This document provides guidance on analyzing reaction papers, review papers, and presenting contrary views to them. It discusses reading reaction and review papers objectively, understanding the source material, and considering the author's points without bias. When raising contrary views, one should present opposing arguments respectfully and refute them by stating objections, supporting evidence, and concluding comparisons. The document also contains examples and discussion questions.
General guidelines for writing reaction papers (Read this docume.docxgilbertkpeters11344
General guidelines for writing reaction papers
(Read this document fully! It’s 5 pages and contains important information):
Reaction papers are thought papers where you critique an article. As you read the assigned articles, point out 1) at least one interesting fact that you learned from the introduction, 2) study’s strengths, 3) the limitations of their research design (for example, the way they defined or measured their variables, the measures’ reliability/validity, their data collection technique [e.g., self-report, lab visits, direct observation]), 4) implications of their findings (so what do they findings mean in real world!. In your implications section you must relate the study’s findings to real life, and give it some context to make it relevant for lay people), 5) future direction ideas (what would you want to test next to build up on the findings of this research, and/or to address its shortcomings).
These are some questions to have in mind as you read the article:
· Did they account for confounding factors?
· What other factors could explain their findings?
· Were the findings substantial? Who will benefit from these?
· What were some of the considerations or little things that the researchers took into account that strengthened their design?
· If you were to do subsequent investigations, what next steps would you take?
· Also, if the article posed questions in your mind, mention the questions and take a stab at giving answers too!
Show me that you’ve thought the article thorough. I evaluate your reaction papers based on thedepth of your thoughts and how sophisticated and well explained your arguments comments are.
SUPER IMPORTANT NOTE regarding LIMITATIONS:
When pointing out the limitations, EXPLAIN how addressing the limitation could mean getting different results. For example, if the study’s participants are all socioeconomically advantaged and you see this a limitation because it’s not nationally representative, discuss how results of a mid/low SES sample could be different. Simply saying that the results aren’t “generalizable” IS NOT ENOUGH. You must justify your argument for selecting a more diverse sample, otherwise there is not enough evidence to suggest that the study’s findings are not generalizable! Again, please realize that it is your explanations and arguments that I evaluate, so don’t leave your comments unexplained or unsupported.
SUPER IMPORTANT NOTE regarding STRENGHTS:
I have found that students are often confused as to what they should consider a “strength” and what things are just “given (must haves!)” in a work that is published in an academic journal. Below are things that are NOT strengths, and rather “given”, so please don’t include these as strengths of the article! Violation of these can be considered a limitation:
· Random assignment
· Having conditions that differ on only one aspect
· Coders being blind to the study’s hypotheses
· Use of reliable and valid measures
· Citing relevant pri.
13
Research and Persuasive Essay
Unit Three
Front Range Community College
ENG 122 Spring 2014
Caroline Daniel, Instructor
Table of Contents
Essay assignment ………………………………………………………………………………. 3
Tips for The Beast ………………………………………………………………………………. 6
Topics ………………………………………………………………………………………………… 8
Calendars ……………………………………………………………………………………………. 11
Essay Assignment - Research and Persuasive Essay Paper “The Beast”
This assignment will consist of each step in the writing process.
Brainstorming Due: ________________________________________________________
Outlining Due: ______________________________________________________________
Working Thesis Statement Due: __________________________________________
Argument Proposal Due: __________________________________________________
Portfolio/Annotated Bibliography Due: _________________________________
Rough Draft #1 Due: _______________________________________________________
Rough Draft #2 Due: _______________________________________________________
Conference Date and Time: _______________________________________________
Final Draft Due: December 8, 2014
Assignment: write a 10-page persuasive research paper on the topic of your choice. Your task is to present your opinion on an issue or problem in such a way that your presentation reveals your understanding and attempt to convince others of its efficacy. Unlike argument, the persuasive essay requires an audience, which will consist of your classmates and instructor. The Research and Persuasive Essay (RPE) calls upon the skills of analysis and synthesis, i.e. “breaking” the larger issue into smaller components and incorporating opinions and evidence from sources into your own argument. You will also be using the skills of paraphrasing, summarizing and quoting sources to substantiate and support your position. The subject must be controversial: this assignment requires you to take a position and defend it, and you must be able to address the opposition, i.e., the refutation.
Organization: The essay must follow the classical arrangement of persuasive discourse. Use this guideline while preparing your outline:
1. Introduction
Remain neutral
Remain general, no specific points
Generate reader interest
Avoid overuse of sources in the introduction
2. Background
Give overview of differing opinions
Define terms (if relevant)
Provide history (if relevant)
Provide overview of interest groups
Establish credibility or authority
Introduce thesis
3. Confirmation
Your points (1 idea or point per paragraph)
Support opinion with evidence and facts from sources
Comment on how sources prove or illustrate your position
Avoid using source material, especially quotations, as topic or transitional sentences
Think about transitional words and devices that will move the argument forward seamlessly and fluidly
3. Refutation
Identify opposition by name or title (A.C.L.U., the Catholic Church)
Fairly and acc.
Assignment 3 Persuasion Versus JudgmentConsider various guideli.docxrock73
Assignment 3: Persuasion Versus Judgment
Consider various guidelines for approaching controversial topics, gathering evidence, forming judgments, and constructing arguments to persuade others to agree with our judgments.
For this short assignment:
Think about the processes of forming a judgment and persuading others in your professional environment. Construct a 2- to 3-paragraph essay intended to persuade someone to agree with your position on a particular topic. Be sure to identify the topic and cite and explain the evidence you consider supportive of your position.
Make reference to the 11 guidelines for constructing persuasive arguments, and apply two to three of them in your response.
GUIDELINE 1: RESPECT YOUR AUDIENCE
This guideline may sound idealistic, but it is eminently practical. If you believe the people you are trying to persuade are doltish or intellectually dishonest, you are bound to betray that belief, if not directly then indirectly in your tone or choice of words. Moreover, they will generally sense your disparaging view of them and feel hurt or resentful, hardly the kind of reaction that will make them open to persuasion.
GUIDELINE 2: UNDERSTAND YOUR AUDIENCE’S VIEWPOINT
Many people make the mistake of thinking that knowing their own viewpoint is all that is necessary to be persuasive. “What my readers think about the issue is really irrelevant,” they reason. “All that matters is what I’m going to get them to think.” In addition to being pompous, this attitude ignores two crucial points. First, people’s views matter very much to them, and when others refuse to acknowledge this fact they feel offended. Second, we must know where people stand before we can hope to reach them.
Situation 1: You are writing for a single reader who has presented his or her ideas in an article, book, speech, or conversation. Review what your reader said, noting not only the person’s position but also the reasoning that supports it. Determine both the strengths and the weaknesses of the person’s position.
Situation 2: You are writing for a single reader who has not, to your knowledge, expressed a view on the issue in question. Suppose, for example, you are writing a letter to the president of a company objecting to
GUIDELINE 3: BEGIN FROM A POSITION YOU HAVE IN COMMON WITH YOUR READERS
Beginning from a position of agreement with your reader is not an arbitrary requirement or a matter of courtesy or good form. It is a simple matter of psychology. If you begin by saying—in effect, if not directly—”Look here, you are wrong, and I’m going to show you,” you push your readers to defensive if not outright hostile reactions. They are likely to read the rest of your paper thinking not of what you are saying but of ways to refute it, concerned with measuring only the weaknesses of your argument. And if they are unreasonable and unbalanced in their reading, the fault will be more yours than theirs.
GUIDELINE 4: TAKE A POSITIVE APPROACH
Whenever possible, b ...
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
General guidelines for writing reaction papers (Read this docume.docxgilbertkpeters11344
General guidelines for writing reaction papers
(Read this document fully! It’s 5 pages and contains important information):
Reaction papers are thought papers where you critique an article. As you read the assigned articles, point out 1) at least one interesting fact that you learned from the introduction, 2) study’s strengths, 3) the limitations of their research design (for example, the way they defined or measured their variables, the measures’ reliability/validity, their data collection technique [e.g., self-report, lab visits, direct observation]), 4) implications of their findings (so what do they findings mean in real world!. In your implications section you must relate the study’s findings to real life, and give it some context to make it relevant for lay people), 5) future direction ideas (what would you want to test next to build up on the findings of this research, and/or to address its shortcomings).
These are some questions to have in mind as you read the article:
· Did they account for confounding factors?
· What other factors could explain their findings?
· Were the findings substantial? Who will benefit from these?
· What were some of the considerations or little things that the researchers took into account that strengthened their design?
· If you were to do subsequent investigations, what next steps would you take?
· Also, if the article posed questions in your mind, mention the questions and take a stab at giving answers too!
Show me that you’ve thought the article thorough. I evaluate your reaction papers based on thedepth of your thoughts and how sophisticated and well explained your arguments comments are.
SUPER IMPORTANT NOTE regarding LIMITATIONS:
When pointing out the limitations, EXPLAIN how addressing the limitation could mean getting different results. For example, if the study’s participants are all socioeconomically advantaged and you see this a limitation because it’s not nationally representative, discuss how results of a mid/low SES sample could be different. Simply saying that the results aren’t “generalizable” IS NOT ENOUGH. You must justify your argument for selecting a more diverse sample, otherwise there is not enough evidence to suggest that the study’s findings are not generalizable! Again, please realize that it is your explanations and arguments that I evaluate, so don’t leave your comments unexplained or unsupported.
SUPER IMPORTANT NOTE regarding STRENGHTS:
I have found that students are often confused as to what they should consider a “strength” and what things are just “given (must haves!)” in a work that is published in an academic journal. Below are things that are NOT strengths, and rather “given”, so please don’t include these as strengths of the article! Violation of these can be considered a limitation:
· Random assignment
· Having conditions that differ on only one aspect
· Coders being blind to the study’s hypotheses
· Use of reliable and valid measures
· Citing relevant pri.
13
Research and Persuasive Essay
Unit Three
Front Range Community College
ENG 122 Spring 2014
Caroline Daniel, Instructor
Table of Contents
Essay assignment ………………………………………………………………………………. 3
Tips for The Beast ………………………………………………………………………………. 6
Topics ………………………………………………………………………………………………… 8
Calendars ……………………………………………………………………………………………. 11
Essay Assignment - Research and Persuasive Essay Paper “The Beast”
This assignment will consist of each step in the writing process.
Brainstorming Due: ________________________________________________________
Outlining Due: ______________________________________________________________
Working Thesis Statement Due: __________________________________________
Argument Proposal Due: __________________________________________________
Portfolio/Annotated Bibliography Due: _________________________________
Rough Draft #1 Due: _______________________________________________________
Rough Draft #2 Due: _______________________________________________________
Conference Date and Time: _______________________________________________
Final Draft Due: December 8, 2014
Assignment: write a 10-page persuasive research paper on the topic of your choice. Your task is to present your opinion on an issue or problem in such a way that your presentation reveals your understanding and attempt to convince others of its efficacy. Unlike argument, the persuasive essay requires an audience, which will consist of your classmates and instructor. The Research and Persuasive Essay (RPE) calls upon the skills of analysis and synthesis, i.e. “breaking” the larger issue into smaller components and incorporating opinions and evidence from sources into your own argument. You will also be using the skills of paraphrasing, summarizing and quoting sources to substantiate and support your position. The subject must be controversial: this assignment requires you to take a position and defend it, and you must be able to address the opposition, i.e., the refutation.
Organization: The essay must follow the classical arrangement of persuasive discourse. Use this guideline while preparing your outline:
1. Introduction
Remain neutral
Remain general, no specific points
Generate reader interest
Avoid overuse of sources in the introduction
2. Background
Give overview of differing opinions
Define terms (if relevant)
Provide history (if relevant)
Provide overview of interest groups
Establish credibility or authority
Introduce thesis
3. Confirmation
Your points (1 idea or point per paragraph)
Support opinion with evidence and facts from sources
Comment on how sources prove or illustrate your position
Avoid using source material, especially quotations, as topic or transitional sentences
Think about transitional words and devices that will move the argument forward seamlessly and fluidly
3. Refutation
Identify opposition by name or title (A.C.L.U., the Catholic Church)
Fairly and acc.
Assignment 3 Persuasion Versus JudgmentConsider various guideli.docxrock73
Assignment 3: Persuasion Versus Judgment
Consider various guidelines for approaching controversial topics, gathering evidence, forming judgments, and constructing arguments to persuade others to agree with our judgments.
For this short assignment:
Think about the processes of forming a judgment and persuading others in your professional environment. Construct a 2- to 3-paragraph essay intended to persuade someone to agree with your position on a particular topic. Be sure to identify the topic and cite and explain the evidence you consider supportive of your position.
Make reference to the 11 guidelines for constructing persuasive arguments, and apply two to three of them in your response.
GUIDELINE 1: RESPECT YOUR AUDIENCE
This guideline may sound idealistic, but it is eminently practical. If you believe the people you are trying to persuade are doltish or intellectually dishonest, you are bound to betray that belief, if not directly then indirectly in your tone or choice of words. Moreover, they will generally sense your disparaging view of them and feel hurt or resentful, hardly the kind of reaction that will make them open to persuasion.
GUIDELINE 2: UNDERSTAND YOUR AUDIENCE’S VIEWPOINT
Many people make the mistake of thinking that knowing their own viewpoint is all that is necessary to be persuasive. “What my readers think about the issue is really irrelevant,” they reason. “All that matters is what I’m going to get them to think.” In addition to being pompous, this attitude ignores two crucial points. First, people’s views matter very much to them, and when others refuse to acknowledge this fact they feel offended. Second, we must know where people stand before we can hope to reach them.
Situation 1: You are writing for a single reader who has presented his or her ideas in an article, book, speech, or conversation. Review what your reader said, noting not only the person’s position but also the reasoning that supports it. Determine both the strengths and the weaknesses of the person’s position.
Situation 2: You are writing for a single reader who has not, to your knowledge, expressed a view on the issue in question. Suppose, for example, you are writing a letter to the president of a company objecting to
GUIDELINE 3: BEGIN FROM A POSITION YOU HAVE IN COMMON WITH YOUR READERS
Beginning from a position of agreement with your reader is not an arbitrary requirement or a matter of courtesy or good form. It is a simple matter of psychology. If you begin by saying—in effect, if not directly—”Look here, you are wrong, and I’m going to show you,” you push your readers to defensive if not outright hostile reactions. They are likely to read the rest of your paper thinking not of what you are saying but of ways to refute it, concerned with measuring only the weaknesses of your argument. And if they are unreasonable and unbalanced in their reading, the fault will be more yours than theirs.
GUIDELINE 4: TAKE A POSITIVE APPROACH
Whenever possible, b ...
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Home assignment II on Spectroscopy 2024 Answers.pdf
EAP 11_12_UNIT 6_LESSON 2_Analyzing a Reaction Paper and Review Paper.pptx
1. English for Academic and Professional Purposes
Senior High School Applied - Academic
Unit 6: The Reaction and Review Paper
Lesson 2
Analyzing a Reaction Paper and
Review Paper
2. ENGAG EXPLOR
EXPLAIN EXTEND
EVALUAT
Sometimes, we
disagree with a
review of a movie
or series that
we’ve watched.
How can we
present our ideas
that are contrary
to a review or
reaction paper?
2
3. Learning
Objectives
At the end of the
lesson, you should
be able to do the
following:
ENGAG EXPLOR
EXPLAIN EXTEND
EVALUAT 3
● Read and analyze a reaction paper
and review paper.
● Convincingly raise contrary views to
a reaction or review paper.
4. ENGAG EXPLOR
EXPLAIN EXTEND
EVALUAT
1. How do we present our contrary
views in an appropriate manner?
2. What should our mindset be
when reading a reaction or
review?
Essential
Questions
4
5. ENGAG EXPLOR
EXPLAIN EXTEND
EVALUAT
Analyzing a Reaction Paper
● By now you should be familiar with the
features and structure of a reaction paper.
● Keep in mind what these features and
structures are and what their purposes are.
5
6. ENGAG EXPLOR
EXPLAIN EXTEND
EVALUAT
● The first thing you must do when analyzing a reaction
paper is to have some knowledge of the source material.
● Knowing the source material will allow you to have a better
understanding of what the paper is talking about.
● It will help you formulate your ideas regarding the reaction
paper.
Analyzing a Reaction Paper
6
7. ENGAG EXPLOR
EXPLAIN EXTEND
EVALUAT
● The questions you keep in mind when formulating your
own reaction paper can be used to analyze another
person’s.
● What points or aspects, when emphasized, would make
the most sense in the context of the class?
● How is the work related to any current national or
international issues?
Analyzing a Reaction Paper
7
8. Remember
8
Talking about your personal connection
to the work is important when writing a
reaction paper. However, when
analyzing one, it is best to use this part
of a paper only to get an idea on how
the author personally feels about the
work.
9. ENGAG EXPLOR
EXPLAIN EXTEND
EVALUAT
● Did it remind you of an experience you had, a lesson
you learned, emotions you felt?
● What are its strengths and weaknesses? Is it
complete? Is it accurate?
● What is the lesson or moral? Is it delivered effectively?
● Would you recommend the work to others?
Analyzing a Reaction Paper
9
10. Tips
10
Avoid reading and analyzing a
reaction or review paper with the
immediate goal of refuting it in mind.
If you read a paper with that mindset,
you may become biased and fail to
treat the author’s points with respect.
11. ENGAG EXPLOR
EXPLAIN EXTEND
EVALUAT
Analyzing a Review Paper
● You must be familiar with the work that a
review paper is discussing when you analyze
it.
● If the review has a thesis statement or a clear
main idea, that can be a good starting point for
your analysis.
11
12. ENGAG EXPLOR
EXPLAIN EXTEND
EVALUAT
● A review paper will most likely also have its
own analysis and interpretation of the work.
● This is where the bulk of the review paper is
and where most of your analysis will focus.
● Analyzing a review paper is similar to preparing
to write a reaction or review of your own.
Analyzing a Review Paper
12
13. ENGAG EXPLOR
EXPLAIN EXTEND
EVALUAT
● Your arguments will mostly come from your
own analysis of the work mixed with your
opinions on the review writer’s analysis.
● Take note of how the author defends their
thesis statement with their analysis, since that
is how they develop the thesis and the whole
paper.
Analyzing a Review Paper
13
14. ENGAG EXPLOR
EXPLAIN EXTEND
EVALUAT
● A review paper will most likely have a
conclusion where the points and key ideas of
the paper will be summarized.
● In the conclusion section, your analysis should
also focus on the recommendation.
● Will the author recommend this work to their
readers?
Analyzing a Review Paper
14
15. ENGAG EXPLOR
EXPLAIN EXTEND
EVALUAT
Raising Contrary Views
● Even though your goal is to possibly refute the points
of the paper you’ve analyzed, it is best to still look at
the opposing points carefully and without bias.
● This will show understanding and respect on your
part, will make your own arguments more credible,
and it will help readers relate to your own points.
15
16. ENGAG EXPLOR
EXPLAIN EXTEND
EVALUAT
● When it’s clear that you took a reaction or
review paper’s points seriously, your own
arguments become more credible.
● Your readers will know you formulated these
points after carefully considering opposing
viewpoints.
Raising Contrary Views
16
17. ENGAG EXPLOR
EXPLAIN EXTEND
EVALUAT
Presenting the Counterpoint
● You can directly quote or paraphrase the paper with the
argument or you can use your own words to offer a
rhetorical statement or hypothetical scenario.
● Whichever way you decide to use, it is important that you
do so respectfully, fairly, objectively, accurately, and
distinctly.
Raising Contrary Views
17
18. ENGAG EXPLOR
EXPLAIN EXTEND
EVALUAT
● Use neutral language to present the argument.
● Make it clear and distinct that you are presenting
someone else’s viewpoint, but do so fairly and
objectively by using neutral language.
● Don’t use emotionally charged or biased language to
present the topic, or you’ll come off as dismissive.
Raising Contrary Views
18
19. ENGAG EXPLOR
EXPLAIN EXTEND
EVALUAT
Example 1
Avoid: “Harry finds abstract art unpleasant because his simple
mind cannot comprehend complex works of art.”
The statement uses emotionally charged language and it is
outright dismissive of the argument already.
Use: “Harry is not fond of abstract art because it is, by its very
nature, hard to understand at first glance.”
Raising Contrary Views
19
20. ENGAG EXPLOR
EXPLAIN EXTEND
EVALUAT
● Avoid the temptation of using the straw man
fallacy when presenting the argument.
● This is when you purposely weaken the
opposing argument by overly simplifying it,
taking it out of context, or describing it
incompletely.
Raising Contrary Views
20
21. ENGAG EXPLOR
EXPLAIN EXTEND
EVALUAT
Example 2
Straw man fallacy: “There are students who cheat in tests because
they claim that they just don’t have time to study. However, they just
need to practice proper time management skills to solve this
problem.”
This oversimplifies the argument and does not show much
sympathy or respect.
Raising Contrary Views
21
22. ENGAG EXPLOR
EXPLAIN EXTEND
EVALUAT
Instead: “Students have many responsibilities: they have obligations
with family, extracurricular activities, friends, and academic
expectations, especially from teachers who feel their class should
be the top priority. Sometimes, students are forced to cheat because
they could not make time to study for a subject in between all of
their other responsibilities. However, I think that with the right time
management skills, they’ll be able to find more time to study for
tests.”
Raising Contrary Views
22
23. ENGAG EXPLOR
EXPLAIN EXTEND
EVALUAT
Refuting the Counterpoint
● After you present the argument you are opposing, you can
then proceed to showing readers why they should take
your side.
● You should have already convincingly and respectfully
presented the opposing views.
● Your next step is to introduce your own counterarguments.
Raising Contrary Views
23
24. ENGAG EXPLOR
EXPLAIN EXTEND
EVALUAT
There are four main parts that should be part of your
refutation:
● introducing the counterpoint
● state your objections to it
● offer evidence to support your rebuttal
● have a clear conclusion by comparing the two
viewpoints head to head.
Raising Contrary Views
24
25. ENGAG EXPLOR
EXPLAIN EXTEND
EVALUAT
● The order of the counterpoint and your
objection can be interchangeable, depending
on your writing style.
● Present the counterpoint first to immediately
establish it while making sure that your
objection is more memorable because you are
ending with it.
Raising Contrary Views
25
26. ENGAG EXPLOR
EXPLAIN EXTEND
EVALUAT
● Presenting your objection first before the
counterpoint immediately puts your reasoning
in the minds of your readers.
● This is more effective for when you have a
limited amount of words or time to make your
argument.
Raising Contrary Views
26
27. ENGAG EXPLOR
EXPLAIN EXTEND
EVALUAT
● If you are working with multiple counterpoints
and multiple objections, you can also present
them alternatingly.
● This shows that you have a solid rebuttal for
each point.
Raising Contrary Views
27
28. ENGAG EXPLOR
EXPLAIN EXTEND
EVALUAT
Example 3
The counterpoint: “The opposition believes that Harry Potter
and the Deathly Hallows should never have been cut into
two movies because it messed up the flow of the narrative.”
It should be presented as shown above: with respect,
fairness, and accuracy.
Raising Contrary Views
28
29. ENGAG EXPLOR
EXPLAIN EXTEND
EVALUAT
Next, the objection can be presented as a question or a statement,
and it should be the reason the readers do not accept the
counterpoint. Make it sound persuasive and not forceful.
For example, “However, let us consider that books and movies are
highly different forms of media; the same scene described in a book
might translate differently when shown on the big screen.”
Raising Contrary Views
29
30. ENGAG EXPLOR
EXPLAIN EXTEND
EVALUAT
Then, support your objection with reliable evidence, expert opinion,
and/or sound reasoning.
For example, “In the book, a few chapters focused on Harry, Ron,
and Hermione looking for the Hallows with almost no success.
However, if we were to strictly follow the book word for word when
we move the scene into a movie screen, it can lead to unnecessary
scenes and may unintentionally shift the focus of the story.”
Raising Contrary Views
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31. ENGAG EXPLOR
EXPLAIN EXTEND
EVALUAT
Finally, conclude it by resolving the conflict. Use the conclusion to
state once and for all why yours is the better point.
For example, “While strictly following the book by keeping Harry
Potter and the Deathly Hallows to only one movie would be a more
faithful adaptation of the beloved classic, extending it to two movies
gave the book justice by focusing on the elements and visual
narratives that wrapped up the beloved series well.”
Raising Contrary Views
31
32. ENGAG EXPLOR
EXPLAIN EXTEND
EVALUAT
1. Find a review of a movie or TV show you are
familiar with online.
2. Write a short paragraph of your own that
presents your ideas contrary to the review.
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33. ENGAG EXPLOR
EXPLAIN EXTEND
EVALUAT
ENGAG EXPLOR
EXPLAIN EXTEND
EVALUAT
Questions
1. What should you use when stating the points
and ideas in the reaction or review paper
you’ve analyzed?
2. What is the straw man fallacy?
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34. ENGAG EXPLOR
EXPLAIN EXTEND
EVALUAT
ENGAG EXPLOR
EXPLAIN EXTEND
EVALUAT
What reason could you have for presenting the
paper’s idea first before your objection, and vice
versa?
Question
34
35. Wrap Up
Analyze a reaction paper by following
the same questions used to write one.
An analysis of a review paper is done
by presenting your understanding of
both the source material and the
review’s own analysis.
35
36. Wrap Up
Present counterpoints respectfully,
objectively, accurately, and distinctively.
Refute counterpoints by presenting the
author’s ideas, stating your own
objections, supporting your objections,
and having a clear conclusion.
36
37. Bibliography
37
Elements of a review paper. Colorado State University. Accessed April 7, 2020.
https://writing.colostate.edu/guides/page.cfm?pageid=1534&guideid=79
Incorporating Objections and Opposing Views. Lumen Learning. Accessed April 7,
2020. https://courses.lumenlearning.com/boundless-
writing/chapter/incorporating-objections-and-opposing-views/
Response Paper. Duke University. Accessed April 7, 2020.
https://twp.duke.edu/sites/twp.duke.edu/files/file-attachments/response-
paper.original.pdf
Sample Response Papers. Longwood University. Accessed April 7, 2020.
https://www.longwood.edu/staff/mcgeecw/sampleresponsepapers.htm
The Writing Process: Writing a Response or Reaction Paper. Hunter College.
Accessed April 6, 2020. http://www.hunter.cuny.edu/rwc/handouts/the-writing-
process-1/invention/Writing-a-Response-or-Reaction-Paper
Editor's Notes
Answers:
I should use neutral language when talking about the ideas of the paper I’ve analyzed so that they are presented accurately and without bias.
The straw man fallacy is when we present an opposing idea that is incomplete, taken out of context, or oversimplified.
Model Answer: I would present the paper’s idea first if I wanted to ensure that my objection is more memorable because it is the one closer to the end of my own paper. I would present my objection first if I had a more limited time to convince others that my view is the correct one.
