1Annotated Bibliography 2Tense Errors in

1
Annotated Bibliography 2
Tense Errors in English Second Language

Budiharto, R. A. (2019). Native language interference on target
language writings of Indonesian EFL students: An exploratory
case study. Indonesian EFL Journal, 5(1), 107-116.
Authors argue that the native language influences the
proficiency and quality of the students learning English as a
second language. Using a mixed-method design, the authors
examined 22 English essays written by EFL students of
Indonesian origin. The results proved that the Indonesian
language influenced the students writing quality, with lexicon-
semantics and grammar constituting more significant and more
recurrent errors in their writing.
The study used a scientific method to yield generalizable results
that prove that the native language influences the English
learning experience among immigrants. The study is essential in
riveting that EFL students face English language proficiency
problems and need assistance with teaching methodology and
remedial to improve English language learning success.
Compared with other studies, the standard errors of tenses in
most immigrants are thus profitable in advising English teachers
on the appropriate teaching tools.
Garrido, C. G., & Rosado Romero, C. (2012). Errors in the use
of English tenses. Íkala, revista de lenguaje y cultura, 17(3),
285-296.
The authors investigate the tense errors made by first-year
Spanish students learning to be EFL teachers at Universidad San
Sebastián. The researchers used a hierarchy of complexity and
explanation of students’ main errors design. They argue that
after one year of formal instruction, English aspects and tense
errors were common among the Spanish students learning EFL.
The researchers identified the main problem as inaccurate
matching of tenses and English aspects to correct contexts. A
scientific statement stating strategy is used to convey the
findings in this paper. Empirical data is displayed with
statistical differences and significance used to illustrate the

argument.
The authors reveal a high level of credibility. This is because
they used a scientific, statistical data collection and analysis
method. The tools used were credible, and the sample size was
adequate. The findings are generalizable and present
information on the critical issue of matching tenses and English
aspects to their context as an area that requires close
consideration in training English teachers as a second language.
This is important in my study because it shows that learning the
second language among immigrants faces context matching and
tense use. The information will therefore help design a teaching
methodology that will assist Spanish immigrants successively in
learning English tenses and related aspects.
Mocciaro, E., & Young-Scholten, M. (2022). Why and How
Grammar Matters for Post-puberty Immigrants with Limited
Formal Schooling. In English and Students with Limited or
Interrupted Formal Education (pp. 321-339). Springer, Cham.
Mocciaro and Young-Scholten (2022) argue thatproficiency
inEnglish grammarhelps students speak proficiently and respond
to comprehensions adequately. Using a cross-linguistic
comparison design, the authors established that learning a
second language progresses through comparable stages of
acquisition of morphosyntax. Misuse of tenses among
immigrants receiving formal learning was natural and went as
the learners proceeded to higher levels of education.
The research findings are credible. Mocciaro and Young-
Scholten (2022) used a comparative study to compare the
progressive learning of two languages using the scientific
method. The sample size was adequate, and data was collected
using reliable tools. This information opens my understanding
of the widespread misuse of tenses among immigrants in the
U.S. learning English as a second language. It is appropriate
because it helps build adequate information on the need to
understand errors in tenses among immigrants to help develop
teaching programs that make English learning successful. It also
supposed other authors' arguments about English language

learning challenges and postulated strategies to help learners
improve learning experiences in English.
Sukasame, N., Kantho, S., & Narrot, P. (2014). A study of
errors in learning English grammatical structures on tenses of
Matthayomsuksa 4 students at the demonstration school,
Khonkaen University. Procedia-Social and Behavioral
Sciences, 116, 1934-1939.
This research examined grammatical mistakes made by four
Matthayom Suksa students while studying English tenses.
31Matthayom Suksa, four students from KhonKaen University's
Demonstration School (Suksasart) participated in the study.
Three types of a multiple-choice test, a table tracking each
student's mistakes, and a survey Interviewing error-makers
(Sukasame et al., 2014). The proportion of student mistakes was
determined. The authors contend that Thai students struggle
with tense selection. Although they can use all tenses easily,
they are unsure about which tense to utilize in some
circumstances. Many study articles have been written to assess
Thai students' English competency. Notably, the results of
various studies suggest that tense is the most challenging factor
for Thai pupils to learn. The authors explain that "among all the
seven tenses, error on Past Perfect was the most error that the
students produced: it was 87.1%. This indicated that the
students still have not acquired this tense” (Sukasame et al.,
2014).
The study is valid. The authors employed questionnaires to
study tenses among U.S. immigrants. The sample size was
appropriate, and data was gathered and analyzed adequately.
This helps me comprehend the frequent overuse of tenses among
immigrants learning English in the U.S. Appropriate because it
helps create knowledge on the need to comprehend tenses
mistakes among immigrants to design English teaching
programs. In addition, it assumed previous writers' ideas on
English language learning obstacles and ways to assist learners
in improving English.
Figueiredo, S. (2019). Competition strategies during writing in

a second language: Age and levels of
complexity. Languages, 4(1), 11.
The authors state that the research compared 99 Portuguese
immigrant pupils ages 7 to 17 for writing performance. They
were examined using a written essay in six areas to determine
how maturity and language groups affect vocabulary, grammar,
sociolinguistics, and strategy usage. (3) According to
MacWhinney and Bates' competition model, older pupils
submitted better essays. However, first language (L1) and
parallel L1 teaching were confounders (Figueiredo, 2019). (4)
Parallel instruction in L1 improved L2 writing, but only age-
related changes will be explored. The authors continue their
explanation by stating the unified competition model of
MacWhinney and considering the influence of age and various
cognitive strategies used by young and adult students when
learning a second language. During the processing stage, the
learner should make decisions and have ideas that constitute
strategies.
The results from this research show less credibility. Hypotheses
1 and 2 were partly verified. Older people and L1-trained
learners got more right responses on the L2 Portuguese writing
exam, but only age was statistically significant. These statistics
support the interdependence concept and MacWhinney's
competition model. Not all writing tasks revealed significant
differences between groups with simultaneous instruction, but
age had a more significant effect. This study contradicts prior
research that found home language teaching improves bilingual
students' writing.

References
Budiharto, R. A. (2019). Native language interference on target
language writings of Indonesian EFL students: An exploratory
case study. Indonesian EFL Journal, 5(1), 107-116.
Figueiredo, S. (2019). Competition strategies during writing in
a second language: Age and levels of
complexity. Languages, 4(1), 11.
285-296.
Interrupted Formal Education (pp. 321-339).
Sukasame, N., Kantho, S., & Narrot, P. (2014). A study of
errors in learning English grammatical structures on tenses of
Matthayomsuksa 4 students at the demonstration school,
Khonkaen University. Procedia-Social and Behavioral
Sciences, 116, 1934-1939.
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1

South College
English Composition w/Research
Introduction
"Tense errors in English among the English second language
immigrant learners in America."
English grammar among immigrant learners in America is
essential in providing basic oral proficiency for communication,
reading, and understanding comprehensions. According to
Jacobson and Schwartz (2005), learning a second language
among learners follows identical developmental patterns
regardless of age and educational background. Learning English
as a second language to immigrants in America provides the
immigrants with the opportunity to develop communication
tools that will enhance their acceptance and coherent co-
existence in the American society without experiencing
language disparities and communication problems. Formal
schooling for American immigrants has been noted to provide

the chance for learners of a second language to learn better and
improve their English to enhance communication and working
relationship with others in America. Budiharto (2019) points out
that possessing a second language for immigrant students gives
them skills and the ability to create structured, orderly, and
error-free pieces of essays, composition write-ups, and the
ability to make fluent communication which constitutes a vast
extent of hope and wish for many EFL teachers in formal
schooling systems of America. He notes that many EFL learners
undergo multiple problems in learning English as a second
language and thus make numerous errors in EFL writing
competitions and competency tests. These errors are primarily
caused by the learners' native language, educational
background, and schooling form (Dulay & Burt, 1974; Adebayo,
2017). In a cross-linguistic study to understand the role of the
native language on second language acquisition among English
and Italian students, Mocciaro and Young-Scholten (2022)
noted that learners' subconscious application of the mental
mechanisms influenced the creativity in the construction of the
new language from the inputs received even post-puberty.
Therefore, an immigrant’s ability to learn EFL is influenced by
the learning process and other background factors, tense errors
that arise from verb categories, and a lack of sensitivity to the
“be” grammar paradigm.
Tense errors
Tenses constitute a significant part of language grammar
competence. Learning grammar may be influenced by the
learning process (formal or informal) and other background
factors like a native language. Immigrants in America have a
diverse influence on the native languages, which constitute
varied structures and aspects that might influence the
acquisition of a second language. According to Mocciaro and
Young-Scholten (2022), misuse of tenses among Italian
immigrants and English students with formal or informal
schooling backgrounds occurred naturally but improved tense
use as they advanced to higher learning levels of English as a

second language. The findings imply that immigrant students
find it challenging to learn EFL at the initial stages, but with
increased academic attainment, they continuously perfect the
language. According to Jacobson and Schwartz (2005), bilingual
children revealed diverse patterns of the morphology of English
past tense conceptualization among the students. Using regular,
irregular, and novel verbs among the first language (L1) and 15
students in a typically developing group reveals different error
patterns. The accuracy of the use of past tense differs depending
on the verb type and error pattern traits.
Many learners experience tense errors due to verb categories,
which influence their ability to distinguish the different
interactions between the verb type and the group. Large
numbers of the L1 learners from diverse ethnic backgrounds
learning English as a second language omit verb inflection, thus
contributing to the inaccurate English tense or morphology
agreement. According to Ionin and Wexler (2002), the learners
with tense errors have a common understanding of the use of
suppletive inflection and instead employ affixal inflection,
coupled with over a generation of the "be" auxiliary forms, thus
unable to create progressive participles resulting in tense errors.
The suppletive inflection in grammar context is using one word
as the inflected form of another despite the two words being
dissimilar while an affixal inflection carries some restrictions
for its stem word class. When inflection (suppletive or affixal)
is used wrongly, it may result in incorrect voice and tense
thereby leading to tense errors. The bilingual learners in L2 are
better advanced in the two areas above and thus produce limited
tense errors. These findings echo what Jacobson and Schwartz
(2005) stated about learners' second language learning process
following similar development patterns without significantly
influencing age and educational background.
Moreover, the findings reveal that L1 bilingual learners are yet
to develop significant sensitivity to the "be" grammar paradigm
and inflection regarding thematic verbs (Jacobson & Schwartz,
2005). This implies that learning English as the second

language among the immigrants in America needs to be
restructured to emphasize the verb types and groups so that the
learners can restructure their mental ability to conceive the
tense accuracy based on the verb inflection. This is revealed by
the great extent of the tense identified among the L2 English
learners compared to L1 among immigrants in America.
English second language learners need a formal learning process
emphasizing the language surface morphology and the "be"
auxiliary. In a Spanish learner's study, English as a second
language faced problems of tense matching and
contextualization of language aspects (Garrido and Rosado
Romero, 2012). Using the proper tenses implies that the learners
have developed the ability to match the verbs in the correct
category and context. Therefore, the formal schooling system
for EFL learners needs restructuring to implement essential
English language verb type identification and tense matching.
Taking learners through language morphology and developing
the ability to identify and match English contexts gives students
the ability to create the correct tense of the verb types used.
Improving the EFL teachers' knowledge of the laxities in the
formal schooling system might improve the learners' ability to
learn English grammar rules as the initial steps for developing
English competency as a second language in American society.
Although the American education system is designed, taking
care of the diverse cultural diversity of the immigrants is
critical in achieving English language proficiency among the
immigrants. As noted above, native language and educational
backgrounds significantly influence English second language
learning among immigrants. This implies that immigrants'
formal schooling system should identify the diverse EFL
teaching methodologies that will be keen on the influences
native languages cause on the student's ability to contextualize
English language aspects and tenses. Making the formal English
learning systems culturally competent might also increase the
immigrants' ability to learn English as a second language
fluently and faster. This is noted by Mocciaro and Young-

Scholten (2022). They stated that over time, the English
language becomes more apparent to L2 learners than to L1 as
the contextualization of the language's aspects becomes realistic
to the learners' new setting. Therefore, learning English as a
second language among immigrants to America faces the
challenge of the structure of the education system and the
background influences. Nevertheless, evidence reveals that
learning English as a second language among American
immigrants is attainable with the formalized culturally
competent education system.
Conclusion
Errors in tenses in English as a second language are shared
among the immigrants, originating from the influence of the
native language and educational background. Other causes of
error tenses are inflection (suppletive and affixal), informal
learning, and inadequate training of teachers to deal with the
unique needs of these learners. Therefore, the EFL teachers
need on-job training to identify native languages' grammar
structures and intertwine them in learning the new English
language so that the students easily contextualize English
aspects in their setting, improving their ability to make the
correct verb tenses and use them in the proper context.
Additionally, the learning process must be formalized.

References
Adebayo, C. U. (2017). Analysis of mother tongue (l1)
interference in students’ written English: A case study of
Nigerian secondary schools. Retrieved September 8, 2018, from
http://othes.univie.ac.at/48223/1/50917.pdf
Dulay, H. C., & Burt, M. K. (1974). Natural sequences in child
second language acquisition. Language Learning, 24(1), 37–53.
https://doi.org/10.1111/j.1467-1770.1974.tb00234.x
285-296.
Ionin, T., & Wexler, K. (2002). Why is ‘is’ more accessible
than ‘-s’?: acquisition of tense/agreement morphology by child
second language learners of English. Second language research,
18(2), 95-136.
Jacobson, P. F., & Schwartz, R. G. (2005). English past tense
use in bilingual children with language impairment. American
Journal of Speech-Language Pathology, 14(4), 313–323.
https://doi.org/10.1044/1058-0360(2005/030)
Smarthinking Tutor Response Form
Your tutor has written overview comments about your essay in

the form below. Your tutor has also embedded comments [in
bold and in brackets] within your essay. Thank you for choosing
Smarthinking to help you improve your writing!
Hello, Kadia! I'm Marie C., and I look forward to working with
you on this Essay Center Review to improve your writing today.
Let's get started!
*Writing Strength:
You provide background information about second language
learning in your introduction. By doing so, you prepare your
readers for the rest of your discussion. Nice work, Kadia!
Main Idea/Thesis
I'm concerned that your essay lacks a clear thesis. You end your
introduction with cited information from Mocciaro and Young-
Scholten. This sentence doesn't clearly establish your main idea,
so the focus of your essay might not be immediately evident.
Therefore, I recommend that you develop a clear thesis and
present it in your introduction (ideally at the end). Take a look
at this example:
> An adolescent's self-image is affected by their upbringing,
their social interactions, and the ideas that they encounter.
The thesis above shows that the essay discusses the factors that
affect an adolescent's self-image. Now, what about immigrants'
second language learning do you discuss in your essay? Use the
example as a guide, and develop a clear thesis.
*Kadia 11848397, you requested help with Content
Development:
I also noticed that some ideas about learning the English

language can still be further explained. For instance, in your
second body paragraph, you cite information from Ionin and
Wexler:
According to Ionin and Wexler (2002), the learners with tense
errors have a common understanding of the use of suppletive
inflection and instead employ affixal inflection, coupled with
overgeneration of the “be” auxiliary forms, thus unable to
create progressive participles resulting in tense errors.
However, you don't explain this cited information, so your
readers might not fully understand why second language
learners often commit tense errors. I suggest, therefore, that you
expound on these ideas. To explain Ionin and Wexler's point,
you can consider answering these questions:
> What is "suppletive inflection?" What is "affixal inflection?"
> Why do second language learners often employ affixal
inflection?
Answering these kinds of questions should help you further
develop your essay. Remember that your essay has a maximum
allowed word count, so you should keep your explanations
succinct.
*Kadia 11848397, you requested help with Grammar &
Mechanics:
Finally, I'm concerned that some ideas in your essay aren't
properly cited. Let's take a look at this sentence from your third
body paragraph:
Moreover, the findings reveal that L1 bilingual learners are
yet to develop significant sensitivity to the “be” grammar
paradigm and inflection regarding thematic verbs.

You refer to findings, but your sentence doesn't have an in-text
citation, so your readers might get confused about what you're
referring to. Hence, you should properly cite your sources in
text. Remember that you should cite your source whenever you
quote, paraphrase, or summarize information from it. Take a
look at this example:
> Perry et al.'s (2019) findings reveal that student-centered
learning enhances students' classroom experience.
The sentence above clearly establishes the source of the
findings. Now, use this example as a guide, and properly cite
your sources in text.
Summary of Next Steps:
· Develop a clear thesis.
· Further explain some ideas about learning English.
· Properly cite sources in text.
Thank you for submitting your essay for a review, Kadia. I
enjoyed helping you with this step in the revision process. Have
a good day! ~ Marie C.
You can find more information about writing, grammar, and
usage in the Smarthinking Writer's Handbook.
_____________________________________________________
____________________________
Please look for comments [in bold and in brackets] in your
essay below.
Thank you for submitting your work to Smarthinking! We hope
to see you again soon.
EXPOSITORY ESSAY 1

Expository Essay Tense Errors in English Second Language
Kadia Williams
South College
English Composition w/Research
Dr. Janet Zellmann
06/28/2022
Introduction
"Tense errors in English among the English second language
immigrant learners in America.”
English grammar among the immigrant learners in America is
essential in providing basic oral proficiency for communication,
reading, and understanding comprehensions. According to
Jacobson and Schwartz (2005), learning a second language
among learners follows identical developmental patterns
regardless of their age and educational background. Learning
English as a second language to immigrants in America
provides the immigrants with the opportunity to develop

communication tools that will enhance their acceptance and
coherent co-existence in the American society without
experiencing language disparities and communication problems.
Formal schooling for the American immigrants has been noted
to provide the chance for learners of a second language to learn
better and improve their English to enhance communication and
working relationship with others in America. Budiharto (2019)
points out that possessing a second language for immigrant
students gives them skills and the ability to create a structured,
orderly, and error-free pieces of essays, composition write-ups,
and the ability to make fluent communication which constitutes
a vast extent of hope and wish for many EFL teachers in formal
schooling systems of America. He notes that many EFL learners
undergo multiple problems in learning English as a second
language and thus make numerous errors in EFL writing
competitions and competency tests. These errors are primarily
caused by the learners’ native language, educational
background, and schooling form (Dulay & Burt, 1974; Adebayo,
2017). In a cross-linguistic study to understand the role of the
native language on the second language acquisition among
English and Italian students, Mocciaro and Young-Scholten
(2022) noted that learners’ subconscious application of the
mental mechanisms influenced the creativity in the construction
of the new language from the inputs received even post-
puberty.
Tense errors
Tenses constitute a significant part of language grammar
competence. Learning grammar may be influenced by the
learning process (formal or informal) and other background
factors like a native language. Immigrants in America have a
diverse influence on the native languages, which constitute
varied structures and aspects that might influence the
acquisition of a second language. According to Mocciaro and
Young-Scholten (2022), misuse of tenses among Italian
immigrants and English students with formal or informal
schooling backgrounds occurred naturally but improved tense

use as they advanced to higher learning levels of English as a
second language. [←Expound on this point. What does this
information imply about immigrant learners?] According to
Jacobson and Schwartz (2005), bilingual children revealed
diverse patterns of the morphology of English paste tense
conceptualization among the students. Using regular, irregular,
and novel verbs among the first language (L1) and 15 students
in a typically developing group reveals different error patterns.
The accuracy of the use of past tense differs depending on the
verb type and error pattern traits.
Many learners experience tense errors due to verb categories,
which influence their ability to distinguish the different
interactions between the verb type and the group. Large
numbers of the L1 learners from diverse ethnic backgrounds
learning English as a second language omit verb inflection, thus
contributing to the inaccurate English tense or morphology
agreement. According to Ionin and Wexler (2002), the learners
with tense errors have a common understanding of the use of
suppletive inflection and instead employ affixal inflection,
coupled with overgeneration of the “be” auxiliary forms, thus
unable to create progressive participles resulting in tense errors.
The bilingual learners in L2 are better advanced in the two areas
above and thus produce limited tense errors. These findings
echo what Jacobson and Schwartz (2005) stated about learners'
second language learning process following similar
development patterns without a significant influence of age and
educational background.
Moreover, the findings reveal that L1 bilingual learners are yet
to develop significant sensitivity to the “be” grammar paradigm
and inflection regarding thematic verbs. This implies that
learning English as the second language among the immigrants
in America needs to be restructure d to emphasize the verb types
and groups so that the learners can restructure their mental
ability to conceive the tense accuracy based on the verb
inflection. This is revealed by the great extent of the tense
identified among the L2 English learners compared to L1 among

immigrants in America.
English second language learners need a formal learning process
that should emphasize the language surface morphology and the
“be” auxiliary. In a Spanish learner’s study, English as a second
language faced problems of tense matching and
contextualization of language aspects (Garrido and Rosado
Romero, 2012). Using the proper tenses implies that the learners
have developed the ability to match the verbs in the correct
category and context. Therefore, the formal schooling system
for the EFL learners needs restructuring to implement essential
English language verb type identification and tense matching.
Taking learners through language morphology and developing
the ability to identify and match English contexts creates
students the ability creates the correct tense of the verb types
used. Improving the EFL teachers’ knowledge of the laxities in
the formal schooling system might improve the learners’ ability
to learn English grammar rules as the initial steps for
developing English competency as a second language in
American society.
Although the American education system is designed, taking
care of the diverse cultural diversity of the immigrants is
critical in achieving English language proficiency among the
immigrants. As noted above, native language and educational
backgrounds significantly influence English second language
learning among immigrants. This implies that immigrants'
formal schooling system should identify the diverse EFL
teaching methodologies that will be keen on the influences
native languages cause on the student's ability to contextualize
English language aspects and tenses. Making the formal English
learning systems culturally competent might also increase the
immigrants' ability to learn English as a second language
fluently and faster. This is noted by Mocciaro and Young-
Scholten (2022). They stated that over time, the English
language becomes more apparent to L2 learners than to L1 as
the contextualization of the language’s aspects becomes
realistic to the learners’ new setting. Therefore, learning

English as a second language among the immigrants to America
faces the challenge of the structure of the education system and
the background influences. Nevertheless, evidence reveals that
learning English as a second language among the American
immigrants is attainable with formalized culturally competency
education system.
Conclusion
Errors in tenses in English as a second language are shared
among the immigrants, originating from the influence of the
native language and educational background. [Clearly reiterate
your main points here. In what ways do native language and
educational background impact immigrants' learning of
English?] This implies that American immigrants can learn
English as a second language fluently with a proper introduction
to the language aspects and surface morphology. Again, the EFL
teachers need on-job training to identify native languages'
grammar structures and intertwine them in learning the new
English language so that the students easily contextualize
English aspects in their setting, improving their ability to make
the correct verb tenses and use them in the proper context.
Therefore, immigrants may need sufficient time on the
elementary English language verb types and construction of
tenses based on auxiliary “be.” Although tense errors are
expected, progressive learning levels eliminate the tense errors
among the immigrants and make the bilingual language learning
process more realistic and practical.

References
Adebayo, C. U. (2017). Analysis of mother tongue (l1)
interference in students’ written English: A case study of
Nigerian secondary schools. Retrieved September 8, 2018, from
http://othes.univie.ac.at/48223/1/50917.pdf
Dulay, H. C., & Burt, M. K. (1974). Natural sequences in child
second language acquisition. Language Learning, 24(1), 37–53.
https://doi.org/10.1111/j.1467-1770.1974.tb00234.x
285-296.
Ionin, T., & Wexler, K. (2002). Why is ‘is’ more accessible
than ‘-s’?: acquisition of tense/agreement morphology by child
second language learners of English. Second language research,
18(2), 95-136.
Jacobson, P. F., & Schwartz, R. G. (2005). English past tense
use in bilingual children with language impairment.
https://pubs.asha.org/doi/full/10.1044/1058-
0360%282005/030%29 [←This reference entry isn't properly
formatted. Remember to cite all needed elements such as the
name of the journal. Look at this example:
Chavan, V., Penev, L., & Hobern, D. (2013). Cultural change in
data publishing is essential. BioScience, 63(6), 419–420.
https://doi.org/10.1525/bio.2013.63.6.3]

Interrupted Formal Education (pp. 321-339). Springer, Cham.
Discussion Question:
Topic
“Tense errors in English among the English second language
immigrant learners in America."
Constructing an effective argument involves taking the time to
consider other perspectives. With that knowledge in mind, you
are able to build a more solid, effective argument. It illustrates
that you have considered other voices and opinions taking place
in an argument, thus making you a more credible researcher and
writer. For this week’s discussion, brainstorm the most
compelling counterargument that you have come across during
your research and determine how you will address it in your
paper (which is a requirement in the Argument Essay).
As you are learning in your Realize it module this week, there
are three main parts of an opposition paragraph:
A: The Concession: Graciously concede that there is another
side to the argument.
B: The Rebuttal: You, as the writer, decide what is weak about
the other side’s argument.
C: Consolidation of your Claim: State your claim again using
strong support.
First, Use the template below to flesh out all three sections of
the opposition paragraph.
Next, referring to your completed template, develop an
opposition paragraph and share it with your peers as your
reply.

Use one of the following key words or phrases to help introduce
the concession:
Admittedly, Granted, I agree that, I cannot argue with, It is true
that, [Name of group/perspective] is right, I accept, No doubt,
Of course, I concede that, Perhaps, Certainly it is the case
A. CONCESSION
B. REBUTTAL
C. CONSOLIDATION OF CLAIM

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