Question

Some people say that Shakespear is not important because his plays are really old and nobody cares about that stuff anymore. A lot of students just want to read things that are new and interesting, but Shakespeare is not like that. He wrote a long time ago, so why should we bother? What does this couterclaim paragraph do well? What can be improved?

Answer 1

This is a good start — the paragraph clearly conveys a common opposing view and uses plain language the audience will understand. A few specific strengths and several concrete improvements will make it stronger and more effective.

What it does well
- States a clear, recognizable counterargument: that Shakespeare is “old” and therefore irrelevant.
- Uses plain, conversational language that matches the voice of many students.
- Shows awareness of student attitudes (preference for “new and interesting” texts), which is a useful concession when you later refute the claim.

What to improve
- Spelling/grammar and word choice: “Shakespear” → “Shakespeare”; “couterclaim” → “counterclaim”; avoid informal phrases like “that stuff.”
- Avoid absolute words like “nobody” (too sweeping) and repetitive phrases (“Shakespeare is not like that” repeated).
- Be more precise and specific: give a time frame or reasons for the claim (e.g., “written in the late 16th/early 17th century,” “Early Modern English,” “archaic language”).
- Make the counterclaim fair and charitable: explain why students might feel that way (relevance, accessibility, language barrier, curriculum fatigue).
- Add a transition or concession sentence that sets up your rebuttal (e.g., “It’s true that…” or “There is some truth to this view…”). That strengthens ethos and makes your response more persuasive.
- Consider adding evidence or examples if this paragraph stands alone (e.g., surveys showing student preferences, mention of modern media that competes for attention), otherwise keep it concise as part of the counterclaim–rebuttal structure.

Suggested revision (concise, fair counterclaim with transition)
Some people argue that Shakespeare is no longer important because his plays were written in the late 16th and early 17th centuries and use Early Modern English that many students find hard to read. Many students prefer contemporary novels, films, or digital media that feel more relevant and accessible, so they see Shakespeare as dated and difficult to relate to. While this view has understandable points, it overlooks the ways Shakespeare’s themes, language, and influence still matter today.

Use this version if you want a strong, charitable counterclaim that prepares readers for the rebuttal. If you prefer to keep it shorter, cut the last sentence and move directly into your refutation.