Speak and Write Language Series

Unit I — الخِطَاب الرَّسْمِيّ وَالتَّحْلِيل (Formal Discourse and Analysis) — Chapter 4

المَوْقِف وَالحِجَاج وَالدَّلِيلChapter 4: Position, Argument, and Evidence

Thesis, evidence, concession, counterargument, and argumentative cohesion · Speak and Write Arabic: Professional, Academic, Media, and Institutional Arabic

Chapter Overview

This chapter turns the comparison and classification tools of Chapter 3 toward argument: stating a clear position, supporting it with evidence, acknowledging an opposing view, and answering that view without abandoning your own. You will learn formal thesis-statement patterns, a concession structure that grants a point before returning to your position, a counterargument-and-response pattern, and a small set of cohesion markers that organize an argument into clear stages. These tools prepare you for the media analysis of Unit II, where you will evaluate how other writers construct exactly this kind of argument.

Learning Objectives

By the end of this chapter, you will be able to:

State a clear formal thesis using an established position-statement pattern.
Support a position with evidence, including statistics carried over from Chapter 3.
Concede a valid point in an opposing view using a formal concession structure.
Introduce a counterargument and respond to it without weakening your own position.
Organize a short argumentative text using formal cohesion markers for sequence and conclusion.
Read and interpret a short opinion piece that states a position, concedes a point, and answers a counterargument.

Opening Communication Scenario

Following her comparative note in Chapter 3, أَمَل has been asked to take a clearer position: the administrative office wants a short recommendation memo stating which research placement the institute should expand for the coming year, supported by evidence, and responding to a colleague's concern that expansion is too costly.

You will read a short opinion piece that states a position, concedes a point, and answers a counterargument.
You will study how a thesis, concession, and counterargument-response are built in formal MSA.
You will write your own short recommendation memo that takes a position and answers an objection.

المُفْرَدَات الأَسَاسِيَّة — Core Vocabulary

Core Vocabulary

This chapter's vocabulary names the tools of position, evidence, concession, and counterargument.

Function	Arabic	Meaning	Notes
Position, stance	المَوْقِف (ج. مَوَاقِف)	position, stance	masculine noun; central term for this chapter
Argument, argumentation	الحِجَاج / الحُجَّة (ج. حُجَج)	argumentation; an argument, a piece of evidence	الحِجَاج is a masculine verbal noun; الحُجَّة is feminine and countable
Evidence, proof	الدَّلِيل (ج. أَدِلَّة)	evidence, proof	masculine noun; irregular broken plural
Thesis, central claim	الأُطْرُوحَة (ج. أُطْرُوحَات)	thesis, main claim	feminine noun; used for the central position of an argumentative text
Concession	التَّنَازُل (عَن نُقْطَة)	concession (of a point)	masculine verbal noun, Form VI, from تَنَازَلَ
Counterargument, objection	الاِعْتِرَاض (ج. اِعْتِرَاضَات)	objection, counterargument	masculine verbal noun, Form VIII, from اِعْتَرَض
To support, back up	يَدْعَم / دَعَم	to support, back up (a position)	Form I verb; takes a direct object
To concede, grant	يُسَلِّم / سَلَّم (بِ)	to concede, grant, accept (that)	Form II verb; takes the preposition بِ before the conceded point
To object, raise a counterargument	يَعْتَرِض / اِعْتَرَض (عَلَى)	to object (to)	Form VIII verb; takes the preposition عَلَى
Nevertheless, however	غَيْر أَنَّ / إِلَّا أَنَّ / مَعَ ذَلِكَ	however; nevertheless	fixed formal connectors that reintroduce the writer's own position after a concession

Every noun above is marked for gender, and plural forms are given where relevant. The Form VI, Form II, and Form VIII verbs are labeled by form and function, consistent with the argumentative register this chapter introduces.

النُّطْق — Pronunciation Focus

Pronunciation Focus: Phrasing a Concession-and-Return

Pronunciation Note — Pausing around غَيْر أَنَّ and إِلَّا أَنَّ

A concession-and-return sentence is read in two phrase groups: the conceded point, a brief pause, and then غَيْر أَنَّ or إِلَّا أَنَّ introducing the writer's own position, as in صَحِيحٌ أَنَّ التَّوَسُّع مُكْلِف، غَيْر أَنَّ الفَوَائِد تَفُوق التَّكْلِفَة ("it is true that expansion is costly; however, the benefits outweigh the cost"). The pause marks the turn from conceding to returning, and the pitch on غَيْر أَنَّ should rise slightly to signal the pivot. This builds on the phrase-grouping and formal connected reading introduced in Chapters 1 through 3.

التَّرْكِيب — Grammar and Sentence Patterns

Grammar and Sentence Patterns: Thesis, Concession, and Counterargument

This chapter develops formal thesis statements, a concession-and-return pattern, and a counterargument-response pattern, while recycling the elative, passive classification, contrast connectors, and statistic-commentary patterns from Chapter 3.

Pattern 1 — Stating a formal thesis

تَتَمَثَّل أُطْرُوحَة هَذِهِ المُذَكِّرَة فِي أَنَّ ... (the thesis of this memo consists in the fact that ...)

A formal thesis is introduced with a verb of stating or consisting, followed by أَنَّ and the position itself. This keeps the claim explicit and separates it clearly from supporting evidence that follows.

تَتَمَثَّل أُطْرُوحَة هَذِهِ المُذَكِّرَة فِي أَنَّ عَلَى المَعْهَد أَن يُوَسِّع مَرْكَز البُحُوث خِلَال العَام القَادِم.

The thesis of this memo consists in the fact that the institute should expand the research center next year.

Pattern 2 — Concession and return

صَحِيحٌ أَنَّ ... ، غَيْر أَنَّ / إِلَّا أَنَّ ... (it is true that ..., however ...)

A concession grants that an opposing point has some validity before the writer returns to their own position. صَحِيحٌ أَنَّ introduces the conceded clause; غَيْر أَنَّ or إِلَّا أَنَّ introduces the writer's own counterpoint. The concession must be genuine, not merely rhetorical.

صَحِيحٌ أَنَّ التَّوَسُّع يَتَطَلَّب مِيزَانِيَّة إِضَافِيَّة، غَيْر أَنَّ الفَوَائِد المُتَوَقَّعَة تَفُوق هَذِهِ التَّكْلِفَة عَلَى المَدَى الطَّوِيل.

It is true that expansion requires an additional budget; however, the expected benefits outweigh this cost in the long term.

Pattern 3 — Introducing and answering a counterargument

قَدْ يَعْتَرِض البَعْض بِأَنَّ ... ، وَلَكِنَّ الوَاقِع أَنَّ ... (some may object that ..., but the reality is that ...)

A counterargument is introduced impersonally, without naming a specific opponent, using قَدْ يَعْتَرِض البَعْض بِأَنَّ. The response follows with وَلَكِنَّ الوَاقِع أَنَّ, which reasserts the writer's position with reference to fact rather than mere restatement.

قَدْ يَعْتَرِض البَعْض بِأَنَّ المَكْتَبَة تَكْفِي حَاجَة البَاحِثِينَ الحَالِيِّينَ، وَلَكِنَّ الوَاقِع أَنَّ عَدَد البَاحِثِينَ الزَّائِرِين يَتَزَايَد كُلّ عَام.

Some may object that the library is sufficient for the needs of current researchers, but the reality is that the number of visiting researchers increases every year.

Pattern 4 — Organizing an argument with cohesion markers

أَوَّلًا ... ، ثَانِيًا ... ، وَبِنَاءً عَلَى مَا سَبَق ... (first ..., second ..., and based on the foregoing ...)

Formal argumentative writing signals its own stages so the reader can follow the movement from evidence to conclusion. أَوَّلًا and ثَانِيًا mark separate pieces of evidence; وَبِنَاءً عَلَى مَا سَبَق introduces the conclusion that follows from them.

أَوَّلًا، تُشِير الإِحْصَاءَات إِلَى تَزَايُد عَدَد البَاحِثِينَ. ثَانِيًا، يُوَفِّر المَرْكَز مَوَارِد أَكْثَر مِن المَكْتَبَة. وَبِنَاءً عَلَى مَا سَبَق، يُوصَى بِتَوْسِيع المَرْكَز.

First, the statistics indicate an increase in the number of researchers. Second, the center provides more resources than the library. Based on the foregoing, expanding the center is recommended.

Register comparison — everyday opinion versus formal argument:

أَنَا أَعْتَقِد أَنَّهُ لَازِم نُوَسِّع المَرْكَز.I think we have to expand the center. (conversational, personal opinion)
تَتَمَثَّل أُطْرُوحَة هَذِهِ المُذَكِّرَة فِي أَنَّ عَلَى المَعْهَد أَن يُوَسِّع المَرْكَز.The thesis of this memo consists in the fact that the institute should expand the center. (formal thesis statement)
صَحِيحٌ أَنَّ التَّوَسُّع مُكْلِف، غَيْر أَنَّ الفَوَائِد تَفُوق التَّكْلِفَة، وَبِنَاءً عَلَى مَا سَبَق يُوصَى بِالمُوَافَقَة عَلَى المَشْرُوع.It is true that expansion is costly; however, the benefits outweigh the cost, and based on the foregoing, approving the project is recommended. (fully argumentative register)

Common connectors and formulas for argumentative writing: تَتَمَثَّل أُطْرُوحَة ... فِي أَنَّ (the thesis of ... consists in), صَحِيحٌ أَنَّ (it is true that), غَيْر أَنَّ / إِلَّا أَنَّ (however / nevertheless), قَدْ يَعْتَرِض البَعْض بِأَنَّ (some may object that), وَلَكِنَّ الوَاقِع أَنَّ (but the reality is that), أَوَّلًا / ثَانِيًا / أَخِيرًا (first / second / finally), بِنَاءً عَلَى مَا سَبَق (based on the foregoing), يُوصَى بِأَن (it is recommended that).

Model Dialogue

أَمَل discusses her draft recommendation memo with her colleague خَالِد, who raises the office's concern about cost.

خَالِد

مَا هِيَ أُطْرُوحَة مُذَكِّرَتِك بِالضَّبْط؟What exactly is the thesis of your memo?

أَمَل

تَتَمَثَّل أُطْرُوحَة المُذَكِّرَة فِي أَنَّ عَلَى المَعْهَد أَن يُوَسِّع مَرْكَز البُحُوث خِلَال العَام القَادِم.The thesis of the memo consists in the fact that the institute should expand the research center next year.

خَالِد

وَلَكِنّ الإِدَارَة سَتَعْتَرِض بِأَنَّ التَّوَسُّع مُكْلِف جِدًّا. كَيْف سَتُجِيبِين عَلَى ذَلِك؟But the administration will object that expansion is very costly. How will you respond to that?

أَمَل

صَحِيحٌ أَنَّ التَّوَسُّع يَتَطَلَّب مِيزَانِيَّة إِضَافِيَّة، غَيْر أَنَّ الفَوَائِد المُتَوَقَّعَة تَفُوق هَذِهِ التَّكْلِفَة عَلَى المَدَى الطَّوِيل. قَدْ يَعْتَرِض البَعْض بِأَنَّ المَكْتَبَة تَكْفِي حَالِيًّا، وَلَكِنَّ الوَاقِع أَنَّ عَدَد البَاحِثِينَ الزَّائِرِين يَتَزَايَد كُلّ عَام.It is true that expansion requires an additional budget; however, the expected benefits outweigh this cost in the long term. Some may object that the library is currently sufficient, but the reality is that the number of visiting researchers increases every year.

خَالِد

إِذَن، بِنَاءً عَلَى مَا سَبَق، مُذَكِّرَتُكِ تُوصِي بِالمُوَافَقَة عَلَى المَشْرُوع.So, based on the foregoing, your memo recommends approving the project.

Guided Practice

تَمْرِين ١ — Stating a thesis. Complete each sentence using the pattern تَتَمَثَّل أُطْرُوحَة ... فِي أَنَّ.

................. هَذَا التَّقْرِير ................. عَلَى المَعْهَد أَن يَزِيد عَدَد المُوَظَّفِين.
................. هَذِهِ المُذَكِّرَة ................. المَكْتَبَة بِحَاجَة إِلَى تَحْدِيث.

تَمْرِين ٢ — Concession and return. Combine each pair of ideas using صَحِيحٌ أَنَّ ... ، غَيْر أَنَّ.

(التَّوَسُّع مُكْلِف) / (الفَوَائِد كَبِيرَة)
(المَشْرُوع يَحْتَاج وَقْتًا طَوِيلًا) / (النَّتَائِج تَسْتَحِقّ الاِنْتِظَار)

تَمْرِين ٣ — Answering a counterargument. Complete the response using وَلَكِنَّ الوَاقِع أَنَّ.

قَدْ يَعْتَرِض البَعْض بِأَنَّ عَدَد البَاحِثِينَ قَلِيل حَالِيًّا، ................. عَدَدهُم يَتَزَايَد كُلّ عَام.

Listening Practice

Ask your instructor, a partner, or a text-to-speech tool to read the following short argumentative memo aloud twice at a moderate, careful pace. Listen for the thesis, the concession, and the counterargument-response before answering the questions.

تَتَمَثَّل أُطْرُوحَة هَذِهِ المُذَكِّرَة فِي أَنَّ عَلَى المَعْهَد أَن يُوَسِّع مَرْكَز البُحُوث خِلَال العَام القَادِم. أَوَّلًا، تُشِير الإِحْصَاءَات إِلَى أَنَّ عَدَد البَاحِثِينَ الزَّائِرِين اِزْدَاد بِنِسْبَة ثَلَاثِين فِي المِئَة خِلَال العَامَيْن الأَخِيرَيْن. ثَانِيًا، يُوَفِّر المَرْكَز مَوَارِد أَكْثَر مِن المَكْتَبَة، كَمَا وَرَد فِي المُقَارَنَة السَّابِقَة. صَحِيحٌ أَنَّ التَّوَسُّع يَتَطَلَّب مِيزَانِيَّة إِضَافِيَّة، غَيْر أَنَّ الفَوَائِد المُتَوَقَّعَة تَفُوق هَذِهِ التَّكْلِفَة عَلَى المَدَى الطَّوِيل. قَدْ يَعْتَرِض البَعْض بِأَنَّ المَكْتَبَة تَكْفِي حَالِيًّا، وَلَكِنَّ الوَاقِع أَنَّ الطَّلَب مُسْتَمِرّ فِي التَّزَايُد. وَبِنَاءً عَلَى مَا سَبَق، يُوصَى بِالمُوَافَقَة عَلَى تَوْسِيع المَرْكَز.

مُهِمَّة الاسْتِمَاع — Listening task

What is the thesis of the memo?
What point does the writer concede, and what does she say in return?
What counterargument does the writer answer, and how does she answer it?

Speaking Practice

تَدْرِيب مُوَجَّه — Controlled practice: Concession transformation

Practice saying a simple opinion sentence, then immediately restating it using صَحِيحٌ أَنَّ ... ، غَيْر أَنَّ to concede an opposing point before returning to your position.

مُهِمَّة تَوَاصُل — Communicative task: State and defend a position

With a partner or instructor, state a position on a real or invented institutional question (a schedule change, a budget decision, a new policy), concede one valid objection, and answer one counterargument.

لِلْمُتَعَلِّمِينَ المُسْتَقِلِّينَ — Solo alternative

Record yourself stating a position on a familiar topic, using the thesis pattern, one concession, and one counterargument-response.

Reading Practice

Read the short recommendation memo below, then answer the comprehension questions. Predictable short vowels on familiar words remain lightly marked, consistent with the reading level established in this volume.

إِلَى: الشُّؤُون الإِدَارِيَّة
مِن: أَمَل
الموضوع: تَوْصِيَة بِشَأْن تَوْسِيع مَرْكَز البُحُوث

تَحِيَّة طَيِّبَة وَبَعْد، تَتَمَثَّل أُطْرُوحَة هَذِهِ المُذَكِّرَة فِي أَنَّ عَلَى المَعْهَد أَن يُوَسِّع مَرْكَز البُحُوث خِلَال العَام القَادِم. أَوَّلًا، تُشِير الإِحْصَاءَات إِلَى أَنَّ عَدَد البَاحِثِينَ الزَّائِرِين اِزْدَاد بِنِسْبَة ثَلَاثِين فِي المِئَة خِلَال العَامَيْن الأَخِيرَيْن، مِمَّا يَعْكِس طَلَبًا مُتَزَايِدًا. ثَانِيًا، يُصَنَّف المَرْكَز، كَمَا وَرَد فِي مُقَارَنَتِنَا السَّابِقَة، ضِمْن الخِيَارَات الأَكْثَر مَوَارِد بَيْن المَرَافِق المُتَاحَة. صَحِيحٌ أَنَّ التَّوَسُّع يَتَطَلَّب مِيزَانِيَّة إِضَافِيَّة، غَيْر أَنَّ الفَوَائِد المُتَوَقَّعَة تَفُوق هَذِهِ التَّكْلِفَة عَلَى المَدَى الطَّوِيل. قَدْ يَعْتَرِض البَعْض بِأَنَّ المَكْتَبَة الجَامِعِيَّة تَكْفِي حَاجَة البَاحِثِينَ حَالِيًّا، وَلَكِنَّ الوَاقِع أَنَّ الطَّلَب مُسْتَمِرّ فِي التَّزَايُد وَلَنْ تَكْفِيَ المَكْتَبَة وَحْدَهَا فِي المُسْتَقْبَل القَرِيب. وَبِنَاءً عَلَى مَا سَبَق، يُوصَى بِالمُوَافَقَة عَلَى تَوْسِيع المَرْكَز فِي أَقْرَب وَقْت مُمْكِن. وَتَفَضَّلُوا بِقَبُول فَائِق الاِحْتِرَام.

Gloss: With warm greetings, the thesis of this memo consists in the fact that the institute should expand the research center next year. First, the statistics indicate that the number of visiting researchers increased by thirty percent over the past two years, reflecting growing demand. Second, the center is classified, as noted in our earlier comparison, among the options with more resources among the available facilities. It is true that expansion requires an additional budget; however, the expected benefits outweigh this cost in the long term. Some may object that the university library currently meets researchers' needs, but the reality is that demand continues to grow and the library alone will not be sufficient in the near future. Based on the foregoing, approving the expansion of the center as soon as possible is recommended. Please accept the utmost respect.

أَسْئِلَة الفَهْم — Comprehension questions:

What is the memo's thesis?
Identify the sentence in which the writer concedes a point, and state what she concedes.
What counterargument does the memo raise, and how is it answered?
What recommendation does the memo make at the end?

Writing Workshop — A Short Recommendation Memo

In this workshop, you will write one short argumentative memo that states a thesis, supports it with evidence, concedes a point, and answers a counterargument.

Step 1 — State your thesis. Use تَتَمَثَّل أُطْرُوحَة هَذِهِ المُذَكِّرَة فِي أَنَّ to state your position clearly.
Step 2 — Support it with evidence. Use أَوَّلًا and ثَانِيًا to present at least two pieces of evidence, including one statistic.
Step 3 — Concede a point. Use صَحِيحٌ أَنَّ ... ، غَيْر أَنَّ to acknowledge a genuine limitation or cost.
Step 4 — Answer a counterargument. Use قَدْ يَعْتَرِض البَعْض بِأَنَّ ... ، وَلَكِنَّ الوَاقِع أَنَّ to respond to an opposing view.
Step 5 — State your conclusion. Use بِنَاءً عَلَى مَا سَبَق، يُوصَى بِأَن to close with a clear recommendation.
Review your memo against the checklist below.

قَائِمَة المُرَاجَعَة — Recommendation memo checklist:

I stated a clear thesis using the formal pattern.
I supported my thesis with at least two pieces of evidence, marked with sequence connectors.
I conceded a genuine point using the concession-and-return pattern.
I introduced and answered a counterargument without abandoning my position.
I closed with a clear, connected recommendation.
I did not introduce any system beyond what this chapter has authorized.

Culture and Communication

Culture in Context — Concession as a mark of credibility

In formal Arabic-language argumentative writing, genuinely conceding a valid point before returning to one's own position is generally seen as a sign of intellectual honesty rather than weakness. A writer who never acknowledges any cost or limitation, especially in an institutional memo, can come across as unpersuasive or evasive rather than confident.

Regional Variation — Softening a counterargument

The degree of directness used when answering a counterargument can vary by institution and by country; some formal writing favors the relatively direct وَلَكِنَّ الوَاقِع أَنَّ, while other institutional styles prefer a softer إِلَّا أَنَّهُ مِن الجَدِير بِالذِّكْر أَنَّ ("however, it is worth noting that"). Both are acceptable in formal MSA; following the convention used in a given institution's own documents is a reliable strategy.

Common Mistakes to Avoid

Common Mistake — Conceding a point without returning to the thesis

Error: writing صَحِيحٌ أَنَّ التَّوَسُّع مُكْلِف. and stopping there, leaving the concession unanswered.

Correction: a concession must always be followed by a return to the writer's position: صَحِيحٌ أَنَّ التَّوَسُّع مُكْلِف، غَيْر أَنَّ الفَوَائِد تَفُوق التَّكْلِفَة.

Common Mistake — Naming a specific opponent in a counterargument

Error: writing قَالَ خَالِد إِنَّ المَكْتَبَة تَكْفِي ("Khalid said the library is sufficient") when the impersonal counterargument pattern was expected in formal writing.

Correction: keep the counterargument impersonal unless naming the source is required: قَدْ يَعْتَرِض البَعْض بِأَنَّ المَكْتَبَة تَكْفِي.

Common Mistake — Stating evidence with no connecting sequence markers

Error: listing two pieces of evidence back to back with no connector, leaving the argument's structure unclear.

Correction: mark each piece of evidence explicitly with أَوَّلًا and ثَانِيًا, and close with بِنَاءً عَلَى مَا سَبَق so the reader can follow the argument's stages.

Chapter Summary

This chapter extended Chapter 3's analytical tools into formal argument. You learned to state a clear thesis, support it with sequenced evidence including statistics, concede a genuine opposing point before returning to your own position, and introduce and answer a counterargument. You practiced transforming personal opinions into formal thesis statements, building concession-and-return sentences, and completing a counterargument response. These systems will be assessed together with the rest of Unit I in Chapter 5, and will support the media analysis work of Unit II.

Chapter Review

Section A — Structure Recognition

1. In the Reading Practice memo, identify the sentence that states the thesis and the sentence that concedes a point.

2. In the Model Dialogue, identify the sentence where أَمَل answers خَالِد's counterargument.

Section B — Self-Assessment

1. Which is currently easier for you: conceding a point, or answering a counterargument? Why?

2. Choose one sentence you wrote in the Writing Workshop and explain how it reflects argumentative register rather than everyday opinion.

مُرَاجَعَة تَرَاكُمِيَّة — Cumulative review

This chapter recycles the elative, passive classification, formal contrast connectors, and statistic-commentary patterns from Chapter 3, along with the passive voice and nominalization from Chapter 2 and case awareness from Chapter 1, and extends them into thesis statements, evidence, concession, and counterargument. Chapter 5 will assess these systems together across the whole unit through an integrated formal discourse and analysis task.

Practical Performance Task

مُهِمَّة الفَصْل — Practical Performance Task

مُذَكِّرَة تَوْصِيَة — A Recommendation Memo Task

Complete both parts below.

Written: Write a short recommendation memo (5-7 sentences) that states a thesis, supports it with two sequenced pieces of evidence including one statistic, concedes one valid point, answers one counterargument, and closes with a clear recommendation.
Spoken: Present your recommendation aloud to a partner or instructor, and respond to one follow-up objection they raise.

Assessment focus: a clearly stated thesis; sequenced, connected evidence; a genuine concession followed by a return to the thesis; an impersonal counterargument answered convincingly; consistent argumentative register throughout.

Criterion	Developing	Proficient	Strong
Thesis statement	Thesis missing or unclear	Thesis stated clearly using the formal pattern	Thesis stated precisely and frames the whole memo
Evidence and sequencing	Evidence missing or unconnected	Two pieces of evidence given with sequence connectors	Evidence sequenced clearly and each point well chosen
Concession	Concession missing or not genuine	A genuine point conceded and answered	Concession precise, credible, and smoothly returned to thesis
Counterargument response	Counterargument missing or names an individual	Impersonal counterargument introduced and answered	Counterargument answered with clear, convincing reasoning
Register consistency	Register shifts unintentionally within the text	Register is mostly consistent throughout	Register is fully consistent and clearly argumentative

Answer Key

Guided Practice

Exercise 1 (model answers): 1. تَتَمَثَّل أُطْرُوحَة هَذَا التَّقْرِير فِي أَنَّ عَلَى المَعْهَد أَن يَزِيد عَدَد المُوَظَّفِين. 2. تَتَمَثَّل أُطْرُوحَة هَذِهِ المُذَكِّرَة فِي أَنَّ المَكْتَبَة بِحَاجَة إِلَى تَحْدِيث.

Exercise 2 (model answers): 1. صَحِيحٌ أَنَّ التَّوَسُّع مُكْلِف، غَيْر أَنَّ الفَوَائِد كَبِيرَة. 2. صَحِيحٌ أَنَّ المَشْرُوع يَحْتَاج وَقْتًا طَوِيلًا، غَيْر أَنَّ النَّتَائِج تَسْتَحِقّ الاِنْتِظَار.

Exercise 3 (model answer): قَدْ يَعْتَرِض البَعْض بِأَنَّ عَدَد البَاحِثِينَ قَلِيل حَالِيًّا، وَلَكِنَّ الوَاقِع أَنَّ عَدَدهُم يَتَزَايَد كُلّ عَام.

Reading Practice — Comprehension

The institute should expand the research center next year.
صَحِيحٌ أَنَّ التَّوَسُّع يَتَطَلَّب مِيزَانِيَّة إِضَافِيَّة — the writer concedes that expansion requires an additional budget.
Some may object that the university library currently meets researchers' needs; the memo answers that demand continues to grow and the library alone will not be sufficient in the near future.
It recommends approving the expansion of the center as soon as possible.

Listening Practice

The institute should expand the research center next year.
She concedes that expansion requires an additional budget, then responds that the expected benefits outweigh this cost in the long term.
She answers the objection that the library is currently sufficient by noting that demand is continuously increasing.

Chapter Review — Model responses

Section A.1: Thesis: تَتَمَثَّل أُطْرُوحَة هَذِهِ المُذَكِّرَة فِي أَنَّ عَلَى المَعْهَد أَن يُوَسِّع مَرْكَز البُحُوث خِلَال العَام القَادِم. Concession: صَحِيحٌ أَنَّ التَّوَسُّع يَتَطَلَّب مِيزَانِيَّة إِضَافِيَّة، غَيْر أَنَّ الفَوَائِد المُتَوَقَّعَة تَفُوق هَذِهِ التَّكْلِفَة.

Section A.2: قَدْ يَعْتَرِض البَعْض بِأَنَّ المَكْتَبَة تَكْفِي حَالِيًّا، وَلَكِنَّ الوَاقِع أَنَّ عَدَد البَاحِثِينَ الزَّائِرِين يَتَزَايَد كُلّ عَام.

Section B: Open-ended self-assessment; any honest, specific response is acceptable.

Looking Ahead

مَا الَّذِي تَسْتَطِيعُ فِعْلَهُ الآن — What you can do now

You can now state a formal thesis, support it with sequenced evidence, concede a genuine opposing point before returning to your position, and introduce and answer a counterargument. Chapter 5 will bring together this unit's tools — register control, institutional language, comparison and classification, and argument — into one integrated assessment task.

الفَصْل الخَامِسChapter 5: Unit I Assessment

Chapter 5 consolidates the formal register, institutional procedures, comparison, classification, and argumentative tools of Unit I through an integrated formal discourse and analysis task. No major new language system is introduced.