Identify and respond to your readers’ likely reasons and objections.

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The following activity will help you anticipate reasons your readers may use to support their argument or objections they may have. You may want to return to this activity as you do additional research and learn more about the issue and the arguments people make. Use the research strategies on pp. 280–81 or consult Chapter 24, “Finding Sources and Conducting Field Research.”

Ways In

How Can I Figure Out What My Readers Will Be Concerned About?

  1. Start by listing the reasons you expect your readers to have for their position and the objections (including those based on logical fallacies) you expect them to raise to your argument. To think of readers’ concerns, consider how you differ on values, beliefs, and priorities.
  2. Analyze your list of readers’ likely reasons and objections. Which can you refute, and how? Which may you need to concede?

For more logical fallacies see Chapter 19.

How Can I Respond to Reader’s Reasons and Ojections?

Now, choose a reason or objection, and try out a response:

  1. Summarize it accurately and fairly. (Do not commit the “straw man” fallacy of knocking down something that no one really takes seriously.)
  2. Decide whether you can refute it, need to concede it, or can refute part and concede part.

Try sentence strategies like these to refute, concede, or concede and refute reasons supporting readers’ arguments or their objections to your argument:

To Refute

Reason or Objection Lacks Credible Support

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  • My opponents cite research to support their [reason/objection], but the credibility of that research is questionable because . In contrast, reliable research by shows .
  • This [reason/objection] seems plausible because it is consistent with our preconceptions. Nevertheless, evidence shows .

Readers’ Values and Concerns Are Better Served by Your Position

  • Some insist . Still, in spite of their good intentions , would [take away a basic right/make things even worse].
  • X and Y think this issue is about . But what is really at stake here is .

Reasoning Is Flawed

  • Proponents object to my argument on the grounds that . However, they are confusing results with causes. What I am arguing is .
  • Polls show that most people favor , but an opinion’s popularity does not make it true or right.
  • While most would agree that , it does not necessarily follow that .

Times Have Changed

  • One common complaint is . In recent years, however ,

To Concede

Accept an Objection Well Taken

  • To be sure, is true.
  • Granted, must be taken into consideration.

Qualify on Common Ground

  • Some people argue that. I understand this reservation, and therefore, I think we should .

Refocus Your Argument

  • A common concern about this issue is . That’s why my argument focuses on [a different aspect of the issue].

To Concede and Refute

And Instead of Or

  • I agree that is important, and so is.

Yes, But

  • I agree that is important, but my opponents also need to consider .
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On the One Hand... On the Other Hand

  • On the one hand, I accept X’s argument that, but on the other hand, I still think is ultimately more important because .

Note: If a reason or an objection seems so damaging that you cannot refute it convincingly or concede it without undermining your own argument, discuss with your instructor how you could modify your position or whether you should choose a new issue to write about. If you do not know enough about readers’ views to anticipate their reasons or likely objections to your argument, do more research.