4. Types of Visual
Information
Graphs Tables Diagrams Charts Visual Maps
Images
5. •What are the different parts
of the visual information?
•What is the purpose of
the visual information?
6. •What kind of relationship
among the details does the
visual information show?
•What is the purpose of
the short text or caption
below it?
7. Table 1. Types and Functions of Visuals
General Type Function Specific Kind
Organizational Chart
present rankings or levels of ideas or process
CHART Flow Chart
illustrates a process or direction of steps
condenses and classifies information in order
TABLE to make comparisons between and among
data
Bar Graph
compares amounts and quantities
Line Graph
shows changes and patterns over a period of
time
GRAPH Pie Chart
shows relationship of different parts to whole
Pictograph
presents data or variables using images in
order to make abstract ideas concrete
illustrates parts, functions, or steps in a
DIAGRAM process
Photographs/ sketches
cartoons
VISUAL IMAGES provides a representation of reality
General Reference
Physical
provides a representation of pertinent
MAP information like location, direction,
population, climate, terrain
Political
Thematic
9. FLOW CHART
illustrates a process or direction of steps
http://www.google.com.ph/imgres?q=flow+chart+construction+company&um=1&hl=en&tbm=isch&tbnid=P1LYvnRWXPfOTM:&imgrefurl=http://www.fhwa.dot.gov/fldiv/erpfa_appx.htm&docid=IRNG6AvLpefI1M&imgurl=http://www.fhwa.dot.go
v/fldiv/images/erpchart001.jpg&w=645&h=490&ei=l5OWUPD1Jq_0mAWyxID4Dw&zoom=1&iact=hc&vpx=1216&vpy=153&dur=2762&hovh=195&hovw=257&tx=157&ty=98&sig=114170428550211567324&page=1&tbnh=143&tbnw=187&start=0&n
dsp=31&ved=1t:429,r:6,s:0,i:84&biw=1517&bih=741
12. PIE CHART
shows relationship of different parts to whole
Figure 3. How Teenagers Spend their Allowance
School Supplies/ Savings
Books 5%
10%
Miscellaneous
15%
Food
35%
Recreation
10%
Transportation
25%
16. POLITICAL MAP
provides a representation of pertinent information like
location, direction, population, climate, terrain
17. •What are the different parts
of the visual information?
•What is the purpose of
the visual information?
18. None-Prose Form
condense or summarize information
can also replace textual information
provide additional information
clarify ideas
19. In interpreting non-prose forms,
!!! Find the Central Idea
!!!Note patterns and come up
with possible explanations
20. STEPS in Reading Non-Prose
1 • Read the title and subtitles
2 • Read the labels, captions, keys
3 • Find out the purpose of the non-prose form
4 • Identify the organization of details
• Determine the relationship of details by
5 looking at the changes and trends
21. • In which item do teenagers
Figure 3. How Teenagers Spend their Allowance spend the most of their
allowance ?
School Supplies/ Savings
Books 5%
10%
• How much of the weekly
Miscellaneous
15%
allowance do teenagers
spend for food?
Food • What items are seen to
35% compose the one third of the
allowance?
• Prioritizing the more
Recreation
important things, on which
10% item should teenagers spend
lesser to increase his
Transportation
25%
savings?
22. • Which program has the most number of scholars?
• What programs has almost the same number of scholars?
• In which field (Engineering/ IT) are scholarships granted
more?
• What does the data imply about the scholarship grants?
23. DATA COMMENTARY
Table 5. Means of PC Virus infection in
US Businesses Table 5 shows the most common
Disks from Home 43% modes of PC virus infection for US businesses.
As can be seen in the majority of the cases, the
Electronic Bulletin Board 7%
source of the virus infection can be detected,
Sales Demonstration Disk 6% with disks being brought to the workplace
Repair of Service Disk 6% from home being by far the most significant
Company, client or consultant 4% (43%). However, it is alarming to note that the
source of nearly 30% of viruses cannot be
disk determined. While it may be possible to
Shrink-wrapped Application 3% eliminate home-to-workplace infection by
Other download 2% requiring computers to run antiviral software
on flash drives brought from home, business
Disk from School 1%
are still vulnerable to major data loss,
Local Area Network 1% especially from unidentifiable sources of
Purposely Planted 1% infection.
Came with PC 1%
Undetermined 29%
24. Parts of a Data Commentary
*Topic Sentence should include the title of the
graph, and the kind of graph and what it
presents.
* Highlight the results.
-spot trends or regularities in the data
-separate more important findings from less
important ones
-make claims of appropriate strength
25. Parts of a Data Commentary
* Assess standard theory, common
beliefs, or general practice in the light of
the given data.
* Compare and evaluate different data sets
*Discuss the implications of the data
26. In order to investigate the hypothesis that 8-year old
boys are more aggressive than 8-year old girls, 8-year old
children were observed playing in schoolyards and
incidents of certain aggressive behaviors were recorded.
Aggressive Girls Boys
behavior
Pushing 21% 35%
Kicking/Hitting 15% 61%
Cursing 9% 30%
Chasing 78% 1%
27. Commentary 1
• In order to investigate the hypothesis that 8-year old boys are
more aggressive than 8-year old girls, 8-year old children were
observed playing in schoolyards and incidents of certain
aggressive behaviors were recorded. 2)Table 1 shows that
boys are more aggressive than girls. 3)The percentage of
pushing is 21% of girl; on the other hand that of boys is 35%.
4)Except for chasing, the percentage of aggressive behavior is
higher in boys. 5)From this data you can agree that boys are
more aggressive than girls.
28. Commentary 2
• In order to investigate the hypothesis that 8-year old boys are more
aggressive than 8-year old girls, 8-year old children were observed playing in
schoolyards and incidents of certain aggressive behaviors were recorded.
2)As you can see in Table 1, we only considered four human aggressive
behaviors in our study. 3)The most common children aggressive conduct are
pushing, kicking/hitting, cursing, and chasing. 4)After several weeks of
observation in different schools playground we found the percentage that
appeared on table 1. 5) (See attachment 1) 6) Sixty percent (61%) of the boys
like to kick and hit compared to fifteen percent (15%) of the girls. 7)This is
more aggressive than chasing. 8)The chasing behavior was the only one girls
were more aggressive than boys.
29. Commentary3
• In order to investigate the hypothesis that 8-year old boys are more aggressive
than 8-year old girls, 8-year old children were observed playing in schoolyards and
incidents of certain aggressive behaviors were recorded. 2)It was assumed that
aggressive behavior consisted of the following: i) pushing, ii) kicking and
hitting, iii) cursing, and iv) chasing. 3)As can be seen from the table above, the
average 8-year old boy was more aggressive than the 8-year old girls. 4)Chasing
was the one behavior that was more pronounced for the girls. 5)This
result, however, does not disprove the theory since chasing seems to be a less
aggressive behavior than the other behaviors that were tested. 6The 8-year old
boys got more involved with the more aggressive behavior, which is
kicking/hitting, much more than the 8-year old girls.
30. Commentary 4
• In order to investigate the hypothesis that 8-year old boys are more aggressive
than 8-year old girls, 8-year old children were observed playing in schoolyards
and incidents of certain aggressive behaviors were recorded. 2)At first glance it
appears that 8-year old boys exhibit more aggressive behavior than 8-year old
girls if all four recorded behaviors are equally weighed. 3)But, this last assertion is
false. 4)Since the ability to record will vary with playground size and the number
of observers (not to mention the skills of the observers or accounting for children
entering or leaving the playground), and that it takes a certain amount of an
observer's time to note the behavior, short-lived behaviors such as cursing or
pushing could be under-represented. 5)Simply because more can occur during the
time an observer notes another behavior. 6)Conversely, long-lived behaviors such
as chasing could be over-represented because they occur over a longer period of
time and thus allow more latitude for the observer marking the behavior.
31. In highlighting statements,
• Generate generalizations that you can draw
from the details of the data display
• spot trends or regularities in the data
• separate more important findings from less
important ones, and
• make claims of appropriate strength
32. Guide Question in writing a Data
Commentary
• What is presented in the nonprose form?
• What is the title of the non-prose form?
• Where can you see this data?
• What are the trends found in the data?
• What are possible explanations for this pattern?
• What are the implications of this data?
• What conclusion/s can be made from this data?
33.
34.
35.
36. References:
• Miranda-Plata, S. and Yu, P. (2008). Keys to
Confidences in English1: Reading and Study Skills
and Grammar Workbook. Laguna: Trailblazer
Publications.
• Plata, Sterling M., Ph. D. et.al. (2006). Keys to
Critical Reading and Writing 1. 2nd Ed.
Biñan, Laguna: Trailblazer Publications.
• http://www.smartinsights.com/mobile-
marketing/mobile-marketing-analytics/mobile-
marketing-statistics/
• http://www.feu-eastasia.edu.ph
