Virginia SOL 10.W.1.B.iii
The Standard
Address and refute counterclaims.
Virginia Standards of Learning for English
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students identify and fairly explain a reasonable counterclaim to their argument. They refute it with relevant evidence and reasoning that support their original claim.
What Mastery Looks Like
- A student states the opposing view accurately and explains why someone might hold it. The rebuttal directly answers that view with relevant evidence and sound reasoning.
Common Misconceptions
- Students may choose a weak or unrealistic counterclaim because it is easy to defeat. They may dismiss the opposing view without evidence, or discuss it without giving a direct rebuttal.
How to Assess It
- Exit ticket: State one fair counterclaim to “High schools should start later,” then refute it using the fact that teens need 8 to 10 hours of sleep.
Lesson moves
Ways to Teach It
Give pairs claim, evidence, and counterclaim cards, then have them match each claim with a fair counterclaim and useful rebuttal evidence.
Discuss whether schools should limit homework, then write one counterclaim and a two-sentence rebuttal using evidence from a class text.
Run a rebuttal relay where teams draw counterclaim cards and earn points for responding with specific evidence and clear reasoning.
Compare an editorial with its reader comments, then identify one opposing view and write a stronger evidence-based response.
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Related Standards
- 12.C.2.A.iv
Anticipating and addressing alternative or opposing perspectives and counterclaims and rebuttals, as appropriate.
- 9.W.2.A.v
Identifying and addressing counterarguments and providing a rebuttal where appropriate.
- 11.C.2.A.v
Anticipating and addressing alternative or opposing perspectives and counterclaims using counter arguments and rebuttals, as appropriate.
- 12.R.1.D
Synthesize multiple streams of evidence to support claims and acknowledge counterclaims.
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