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Visual Information
- 2. Savings 5% Food 35% Transportation 25% Recreation 10% Miscellaneous 15% School Supplies/ Books 10% Figure 3. How Teenagers Spend their Allowance
- 4. Types of Visual Information Graphs Tables Diagrams Charts Visual Images Maps
- 5. â˘What are the different parts of the visual information? â˘What is the purpose of the visual information?
- 6. â˘What kind of relationship among the details does the visual information show? â˘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 CHART Organizational Chart present rankings or levels of ideas or process Flow Chart illustrates a process or direction of steps TABLE condenses and classifies information in order to make comparisons between and among data GRAPH Bar Graph compares amounts and quantities Line Graph shows changes and patterns over a period of time Pie Chart shows relationship of different parts to whole Pictograph presents data or variables using images in order to make abstract ideas concrete DIAGRAM illustrates parts, functions, or steps in a process VISUAL IMAGES Photographs/ sketches provides a representation of reality cartoons MAP General Reference provides a representation of pertinent information like location, direction, population, climate, terrain Physical Political Thematic
- 8. ORGANIZATIONAL CHART present rankings or levels of ideas or process
- 10. BAR GRAPH compares amounts and quantities
- 11. LINE GRAPH shows changes and patterns over a period of time
- 12. PIE CHART Savings 5% Food 35% Transportation 25% Recreation 10% Miscellaneous 15% School Supplies/ Books 10% Figure 3. How Teenagers Spend their Allowance shows relationship of different parts to whole
- 13. PICTOGRAPH presents data or variables using images in order to make abstract ideas concrete
- 14. DIAGRAM
- 15. DIAGRAM illustrates parts, functions, or steps in a process
- 16. POLITICAL MAP provides a representation of pertinent information like location, direction, population, climate, terrain
- 17. â˘What are the different parts of the visual information? â˘What is the purpose of the visual information?
- 18. Visual Information ď condense or summarize information ď clarify ideas ď provide additional information ď can also replace textual information
- 19. In interpreting visual information, !!! 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 5 ⢠Determine the relationship of details by looking at the changes and trends
- 21. ⢠In which item do teenagers spend the most of their allowance ? ⢠How much of the weekly allowance do teenagers spend for food? ⢠What items are seen to compose the one third of the allowance? ⢠Prioritizing the more important things, on which item should teenagers spend lesser to increase his savings? Savings 5% Food 35% Transportation 25% Recreation 10% Miscellaneous 15% School Supplies/ Books 10% Figure 3. How Teenagers Spend their Allowance
- 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?
- 24. DATA COMMENTARY Table 5. Means of PC Virus infection in US Businesses Disks from Home 43% Electronic Bulletin Board 7% Sales Demonstration Disk 6% Repair of Service Disk 6% Company, client or consultant disk 4% Shrink-wrapped Application 3% Other download 2% Disk from School 1% Local Area Network 1% Purposely Planted 1% Came with PC 1% Undetermined 29% Table 5 shows the most common modes of PC virus infection for US businesses. As can be seen in the majority of the cases, the source of the virus infection can be detected, with disks being brought to the workplace from home being by far the most significant (43%). However, it is alarming to note that the source of nearly 30% of viruses cannot be determined. While it may be possible to eliminate home-to-workplace infection by requiring computers to run antiviral software on flash drives brought from home, business are still vulnerable to major data loss, especially from unidentifiable sources of infection.
- 25. 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
- 26. 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
- 27. 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 behavior Girls Boys Pushing 21% 35% Kicking/Hitting 15% 61% Cursing 9% 30% Chasing 78% 1%
- 28. 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.
- 29. 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.
- 30. 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.
- 31. 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.
- 32. 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
- 33. 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?
- 34. Fig. 2 FEU-East Asia College Student Distribution per Program
- 35. Fig. 2 FEU-East Asia College Freshmen Enrollment History
- 37. ⢠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. Biùan, Laguna: Trailblazer Publications. ⢠http://www.smartinsights.com/mobile- marketing/mobile-marketing-analytics/mobile- marketing-statistics/ ⢠http://www.feu-eastasia.edu.ph References: