separate paragraph.*

Ways to Establish Counterclaims After you decide to defend, challenge, or qualify the topic or prompt, illustrate others’ views to be faulty! – Faulty Factual Assumption – Faulty Analytical Assumption – Faulty Values – True but Irrelevant *Use Statistical, Testimonial, Anecdotal, or Analogical Evidence* This makes YOUR argument stronger!

Sample Thesis: Claim/Thesis: Students in high school need to study the causes of racism.

1. Faulty Factual Assumption Example: Racism is a thing of the past; therefore, students don’t need to study it. The factual assumption in this example is that racism is a thing of the past. So…show that racism continues to be a problem. And/or…show that students must understand the past as well as the present to function adequately in civil society.

2. Faulty Analytical Assumption Example: Learning about racism might make students more racist. The analytical assumption is that learning about racism can make you racist. So…show that the cause(s) of a problem is not the same as causing or creating the problem.

3. Faulty Values Example: Who cares if students are racist? The faulty value is that it does not matter if students are racist. So…show that it DOES matter!

4. True but Irrelevant Example: Students are already familiar with racism; they don’t need to study it in school. So…acknowledge that while many students are, in fact, already familiar with racism, they still need to learn what causes it.

5. YOUR argument gets stronger! Example: Previous generations didn’t study the causes of racism, so why should we start now? Previous generations did not function adequately in civil society, because they had problems with racism. Therefore, the fact that they didn’t learn about the causes of racism, together with this other information, actually supports the claim that students do need to learn what causes racism.