Lesson Objectives

• Create an effective and appropriate graphics and visuals; &

• Interpret graphics and visuals.

ACTIVATE

Instructions: Below is a map that shows a visual representation of a place. Your friend
arrived in this place and he is not familiar with it. Your friend’s current location is the
Central Bus Station. He called you and asked about directions. Your friend wants to go to the
Provincial Bank. The only way to drive towards the bank is through the direction provided
below. Help out your friend by giving him the correct direction. Write the direction/answer
on the space provided.

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 ACQUIRE

What are Graphics and Visuals?

Graphics and visuals are graphic representations of an information, data or even

concepts. These are condensed and summarized information that can replace textual
formats. They are best used if you want to describe complex technical or physical
processes; explain statistical a numerical information; and present information that
the readers would want to easily remember.

Visuals/graphics can be classified into six groups: graphs, tables, diagrams, sharks,
visual images, and maps.

GRAPHICS/VISUALS

Visual
Graphs Tables Diagrams Charts Maps
Images

General/Steps in Interpreting Graphics

1. Read the title , subtitle, captions, keys, and labels.

2. Determine the purpose of the material.
3. Identify the organization of information.
4. Analyze the relationship of details such as changes and trends.
5. Make a conclusion about the data, if necessary

General Guidelines for Graphics

1. Determine the purpose of the graphics.

2. Evaluate the accuracy and validity of the data.
3. Graphics should be accompanied by clear references within your texts
(e.g., As shown in Figure 4, the...)
4. Graphic should be placed on the same page as the text reference or on the
page opposite the text reference for complex graphics.
5. Preferably, position the graphics vertically.
6. Make the graphics self-explanatory or as simple as possible

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CHARTS

A chart is a graphical representation of data using symbols such as boxes, lines,

and arrows. Its general purpose is to show ranks, levels, procedures, and
classifications. The two common example of charts are the organizational chart
and the flow chart.

An organizational chart presents rankings, classification, and levels of ideas while

a flow chart illustrates a process consisting of a series of steps or directions

Strategies in Reading a Chart

1. Study each step or grouping presented in the chart.

2. Pay attention to the arrows or lines that indicate the
flow, relationship, steps and sequence.
3. Summarize each step or component in your own
words and make a mental version of the chart to ensure
you understood the chart.
4. Compare your mental chart to the description in the
text to check how accurate your interpretation is.

A. An Organizational Chart

Strategies in Preparing an Organizational Chart

1. Use varied shapes/color/sizes carefully. Rectangles are usually used for all
positions.
2. Connect the boxes with solid lines to show direct reporting relationships and
dotted lines to show indirect or staff relationships.
3. Be creative but avoid gimmicky.

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B. Flowchart

Strategies in Preparing a Flow Chart

1. Present only a capsulized version of the whole process.

2. Limit the number of shapes to avoid confusion. Note that each shape has a
corresponding meaning.
3. Provide a legend when necessary.
4. Sequence the data from left to right or from top to bottom.
5. Be creative but avoid gimmicky.

TABLES
A table is useful in displaying numbers in columns. It condenses and classifies
information to make comparison s between and among data and helps the readers
grasp relationships that might be invisible in prose. It contains at least two
columns with headings on the top sides of the columns to indicate what the table
represents. The heading on the top are called boxheads while the headings on far
left columns are called stubs.

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Strategies in Reading a Table

1. Read the title of the table

2. Check if the information is up-to-date or obsolete.
3. Check the source of the information.
4. Study the headings and their relationships.
5. Read the details with the headings in mind.
6. Compare and contrast the different columns.

Strategies in Preparing a Table

1. Do not put table numbers and titles in informal table since they function as an
extension of the text. They should not be included in the list of illustrations.
However, they require column heading.
2. Place titles, table numbers, and detailed headings on formal tables because these
contain complex data. They are separated from text and I included in the list of
illustrations.
3. Use plenty of white space and within and around the text.
4. Use concise and clear headings for all the columns and rows.
5. Assign a title and a number to each formal table.
6. Use abbreviations and symbols when necessary. However, special symbols and
abbreviations must be clarified in a legend or footnote.
7. Write the source of the table when necessary.
8. Use uppercase and lowercase instead of full caps.

GRAPHS

A graph is a graphical representation of data using bars for bar graphs, line for
line graphs, circles for pie graphs, and pictures for pictographs. Each type has a
specific function and purposes.

A. Bar Graph

A bar graph uses vertical and horizontal bars that compare amounts and
quantities. Longer bars usually denote larger quantities.

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Strategies in Reading a Bar Graph

1. Read the title, caption, and source note.

2. Determine the purpose of graph.
3. Look at the dates mentioned, if there are any.
4. Identify what is being compared. Is it an amount or quantity?
5. Determine the time span and the amount of change if the data fluctuates over
time.
6. If products, services, and other items are being compared, look carefully at their
names.

Strategies in Preparing a Bar Graph

1. Limit the number of bars. Too many bars may create confusion and complicate
the data.
2. Show the comparisons clearly.
3. Keep the bar widths consistent.
4. Use spaces between bars. However, if comparisons are too close or too many,
spaces between bars may be deleted.
5. Arrange the bars based on sequence (by year to show trends) or by ascending/
descending order (to show direct comparison).
6. Use legends as much as possible.

B. LINE GRAPH

A line graph shows trends and changes in data. It does not need to appear in a
straight line. The bottom grid scale usually represents time.

Strategies in Reading Line Graph

1. Read the title, caption, and source note.

2. Determine the purpose of the graph.
3. Read the horizontal and vertical axis and what is being measured.
4. Determine the kind of time interval.
5. Trace the jagged line that connects each point and determine the changes
over time.

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Strategies in Preparing a Line Graph

1. Plot the data carefully

2. Use different line colours for line graph using multiple line.
3. Make the chart line thicker than the axis line.
4. Do not put the numbers on the line graph itself.

C. CIRCLE GRAPH

A circle graph (or pie graph) use pie-shaped sections and shows the relationship of
parts to the whole in percentages and proportions.

Strategies in Reading a Circle Graph

1. Read the title and captions carefully.

2. Note the number of labels of pie sections of the graph.
3. Check if there is 'legend' section and study it.
4. Identify the shares, quantity, and percentage of each section. Identify which
sections have the smallest and largest percentages.

Strategies in Preparing a Circle Graph

1. Used no more than seven divisions.

2. Move clockwise from 12 o'clock setting. Start with the largest wedge going to
the smallest. However, “others” or miscellaneous items must be placed last no
matter how large they cover.
3. Use the circle graph or percentages and money especially when the items they
represent are divisible by 100.
4. Make the circle graph as simple as possible.
5. Label each component.
6. Use a “pie with in a pie” technique if you want to show a subdivision of a
particular wedge in a circle graph.

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D. TECHNICAL ILLUSTRATION

A technical illustration helps to concretize and reinforce verbal information. They

are illustrations of fabricated materials, objects and constructions, and may include
the situation in which they are used and processes and systems in which they are
incorporated. Its purpose is to describe or explain these items to nontechnical
audience.

Strategies in Preparing a Technical Drawing

1. Make the drawing as simple as possible. Avoid an important meeting else.

2. Label the parts when necessary. And exploded view or zoom in effect can be used for
smaller parts.
3. Choose the most appropriate view: exterior (show surface features), cross section (shows
a slice of an object), exploded (Zooming in of a part to illustrate relationship), and
cutaway view (shows the inner workings of an object).
4. Use legends for complicated mechanisms or objects.

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E. MAPS

Provide a representation of pertinent information like location, direction, population,

climate, and terrain. Maps may be classified as physical map, political map, natural
resource map, economic map.

Strategies in Reading a Map

1. Read the title to understand the concept of the map.

2. Study the legend to find out the meaning of the symbols and colours used.
3. Study the geographic labels to understand the specific locations.
4. Look at the pointer to determine the location.

Strategies in Preparing a Map

1. Label the map clearly.

2. Assign a figure number for easy identification.
3. Make sure all boundaries are clearly defined.
4. Exclude unnecessary information. If climate is important, do not include
population.
5. Use legend when necessary.
6. Use shading, dots, and symbols when color reproduction is impossible.
7. Place the map close to the text that refers to it.

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 ASSESS

Part I
I. Instructions: Identify the visual aid most appropriate for each of the given topics.

________ 1. Drop-out rates among teens with peer counseling and teens without peer
counseling.
________ 2. Number of Refugees resettled and persons granted asylum in Canada, the
U.S., Australia, Norway, Sweden, and Denmark.
________ 3. Annual family expenditure in the Philippines for the year 2000.
________ 4. Yearly profits of Jollibee Foods Corporation.
________ 5. Enrollment procedure at BukSU.
________ 6. HP Printer.
________ 7. Location of Nuclear explosion in Japan.
________ 8. Identifying the similarities and differences between iPad and netbook.
________ 9. Depreciation of the Philippine peso.
________ 10. List of schools topping the 2010 bar exams and their passing rates.

II. Instructions: Analyze each of the following graphics. Make your own improved version of
them. Write the interpretation below each of your revised graphics. Use separate sheets of
paper for your answer.

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Part II

Instructions: Prepare a graphic representation appropriate for each of the given information. Be sure to
include all the essential parts of your chosen graphics. Generate a possibly accurate conclusion for
each of the prepared graphic use separate sheet of paper provided in the next page..

1. Data 1

In 1980, 9% of Miranda Motors' vehicle sales came from its innovative Jumper line of sport utility
vehicles. The Rigore line of sports sedans accounted for 19% of sales while the remaining 72%
comprised of the Robu line of passenger vehicles. In 1985, the Jumper line accounted for 14%, the
Rigore line for 23%, and the Robu line for 63%. In 1990, the figures were 20% for the Jumper, 21%
for the Rigore and 59% for Robu. In 1995, the figures were 27% (Jumper), 25% (Rigore), and 48%
(Robu). In 2000, 42% were Jumpers, 39% were Rigore, and only 19% were Robus. The motor
company predicts that by 2005, 55% of its sales will be attributed to Jumpers models, 30% to Rigore
vehicles, and 15% to the Robu line.

Miranda Motors sold 10,000 vehicles in 1980, 14,200 in 1985, and 24,800 in 1990. In 1995, vehicle
sales totalled 38,800, rising to 50,000 in 2000. A total of 60,000 vehicle sales is predicted for 2005.

2. Data 2

Consent from selected schools for the actual data elicitation was sought. Selected schools were St.
Paul College in Pasig City for the accredited school (Level 3) and Our Lady of Peace School in
Antipolo City for the non-accredited school. There were 10 pupils, selected at random, who
comprised each of the grade levels 2, 4, and 6 for every school, for a total of 30 pupils for each school
60 pupils for the two schools. The 30 pupils for each school were convened to perform the general
tasks. Considering the classroom structure, the Grade 2 pupils were seated in the first two rows, the
Grade 4 pupils at the second up to fourth rows, and the Grade 6 pupils at the fourth and fifth rows.

The first task was film viewing, without audio and subtitles, and subsequently retelling of the movie in
writing. Film viewing was done twice for retention and comprehension purposes. The first viewing
took the subjects 7 minutes and 15 seconds; thus, watching the film twice over took them 14 minutes
and 30 seconds. After viewing the film, the pupils were asked to write about the story according to
how they understood it. Pupils were not given limits as to time and number of words, for them to be
relaxed in their narrative production. The second task, which followed after film viewing and writing
of the narrative, was the reading task. The same groups of pupils were asked to read each of the four
different reading text. After reading each text, they answered the comprehension questions and
underlined the words that were not familiar to them. The subjects were given an hour to finish the
reading test, but the pupils finished the task in 10 minutes before the target time.

The film viewing and reading test administration script provided explicit guidelines for task
instructions to ensure uniformity given to the subjects of both accredited and non accredited schools.
Adherence to the scripted instructions was strictly followed for all participants. No prompts were
allowed, with the exception of the encouraging pupils to add more details in their narratives when
pupils appeared to have completed their work (e.e., "Would you like to add some more?'). This
ensures more linguistic inputs to be analyzed.

The elicited data served as the corpora. On the other hand, the reading text that is most
comprehensible to a specific grade level was chosen by plotting the results in normal curve. The text
which has reading test result closest to the normal curve was considered as the text most
comprehensible to a particular level. After the process, text analysis of the lexical and syntactic
features followed.

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