Question Details


Counterargument Paper

This paper assignment expands upon your Week One Assignment and prepares you for the Final Paper. The expansion is to learn to improve one?s argument after investigating and fairly representing the opposite point of view. The main new tasks are to revise your previous argument created in Week One, to present a counterargument (an argument for a contrary conclusion), and to develop an objection to your original argument.

Here are the steps to prepare to write the counterargument paper:

  • Begin reviewing your previous paper paying particular attention to suggestions for improvement made by your instructor.
  • Revise your argument, improving it as much as possible, accounting for any suggestions and in light of further material you have learned in the course. If your argument is inductive, make sure that it is strong. If your argument is deductive, make sure that it is valid.
  • Construct what you take to be the strongest possible argument for a conclusion contrary to the one you argued for in your Week One paper. This is your counterargument. This should be based on careful thought and appropriate research.
  • Consider the primary points of disagreement between the point of view of your original argument and that of the counterargument.
  • Think about what you take to be the strongest objection to your original argument and how you might answer the objection while being fair to both sides. Search in the Ashford University Library for quality academic sources that support some aspect of your argument or counterargument.

In your paper,

  • Present a revised argument in standard form, with each premise and the conclusion on a separate line.
  • Present a counterargument in standard form, with each premise and the conclusion on a separate line.
  • Provide support for each premise of your counterargument. Clarify the meaning of the premise and supporting evidence for the premise.
    • Pay special attention to those premises that could be seen as controversial. Evidence may include academic research sources, supporting arguments, or other ways of demonstrating the truth of the premise (for more ideas about how to support the truth of premises take a look at the instructor guidance for this week). This section should include at least one scholarly research source. For guidance about how to develop a conclusion see the Ashford Writing Center?sIntroductions and Conclusions.
  • Explain how the conclusion of the counterargument follows from its premises. [One paragraph]
  • Discuss the primary points of disagreement between sincere and intelligent proponents of both sides. [One to two paragraphs]
    • For example, you might list any premises or background assumptions on which you think such proponents would disagree and briefly state what you see as the source of the disagreement, you could give a brief explanation of any reasoning that you think each side would find objectionable, or you could do a combination of these.
  • Present the best objection to your original argument. Clearly indicate what part of the argument your objection is aimed at, and provide a paragraph of supporting evidence for the objection. Reference at least one scholarly research source. [One to two paragraphs]
    • See the ?Practicing Effective Criticism? section of Chapter 9 of your primary textbook for more information about how to present an objection.

For further instruction on how to create arguments, see the How to Construct a Valid Main Argument and Tips for Creating an Inductively Strong Argument documents as well as the video Constructing Valid Arguments.

For an example of how to complete this paper, take a look at the following Week Three Annotated Example. Let your instructor know if you have questions about how to complete this paper.


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The Counterargument Paper

  • Must be 500 to 800 words in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (for more information about using APA style, take a look at theAPA Essay Checklist for Studentswebpage).
  • Must include a separate title page with the following:
    • Title of paper
    • Student?s name
    • Course name and number
    • Instructor?s name
    • Date submitted
  • Must use at least two scholarly sources in addition to the course text.
  • TheScholarly, Peer Reviewed, and Other Credible Sources tableoffers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
  • Must document all sources in APA style as outlined in the Ashford Writing Center (for more information about how to create an APA reference list, take a look at theAPA References Listwebpage).
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

In Ashford courses, there are two different ways to submit assignments for grading. Depending on the system the course utilizes, assignments will either be submitted via the classroom Assignment Basket  or Waypoint . 

Waypoint Assignment Submission
The assignments in this course will be submitted to Waypoint.  Please refer to the instructions below to submit your assignment.
  1. Click on the Assignment Submissionbutton above. The Waypoint "Student Dashboard" will appear.
  2. Browse for your assignment.
  3. ClickUpload.
  4. Confirm that your assignment was successfully submitted by viewing the appropriate week's assignment tab in Waypoint, or clicking onCheck Assignment Status within theMeet Your Instructor unit in the left navigation panel.
For more detailed instructions, refer to the Waypoint Tutorial.

Running Head: SOCIAL MEDIA AND INTERPERSONAL RELATIONSHIPS Social Media and Interpersonal Relationships


Michele Hollins


PHI 103: Informal Logic


Professor Jennifer Creekmore


Ashford University


September 5th, 2016 1 Running Head: SOCIAL MEDIA AND INTERPERSONAL RELATIONSHIPS 2 Main Argument:


P1: Social media is beneficial for reaching out to family and friends.


P2: It is very expensive to purchase airfare to socialize with friends and family not everyone has


the funds.


P3: Social media is a major platform for dating sites and meeting new friends, this virtual


interaction is setting the tone so people can interact in person.


C: social media does not hinder interpersonal relationships.


In the first premise, social media can make communicating with love ones and friends


overseas and others state easier. Communication has evolved in the 50 years, people use to


communicate by telegraphs Morse code, telephone, mail letters and the internet. The process of


writing a letter can take between 2 weeks to a month of waiting, which was a long and drawn out


process to get an answer back to ask one. You wouldn?t know if your family was doing well or if


there was an emergency in the family. Email is also very slow because most people didn?t have


access to the internet in the during the 90?s not until 2001 and today. People can use many


sources such Facebook, tango, Myspace, Yahoo or Gmail to communicate efficiently and


instantly to their friends and loved one.


In the second premise, traveling to see family members and friends can get very


expensive This can range from $500 to $3000 just to talk and see your love ones. Most people


living in the United States migrated for places for all around the world. U.S is made up 20


percent of immigrants. Which means that a lot of people would have to travel a lot to have


interaction with family this would really hinder the people who are low income. Using


something like Tango brings people closer when they can't always physically see each other. The


scope of social media is global, and the technology opens up possibilities for communication that Running Head: SOCIAL MEDIA AND INTERPERSONAL RELATIONSHIPS 3 was unforeseeable just 20 years ago. It is not more cost effective and reasonable to keep


communication with friends and family members, no matter how far one moves away from


them; and especially through social media site like Facebook, Instagram ect, it is also more


effective in finding long lost family members or friends. This can be foreseen as real gains for


the sustenance of interpersonal relationships.


In the third premise, the social media platforms are starting to focus on getting people to


interact, by getting people to meet at café for singles parties. The dating platform plenty of fish is


one example of this. So, social media has begun to focus not just on either supplementing


existing relationships or sustaining virtual ones, but also on actually turning virtual relationships


into relationships in the empirical world. This is an excellent example of how social media can


be said to have a positive effect on interpersonal relationships: it can genuinely bring people


together who may have otherwise not even been aware of each other?s existences.


In conclusion, this argument is valid because if all the premises that I discussed are facts


and not just an opinion. Therefore, the conclusion must be accurate as well. The condition of


premise 1-4 have been met and that in its self must make the findings true. Running Head: SOCIAL MEDIA AND INTERPERSONAL RELATIONSHIPS 4 References Fowlkes, J. (2012, 10 11). Viewpoint: Why social media is destroying our social skills. Retrieved




Is Social Media Sabotaging Real Communication? (2012, 4 30). Retrieved from Forbes /




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Sep 13, 2020





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