counter arguments in essays

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How to Write Effective Counterarguments

by Kayla Beebout · Published June 7, 2024 · Updated June 6, 2024

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Some of the most common questions writers have when starting an argumentative essay are, “Why—and how—am I supposed to address counterarguments?” Counterarguments, also called rival hypotheses, are opinions that contradict an essay’s thesis. So why talk about them? Well, Nussbaum and Schraw (2007) called argument and counterargument “a jigsaw puzzle” (p. 60). Puzzles are not complete without every piece in the box. If an argumentative essay is a puzzle, it will be missing something without counterarguments.

How do writers find and organize these puzzle pieces? First, it is important to find quality research. Al Bulushi (2022) suggested counterarguments work best when taken from sources with an opposing point of view. For example, writers arguing that dogs make better pets than lizards should not cite a counterargument discussed by someone who also prefers dogs. Instead, they should look for authors who prefer lizards. The Purdue Global Library has an extensive online database of scholarly books and articles, which can be a good place to find research.

The next issue to tackle is where to place a counterargument. One of the most common areas is right before the conclusion. The Harvard College Writing Center (n.d.) said this can be a good way to address a reader’s doubts after they have digested the rest of the argument. However, as they also argued, counterarguments can be placed anywhere. As always, we at the Purdue Global Writing Center advise reviewing assignment directions and rubrics for guidance, but a paragraph before the conclusion can be a good default if it is difficult to determine where to start.

Once a writer collects sources and decides where to place them, it is time to write. It is important to present opposing opinions fairly by acknowledging they may have a point (The Writing Center, n.d.). After all, counterarguments are not meant to claim there is only one answer to a question or problem. Instead, they demonstrate that one of many answers may be more effective—and why. Providing a fair analysis of other opinions will show that the writer has thought through other perspectives before arguing their own.

Fair analysis also means not dismissing or attacking others’ views. This is an easy mistake to make. Even if a writer acknowledges that other opinions have merit, using a dismissive tone will cause readers to be less open to the essay’s thesis. Argumentative essays are supposed to remain scholarly and unbiased at all times so they retain credibility.

Credibility also involves using the correct interpretation of source materials. When citing research, do not refute something the author did not say. This means writers need to fully understand counterarguments so they do not misrepresent opposing views. An essay that misunderstands its research is going to lose readers’ interest quickly.

Now, it is time to put all of this into practice. Here are some examples of effective and ineffective counterarguments using fictional sources about whether pineapple belongs on pizza.

Effective: Critics may argue that pineapple is too sweet to use as a pizza topping. As Smith (2020) stated, pizza is designed to be a meal, meaning that it should be savory. Most meals consist of savory food. Hamburgers, pasta, and sandwiches are generally considered savory. However, combining sweet and savory flavors can add interest to a meal. Peanut butter and jelly sandwiches, for example, have both of these components. Discarding pineapples based on their sweetness alone could cause pizza enthusiasts to go without a potentially taste-broadening experience.

This counterargument is effective because it cites an opposing opinion, admits that it may have merit, and presents an argument that the essay’s thesis is still more valuable.

Ineffective: Some authors maintain that pineapple does belong on pizza due to its addition of sweetness to a taste profile. Richards (2022) used peanut butter and jelly sandwiches as another example of this flavor combination and called pineapple on pizza a “taste-broadening experience” (p. 7). Although this can be true, pineapple on pizza is very different from peanut butter and jelly, so this comparison is ridiculous.

This counterargument discussion started well. The writer talked about an alternate opinion and cited research. They even admitted the point about sweet and savory combinations could be valid. However, once the writer called the source “ridiculous,” they veered into attack rather than unbiased analysis.

Ineffective: Aesthetic or textural concerns regarding pineapple could be part of connoisseurs’ aversion to it. Smith (2020) argued that pizza consumption should be a “smooth, well-rounded tasting experience” (p. 10), which pineapple can disrupt. Pineapples do not change the shape of a pizza, and they are no less smooth than other common pizza toppings like sausage. Therefore, pineapple does not seem to disrupt normal textural and aesthetic experiences.

This passage does not interpret source material correctly. The writer has taken the adjectives “smooth” and “well-rounded” literally, thinking Smith wants pizzas to be round in shape and smooth in texture. However, since the word “tasting” is in the quote, Smith likely was writing figuratively to argue unexpected or jarring flavors do not belong in a pizza.

These examples will hopefully make counterargument skills seem more concrete. But are these skills useful in other contexts? Counterarguments are important outside the classroom as well. Knowing how to consider other points of view makes it easier to live in a diverse world (Al Bulushi, 2022). People have different opinions all the time. Considering them with an open mind opens doors to conversations instead of arguments, which seems like a great way to handle awkward family political discussions as well as problem and solution papers!

Al Bulushi, Z. (2022). Source choice and use in counterargument writing. TESOL Journal , 13 (2), 1–16. https://doi.org/10.1002/tesj.646

Harvard College Writing Center (n.d.). Counterargument . Harvard University. https://writingcenter.fas.harvard.edu/counterargument

Nussbaum, E. M., & Schraw, G. (2007). Promoting argument-counterargument integration in students’ writing. Journal of Experimental Education , 76 (1), 59–92. https://doi.org/10.3200/JEXE.76.1.59-92

The Writing Center (n.d.). All about counterarguments . George Mason University. https://writingcenter.gmu.edu/writing-resources/general-writing-practices/all-about-counterarguments

How to Write Effective Counterarguments

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