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Four Step Refutation

The document outlines a four-step process for refuting an argument, which includes restating the opposing view, presenting a counterargument, supporting the counterargument with reasoning and evidence, and concluding with a logical resolution. Each step is illustrated with examples to clarify the process. The overall goal is to effectively challenge and dismantle the original argument.

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nataliacostaleite
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4 views1 page

Four Step Refutation

The document outlines a four-step process for refuting an argument, which includes restating the opposing view, presenting a counterargument, supporting the counterargument with reasoning and evidence, and concluding with a logical resolution. Each step is illustrated with examples to clarify the process. The overall goal is to effectively challenge and dismantle the original argument.

Uploaded by

nataliacostaleite
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Four-Step Refutation

Step 1: Restate (“They say…”)

Step 2: Refute (“But…”)

Step 3: Support (“Because…”)

Step 4: Conclude (“Therefore….”)

Step 1: Restate. The first part of refutation is for a student to restate the argument being challenged.
You concisely and fairly summarize the opposing argument; the cue “They say…” (or “Some say…” or
“Mary said…”) is helpful. Don’t use the second person (“You say…) when restating arguments to avoid
becoming too personal. You do not need to restate in detail the argument they’d like to refute; a
summary is fine.

• Speaker 1: “School should be year round.”


• Speaker 2: “Speaker one says that school should be year round.”

Step 2: Refute. Here, state their objection to a point in a simple sentence. Use the verbal cue “but….”
You can also say “But I disagree…” for simple disagreement.

• Speaker 1: “School should be year round.”


• Speaker 2: “Speaker one says that school should be year round, but school should last for only
nine months.”

Step 3: Support. This part of refutation parallels the “RE” (reasoning and evidence) in ARE. Use
“because,” to try to provide examples to support your reasoning:

• Speaker 1: “School should be year round.”


• Speaker 2: “Speaker one says that school should be year round, but school should last for only
nine months, because students need time off to do other things like play sports and go on family
vacations.”

Step 4: Conclude. You attempt to wrap up their refutations with a comparison, a contrast or some kind
of statement that resolves two opposing ideas. The verbal cue “therefore” in this part of the process
helps you approach the argument logically.

• Speaker 1: “School should be year round.”


• Speaker 2: “Speaker one says that school should be year round, but school should last for only
nine months, because students need time off to do other things like play sports and go on family
vacations. Therefore, year-round school is bad for students.”

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