Answering the objection that most threatens its claim, the CM220 Unit 7 counterargument section here concedes ground on the lowest-placing students and narrows the thesis to fit. Searches like "cm 220 unit 7 assignment example", "cm220 unit 7 sample" and "cm220 unit 7 example" land here.
What a finished CM220 Unit 7 counterargument section looks like
Three paragraphs, about five hundred words, drafted to sit after the essay's second reason. The first states the objection at full strength, drawing on the faculty association's statement and a university research center's finding that gains under corequisite placement were smaller for students placing furthest below the cutoff. It uses the objection's own evidence rather than paraphrasing it into something weaker. The second paragraph concedes what that evidence shows: for the lowest-placing group, the case for corequisite placement is less certain. The third responds that the concession supports a narrower thesis, credit placement with support for most students and a brief bridge course for that group, and that the remaining evidence still favors the new default for everyone else. A single sentence acknowledges and sets aside a weaker objection, that corequisites lower standards.
How a CM220 Unit 7 example is structured
The section follows a state, concede, respond pattern common in CM220 textbooks, and each move gets its own paragraph so a grader can find it. The statement names who holds the objection and why, attributing it to experienced instructors rather than to an unnamed they. Evidence for the objection is cited as carefully as evidence for the thesis, with the research center's working-paper status noted. The concession is specific, naming the group and the finding it accepts. The response does not simply reassert the thesis; it revises the thesis and explains why the revision holds. Transitions at the start of each paragraph mark the move, and the last sentence links back to the essay's third reason about placement accuracy. APA 7 citations appear throughout, and a bracketed note at the end records where the section sits in the argument.
The objection in its strongest form
Students placing far below college level may fail a credit course and lose momentum and aid eligibility. The section states this as the faculty association would, with the research center's finding behind it.
Evidence for the other side, cited properly
The working paper's smaller gains for the lowest group are reported with their source and status. Treating the opposing evidence with the same care as the supporting evidence is what makes the response credible.
A concession with a boundary
The section concedes the case is weaker for one group, defined by placement score, and no further. The boundary keeps the concession from swallowing the argument.
A thesis revised, not reasserted
The response writes the bridge course into the claim itself. The revised thesis then reappears in the introduction of the draft, which the section notes.
A weak objection set aside in a sentence
That corequisite placement lowers standards is acknowledged once and answered briefly, since the credit course content stays the same. The section spends its length where the real threat is.
Where marks go in CM220 Unit 7
Answering the easy objection instead of the dangerous one costs this section the most. A section that refutes the claim that corequisite courses are too expensive to run, which few serious critics make, has avoided the objection the thesis actually faces, and graders who know the literature notice. Stating the objection weakly, paraphrased into a version easy to dismiss, is a close second. A concession followed immediately by but, with the thesis reasserted unchanged, reads as a gesture, and many rubrics look for a real adjustment. Missing citations for the opposing view cost points, since the objection needs evidence as much as the claim does. A section placed where it interrupts rather than tests the argument draws comment. Tone that mocks the opposing side, calling its holders resistant to change, loses credit in sections that grade fairness.
Get a CM220 Unit 7 example written to your instructions
Name the objection you think is strongest, with any sources behind it, and include your thesis plus the CM220 Unit 7 instructions and rubric. The section states that objection fairly, concedes what the evidence supports, answers it and shows where the revised claim lands, in 24-48h. A first custom sample carries no charge.
CM220 Unit 7 questions, answered
What counts as the strongest counterargument?
Usually the objection that, if true, would force the thesis to change. It tends to come from people who know the subject well, practitioners or researchers whose findings complicate the claim, rather than from casual critics. Your annotated bibliography may already contain it. Graders in CM220 generally reward engaging that objection over refuting several minor ones.
Is it acceptable to concede a point in an argument essay?
Yes, and often it strengthens the essay. A concession shows the writer has weighed the evidence rather than defending a position regardless of it. The key is what follows: a concession that leads to a narrower or better-supported claim is valued, while one immediately dismissed can read as a formality. Most CM220 rubrics reward the first.
How long should the counterargument section be?
It varies with the essay's length; in a paper of 1,500 to 2,500 words, one to three paragraphs is common. Your prompt may specify. The section needs enough room to state the objection fairly with evidence, concede what is true and respond. A single sentence of refutation rarely satisfies a rubric that grades counterargument as its own element.