Tips for Using Visuals
Visuals often are a nice addition to reports or other documents in which you want multiple representations of information or concise ways to present data. Visuals often are easier to understand and remember than text, they can help readers interpret text, and they can save space in your document. Yet you need to consider the ethical and rhetorical implications of visuals when you choose to use them. Using visuals to misconstrue data might be considered unethical, and a close reader likely will recognize your inaccurate representation. On the other hand, a visual representation of data might be powerful enough to convince a skeptical reader of the validity of your argument. When you use visuals, you should choose the appropriate type of visual and the best location for it in your document. In many cases, a visual is most effective near the text that references it. Visuals to which several sections of the text refer or that do not relate closely to the text might be good candidates for appendices. Tables Tables allow you to display exact quantities or to compare large amounts of information in a small space. In your recommendation report, for example, a table might be a useful way to display data gathered during your textual analysis of other web sites. If you decide to include a table: Use columns instead of rows because columns are easier to scan. Convert all fractions into decimals. Identify the units of measurement used with the data. Refer to the table in the text, identifying it by its number (i.e., “Table 1 shows how many students worked with each client.”). Label the table in the upper left corner above the table, indicating the number of the table in the document and the name of the table. For instance, Table 1 included below is labeled “Table 1: Profile of Students Working with Client Groups.” Table 1: Profile of Students Working with Client Groups Group 1 Group 2 Group 3 Number of Students Number of Male Group Members Number of Students with Computer Related Majors 3 6 7
2
4
6
0
1
2
English 420, 11-4
Spring 2002
Jessie Moore Kapper
Bar Graphs Bar graphs are useful for comparing values that are noticeably different between groups. For example, Figure 1 below demonstrates that groups two and three have substantially more members than group one. If you use a bar graph: Clearly label the x and y axis. Consider labeling each bar rather than using a legend. Arrange the bars from largest to smallest or vice versa for easier reading. Make the vertical scale at least 75% as long as the horizontal scale and begin values at zero. Number each scale in units of 1, or multiples of 2, 5, or 10, and be consistent. Make all bars the same width. Make the space between the bars a different width than the bars themselves. Label the graph as a figure, using numbers. For instance, the bar graph below is labeled “Figure 1: Number of Students per Client Group.” Label the figure below the graph and to the left. Refer to the graph in your text, just as you would refer to a table.
8 7 6
Students
5 4 3 2 1 0 Group 1 Group 2 Client Groups Group 3
Figure 1: Number of Students per Client Group Line Graphs Line graphs are more difficult to interpret than bar graphs, but they are useful for including time as a variable. They also can accommodate many data points and show trends or forecasts in data, although line graphs do not emphasize exact quantities. If you use a line graph: Do not use more than 3 lines per graph. Make clear distinctions among lines. Using a number of plotted points to avoid distorting data. Label a line graph as a figure. Figure 2, included on the next page, shows an example of this type of visual. English 420, 11-4 Spring 2002 Jessie Moore Kapper
8 7
Number of Students
6 5 4 3 2 1 0 Spring 2002 Fall 2002 Spring 2003 Semester of Project Group 1 Group 2 Group 3
Figure 2: Number of Students per Client Group Over Length of Client Participation Pie Charts Pie charts are useful for comparing parts to a whole. For instance, if you want to show how much money was spent on different budget expenses, you could use a pie chart to convey this information If you use a pie chart: Your parts must add up to 100%. You should use 2 to 8 segments, or pieces of the pie. If you have more than 8 segments, combine smaller segments together and label them as “other.” Then use a second pie chart to illustrate what makes up the “other.” Unless you want to make a specific segment look larger, start with the largest segment of the pie at 12 o’clock and then decrease clockwise towards the smallest segments. If you have an “other” segment, include it last. Label your pie chart as a figure and refer to it in the text. Figure 3 shows an example of a pie chart.
19%
43%
Group 1 Group 2 Group 3
38%
Figure 3: Percentage of Students in each Client Group
English 420, 11-4
Spring 2002
Jessie Moore Kapper
Appendices Appendices are useful for including visuals or supporting documents that you want to reference in your text but that do not necessarily relate to a specific section of your text. Label an appendix with a capital letter (Appendix A) in the upper left corner of the Appendix page and attach it to the end of your report. When you refer to an appendix in the text of your document, capitalize both “Appendix” and the letter referring to the specific appendix. Using Color in Visuals Using color in visuals can help you emphasize specific data. For instance, in a pie chart, darker colors can make large segments seem smaller, red might invoke a sense of caution, and bright colors can draw attention to data. Yet color choices also have ethical and rhetorical implications. Experiment with the colors in your visuals, but make deliberate choices that you can justify.
Note: Much of this material was adapted from two handouts designed by Nicole Brown.
English 420, 11-4
Spring 2002
Jessie Moore Kapper