Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title.
Key features[ edit ] A number of different kinds of argument map have been proposed but the most common, which Chris Reed and Glenn Rowe called the standard diagram,  consists of a tree structure with each of the reasons leading to the conclusion.
There is no consensus as to whether the conclusion should be at the top of the tree with the reasons leading up to it or whether it should be at the bottom with the reasons leading down to it.
Each number represents a proposition premise or conclusion in the argument being diagrammed. The other component is a set of lines or arrows joining the points.
Each line arrow represents an inference. The whole network of points and lines represents a kind of overview of the reasoning in the given argument There is disagreement on the terminology to be used when describing argument maps,  but the standard diagram contains the following structures: Dependent premises or co-premises, where at least one of the joined premises requires another premise before it can give support to the conclusion: An argument with this structure has been called a linked argument.
Although independent premises may jointly make the conclusion more convincing, this is to be distinguished from situations where a premise gives no support unless it is joined to another premise.
Where several premises or groups of premises lead to a final conclusion the argument might be described as convergent. This is distinguished from a divergent argument where a single premise might be used to support two separate conclusions.
In the following diagram, statement 4 is an intermediate conclusion in that it is a conclusion in relation to statement 5 but is a premise in relation to the final conclusion, i.
An argument with this structure is sometimes called a complex argument. If there is a single chain of claims containing at least one intermediate conclusion, the argument is sometimes described as a serial argument or a chain argument.
In the following diagram, the contention is shown at the top, and the boxes linked to it represent supporting reasons, which comprise one or more premises. The green arrow indicates that the two reasons support the contention: A box and line diagram Argument maps can also represent counterarguments.
In the following diagram, the two objections weaken the contention, while the reasons support the premise of the objection: A sample argument using objections Representing an argument as an argument map[ edit ] Diagramming written text[ edit ] A written text can be transformed into an argument map by following a sequence of steps.
Monroe Beardsley 's book Practical Logic recommended the following procedure: Put circles around the logical indicators. Supply, in parenthesis, any logical indicators that are left out. Set out the statements in a diagram in which arrows show the relationships between statements.
A diagram of the example from Beardsley's Practical Logic Beardsley gave the first example of a text being analysed in this way: A box and line diagram of Beardsley's example, produced using Harrell's procedure More recently, philosophy professor Maralee Harrell recommended the following procedure: Rewrite them as independent statements, eliminating non-essential words.Other Items of Interest.
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A claims administrator is evaluating claims for compensation by individuals harmed by Greyhound's lack of accessible transportation or transportation-related services, or by a failure to make disability-related accommodations, between February 8, and February 8, In informal logic and philosophy, an argument map or argument diagram is a visual representation of the structure of an r-bridal.com argument map typically includes the key components of the argument, traditionally called the conclusion and the premises, also called contention and reasons.
Argument maps can also show co-premises, objections, counterarguments, rebuttals, and lemmas. Pearson Prentice Hall and our other respected imprints provide educational materials, technologies, assessments and related services across the secondary curriculum.
Open Digital r-bridal.com for CBSE, GCSE, ICSE and Indian state boards. A repository of tutorials and visualizations to help students learn Computer Science, Mathematics, Physics and Electrical Engineering basics. Visualizations are in the form of Java applets and HTML5 visuals.
Graphical Educational content for Mathematics, Science, Computer Science. a) In the diagram there are three groups each containing six dots and the total.
number of dots is 18, So the division equation which answers the question “How many groups ” is. Division as making groups.
This is a complete lesson with teaching and exercises about the division concept as making groups of certain size (a.k.a. measurement division), meant for third grade.
Grade 3 math Here is a list of all of the math skills students learn in grade 3! These skills are organized into categories, and you can move your mouse over any skill name to preview the skill. Write sharing questions based on the division sentences shown below. Division sentence: 8 ÷ 4 = 2. Four children had $8 to spend between them. How many dollars could each. child spend? Division sentence: 24 ÷ 6 e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or. A tape diagram is another way to represent information in a word problem. We are learning to use tape diagrams to solve problems that involve both multiplication and division. A tape diagram starts with a rectangle.
Students make groups of certain size using the visuals, and write the division sentence.