Argumentative writing is alive and well, especially with the introduction of the ELA Common Core Standards. This free teaching resource is from Innovative Teaching Resources. You can access hundreds of their excellent resources here. https://www.teacherspayteachers.com/Store/Innovative-Teaching-Ideas While students were once focused on persuading others to see their viewpoint, they are now expected to add counterclaims into their writing. This can be a bit difficult for the emerging middle school student. This PowerPoint provides insight into what counterarguments are and how they can provide depth and insight into persuasive issues. There are numerous examples provides to allow students to see how the inclusion of counter arguments or counterclaims does not have to distract from one’s true opinion.

1. Building the “Argument” in
Your Argumentative Writing
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2. What makes an argument – an argument?
 Two people (or more) that have opposing viewpoints
on a subject.
 Please note that this is not a „heated argument‟
where angry words will be spoken.
 This part of your argumentative writing is just a
place to acknowledge that there is an alternate or
opposing side and consider what their “take” might
be on your arguments.
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3. Considering What The Other Side Has to Say
 Good writers can acknowledge that what they are
trying to say isn‟t the only viewpoint.
 You will consider one detail for each of your main
ideas and think about what the opposing side would
have to say in response to this.
 This big question that you are trying to figure out is:
how will the readers that feel differently than me
respond to this? What can I say back to them to
make my argument clearer?
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Teachers

4. Let‟s Practice - Counter Arguments:
 If you are making the case that cell phones in
classrooms are disruptive because they will
constantly be ringing…

How might someone who is FOR cell phones in classrooms
respond to this?

What might YOU say back to them?
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5. Let‟s Practice – Counter Arguments
 If you are making the case that cell phones in
classrooms are beneficial because students have
instant access to research…

How might someone who is AGAINST cell phones in
classrooms respond to this?

What might YOU say back to them?
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6. COUNTER ARGUMENT EXAMPLE:
 Your detail: Schools are choosing to allow cell
phones because they realize that they will never have
enough money to buy enough computers.
 Counter argument: some students won‟t be able
to afford cell phones either, so the problem continues
 Your reply: Those that have them will be able to
use them, which will provide more access to
computers for those that do not have cell phones.
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7. COUNTER ARGUMENT EXAMPLE:
 Your detail: Cell phones will be ring in class and cause classroom
disruptions.
 Counter argument: : Some students are already “illegally” using
cell phones in classes and they don‟t ring out and cause
disturbances.
 Your reply: : I understand that some students are already using
cell phones in class without permission, but because they know that
they are breaking the rules, they are more careful. The problem of
classroom disruptions will escalate if students are freely allowed to
have their cell phones in class because they won‟t feel like they are
breaking the rules if it rings.
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8. Remember…
 Your objective is to find four details (not main ideas)
that you think someone of an alternate or opposing
viewpoint would have a response to.
 Try to anticipate their response and how you would
reply to make your argumentative case stronger.
 You will need to maintain a formal, polite tone.
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