Writing: Advanced Argumentation C1
Lesson 2: Building Counter-arguments and Refutations
Listen to key concepts and examples.
Before You Start: C1 Core Concepts 🧠
Key Vocabulary (Click 🔊)
This lesson is about moving beyond simple arguments. These words are essential.
The B2 "List" vs. The C1 "Debate"
A B2 writer often lists opposing views. A C1 writer actively *debates* them within the essay to make their own argument stronger.
B2 "Simple Argument"
"I think tourism is good for Cambodia. It creates jobs. Some people think tourism is bad because it causes pollution. In conclusion, tourism has pros and cons."
Result: Weak. The writer just lists two separate ideas.
C1 "Nuanced Argument" (with Refutation)
"While it is undeniable that mass tourism can contribute to environmental strain (Concession), this argument incorrectly assumes that all tourism is inherently harmful. (Refutation) In fact, well-managed ecotourism can directly fund conservation efforts, proving that tourism, when structured properly, is a powerful force for preservation. (Reaffirm)"
Result: Strong. The writer takes control, acknowledges the other side, and proves why their own view is more accurate.
The 3-Step Model: Concede, Refute, Reaffirm
Use this structure in your body paragraphs to deal with counter-arguments.
Politely acknowledge the opposing argument. This shows you are fair and have considered all sides.
- Admittedly,...
- It is true that...
- While it may seem that...
- Opponents rightly argue that...
This is the pivot. You show why that argument is flawed, weak, or misses the main point.
- However, this argument overlooks...
- This view is flawed because...
- What this fails to consider is...
- This perspective is shortsighted as it...
After the refutation, connect back to and strengthen your original thesis statement.
- Therefore, [my main point] is still valid.
- This is why [my thesis] remains the stronger position.
- Thus, the evidence still suggests...
Example Paragraph: "Should university education be free?"
[CONCEDE] Admittedly, providing free tertiary education for all citizens would place a significant financial burden on taxpayers. (You agree with the "cost" argument)
[REFUTE] However, this argument is shortsighted as it views education as a 'cost' rather than an 'investment'. What this perspective fails to consider is the long-term, exponential economic benefit of a highly skilled workforce, which leads to greater innovation and higher overall tax revenues.
[REAFFIRM] Therefore, rather than being a financial drain, free higher education is a critical strategic investment in a nation's future prosperity.
Practice Your C1 Analysis 🎯
Quiz: Identify the Correct Technique
Read the scenarios and choose the best C1-level response. Click "Check Answers" when done.
1. Topic: "We must ban all plastic bags."
Counter-argument: "But this is very inconvenient for shoppers."
Which is the best *Refutation*?
2. Your Thesis: "High-speed rail is the best future for transportation."
What is the best way to *Concede* to the counter-argument?
Key Vocabulary Reference (Click 🔊)
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Counter-argument
An argument or point that opposes your main thesis.
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Concession
The act of admitting that an opposing argument is true or valid (at least partially).
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Refutation
The act of proving an argument or statement to be wrong or flawed.
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Invalidate
To show that an argument is weak and not logical or true.
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Shortsighted
Failing to consider the long-term consequences of an action.
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Overlook
To fail to notice or consider something important.
Your Writing Mission ⭐
The "Yes, but... No, but..." Challenge
Your mission is to write one C1-level paragraph on the topic below. Do not just list "pros and cons."
Topic: "Should all students be required to learn coding in school?"
Task: Use the Concede-Refute-Reaffirm structure.
- Start with a Concession (e.g., "Admittedly, not all students will become programmers...").
- Then, add a Refutation (e.g., "...however, this argument misses the true purpose of learning to code...").
- End with your Reaffirmed Argument (e.g., "...Therefore, coding is not about the job, it's about teaching critical thinking...").