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Unit 9 · Topic 9.3

9.3 Rebutting and refuting

To rebut is to answer an opposing claim with a different way of looking at it, or with other evidence, to suggest that it's at least partly wrong. To refute goes further: you use evidence to show that all or part of the opposing claim doesn't hold up. Both make your argument more credible than ignoring the other side.

Key terms

  • rebuttal
  • refutation
  • counterclaim
  • contradictory evidence
  • invalid

Concede, rebut, refute

These three responses to an opposing argument often work together, but they do different jobs:

MoveWhat you doSignal phrases
ConcedeGrant that part of the opposing view is right, or right in some circumstancesAdmittedly, Granted, It's true that
RebutOffer a contrasting perspective or alternative evidence suggesting the opposing claim is wrong, at least in partHowever, But this overlooks, A better way to see it
RefuteShow with evidence that all or part of the opposing claim is invalidThe evidence shows otherwise, In fact, This claim fails because

Ways to rebut

  • Reframe it: show the same facts mean something different (as Paine does with British "protection" in 9.2).
  • Weigh it: admit the point but argue that other factors matter more.
  • Find a flaw in the reasoning: show that the opposing claim depends on a hasty generalization, a false cause or a faulty comparison (3.5).
  • Offer alternative evidence: present examples or data that point the other way.

Refuting with evidence

A refutation is stronger than a rebuttal because it doesn't just offer another view; it demonstrates that the opposing claim is false. That takes specific evidence: a statistic that contradicts the claim, a counterexample that breaks a generalization, or a fact the opposing argument depends on that turns out to be wrong.

On the synthesis essay, refutation often means setting one source against another: if Source C claims a program failed, but Source E's data show results improved once the program was fully running, you can use E to refute part of C. Explain why E's evidence deserves more weight, for example because it covers more time or more people.

Refuting a claim completely is hard, so writers often refute part of it: "The claim that the program costs too much rests on the first year's numbers; by the third year, the city spent less than before." Be honest about how much you've disproved.

Rebutting fairly

Respond to the opposing argument at its strongest. Rebutting a weak version that no serious person holds is a straw man, and careful readers will notice. Also, attack the claim and the evidence, not the people. Calling opponents foolish or selfish costs you credibility (8.2); showing exactly where their reasoning fails builds it.

In writing questions, you may be asked which sentence would best respond to a counterargument a draft has raised. The best choice answers that specific objection with relevant evidence or reasoning, not with a new, unrelated point.

Worked examples

Try each one yourself first, then open the solution.

  1. Example 1

    Paine rebuts, then moves toward refutation

    Thomas Paine, Common Sense (1776; public domain, text from Project Gutenberg): "I have heard it asserted by some, that as America hath flourished under her former connexion with Great-Britain, that the same connexion is necessary towards her future happiness, and will always have the same effect. Nothing can be more fallacious than this kind of argument. We may as well assert that because a child has thrived upon milk, that it is never to have meat, or that the first twenty years of our lives is to become a precedent for the next twenty. But even this is admitting more than is true, for I answer roundly, that America would have flourished as much, and probably much more, had no European power had any thing to do with her. The commerce, by which she hath enriched herself are the necessaries of life, and will always have a market while eating is the custom of Europe." (Fallacious means based on bad reasoning; precedent means a rule set by an earlier case.) Identify Paine's rebuttal and his attempt at refutation.

    Show the solution
    1. Step 1: State the opposing claim: America prospered under Britain, so it needs Britain to keep prospering.
    2. Step 2: Find the rebuttal: Paine attacks the reasoning with an analogy. A child who thrived on milk still needs meat later; past conditions don't decide future needs. This reframes dependence as a stage to outgrow.
    3. Step 3: Notice the turn: "But even this is admitting more than is true." His analogy granted that Britain helped America grow; now he takes that back.
    4. Step 4: Find the refutation attempt: he claims America would have flourished anyway, and gives a reason: its exports are "necessaries of life," which Europe will always buy.
    5. Step 5: Evaluate: the analogy rebuts by exposing faulty reasoning; the trade argument tries to disprove the claim's premise with evidence about what America sells. It's an asserted reason rather than hard proof, so it counts as an attempted refutation: it works only if readers accept his claim about trade.

    Answer: Paine first rebuts the opposing claim by exposing its faulty reasoning: the milk-and-meat analogy shows that past prosperity under one arrangement doesn't mean the arrangement will always be needed. He then goes further, saying "even this is admitting more than is true," and tries to refute the claim's premise outright: America would have prospered without Britain because the food it sells "will always have a market while eating is the custom of Europe." The two steps work together, first loosening readers' belief that dependence is necessary, then offering a reason to think it was never necessary at all.

Common mistakes

  • Calling any disagreement a "refutation." A refutation shows with evidence that the claim is wrong; offering a different view is a rebuttal.
  • Rebutting a straw man instead of the strongest version of the opposing argument.
  • Attacking the people who hold a view instead of their reasoning and evidence.
  • Raising a counterargument and then never answering it.

On the exam

  • In your essays, one well-developed counterargument, conceded where fair and then rebutted or refuted with specific evidence, does more than several objections mentioned in passing.
  • Reading questions may ask how a writer responds to an opposing view. Decide whether the writer grants it, offers another way to see it, or disproves it with evidence.

Connected topics

Videos

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Check yourself

4 questions on 9.3 Rebutting and refuting. Pick an answer to see if you got it, and why.

Paragraph 1
But I fancy I hear some one of my audience say, it is just in this circumstance that you and your brother abolitionists fail to make a favorable impression on the public mind. Would you argue more, and denounce less, would you persuade more and rebuke less, your cause would be much more likely to succeed. But, I submit, where all is plain there is nothing to be argued. What point in the anti-slavery creed would you have me argue? On what branch of the subject do the people of this country need light? Must I undertake to prove that the slave is a man? That point is conceded already. Nobody doubts it. The slaveholders themselves acknowledge it in the enactment of laws for their government. They acknowledge it when they punish disobedience on the part of the slave. There are seventy-two crimes in the state of Virginia, which, if committed by a black man (no matter how ignorant he be), subject him to the punishment of death; while only two of these same crimes will subject a white man to the like punishment. What is this but the acknowledgement that the slave is a moral, intellectual, and responsible being. The manhood of the slave is conceded. It is admitted in the fact that southern statute books are covered with enactments forbidding, under severe fines and penalties, the teaching of the slave to read or write. When you can point to any such laws, in reference to the beasts of the field, then I may consent to argue the manhood of the slave. When the dogs in your streets, when the fowls of the air, when the cattle on your hills, when the fish of the sea, and the reptiles that crawl, shall be unable to distinguish the slave from a brute, then will I argue with you that the slave is a man!
Paragraph 2
For the present, it is enough to affirm the equal manhood of the Negro race. Is it not astonishing that, while we are plowing, planting, and reaping, using all kinds of mechanical tools, erecting houses, constructing bridges, building ships, working in metals of brass, iron, copper, silver, and gold; that, while we are reading, writing, and cyphering, acting as clerks, merchants, and secretaries, having among us lawyers, doctors, ministers, poets, authors, editors, orators, and teachers; that, while we are engaged in all manner of enterprises common to other men—digging gold in California, capturing the whale in the Pacific, feeding sheep and cattle on the hillside, living, moving, acting, thinking, planning, living in families as husbands, wives, and children, and, above all, confessing and worshiping the Christian’s God, and looking hopefully for life and immortality beyond the grave—we are called upon to prove that we are men!
Paragraph 3
Would you have me argue that man is entitled to liberty? that he is the rightful owner of his own body? You have already declared it. Must I argue the wrongfulness of slavery? Is that a question for republicans? Is it to be settled by the rules of logic and argumentation, as a matter beset with great difficulty, involving a doubtful application of the principle of justice, hard to be understood? How should I look to-day in the presence of Americans, dividing and subdividing a discourse, to show that men have a natural right to freedom, speaking of it relatively and positively, negatively and affirmatively? To do so, would be to make myself ridiculous, and to offer an insult to your understanding. There is not a man beneath the canopy of heaven that does not know that slavery is wrong for him.
Paragraph 4
What! am I to argue that it is wrong to make men brutes, to rob them of their liberty, to work them without wages, to keep them ignorant of their relations to their fellow-men, to beat them with sticks, to flay their flesh with the lash, to load their limbs with irons, to hunt them with dogs, to sell them at auction, to sunder their families, to knock out their teeth, to burn their flesh, to starve them into obedience and submission to their masters? Must I argue that a system, thus marked with blood and stained with pollution, is wrong? No; I will not. I have better employment for my time and strength than such arguments would imply.

Frederick Douglass, formerly enslaved abolitionist, from an oration delivered at Rochester, New York, on July 5, 1852, the day after the Fourth of July; as printed in his book My Bondage and My Freedom (1855). Earlier in the speech, Douglass harshly condemned American slavery.

Question 1 of 4

Douglass's response "where all is plain there is nothing to be argued" answers the objection mainly by

Question 2 of 4

Douglass's reference to the "seventy-two crimes in the state of Virginia" functions mainly to

Question 3 of 4

The long sentence in paragraph 2, which lists work such as "plowing, planting, and reaping" and professions such as "lawyers, doctors, ministers," primarily serves to

Question 4 of 4

In paragraphs 3 and 4, the series of questions (such as "Must I argue the wrongfulness of slavery?") mainly serves to

0 of 4 answered