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KS3 English · Year 9Chapter 11 · Writing to argue and evaluate: rebuttal and qualified claims
Year 9 · Chapter 11

Writing to argue and evaluate: rebuttal and qualified claims

By the end of this chapter you will be able to

  • I can state a thesis and say what it claims.
  • I can judge whether evidence supports a claim.
  • I can state the strongest counter-argument fairly.
  • I can rebut a counter-argument with a reason.
  • I can qualify a claim with hedging words.
  • I can use colons, semicolons and dashes correctly.

You should already know

  • Writing a persuasive paragraph with a reason and an example (Year 8, Chapter 11 of this book)
  • Using connectives to link ideas (Year 8, Chapter 11 of this book)

Where this leads

  • Writing for purpose and audience: reviews, reports, letters and articles (Year 9, Chapter 12 of this book)
  • Spoken language: extended speech, debate and Standard English (Year 9, Chapter 13 of this book)

National Curriculum for England, Key Stage 3 English, Year 9. Content: Write to argue and evaluate, stating a thesis and supporting it with evidence (KS3 writing, W1), State and rebut a counter-argument, and qualify a claim with appropriate hedging (KS3 writing, W1 and W2), Plan, draft and edit an extended argument with a clear structure (KS3 writing, W3), Use punctuation for clarity, emphasis and effect: colons, semicolons, dashes and commas (KS3 writing, W5).

Exercise P  Do you remember?

1
FWhat is a claim in an argument? Write one short phrase.
2
FWrite one word that means the same as persuade.
3
FWhat is a counter-argument? Write one short phrase.
4
FWrite the word that describes a view supported by evidence rather than feeling. Write one word.
5
FWrite the plural of the word survey.
11.1

Thesis and claim

Year 9
State a clear thesis and claim, and say what it argues (KS3 writing, W1)
Video lesson: Thesis and claimComing soon
Context. An argument begins with a thesis: the main claim the writer wants the reader to accept. A good thesis is clear, arguable, and specific. Read the argument below and find the thesis first. Everything else in the text should support it or answer doubts about it.

Text 1: Should there be Friday homework? (original argument, five paragraphs)

1Schools should not set homework on Fridays. Pupils need a clear break before the weekend, and families need time together.

2A survey of 300 pupils at one school found that most felt more tired on Monday after a long Friday task. Teachers also report that work handed in on Monday is often weaker.

3Some teachers argue that Friday homework keeps learning going over the weekend, and that pupils forget too much if they stop for two days.

4This argument has some force. However, a short reading task on Monday would keep learning going without costing the weekend, and a quick review is enough to stop forgetting.

5On balance, a short Friday task may be acceptable for older pupils, but a full homework on Fridays is unlikely to help most families.

Key ideas

  • A thesis is the main claim of an argument, usually in the first paragraph.
  • A claim must be arguable: someone could disagree with it.
  • A specific claim is stronger than a vague one. Schools should not set Friday homework is clearer than homework is bad.
Worked example 11.1.1
What is the thesis of the argument?

Method. Find the main claim in the first paragraph.

  1. Find the first paragraph. Paragraph 1 opens with the claim.
    Schools should not set homework on Fridays
  2. Check the claim. The claim is arguable, because some would disagree.
    arguable
  3. Name the thesis. The thesis is the claim that schools should not set Friday homework.
    Schools should not set homework on Fridays.
  4. Write the answer.
    Schools should not set homework on Fridays.

Check. The thesis is quoted and checked. ✓

Worked example 11.1.2
Which is the most arguable thesis? Choose one: Schools should not set homework on Fridays., Homework is important. or Fridays are days of the week..

Method. Test each choice against the sentence or the text.

  1. Read what the question asks for. Decide what the sentence or the text needs.
  2. Test the choice. It states a clear position that someone could argue against.
    Schools should not set homework on Fridays. fits
  3. Reject the other choices. Homework is important is too vague, and Fridays are days of the week is a fact, not a claim.
    Homework is important. and Fridays are days of the week. do not fit
  4. Write the answer.
    Schools should not set homework on Fridays.

Check. The choice fits the sentence or the text. ✓

Worked example 11.1.3
Why does paragraph 1 give a reason as well as the claim?

Method. Look at what follows the claim.

  1. Find the reasons. Pupils need a clear break; families need time together.
    a clear break
  2. Link them to the claim. Each reason supports the claim that homework should not be set.
    supports the claim
  3. Name the function. So the reasons support the claim.
    the reasons, a clear break and family time, support the claim
  4. Write the answer.
    the reasons, a clear break and family time, support the claim

Check. The reasons support the claim. ✓

Watch out

Watch out: a thesis is a claim, not a topic. "Friday homework" is a topic; "Schools should not set Friday homework" is a thesis.

Exam tip

Exam tip. Write your thesis in one sentence that a reader could disagree with, then use the rest of the essay to support it.

Exercise 11A  Practice: thesis and claim

1
FCopy the first sentence of the argument, which is the thesis.
2
FIn which paragraph is the reason about family time given? Write the number.
3
FWhich word best describes the thesis? Choose one: arguable, a fact or a question.
4
FRewrite "Homework is bad" as a specific thesis.
5
RExplain why "Homework is important" is not a good thesis for this argument.
6
FWhich word in paragraph 1 signals the claim? Choose one: should, and or need.
7
FCopy the phrase that gives a reason for the claim in paragraph 1.
8
FHow many reasons are given in paragraph 1? Write the number.
9
PSWrite a thesis for an argument that schools should start a little later on cold mornings.
10
RExplain how the thesis is linked to the reasons in paragraph 1.
11
PSWrite one sentence that states a thesis for a school debate about uniform.
11.2

Evidence and its limits

Year 9
Use evidence to support a claim, and judge its reliability (KS3 writing, W1 and W2)
Video lesson: Evidence and its limitsComing soon
Context. Evidence supports a claim. In the argument, the survey of 300 pupils is evidence. A good writer also notices what the evidence cannot show: how many schools were studied, whether the sample was typical, and whether the survey measured what the claim needs.

Text 1: Should there be Friday homework? (original argument, five paragraphs)

1Schools should not set homework on Fridays. Pupils need a clear break before the weekend, and families need time together.

2A survey of 300 pupils at one school found that most felt more tired on Monday after a long Friday task. Teachers also report that work handed in on Monday is often weaker.

3Some teachers argue that Friday homework keeps learning going over the weekend, and that pupils forget too much if they stop for two days.

4This argument has some force. However, a short reading task on Monday would keep learning going without costing the weekend, and a quick review is enough to stop forgetting.

5On balance, a short Friday task may be acceptable for older pupils, but a full homework on Fridays is unlikely to help most families.

Key ideas

  • Evidence can be a fact, a survey, a statistic or an example.
  • Check whether evidence measures the claim: a survey of tiredness does not prove a claim about learning.
  • State the limit of your evidence honestly, then say how far it still supports the claim.
Worked example 11.2.1
What evidence does paragraph 2 give?

Method. Find the evidence and say what it is.

  1. Find the survey. A survey of 300 pupils at one school.
    A survey of 300 pupils at one school
  2. Find the teachers. Teachers report that Monday work is weaker.
    Teachers also report
  3. Name the evidence. There is a survey and teachers' reports.
    a survey of 300 pupils at one school, and teachers' reports
  4. Write the answer.
    a survey of 300 pupils at one school, and teachers' reports

Check. Both pieces of evidence are named. ✓

Worked example 11.2.2
What is the limit of the survey in paragraph 2? Choose one: it is from one school only, it is too long or it has no numbers.

Method. Test each choice against the sentence or the text.

  1. Read what the question asks for. Decide what the sentence or the text needs.
  2. Test the choice. The survey covers 300 pupils at one school, so it may not represent other schools.
    it is from one school only fits
  3. Reject the other choices. The survey is not too long, and it does include numbers, so those choices are wrong.
    it is too long and it has no numbers do not fit
  4. Write the answer.
    it is from one school only

Check. The choice fits the sentence or the text. ✓

Worked example 11.2.3
Does the survey prove that Friday homework causes tiredness? Give one reason.

Method. Judge the strength of the evidence.

  1. Find the claim. Most pupils felt more tired on Monday.
    most felt more tired on Monday
  2. Check the cause. A survey can show a link, but it does not prove the homework caused the tiredness.
    does not prove
  3. Judge. So the survey supports the claim, but does not prove it.
    no, because it is correlation at one school, not proof of cause
  4. Write the answer.
    no, because it is correlation at one school, not proof of cause

Check. The limit of the evidence is explained. ✓

Watch out

Watch out: evidence that shows a link does not prove a cause. Say "suggests" or "is linked to", unless the evidence proves the cause.

Exam tip

Exam tip. Name the evidence, say what it shows, then state one limit.

Exercise 11B  Practice: evidence and its limits

1
FCopy the words that name the size of the survey.
2
FIn which paragraph is the survey given? Write the number.
3
FHow many pupils were in the survey? Write the number.
4
FWhich is the main limit of the survey? Choose one: it covers one school, it is too recent or it uses colours.
5
RExplain why a survey of tiredness does not prove that homework is bad for learning.
6
FCopy the phrase that gives the teachers' evidence about Monday work.
7
FWhat kind of evidence is "teachers also report"? Choose one: testimony from experts, a statistic or a law.
8
PSGive one way the writer could strengthen the survey evidence.
9
RJudge how far the survey supports the claim. Give one reason.
10
FWhich sentence states the evidence fairly? Choose one: A survey of 300 pupils at one school suggests tiredness on Monday., Everyone is tired on Monday. or Science proves it..
11
PSWrite one sentence that states a limit of a small piece of evidence, fairly.
12
RExplain why a claim with honest limits is often more convincing than one with none.
13
RName the source of the survey in paragraph 2, and say whether it is reliable.
11.3

Counter-argument: stating the other side fairly

Year 9
State the strongest counter-argument fairly, before answering it (KS3 writing, W1 and W2)
Video lesson: Counter-argument: stating the other side fairlyComing soon
Context. A strong argument states the other side fairly. The counter-argument should be the strongest view that opposes the thesis, not a weak one that is easy to beat. In the argument, paragraph 3 states the teachers' view that Friday homework keeps learning going.

Text 1: Should there be Friday homework? (original argument, five paragraphs)

1Schools should not set homework on Fridays. Pupils need a clear break before the weekend, and families need time together.

2A survey of 300 pupils at one school found that most felt more tired on Monday after a long Friday task. Teachers also report that work handed in on Monday is often weaker.

3Some teachers argue that Friday homework keeps learning going over the weekend, and that pupils forget too much if they stop for two days.

4This argument has some force. However, a short reading task on Monday would keep learning going without costing the weekend, and a quick review is enough to stop forgetting.

5On balance, a short Friday task may be acceptable for older pupils, but a full homework on Fridays is unlikely to help most families.

Key ideas

  • A counter-argument states the strongest opposing view, fairly and accurately.
  • Use signal words such as some argue, others believe, or it may be said.
  • A weak counter-argument, a straw man, makes the argument look easy to win.
Worked example 11.3.1
Which paragraph states the counter-argument?

Method. Find the view that opposes the thesis.

  1. Find the opposing view. Some teachers argue that Friday homework keeps learning going.
    Some teachers argue
  2. Check it opposes the thesis. It says Friday homework is useful, which opposes the claim.
    is useful
  3. Name the paragraph. The counter-argument is in paragraph 3.
    paragraph 3
  4. Write the answer.
    paragraph 3

Check. The counter-argument is found. ✓

Worked example 11.3.2
Which counter-argument is the strongest to state fairly? Choose one: Some teachers argue that Friday homework keeps learning going., Teachers are silly. or Homework is annoying..

Method. Test each choice against the sentence or the text.

  1. Read what the question asks for. Decide what the sentence or the text needs.
  2. Test the choice. It is a reasoned view that a reader could believe, so it is fair to state it.
    Some teachers argue that Friday homework keeps learning going. fits
  3. Reject the other choices. Teachers are silly is an insult, and homework is annoying is a feeling, not an argument.
    Teachers are silly. and Homework is annoying. do not fit
  4. Write the answer.
    Some teachers argue that Friday homework keeps learning going.

Check. The choice fits the sentence or the text. ✓

Worked example 11.3.3
Why must the counter-argument be stated fairly?

Method. Think about the reader and the rebuttal.

  1. Find the counter. The counter is a reasoned view about learning.
    a reasoned view
  2. Think about the rebuttal. A rebuttal of a weak view proves little.
    proves little
  3. Explain the reason. Stating it fairly makes the rebuttal convincing.
    so the rebuttal answers the real view, not a weak one
  4. Write the answer.
    so the rebuttal answers the real view, not a weak one

Check. The reason is explained. ✓

Watch out

Watch out: do not insult the other side. State their view, then answer it.

Exam tip

Exam tip. Use a signal phrase such as some argue, then state the view in its strongest form.

Exercise 11C  Practice: counter-argument

1
FCopy the signal phrase that introduces the counter-argument in paragraph 3.
2
FIn which paragraph is the counter-argument stated? Write the number.
3
FWhich signal phrase introduces a counter-argument? Choose one: some teachers argue, I believe or in conclusion.
4
FState the counter-argument in paragraph 3 in your own words.
5
PSWrite one signal phrase for a counter-argument of your own.
6
FWhich is a straw man (a weak version of the view)? Choose one: teachers only want to give work, some teachers argue that learning continues or homework is a useful tool for some pupils.
7
RExplain why stating the counter-argument fairly makes an argument stronger.
8
RJudge whether the counter-argument in paragraph 3 is the strongest possible. Give one reason.
9
FHow many views are stated in paragraph 3? Write the number.
10
PSWrite a short counter-argument for a school debate about longer lunch breaks.
11
FWhich word best describes a fair counter-argument? Choose one: reasoned, insulting or vague.
12
RExplain why a counter-argument should be stated before the rebuttal, not after.
11.4

Rebuttal: answering the counter-argument

Year 9
Rebut a counter-argument with a reason and evidence (KS3 writing, W1 and W2)
Video lesson: Rebuttal: answering the counter-argumentComing soon
Context. A rebuttal answers the counter-argument. It has three parts: a concession (the view has some force), a reason (why the thesis still holds), and evidence or an example. Paragraph 4 of the argument uses this pattern.

Text 1: Should there be Friday homework? (original argument, five paragraphs)

1Schools should not set homework on Fridays. Pupils need a clear break before the weekend, and families need time together.

2A survey of 300 pupils at one school found that most felt more tired on Monday after a long Friday task. Teachers also report that work handed in on Monday is often weaker.

3Some teachers argue that Friday homework keeps learning going over the weekend, and that pupils forget too much if they stop for two days.

4This argument has some force. However, a short reading task on Monday would keep learning going without costing the weekend, and a quick review is enough to stop forgetting.

5On balance, a short Friday task may be acceptable for older pupils, but a full homework on Fridays is unlikely to help most families.

Key ideas

  • A rebuttal answers the counter-argument directly, with a reason and evidence.
  • A concession admits what is true in the other view, such as This argument has some force.
  • The turn word however or yet signals the rebuttal.
Worked example 11.4.1
What is the concession in paragraph 4?

Method. Find the admission that the other side has a point.

  1. Find the admission. The writer says the argument has some force.
    This argument has some force
  2. Name the function. It concedes that the counter-argument has value.
    has value
  3. Name the concession. The concession is This argument has some force.
    This argument has some force
  4. Write the answer.
    This argument has some force.

Check. The concession is quoted and explained. ✓

Worked example 11.4.2
Which word signals the rebuttal in paragraph 4? Choose one: however, and or because.

Method. Test each choice against the sentence or the text.

  1. Read what the question asks for. Decide what the sentence or the text needs.
  2. Test the choice. However turns the argument back to the thesis.
    however fits
  3. Reject the other choices. And adds to the same idea, and because gives a reason, not a turn.
    and and because do not fit
  4. Write the answer.
    however

Check. The choice fits the sentence or the text. ✓

Worked example 11.4.3
What is the rebuttal's reason in paragraph 4?

Method. Find the reason that answers the counter-argument.

  1. Find the reason. A short reading task on Monday would keep learning going.
    a short reading task on Monday
  2. Link it to the counter. It answers the worry about forgetting over the weekend.
    answers the worry
  3. Name the reason. The reason is that a short task keeps learning without costing the weekend.
    without costing the weekend
  4. Write the answer.
    a short reading task on Monday keeps learning without costing the weekend

Check. The reason answers the counter-argument. ✓

Watch out

Watch out: a rebuttal must answer the counter-argument, not simply repeat the thesis.

Exam tip

Exam tip. Use: concede (this has some force), rebut (however, ...), then give a reason or example.

Exercise 11D  Practice: rebuttal

1
FCopy the concession that admits the counter-argument has some value.
2
FIn which paragraph is the rebuttal given? Write the number.
3
FWhich word begins the rebuttal? Choose one: However, Some or On.
4
FWrite the concession that the teachers' view has some force.
5
FGive the reason in paragraph 4 that answers the worry about forgetting.
6
PSWrite a rebuttal that answers the counter-argument "keeps learning going over the weekend".
7
FWhich is the best structure for a rebuttal? Choose one: concede, then rebut with a reason, repeat the thesis only or insult the other side.
8
RExplain why the rebuttal in paragraph 4 uses the word "however".
9
RJudge whether the rebuttal is convincing. Give one reason.
10
PSRebut the counter-argument: "Homework keeps children busy and out of trouble."
11
FWhat is a concession in an argument? Choose one: an admission that the other side has some truth, an insult or a question.
12
RExplain why a rebuttal that only denies the other view is weaker than one that concedes and then answers.
13
FWhat word in paragraph 4 means "a small amount of strength"? Write the phrase from the text.
11.5

Qualified claims and hedging

Year 9
Qualify a claim with hedging words such as may, might and unlikely, and judge its strength (KS3 writing, W1 and W2)
Video lesson: Qualified claims and hedgingComing soon
Context. A strong writer does not claim more than the evidence supports. A qualified claim uses hedging words such as may, might, tends to, unlikely and on balance. Paragraph 5 of the argument qualifies the conclusion: it accepts a short task for older pupils, but not a full homework.

Text 1: Should there be Friday homework? (original argument, five paragraphs)

1Schools should not set homework on Fridays. Pupils need a clear break before the weekend, and families need time together.

2A survey of 300 pupils at one school found that most felt more tired on Monday after a long Friday task. Teachers also report that work handed in on Monday is often weaker.

3Some teachers argue that Friday homework keeps learning going over the weekend, and that pupils forget too much if they stop for two days.

4This argument has some force. However, a short reading task on Monday would keep learning going without costing the weekend, and a quick review is enough to stop forgetting.

5On balance, a short Friday task may be acceptable for older pupils, but a full homework on Fridays is unlikely to help most families.

Key ideas

  • Hedging words show how certain the writer is: may, might and tends to show less certainty; must and always show more.
  • A qualified claim is limited to the cases the evidence supports.
  • On balance and in most cases are useful qualifiers in an evaluative conclusion.
Worked example 11.5.1
Which qualifying phrase is in paragraph 5?

Method. Find a word that limits the claim.

  1. Find the limit. A short Friday task may be acceptable for older pupils.
    may be acceptable for older pupils
  2. Name the qualifier. May and for older pupils qualify the claim.
    for older pupils
  3. Explain the effect. The claim is not made for all pupils.
    not made for all pupils
  4. Write the answer.
    may be acceptable for older pupils

Check. The qualifier is named and explained. ✓

Worked example 11.5.2
Which phrase qualifies a claim most strongly? Choose one: it is certain that, it may be that or it must be that.

Method. Test each choice against the sentence or the text.

  1. Read what the question asks for. Decide what the sentence or the text needs.
  2. Test the choice. May shows possibility, which is a limited, hedged claim.
    it may be that fits
  3. Reject the other choices. Certain and must make the claim stronger, not hedged.
    it is certain that and it must be that do not fit
  4. Write the answer.
    it may be that

Check. The choice fits the sentence or the text. ✓

Worked example 11.5.3
Rewrite "Friday homework is bad" as a qualified claim.

Method. Add a hedging word and limit the group.

  1. Add hedging. May shows the claim is not absolute.
    may
  2. Limit the group. For many families is narrower than all.
    for many families
  3. Write it. Friday homework may be unhelpful for many families.
    Friday homework may be unhelpful for many families
  4. Write the answer.
    Friday homework may be unhelpful for many families.

Check. The claim is qualified. ✓

Watch out

Watch out: hedging is not weakness. A qualified claim is more honest and more precise, so it is often more convincing.

Exam tip

Exam tip. Add one hedging word and one limit to every strong claim, unless the evidence is absolute.

Exercise 11E  Practice: qualified claims

1
FCopy the hedged phrase in paragraph 5 that limits the claim to some pupils.
2
FIn which paragraph is the conclusion qualified? Write the number.
3
FWhich word is the strongest hedge? Choose one: may, will or must.
4
FCopy the phrase in paragraph 5 that begins the balanced conclusion.
5
FQualify the claim "Friday homework is unhelpful".
6
FWhich sentence is the most qualified? Choose one: Homework always fails., Homework often fails to help some pupils. or Homework helps everyone..
7
RExplain why "unlikely to help most families" is a qualified claim.
8
PSQualify the claim "All pupils should have Friday off".
9
FWhich phrase means "taking everything into account"? Choose one: on balance, in total or for certain.
10
RExplain why an evaluative conclusion should be qualified.
11
RJudge whether the conclusion of the argument is qualified enough. Give one reason.
12
FWhich word in paragraph 5 means that the claim is not certain? Write the word.
11.6

Punctuation for clarity and effect

Year 9
Use colons, semicolons, dashes and commas for clarity, emphasis and effect (KS3 writing, W5)
Video lesson: Punctuation for clarity and effectComing soon
Context. Punctuation helps an argument to read clearly. A colon introduces a list or an explanation. A semicolon joins two closely related main clauses. A dash marks an extra thought or a pause for emphasis. A comma separates items, and sets off a phrase.

Text 1: Should there be Friday homework? (original argument, five paragraphs)

1Schools should not set homework on Fridays. Pupils need a clear break before the weekend, and families need time together.

2A survey of 300 pupils at one school found that most felt more tired on Monday after a long Friday task. Teachers also report that work handed in on Monday is often weaker.

3Some teachers argue that Friday homework keeps learning going over the weekend, and that pupils forget too much if they stop for two days.

4This argument has some force. However, a short reading task on Monday would keep learning going without costing the weekend, and a quick review is enough to stop forgetting.

5On balance, a short Friday task may be acceptable for older pupils, but a full homework on Fridays is unlikely to help most families.

Key ideas

  • A colon introduces a list, or an explanation of what came before.
  • A semicolon joins two main clauses that are closely related in meaning.
  • A dash adds a pause or an extra thought; use one pair of dashes or one dash, not both in one sentence.
Worked example 11.6.1
Which punctuation mark best introduces a list? Choose one: colon, semicolon or dash.

Method. Test each choice against the sentence or the text.

  1. Read what the question asks for. Decide what the sentence or the text needs.
  2. Test the choice. A colon introduces a list or an explanation.
    colon fits
  3. Reject the other choices. A semicolon joins two clauses, and a dash adds a pause, so neither introduces a list.
    semicolon and dash do not fit
  4. Write the answer.
    colon

Check. The choice fits the sentence or the text. ✓

Worked example 11.6.2
Which punctuation joins two related main clauses in paragraph 4?

Method. Look at the two sentences in paragraph 4 and the punctuation between them.

  1. Find the joint. Paragraph 4 has This argument has some force. However, a short reading task...
    However
  2. Check the link. The two sentences are closely linked, so a semicolon could be used.
    closely linked
  3. Name the choice. The writer uses a full stop and However, which is a clear break.
    a full stop, although a semicolon could join them
  4. Write the answer.
    a full stop, although a semicolon could join them

Check. The punctuation is named and judged. ✓

Worked example 11.6.3
Punctuate: Pupils need three things rest sleep and time together.

Method. Add a colon before the list, and commas between the items.

  1. Add the colon. A colon introduces the list.
    Pupils need three things:
  2. Add the commas. Commas separate rest, sleep and time together.
    rest, sleep
  3. Write the sentence. The sentence is correct now.
    Pupils need three things: rest, sleep and time together.
  4. Write the answer.
    Pupils need three things: rest, sleep and time together.

Check. The colon and commas are correct. ✓

Watch out

Watch out: a semicolon is not a comma. Use it only to join two main clauses, not to introduce a list.

Exam tip

Exam tip. Read the sentence aloud. The punctuation should show where the pause is and how the ideas join.

Exercise 11F  Practice: punctuation for clarity and effect

1
FWhich mark introduces an explanation? Choose one: colon, comma or hyphen.
2
FWhich sentence uses a colon correctly to introduce a list? Choose one: Pupils need three things, rest, sleep and time together., Pupils need three things: rest, sleep and time together. or Pupils need: three things rest sleep and time together..
3
FWhich mark joins two closely related main clauses? Choose one: semicolon, colon or apostrophe.
4
FJoin "Pupils need rest" and "families need time together" with a semicolon.
5
PSAdd a dash to make an extra thought stand out: "The survey was small and the results are limited."
6
FWhich sentence uses a comma correctly to separate list items? Choose one: We need rest, sleep and time together., We need rest sleep and, time together. or We, need rest sleep and time together..
7
FHow many clauses in paragraph 1 are joined by a conjunction? Write the number.
8
RExplain the effect of a dash in an argument.
9
PSPunctuate: the reasons are clear rest and time together.
10
FWhich use of the apostrophe is correct? Choose one: the pupil's rest, the pupils rest' or pupil's's rest.
11
RExplain why a semicolon is better than a full stop in "Pupils need rest; families need time together."
12
RExplain why a writer might use a colon at the end of a claim.

Chapter summary

SkillMethod
ThesisOne sentence, specific and arguable; support it with reasons
EvidenceName it, say what it shows, and state one limit
Counter-argumentState the strongest opposing view fairly, with a signal phrase
RebuttalConcede, then rebut with a reason, using however or yet
Qualified claimsAdd a hedge (may, often, unlikely) and a limit (most, older pupils)
PunctuationColon for lists and explanations; semicolon for linked clauses; dash for emphasis

Can you…?

  • I can state a specific, arguable thesis
  • I can say what evidence shows and state one limit
  • I can state a counter-argument fairly
  • I can concede and rebut with a reason
  • I can qualify a claim with a hedge and a limit
  • I can use colons, semicolons and dashes correctly

Key terms

thesis
the main claim of an argument
claim
a statement the writer argues is true or should be done
counter-argument
an argument against the writer's view
rebuttal
an answer to a counter-argument, with a reason
concession
an admission that the other side has some truth
hedge
a word such as may or unlikely that limits a claim
evaluation
a judgement of how far something succeeds, with reasons
semicolon
a mark that joins two closely related main clauses

Exercise 11Z  Check-up

1
Which is the most arguable thesis? Choose one: Schools should not set homework on Fridays., Fridays are days. or Homework exists..
2
Copy the phrase that gives the reason about families.
3
How many paragraphs are in the argument? Write the number.
4
Which signal phrase introduces a counter-argument? Choose one: some teachers argue, in conclusion or I know.
5
Which word begins the rebuttal? Choose one: however, some or on balance.
6
Which word is the hedge in "a full homework is unlikely to help most families"? Choose one: unlikely, full or homework.
7
Which mark introduces a list? Choose one: colon, semicolon or dash.
8
Give one limit of the survey in paragraph 2.
9
State the counter-argument in paragraph 3 in your own words.
10
Write a rebuttal of "homework keeps children busy" with a reason.
11
Explain why the conclusion is qualified.

Total 21 marks. Allow about 21 minutes.

Exercise 11X  Practice test questions

1
FCopy the thesis of the argument, exactly as written.[1 mark]
2
FName the counter-argument in paragraph 3, in one short phrase.[1 mark]
3
RExplain how the survey limits the strength of the evidence. One sentence.[2 marks]
4
RIdentify the rebuttal word in paragraph 4, and say what it does. One sentence.[2 marks]
5
PSWrite a concession that admits the counter-argument has some value.[2 marks]
6
PSQualify the claim "Friday homework is unhelpful" with one hedging word and one limit.[3 marks]
7
RJudge whether the conclusion of the argument is fair. Give one reason.[3 marks]
8
FPunctuate with a colon: "Pupils need three things rest sleep and time together." Write the corrected sentence.[2 marks]
9
RExplain why the semicolon in "Pupils need rest; families need time together" is suitable.[2 marks]
10
PSWrite one specific thesis for an argument that schools should start a little later on cold mornings.[3 marks]
← Chapter 10: Writing narrative: extended, controlled and craftedChapter 12: Writing for purpose and audience: reviews, reports, letters and articles →

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