Unit I Just-a – Minute and Debate

JUST-A-MINUTE

Aim: To provide better listening, thinking and speaking training in a fun environment.

Procedure

 Divide the group into two teams, A and B.

 The session is just like table topics only easier as all the topics are to have only one word.
 Give a topic to someone from team A.
 That person then tries to speak on the topic for one minute.
 At any time, anyone from Team B can challenge by shouting “STOP”.
 The clock is stopped immediately.
 There are only three grounds for a successful challenge.

a. HESITATION - You may pause for effect but not for thought. Um’s and ahs count as a hesitation

b. DEVIATION – From the topic or from correct English

c. REPITITION – You may not repeat a word with the following exceptions; Little words such as
“and, but, a, the, are, were, of, etc.” The name of the topic.

Scoring

If a challenge is successful, the challenging team scores a point and the person who challenged
speaks for what remains of the minute. If a challenge is unsuccessful, the speaker’s team gets a point and
the speaker continues for what remains of the minute. The team speaking at the end of the minute gets 3
points. If a speaker speaks for the full minute without being successfully challenged, his team gets 5
points.

Points to note

Start with a practice/demonstration round.

Try to start each round with someone who has not participated.

Use only single word topics such as dogs, books, buses, water, disaster, sex for example.

Conclusion:
Debates

Basic Components of a Debate

The Topic: highly controversial, posed in a way that assumes an answer with “yes” or “no”.

The Aim: To convince, not to put down.

The Participants: Two parties and the audience; equal number of debaters from each side.

The Rules: Fair Play: The opponents are not our enemies, but they challenge us to give the best! No put
downs of the opponents! No interruptions of the opponents! Both parties take role alternately.

The Moderator: The moderator starts and ends the Debate. He / she is the only one who is entitled to
interrupt, explain the rules and keep time

The Stages: The Debate has three parts:

1) The Opening One member of each team stands up, introduces his/her team mates, shows his/her
team’s position and describes a major reason and evidence to explain this particular position (2 minutes
for each team).

2) The Free Exchange At this stage two members of each team debate the issue.

– The moderator will interrupt this exchange after 7 minutes and announce a three minute
break.
– In this break the two teams will consult within their team counterarguments and new
arguments. After the break an empty chair will be added to the first rows of the debaters.
– This empty chair can be occupied by the debaters of the second row to offer their arguments.
– The one who takes the empty chair voices his/her argument; then he leaves the chair for
other team mates who might now occupy it.

3) The Closing One member of each team stands up and gives a short resume of the Debate by stating
the strongest argument.

– For example: “For me, it was striking in our Debate that…and this is
particularly important because…” At this stage, no more new arguments will be accepted.
– The concluding arguments start in the same order as the Opening Statements.
– The opposing teams stand up and shake hands with each other.

Phrase Samples for the Debate

– General Remarks: It might be helpful to display posters in the Classroom with lists of Model
Phrases for Debates.
– You might choose some phrases from the following list.
– Explain to the students that in English language they need to be polite especially when they
disagree with others.

The following phrases might be useful in the debate.

1. The Opening Statement First of all let me introduce my team colleagues…

 – The issue we debate today is…
– Our position is as follows:…
– The main point we want to raise here is…

2. Expressing Opinion

– In my opinion,…
– From my point of view,…
– The way I see it…
– As far as I’m concerned,…
– I’m convinced that…
– I honestly feel that…
– I strongly believe that…
– I definitely think…
– As it is widely known…
– There is no doubt that…
– Actually,…
– I suppose…
– I’d prefer…

3. Expressing Disagreement

– I’m not so sure about that

– I don’t think that…
– Do you think so?
– I’m not so certain…
– Don’t you think it would be better…?
– I see your point but…
– That’s all very interesting, but the problem is…
– I’m afraid I can’t quite agree with you…
– I don’t agree. I’d prefer…
– I disagree…
– Shouldn’t we consider…
– But what about…
– On the contrary,…
– Do you really think so?
– Don’t you think it would be better…?
– This isn’t the point…
– That’s highly debatable…
– Frankly, I doubt if…
– Let’s face it,…
– The problem with your point of view is…
– It’s possible that you are mistaken with this…

4. Partly Disagreement

– Well, you have a point there, but…

– I agree with you to a certain point, but…
 – Well, but… – Yes, in a way, however…
– Yes, I suppose so, however…
– That’s worth thinking about, but…

5. Giving Reason

– To start with, …
– For this reason…
– In fact, …
– The main point I want to raise is…
– When you consider that…
– What I’m saying is…

6. Asking again for Clarification

– Can you be a little bit more specific?

– What’s wrong with …?

7. The Closing Statement

– We pointed out that …

– Our opponents have failed to address our main point which is …
– Therefore we are convinced that …

Conclusion:

Unit II Creativity and Team Building

Program Objectives (1 of 2)

Describe what creativity is . . .

 Understand how the creative mind works.

 Increase skills to increase your personal creativity.

 How creativity leads to organizational success.

 Learn to foster organizational creativity.

  Learn to use creativity as a team/group.

 Learn how creativity will affect your future.

Definition

Webster’s Dictionary: Artistic or intellectual inventiveness Creativity involves the generation of

new ideas

Brings into existence something new.

DescribableandSatisfying:

Novel: unique, new, innovative, different, imaginative, non-typical, unusual.

Useful: responds to a need, has some utility or value, answers a question.

Understandable: not the result of chance, reproducible.

Through novel, creativity is describable and satisfying.

SocialFactors:

 Creativity is fostered by an environment.

  Creativity must be valued by a community.

 Creativity is shaped by those who evaluate it.

CreativityNeeds:

 Skill: Learned capacity or talent to carry out pre-determined results.

 Talent: Natural endowments of a person.

 Personality: Patterns of relatively enduring characteristics of human behavior.

IntellectualSkills:

Humans have intellectual skills that allow them to have creativity . . .

 Choosing

 Predicting

 Interpreting
 Translating

 Recalling

 Manipulating

Choosing: To select from a number of possibilities and pick by preference.

Predicting: To state, tell about, or make something known in advance, on the basis of special

knowledge.

Interpreting: To explain and understand the meaning of something and to conceive the
significance of it.

Translating: To transform something from one state to another.

Recalling: To remember andbring back to mind a previous subject or situation.

Manipulating: To handle, manage, or use (sometimes with skill) an object in a process or

performance.

UseYourOwnProcess:
With these skills we are able to . . .

 select knowledge and use it toward a specific goal.

 interpret communication and share it.

 remember previous knowledge and use it skillfully.

Use 1 or more of the 6 intellectual skills to come up with a creative idea

Creativity can come in different forms . . .

 Scientific: inventions or medical cures.

 Artistic/Musical: beautiful paintings, sculptures, or songs.

 CreativeWriting: novels, short stories, and poems.

Team Building or Teamwork

Teamwork is an essential part of workplace success. Like a basketball team working together to set up the
perfect shot, every team member has a specific role to play in accomplishing tasks on the job. Although it
may seem as if one player scored the basket, that basket was made possible by many people’s planning,
coordination, and cooperation to get that player the ball. Employers look for people who not only know
how to work well with others, but who understand that not every player on the team can or will be the one
who gets the ball. When everyone in the workplace works together to accomplish goals, everyone
achieves more

Teamwork involves building relationships and working with other people using a number of important
skills and habits:

Working cooperatively

• Contributing to groups with ideas, suggestions, and effort

• Communication (both giving and receiving)
• Sense of responsibility
• Healthy respect for different opinions, customs, and individual preferences
• Ability to participate in group decision-making

When employees work together to accomplish a goal, everyone benefits. Employers might expect to “see”
this in action in different ways. For example, team members in the workplace plan ahead and work
cooperatively to assign tasks, assess progress, and deliver on time. They have professional discussions
during which differing approaches and opinions might be shared and assessed in a respectful manner.
Even when certain employees end up with tasks that were not their first choices, jobs get done with
limited complaints because it is in the spirit of teamwork and with the overall goal in mind. A leader or
manager may often serve as the teamwork facilitator. In this case, team members participate respectfully
in discussion, carry out assigned tasks, and defer to the leader in the best interest of the goal. Consensus is
wonderful, but not always possible, and an assigned leader will often support and facilitate the decision-
making necessary for quality teamwork to exist.

The activities in this section seek to teach participants about the importance of teamwork to workplace
success and the specific role each individual on a team may play. Participants will learn about positive
teamwork behavior and discover how their own conduct can impact others on a team. The section also
discusses possible obstacles to teams working successfully and offers the opportunity to build
constructive strategies for overcoming these challenges.
Note to facilitators: Learning the value of teamwork and becoming an effective member of a team is an
important first step to developing leadership skills. For disconnected youth, especially those with
underlying disabilities, the development of these skills is critical. Young people without a connection to
work or school typically have had limited exposure to positive and proactive support systems, or a true
sense of the essence of the proactive support of a community. Affording young people experiences
through which they learn to rely on themselves and others is an important factor in the development of a
productive teamwork mentality. If working with disconnected youth and/or youth with disabilities, use
these activities to bridge teamwork skills as a stepping-stone to leadership development.

Unit III

Power point presentation and Resume Preparation

Effective PowerPoint Presentations

1. Write a script.

A little planning goes a long way. Most presentations are written in PowerPoint (or some other

presentation package) without any sort of rhyme or reason.

That’s bass-ackwards. Since the point of your slides is to illustrate and expand what you are going to say

to your audience. You should know what you intend to say and then figure out how to visualize it. Unless

you are an expert at improvising, make sure you write out or at least outline your presentation before

trying to put together slides.

And make sure your script follows good storytelling conventions: give it a beginning, middle, and end;

have a clear arc that builds towards some sort of climax; make your audience appreciate each slide but be

anxious to find out what’s next; and when possible, always leave ‘em wanting more.
2. One thing at a time, please.

At any given moment, what should be on the screen is the thing you’re talking about. Our audience will

almost instantly read every slide as soon as it’s displayed; if you have the next four points you plan to

make up there, they’ll be three steps ahead of you, waiting for you to catch up rather than listening with

interest to the point you’re making.

Plan your presentation so just one new point is displayed at any given moment. Bullet points can be

revealed one at a time as you reach them. Charts can be put on the next slide to be referenced when you

get to the data the chart displays. Your job as presenter is to control the flow of information so that you

and your audience stay in sync.

3. No paragraphs.

Where most presentations fail is that their authors, convinced they are producing some kind of stand-

alone document, put everything they want to say onto their slides, in great big chunky blocks of text.

Congratulations. You’ve just killed a roomful of people. Cause of death: terminal boredom poisoning.

Your slides are the illustrations for your presentation, not the presentation itself. They should underline

and reinforce what you’re saying as you give your presentation — save the paragraphs of text for your

script. PowerPoint and other presentation software have functions to display notes onto the presenter’s

screen that do not get sent to the projector, or you can use notecards, a separate word processor document,

or your memory. Just don’t put it on the screen – and for goodness’ sake, if you do for some reason put it

on the screen, don’t stand with your back to your audience and read
4. Pay attention to design.

PowerPoint and other presentation packages offer all sorts of ways to add visual “flash” to your slides:

fades, swipes, flashing text, and other annoyances are all too easy to insert with a few mouse clicks.

Avoid the temptation to dress up your pages with cheesy effects and focus instead on simple design

basics:

 Use a sans serif font for body text. Sans serifs like Arial, Helvetica, or Calibri tend to be the

easiest to read on screens.

 Use decorative fonts only for slide headers, and then only if they’re easy to read. Decorative

fonts –calligraphy, German blackface, futuristic, psychotic handwriting, flowers, art nouveau, etc.

– are hard to read and should be reserved only for large headlines at the top of the page. Better

yet, stick to a classy serif font like Georgia or Baskerville.

 Put dark text on a light background. Again, this is easiest to read. If you must use a dark

background – for instance, if your company uses a standard template with a dark background –

make sure your text is quite light (white, cream, light grey, or pastels) and maybe bump the font

size up two or three notches.

 Align text left or right. Centered text is harder to read and looks amateurish. Line up all your

text to a right-hand or left-hand baseline – it will look better and be easier to follow.

 Avoid clutter. A headline, a few bullet points, maybe an image – anything more than that and

you risk losing your audience as they sort it all out.

5. Use images sparingly

There are two schools of thought about images in presentations. Some say they add visual interest and

keep audiences engaged; others say images are an unnecessary distraction.

Both arguments have some merit, so in this case the best option is to split the difference: use images only

when they add important information or make an abstract point more concrete.

While we’re on the subject, absolutely do not use PowerPoint’s built-in clipart. Anything from Office

2003 and earlier has been seen by everyone in your audience a thousand times – they’ve become tired,

used-up clichés, and I hopefully don’t need to tell you to avoid tired, used-up clichés in your

presentations. Office 2007 and non-Office programs have some clipart that isn’t so familiar (though it will

be, and soon) but by now, the entire concept of clipart has about run its course – it just doesn’t feel fresh

and new anymore.

6. Think outside the screen.

Remember, the slides on the screen are only part of the presentation – and not the main part. Even though

you’re liable to be presenting in a darkened room, give some thought to your own presentation manner –

how you hold yourself, what you wear, how you move around the room. You are the focus when you’re

presenting, no matter how interesting your slides are.

7. Have a hook.

Like the best writing, the best presentation shook their audiences early and then reel them in. Open with

something surprising or intriguing, something that will get your audience to sit up and take notice. The
most powerful hooks are often those that appeal directly to your audience’s emotions – offer them

something awesome or, if it’s appropriate, scare the pants off of them. The rest of your presentation, then,

will be effectively your promise to make the awesome thing happen, or the scary thing not

8. Ask questions.

Questions arouse interest, pique curiosity, and engage audiences. So ask a lot of them. Build tension by

posing a question and letting your audience stew a moment before moving to the next slide with the

answer. Quiz their knowledge and then show them how little they know. If appropriate, engage in a little

question-and-answer with your audience, with you asking the questions.

9. Modulate, modulate, modulate.

Especially when you’ve done a presentation before, it can be easy to fall into a drone, going on and on

and on and on and on with only minimal changes to your inflection. Always speak as if you were

speaking to a friend, not as if you are reading off of index cards (even if you are). If keeping up a lively

and personable tone of voice is difficult for you when presenting, do a couple of practice run-throughs. If

you still can’t get it right and presentations are a big part of your job, take a public speaking course or join

Toastmasters.

10. Break the rules.

As with everything else, there are times when each of these rules – or any other rule you know – won’t

apply. If you know there’s a good reason to break a rule, go ahead and do it. Rule breaking is perfectly

acceptable behavior – it’s ignoring the rules or breaking them because you just don’t know any better that
leads to shoddy boring presentations that lead to boredom, depression, psychopathic breaks, and

eventually death. And you don’t want that, do you?

Conclusion:

Resume Preparation

What is a Resume?

A marketing tool

1. Your first tool for building a career

2. The first impression a prospective employer has of you
3. A selling tool that allows you to highlight to an employer how you can contribute to the
company

Request for an interview

1. Purpose of the resume is to get you an interview

2. Must capture the reader’s interest and attention

3. Must convince the employer that you have the ability to fill their position

Your “big picture”

A snapshot of what you believe are your most important experiences and qualifications

Key Characteristics of a Good Resume

1. Neatness

2. Simplicity

3. Accuracy

4. Honesty

Information to Include in a Resume

1. Education

2. Personal data

3. Employment objective
 4. Qualifying abilities

5. Employment history

6. Military history

7. Miscellaneous

8. Reference page

Common Resume Mistakes

1. Too long

2. Too short or sketchy

3. Hard to read

4. Wordy

5. Too slick

Poor appearance

1. Spelling/grammar errors

2. Lacks career objective

3. Boastful

4. Dishonest

Standard Resume Sections

1. Header

2. Objective

3. Education

4. Honors/Activities

5. Work Experience

6. Relevant Courses

7. Skills Projects

Cover Letter

1. Why do I need to write a cover letter?

 a. Use the cover letter to focus attention on elements of your background that are
particularly relevant to the company

b. Letter acts as your verbal introduction to the employer

2. Send it to a person, not a place

a. Avoid “To Whom It May Concern,”

b. Worst case “Dear Recruiter:”

3. First sentence should tell why you are writing

a. “I am writing in regard to your posting listed on …”

b. “Dr. Wagner at UW – Eau Claire suggested that I …”

c. “As you may recall, I spoke with you briefly at …”

d. If unsolicited, indicate why you are interested in the company

4. Highlight your skills

a. Use two to three paragraphs to give in-depth description of your selling points

b. Each paragraph should stand alone (could be moved to different location in text)

5. Close with a promise of action

a. If possible, indicate that you will be contacting them in the near future to set up a
mutually acceptable meeting time or to further discuss your qualifications

b. Nice if you can say “during my Winter Break, between December 28 and January 12, I
will be in Minneapolis. I will contact your office when I arrive to arrange a possible
meeting time”

6. References

7. Prepare a separate reference sheet

a. Use same paper as the resume itself

b. Bring reference sheet (and resume) with you to any interviews, job fairs, career
breakfasts, …

8. Reference sheet is a stand-alone document

a. Should include your Header from the resume

b. Try to arrange contact information in pleasing fashion

9. Use professional references only

a. Pick individuals that think highly of you

 b. Pick individuals that are familiar with your work

10. Always ask your references before using their names

a. Be prepared to give supporting materials – courses, projects, …

b. Ask again if it has been a while

Unit IV
Group Discussion

Group Discussion

Group Discussion As a professional in the working world, there will be times when you will be
required to participate in group discussions. This section offers helpful articles analyzing the rules for
success in group discussions. Your career and status within your field can improve if you learn some
guidelines and tactics that refine your group discussion skills.

If you have trouble speaking out of turn, interrupting others or a lack of confidence about
properly expressing yourself, the techniques about handling yourself in a group discussion can be
invaluable. This is helpful advice for any individual working with other people in any industry.
Discussing ideas in a group is one of the best ways to solve the problem.

Guidelines for group discussion:

• Choose any topic from the list below and discuss the points that can be discussed in that topic.
• Divide the students into groups of 10. While a topic is under discussion by one group, other
students present there be instructed to observe the manner in which discussion is being conducted
and group members are projecting their views.
• Give them a topic for the group discussion. Teacher may introduce in brief the topic for
discussion without giving his/her biased opinion or without being judgmental about the whole
issue.
• Individual members of each group should be given around 10 minutes for preparation. Students
can take on various roles during the group discussion.

Some of these are:

The initiator: one who initiates the discussion. It is crucial to give the right direction to the group
discussion. The person who starts the group discussion should be very sure of his understanding of the
topic.
Moderator: who tells the group about the need to reach a conclusion and also avoids the discussion from
deviating into other topics.

Gatekeeper: In every group there are members who are aggressive and those who do not speak at all.
Maintaining a balance between them is crucial. The Gatekeeper motivates people to participate in the
discussion and also helps the aggressive ones make room for others.

Summarizer: This person summarizes the valid points discussed by the group. This is generally done
towards the end of the discussion but a t times people keep summarizing every few minutes. Over doing
this is not a good thing.

What skills are judged in group discussion?

• How good you are at communication with others.
• How you behave and interact with group.
• How open minded are you.
• Your listening skill.
• How you put forward your views.
• Your leadership and decision making skills.
• Your analysis skill and subject knowledge.
• Problem solving and critical thinking skill.
• Your attitude and confidence.

Do’s and Don’ts of Group discussion:

1) Keep eye contact while speaking: Do not look at the evaluators only. Keep eye contact with every team
member while speaking.

2) Initiate the GD: Initiating the GD is a big plus. But keep in mind – Initiate the group discussion only
when you understood the GD topic clearly and have some topic knowledge. Speaking without proper
subject knowledge is bad impression.

3) Allow others to speak: Do not interrupt anyone in-between while speaking. Even if you don’t agree
with his/her thoughts do not snatch their chance to speak. Instead make some notes and clear the points
when it’s your turn.

4) Speak clearly: Speak politely and clearly. Use simple and understandable words while speaking. Don’t
be too aggressive if you are disagreeing with someone. Express your feelings calmly and politely.

5) Make sure to bring the discussion on track: If by any means group is distracting from the topic or goal
then simply take initiative to bring the discussion on the track. Make all group members aware that you
all need to come to some conclusion at the end of the discussion. So stick to the topic.

6) Positive attitude: Be confident. Do not try to dominate anyone. Keep positive body language. Show
interest in discussion.
7) Speak sensibly: Do not speak just to increase your speaking time. Don’t worry even if you speak less.
Your thoughts should be sensible and relevant instead of irrelevant speech.

8 ) Listen carefully to others: Speak less and listen more! Pay attention while others are speaking. This
will make coherent discussion and you will get involved in the group positively. You will surely make
people agree with you.

9) No need to go into much details: Some basic subject analysis is sufficient. No need to mention exact
figures while giving any reference. You have limited time so be precise and convey your thoughts in short
and simple language.

10) Formal dressing: Do not take it casually. No fancy and funny dressing. You should be comfortable
while speaking in group. Positive gesture and body language will make your work easy.

Unit V
Interview Skills

Objectives:
To recognize the importance of preparing for an interview and to be able to identify
and understand the necessary pre- interviewing procedures.

To be aware of the appropriate interviewing behaviors and to be able to

demonstrate these behaviors effectively.

A job interview is a process in which a potential employee is evaluated by an

employer for prospective employment in their company, organization, or firm. During
this process, the employer hopes to determine whether or not the applicant is
suitable for the job.
A job interview typically precedes the hiring decision, and is used to evaluate the
candidate. The interview is usually preceded by the evaluation of submitted resumes
from interested candidates, then selecting a small number of candidates for
interviews.

Multiple rounds of job interviews may be used where there are many candidates or
the job is particularly challenging or desirable. Earlier rounds may involve fewer staff
from the employers and will typically be much shorter and less in-depth. A common
initial interview form is the phone interview, a job interview conducted over the
telephone. This is especially common when the candidates do not live near the
employer and has the advantage of keeping costs low for both sides.

Once all candidates have been interviewed, the employer typically selects the most
desirable candidate and begins the negotiation of a job offer.

PROCESS

A typical job interview has a single candidate meeting with between one and three
persons representing the employer; the potential supervisor of the employee is
usually involved in the interview process. A larger interview panel will often have a
specialized human resources worker. While the meeting can be over in as little as
15 minutes, job interviews usually last less than two hours.

The bulk of the job interview will entail the interviewers asking the candidate
questions about his or her job history, personality, work style and other factors
relevant to the job. For instance, a common interview question is "What are your
strengths and weaknesses?"

In some ways, all questions are really subsets of one of three overarching questions
"Can you do the job?" (Strengths), "Will you love the job?" (Motivation), "Can we
stand working with you?" (Fit). The candidate will usually be given a chance to ask
any questions at the end of the interview. These questions are strongly encouraged
since they allow the interviewee to acquire more information about the job and the
company, but they can also demonstrate the candidate's strong interest in them.
THE STAGES OFINTERVIEW

Introduction-- begins with small talk initiated by the interviewer. The interviewer
may ask a few casual questions or make some general remarks. The purpose is to
put you at ease, establish rapport, and find a comfortable level of communication.

Sharing generalinformation-- starts when the interviewer shifts from small talk to
general information about you, the organization, and the position. You may be asked
to review your background, interests, and goals. The interviewer will discuss the
organization and its goals. This will test your listening and speaking skills as well as
give you additional information on which to base intelligent questions.

Narrowing the focus-- occurs when the interviewer begins concentrating on the job
and how you might fit in. You have the opportunity to expand upon your skills and
to demonstrate how they apply to the job requirements. Your efforts in researching
the job and the organization will pay off at this point.

Closing-- happens when the interviewer begins summarizing what has been said
and clarifying certain aspects of the interview. It is also important that you review
the points you've made especially about how you are uniquely qualified for the
position. If you have relevant skills or experience that you have not yet shared, do it
now. The employer will probably explain how and when the next contact will be
made and may end with, "Do you have any other questions?”Try to save at least
one of your questions for the end so that you wrap-up the interview on a positive
note, leaving an enthusiastic impression.

APTITUDESKILLSAND LOGICALREASONING

An aptitude is an innate, acquired or learned or developed component of a

competency to do a certain kind of work at a certain level. Aptitudes may be
physical or mental. The innate nature of aptitude is in contrast to achievement,
which represents knowledge or ability that is gained.

In logic three kinds of logical reasoning can be distinguished : deduction, induction

and abduction.
Deduction means determining the conclusion. It is using the rule and its
precondition to make a conclusion. Example: “When it rains, the grass gets wet. It
rains. Therefore, the grass is wet”. Mathematicians are commonly associated with
this style of reasoning.

Induction means determining the rule. It is learning the rule after numerous
examples of the conclusion following the precondition. Example: “The grass has been
wet every time it has rained. Therefore, when it rains, the grass gets wet”. Scientists
are commonly associated with this style of reasoning.

Abduction means determining the precondition. It is using the conclusion and the
rule to support that the precondition could explain the conclusion. Example: “When
it rains, the grass gets wet. The grass is wet, therefore, it may have rained”.
Diagnosticians and detectives are commonly associated with this style of reasoning.