Short on time? This page is the recap. For explanations and worked examples, use the full study guide.
Recap
- Transitions may be used to introduce counterarguments. They tell the reader that an opposing view is coming and what the writer will do with it.
- A common sequence is introduce, concede, pivot, respond, return to the thesis.
- A counterargument can come in the introduction, early, in the middle, late, within a single paragraph, or in the conclusion; choose by what the reader is likely to be thinking.
- Not all arguments explicitly address a counterargument. In analysis, describe what is there and do not invent an opposing view.
Key relationships
| Purpose | Transitions |
|---|---|
| Introduce an opposing view | Some argue that, critics claim, it might be objected that |
| Concede | Admittedly, granted, it is true that, of course |
| Pivot | However, yet, still, even so, nevertheless, on the other hand |
| Contrast with evidence | In fact, by contrast |
| Return to thesis | Therefore, for this reason, thus |
| Placement | Effect |
|---|---|
| Introduction | Shows awareness of the debate |
| Early body | Clears a strong objection before building the case |
| Middle | Follows a related point |
| Late | Builds the case, then answers the main objection |
| Within a paragraph | Concede, pivot, return briefly (timed essays) |
Deciding what to include
- What objection would a careful, informed reader raise first?
- Is it strong enough to need an explicit answer?
- How much space can I afford? (Timed essay: a paragraph or a few sentences.)
- Where does it fit best for this audience?
Public-domain anchors
- Thomas Paine (1776): “Tyranny, like hell, is not easily conquered; yet we have this consolation with us, that the harder the conflict, the more glorious the triumph.” The transition “yet” turns from a concession of difficulty to a claim that answers discouragement.
- Abraham Lincoln, Gettysburg Address (1863): no explicit counterargument; the speech manages doubt implicitly through framing and structure. A good example that not all arguments address opposition explicitly.
Worked mini-example
Thesis (Marlbridge): “Schools should teach touch typing.”
“Some argue that handwriting is more important. Admittedly, handwriting helps young children to learn letter shapes. However, by secondary school, most pupils write essays on a keyboard, and slow typing costs them time in every exam. Therefore, typing deserves a place in the timetable alongside handwriting.”
Sequence: introduce, concede, pivot, respond, return.
Mistakes to avoid
- Inventing a strawman counterargument.
- Using “however” for a contrast that is not an opposing view.
- Spending too long on a minor objection in a timed essay.
- Claiming a text refutes an opposing view when it does not mention one.
- Placing the counterargument where it does not meet the reader’s likely objection.
- Using a hostile transition (“some fools think”) that loses the audience.
Quick self-check
- Name two transitions that introduce a counterargument. (For example: “Some argue that”, “It might be objected that”, “Critics claim”.)
- Where might a counterargument go for a hostile audience? (Early, so that their concern is acknowledged before the case is built.)
- Can an effective argument avoid an explicit counterargument? (Yes; not all arguments address one explicitly, and some manage opposition implicitly.)
Next: practice questions.