Student's guide to writing college papers, Fourth edition - Kate L. Turabian 2010
Acknowledge and respond to readers' points of view
Planning your argument
Writing your paper
Recall that we said a written argument is not a one-sided lecture to passive listeners but a two-sided conversation in which you speak with and for your readers. No argument is complete that fails to bring in your readers' points of view. You must acknowledge your readers by imagining questions and objections on their behalf, then by answering them.
6.4.1 Imagining Readers' Views
Readers raise two kinds of questions; try to imagine and respond to both.
1. The first kind of question points to problems inside your argument, usually its evidence.
Imagine a reader making any of these criticisms of your evidence. If one of them might be reasonable, construct a mini-argument in response:
✵ Your evidence is from an unreliable or out-of-date source.
✵ Your evidence is inaccurate.
✵ You don't have enough evidence.
✵ What you report doesn't fairly represent all the evidence available.
✵ You have the wrong kind of evidence for our field.
Then imagine these kinds of objections to your reasons. If one of them might be reasonable, construct a mini-argument in response:
✵ Your reasons are inconsistent or contradictory.
✵ You don't have enough reasons.
✵ They are too weak to support your claim.
✵ They are irrelevant to your claim and so do not count as reasons (see 6.5).
2. The second kind of question points to problems outside your argument. Those who see the world differently are likely to define words differently, reason differently, even offer evidence that you think is irrelevant.
Don't treat these differing points of view simply as objections. You'll lose readers if you insist that your view is right and theirs is wrong. Instead, acknowledge the differences, then compare them so that readers can understand your argument on its own terms. They might not agree, but you'll show them that you understand and respect their views. They are then more likely to respect and try to understand yours.
If you're a new researcher, you'll find these questions hard to imagine because you might not know how in fact your readers' views differ from your own. Even so, try to think of some plausible questions and objections and then respond to them. It's important to get into the habit of asking yourself, What could cast doubt on my claim?
But when you do more advanced work, you will be expected to know the issues that others in your field are likely to raise. So practice imagining and responding to disagreements. Even if you just go through the motions, you'll cultivate a habit of mind that your readers will respect and that may keep you from jumping to questionable conclusions.
Add those acknowledgments and responses to your storyboard where you think readers will raise them.
WORKING IN GROUPS
Ask Friends to Object
If you cannot imagine objections or alternatives to your argument, enlist help from your writing group. Ask them to read your draft and make the longest list they can of objections, alternative conclusions, different interpretations of evidence, and so on. Ask them not to censor themselves—you want even their nuttiest ideas. You may find in their views a question to acknowledge and respond to; and if not, their list might give you an idea of your own.
6.4.2 Acknowledging and Responding
When you acknowledge an anticipated question or objection, you can give it more or less weight. You can mention and dismiss it, summarize it quickly, or address it at length. Do not dismiss a position that your readers take seriously; do not address at length one for which you have no good response.
Standard Forms for Acknowledging
We order these expressions from most dismissive to most respectful. (Brackets and slashes indicate choices.)
1. You can downplay an alternative by summarizing it in a short phrase introduced with despite, regardless of, or notwithstanding:
[Despite / Regardless of / Notwithstanding] Congress's claims that it wants to cut taxes,acknowledgment the public believes that . . .response
You can use although, while, and even though in the same way:
[Although / While / Even though] Congress claims it wants to cut taxes,acknowledgment the public believes that . . .response
2. You can signal an alternative with seem or appear, or with a qualifying adverb, such as plausibly, reasonably, understandably, surprisingly, foolishly, or even certainly.
In his letters, Lincoln expresses what [seems / appears] to be depression.acknowledgment But those who observed him . . .response
Liberals [plausibly / reasonably / foolishly / etc.] argue that the arts ought to be supported by taxes.acknowledgment But we all know . . .response
3. You can acknowledge an alternative without naming its source. This gives it just a little weight.
It is easy to [think / imagine / say / claim / argue] that taxes should . . .
There is [another / alternative / possible / standard] [explanation / argument / possibility]. . .
Some evidence [might / can / could / would / does] [suggest / indicate / lead some to think] that we should . . .
4. You can acknowledge an alternative by attributing it to a more or less specific source. This construction gives it more weight.
There are [some / many / few] who [might / could / would] [say / think / claim / charge / object] that Cuba is not . . .
[Most / Many / Some / A few] administrators [say / think / claim / charge / object] that researchers . . .
Jones [says / thinks / claims / charges / objects] that students . . .
5. You can acknowledge an alternative in your own voice or with concessive adverbs such as admittedly, granted, to be sure, and so on. This construction concedes that the alternative has some validity, but by changing the words, you can qualify how much validity you acknowledge.
I [understand / know / realize / appreciate] that liberals believe in . . .
It is [true / possible / likely / certain / must be admitted] that no good evidence proves that coffee causes cancer . . .
[Granted / Admittedly / True / To be sure / Certainly / Of course], Adams stated . . .
We [could / can / might / would] [say / argue / claim / think] that spending on the arts supports pornographic . . .
We have to [consider / raise] the [question / possibility / probability] that further study [could / might / will] show crime has not . . .
We cannot [overlook / ignore / dismiss / reject] the fact that Cuba was . . .
Readers use the words of your acknowledgment to judge how seriously you take an objection or alternative. But they will base that judgment even more on the nature of your response. If your readers think an alternative is a serious one, they expect you to respond to it in some detail, including reasons and evidence to support that response. Do not dismiss or attack a position that your readers believe strongly: if you cannot make a convincing argument against it, simply show how it differs from yours and explain why you believe as you do.
Standard Forms for Introducing Responses
You can respond in ways that range from tactfully indirect to blunt.
1. You can state that you don't entirely understand:
But I do not quite understand . . . / I find it difficult to see how . . . / It is not clear to me that . . .
2. Or you can state that there are unsettled issues:
But there are other issues . . . / There remains the problem of . . .
3. You can respond more bluntly by claiming the acknowledged position is irrelevant or unreliable:
But as insightful as that point may be, it [ignores / is irrelevant to] the issue at hand.
But the evidence is [unreliable / shaky / thin / not the best available].
But the argument is [untenable / wrong / weak / confused /simplistic].
But that view [overlooks / ignores / misses] key factors.
But that position is based on [unreliable / faulty / weak / confused] [reasoning / evidence].