I need two responses of at least 150 words each for the below students discussions for this week. Also in the bold below are the questions the students at answering.


Why do we diagram arguments? For many, seeing helps connect ideas and concepts that can be complex and difficult to grasp. By understanding the elements and components visually we are better able to critically build and understand an argument. For this week’s forum, you will find one (1) Venn Diagram and do the following:

– Find an interesting Venn Diagram on the internet. Google or Yahoo (or whatever you use) “Venn diagrams for deductive logic” OR “Venn diagrams for problem solving.” Find a video or example you like and understand and be sure to include a link to the video, website, problem or example.

– Discuss what the Venn Diagram is trying to communicate.

– Explain why the Venn Diagram is effective or not effective.

– Discuss whether the Venn Diagram made solving the problem or understanding the relationships in a categorical argument easier.

Trigger questions:

What is the value of diagramming an argument?

How can a Venn diagram help with critical thinking?

What are the uses of truth tables?

What are the differences in kinds of arguments?

What are the differences in kinds of appeals?

Why is understanding purpose and audience

so important in critical thinking?

How can an outline help me?

How can you build one?

How can mathematical models help me think critically?

Student one:

Solving problems is considered an initial part of designers’ tasks; they tend to solve consumer or company problems through providing a wide range of solutions depending on the design field, such as service design, product design, or interaction design. However, a clear definition for the problem should be highlighted in order to target the proper solution, including analyzing the causes behind this problem and its impact on the business. Problem-solving tools such as TRIZ and Cause and Effect Diagram are commonly used to allow designers to explore a specific problem before providing the proper solution. The term was first coined by professor Kaoru Ishikawa in his book “Introduction to Quality Control,” published in 1990. The Cause and Effect Diagram is also known as the Ishikawa Diagram, Fishbone Diagram, Ishikawa Diagram, and Herringbone Diagram.

The name “Fishbone Diagram” comes from the final shape after analyzing the problem, because the structure looks like a fishbone, which is built gradually from right to left during the problem-solving session. The diagram starts with two main sections; Cause on the left side, and Effect in the right side. Then, the possible causes of the problem are explored by creating branches from the line that link between cause and effect sections, as we will explore in the following example. While this diagram looks similar to other creative thinking methods, such as mind maps and starbursting, it focuses on solving problems rather than exploring ideas.

Drag a line from the right Effect side to the Cause side to link between the cause and effect. Then, general causes are drawn as branches from the main line. Any of the above three cause models can be used based on the business or industry. In this example, we’ll use the manufacturing industry model (5 Ms): Machine, Method, Material, Man Power, and Measurement.



Student two:

I watched Venn diagram videos on YouTube, which was useful to better understand the process. I learn better when I have visuals accompanied with audio. The Venn diagrams are an effective way to compare a subject. The video I watched showed how you have a circle on the left which represents the subject of the statement and a circle that overlaps on the right represents the predicate of the statement. The overlapping middle area describes the similarities. You would start by shading out the part of the diagram that does not exist. Based off the statements given, you can find a conclusion if you are given a major premise. A major premise includes the term that is the predicate of the conclusion. You can only sometimes find a conclusion with a minor premise because sometimes there is not enough information given to conclude. A minor premise includes the subject of the conclusion. So, depending on the statement given and where on the diagram you place the subject of the statement, that will usually lead to a conclusion. Unless the statement gives vague detail and does not lead to placement in the diagram, in that case you do not come up with a solid conclusion.

I feel this Venn diagram was effective and had some downfalls. I was able to understand the process of finding conclusions using a Venn diagram method. His teaching method did not have a lot of detail, so I had to research a little more about minor and major predicates. I would have liked him to explain why some minor premises lead to a conclusion and why some did not. Overall, I did grasp the concept of how Venn diagrams work. I believe it helped with problem solving by showing where the subject landed on the diagram and why it landed there. It explained how the conclusion can be made in some statements and how it could not in other statements.



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