商务与管理沟通（英文 第12版）教案 Locker-BAC12e-IM-Ch13 Creating Visuals and Data Displays

13-

Chapter13

CreatingVisualsandDataDisplays

TableofContents

DescriptionoftheChapter

2

EssentialstoCover

2

StrategiesforIncreasingLearning

3

UseVisualsandDataDisplaysStrategically

3

VisualsandDataDisplaysMustBeIncorporatedintoText

4

DiscussEffectiveandIneffectiveVisualsandDataDisplays

4

Connect

4

ApplicationExercises

5

ChoosingtheCorrectDataDisplay

5

GuidelinesforVisuals

5

CreatingVisualsandDataDisplays

6

Chapter13Quiz

6

Chapter13TestBank

6

LearnSmartAchieve®

6

SmartBook®

7

AnswersandAnalysisforEnd-of-ChapterExercisesandCases

7

13.1ReviewingtheChapter

7

13.2EvaluatingMapsfromthe2016PresidentialElection

9

13.3EvaluatingtheEthicsofDesignChoices

9

13.4EvaluatingtheEthicsofVisualChoices

10

13.5EvaluatingVisuals

10

13.6VisualizingHealthyEatingHabits

11

13.7CreatingVisuals

12

13.8CreatingDataDisplaysforaClient

12

13.9GraphingDatafromtheWeb

13

13.10CreatingaVisualArgument

13

ExercisePlanningTable

13

PPTLectureOutline

14

LessonPlanIdeas

14

IntroducingVisualsandDataDisplays

15

DiscussingVisualsandLearners’WritingProcesses

15

DesigningVisuals

16

IntegratingVisualsintotheText

16

QuestionoftheDay

17

DescriptionoftheChapter

Thischapterdiscusseswhentousevisualsanddatadisplays,andtheguidelinesforcreatingaccurateandethicalvisualsanddatadisplays.Thechapteralsoprovidesstrategiesforintegratingthemintodocumentsanddiscussestheconventionsforspecificvisualsanddatadisplays.

Thelearningobjectivesinclude:

LO13-1Whentousevisualsanddatadisplays.

LO13-2Howtocreateeffectivevisualsanddatadisplays.

LO13-3Howtointegratevisualsanddatadisplaysintotext.

LO13-4Howtouseconventionsforspecificvisualsanddatadisplays.

EssentialstoCover

LO13-1Whentousevisualsanddatadisplays.

Visualsanddatadisplayshelpmakedatameaningfulforyouraudienceandsupportyourarguments.

Intheroughdraft,usevisualsanddatadisplaystoseethatideasarepresentedcompletelyandtoseewhatrelationshipsexist.Inthefinalpresentationordocument,usevisualsanddatadisplaystomakepointsvivid,toemphasizematerialthatthereadermightskip,andtopresentmaterialmorecompactlyandwithlessrepetitionthanwordsalonewouldrequire.

Usevisualsanddatadisplayswhenyouwanttoshowrelationshipsandtopersuade,whentheinformationiscomplexorcontainsextensivenumericaldata,andwhentheaudiencevaluesvisuals.

LO13-2Howtocreateeffectivevisualsanddatadisplays.

Checkthequalityofthedata.

Determinethestoryyouwanttotell.

Choosetherightvisualordatadisplayforthestory.Visualsanddatadisplaysarenotinterchangeable.Thebestselectiondependsonthekindofdataandthepointyouwanttomakewiththedata.

Followconventionstoavoidalienatingyouraudience.

Usecoloranddecorationwithrestraint.

Beaccurateandethical.Chartjunk,truncatedgraphs,3Dgraphs,andalteredordoctoredphotosallmisleadaudiences.

Usesoftwareprogramsthatsuitthetypeofvisualordatadisplayyouwanttocreate.

LO13-3Howtointegratevisualsanddatadisplaysintotext.

Referinyourtexttoeveryvisualanddatadisplay.

Summarizethemainpointofavisualordatadisplaybeforeitappearsinthetext.

Determinehowmuchdiscussionavisualordatadisplayneedsbyconsideringtheaudience,thecomplexity,andtheimportanceofthepointitmakes.

LO13-4Howtouseconventionsforspecificvisualsanddatadisplays.

Eachtypeofvisualordatadisplaycandodifferentthings.Youshouldpicktheonethatbestmatchesyourpurposes,audiences,andcontexts.

Visualsanddatadisplaysrelyonconventions.Themostcommontypesofvisualsanddatadisplaysincludetables,piecharts,barcharts,linegraphs,Ganttcharts,photographs,drawings,maps,infographics,anddynamicdisplays.

StrategiesforIncreasingLearning

Traditionalcollege-agedlearnerstendtobevisuallyorientedandthereforefindthischapterinteresting.However,beingvisuallyorienteddoesnotmeanthattheyarecriticalviewersandusersofvisualsanddatadisplays.

UseVisualsandDataDisplaysStrategically

Manylearnershaveatendencytogetalittlecarriedawaywhencreatingvisualsanddatadisplays.Theeaseinproducingvisualsanddatadisplayshasmademanylearnerscareless;theydonotthinkcriticallyenoughaboutthetypesofvisualsordatadisplaystheycreate.

Forexample,whenlearnersdiscoverhoweasyitistoinsertvisuals,theymaydosoindiscriminately.Reallyfocusonwhentousevisualsanddatadisplays—thattheyshouldbeusedtomakedatameaningful,supportarguments,andcommunicatepoints.FocusontheguidelinesinChapter13tocreateusefulvisualsanddatadisplays.Remindthemtoavoidperspectivegraphsandchartjunk.

Visualsanddatadisplaysshouldbeusedstrategically.

VisualsandDataDisplaysMustBeIncorporatedintoText

Learnersdonotpayenoughattentiontoincorporatingvisualsanddatadisplaysintotheirdocumentsbecausetheyassumethatthevisuals“speakforthemselves.”

DiscussEffectiveandIneffectiveVisualsandDataDisplays

Oneofthebeststrategiesforgettinglearnerstointernalizeeffectiveuse,creation,andintegrationofvisualsistoshowthemexamplesthatviolatetheprinciplesinChapter13.Forexample,beforestartinganassignmentondatadisplays,havelearnersanalyzebotheffectiveandineffectiveexamples.Newssourcesaregoodplacestofindsomedatadisplaysfordiscussion.

Youcanalsoasklearnerstowriteacritiqueofvisuals,includingadiscussionofthepointthewriteristryingtomakewiththem.Oftenlearnerscan’ttell—theysaythattheyaren’tgivenenoughinformationtobeabletotellwhatthewriterwastryingtodo.Thoughitistruethatanyportionofadocumenttakenoutofcontextmaynotbe100percentclearwithouttherestofthedocument,thepointofthisexerciseistodemonstratethatifvisualsareproperlypreparedandiftheyareadequatelyexplainedinthetext,theaudienceshouldbeabletodiscernthewriter’spointquiteeasily.EmphasizetolearnersthattheirownaudienceswillexperiencethesametypeoffrustrationtheywentthroughiftheydonotfollowtheguidelinesinChapter13whenpreparingtheirvisualsanddatadisplays.Thisexerciseworksparticularlywellifyoucanfindvisualsthatlookgoodatfirstglanceorarecolorfulorglitzy(butdonottellastory),sincethat’sthetypeofthingyouwanttomotivatelearnerstoavoid.

Connect

Connect®BusinessCommunicationallowsyoutoenhancetheskillsofstudents,andpreparethemforthenetworkedworldusingthelatestproven-effectiveadaptiveresources.Itoffersassignable,auto-gradedactivitiesproventoincreasetestscores,retentionrates,andattendance.

EachchapterisavailableinSmartBook®formatandincludesLearnSmartAchieve®.Inaddition,therearenumerouschapter-specificactivitiesavailableinConnect.Activitiesincludeachapterquiz,aTestBank,andavarietyofApplicationExercises,containingmatching,multiple-choice,andrankingquestions;caseanalysisexercises;andvideocases.Belowarealistofavailableassetsandsuggestionsforincorporatingthemintoyourcourse.

ApplicationExercises

ChoosingtheCorrectDataDisplay

LO:13-1,13-2

AACSB:Communication

Blooms:Understand

DifficultyLevel:Medium

Thismatchingexerciseaskslearnerstoidentifytheappropriatetypeofdatadisplayforagivencommunicationsituation.

UseChoosingtheCorrectDataDisplayasareviewoftheconcepts.

Useasquizafterthereading:

AssignChapter13forstudy.

AssignChoosingtheCorrectDataDisplayasaquizonasectionofthereading.

Useasreviewafterlecturesanddiscussions:

Coverthepurposeofvisualsanddatadisplays,whentousethem,andguidelinesforcreatingthem.

AssignChoosingtheCorrectDataDisplayashomeworktoreview.

GuidelinesforVisuals

LO:13-2

AACSB:Communication

Blooms:Understand

DifficultyLevel:Medium

Thismatchingexercisehelpslearnerstoidentifywhentheguidelinesforeffectivevisualsanddatadisplaysarebeingfollowed.

Useasquizafterthereading:

AssignChapter13forstudy.

AssignGuidelinesforVisualsasaquizonasectionofthereading.

Useasreviewafterlecture,activity,anddiscussion:

Covertheguidelinesforcreatingvisualsanddatadisplays(PPTslides13.5–13.17).

Assignanactivity,likeoneofthefollowingexercisesfromthetextbook:

13.3EvaluatingtheEthicsofDesignChoices

13.4EvaluatingtheEthicsofVisualChoices

13.5EvaluatingVisuals

13.6VisualizingHealthyEatingHabits

13.7CreatingVisuals

AssignGuidelinesforVisualsasareview.

Useasaprecursortoamockinterviewday:

GuidelinesforVisualswouldworkwellashomeworkoratthebeginningofaclassperiodinwhichyou’llasklearnerstoworkonvisualsforaproject.

CreatingVisualsandDataDisplays

LO:13-1,13-2,13-4

AACSB:Communication

Blooms:Apply

DifficultyLevel:Hard

Thiscaseanalysisexerciseshowslearnershowtoanalyzeadatadisplayandrecommendchangestoit.

Useasquizafterthereading:

AssignChapter13forstudy.

AssignCreatingVisualsandDataDisplaysasaquizonasectionofthereading.

UseCreatingVisualsandDataDisplaysasareviewoftheconceptsafterlectureanddiscussion:

Coverthechapter’scontents,whetherinoneorseveraldays.

AssignCreatingVisualsandDataDisplaysashomeworktoreview.

Useasaprecursortoaworkshopday:

CreatingVisualsandDataDisplayswouldworkwellashomeworkoratthebeginningofaclassperiodinwhichyou’llasklearnerstoworkonvisualsforaproject.

Chapter13Quiz

Themultiple-choicequiztestslearners’understandingofthechapter’scontent.

Chapter13TestBank

Thequestionbankutilizestrue/false,multiplechoice,andshortanswerquestionstothoroughlytestthelearners’understandingofthechapter’scontent.

LearnSmartAchieve®

LearnSmartAchieve®developsandimproveseditingandbusinesswritingskills.Thisadaptivelearningsystemhelpsstudentslearnfaster,studymoreefficiently,andretainmoreknowledgeforgreatersuccess.

SmartBook®

SmartBook®isthefirstandonlyadaptivereadingexperiencedesignedtochangethewaystudentsreadandlearn.

AnswersandAnalysisforEnd-of-ChapterExercisesandCases

Answersfortheend-of-chapterexercisesandcasesinChapter13aregivenbelow.

13.1ReviewingtheChapter

LO:13-1–13-4

DifficultyLevel:Easy

Whenshouldyouusevisualsanddatadisplays?(LO13-1)

Visualsanddatadisplayshelpmakethedatameaningfulforyouraudience.Inaroughdraft,usevisualsanddatadisplaystoseethatideasarepresentedcompletelyandtoseewhatrelationshipsexist.Inthefinalpresentationordocument,usevisualsanddatadisplaystomakepointsvivid,toemphasizematerialthatthereadermightskip,andtopresentmaterialmorecompactlyandwithlessrepetitionthanwordsalonewouldrequire.You’llusemorevisualsanddatadisplayswhenyouwanttoshowrelationshipsandtopersuade,whentheinformationiscomplexorcontainsextensivenumericaldata,andwhentheaudiencevaluesvisuals.

Whataresomespecificwaystocreateeffectivevisualsanddatadisplays?(LO13-2)

Specificguidelinesforcreatingeffectivevisualsanddatadisplaysinclude:

Checkthequalityofthedata.

Determinethestoryyouwanttotell.

Choosetherightvisualforthestory.

Followtheconventionsfordesigningtypicalvisuals.

Usecoloranddecorationwithrestraint.

Besurethevisualisaccurateandethical.

Whataresomeconcernsthatmustbeaddressedtokeepyourvisualsanddatadisplaysaccurateandethical?(LO13-2)

Alwaysdouble-checkyourvisualstobesuretheinformationisaccurate.

Useaccuratelabels.

Makesuretheaudiencecanunderstandthevisualwithoutreadingthelabel.

Differentiatebetweenactualandestimatedorprojectedvalues.

Whenyoumusttruncateascale,dosoclearlywithabreakinthebarsorinthebackground.

Avoidperspectiveandthree-dimensionalgraphs.

Avoidcombininggraphswithdifferentscales.

Useimagesofpeoplecarefullyinhistographstoavoidsexists,racist,orotherexclusionaryvisualsstatements.

Don’tdistortphotographs.

Whataresomeguidelinesforintegratingvisualsanddatadisplaysintoyourtext?(LO13-3)

Refertoeveryvisualanddatadisplayinyourtext.Normallythetextgivesthetableorfigurenumberbutnotthetitle.

Putthevisualassoonafteryourreferenceasspaceandpagedesignpermit.

Summarizethemainpointofavisualbeforeyoupresentthevisual.

Theamountofdiscussionavisualordatadisplayneedsdependsontheaudience,complexityofthevisual,andtheimportanceofthepointitmakes.

Whenyoudiscussavisual,spelloutnumbersthatfallatthebeginningofasentence.

Whataresomeguidelinesforconstructingbarcharts?(LO13-4)

Whenconstructingbarcharts:

Orderthebarsinalogicalorchronologicalorder.

Putthebarscloseenoughtogethertomakecomparisoneasy.

Labelboththehorizontalandverticalaxes.

Putalllabelsinsidethebarsoroutsidethem.Whensomelabelsareinsideandsomeareoutside,thelabelscarrythevisualweightoflongerbars,distortingthedata.

Makeallthebarsthesamewidth.

Usedifferencecolorsfordifferentbarsonlywhentheirmeaningsaredifferent:estimatesasopposedtoknownnumbers,negativeasopposedtopositivenumbers.

Avoidusing3Dperspective;itmakesthevalueshardertoreadandcanmakecomparisondifficult.

WhatisthedifferencebetweenapiechartandaGanttchart?(LO13-4)

Apiechartcomparespartstoawhole;piechartsforcetheaudiencetomeasureareas.AGanttchartshowstimelinesforproposalsandprojects.

Howdoinfographicsdifferfromdynamicdisplays?(LO13-4)

Thebiggestdifferencebetweeninfographicsanddynamicdisplaysisthatinfographicsarestaticoncepublished.Dynamicdisplayscanbeinteractiveandallowtheusertoadaptthedisplaytotheirpersonalneedsorinterest.

13.2EvaluatingMapsfromthe2016PresidentialElection

LO:13-2

DifficultyLevel:Medium

ThisactivityaskslearnerstoevaluateFigures13.7,13.15,13.16,and13.17.

Discussionswillvarybasedonpoliticalviews.Havelearnersfocusonthepurposeofeachvisualandthedetailsofeachvisual’screation.

13.3EvaluatingtheEthicsofDesignChoices

LO:13-2

DifficultyLevel:Medium

Peopleofgoodwillmaydisagreeaboutsomeofthese.Hereisonepossibility:

UsingphotosofHawaiianbeachesinadvertisingforBermudatourism,withoutindicatingthelocationofthebeaches.

Grayarea.Thispracticeisactuallyroutinelydone,andmanyviewerscannotdistinguishthedifference.

Editingaphotobyinsertinganimageofyoungblackpersonintoanall-whitegroup,andusingthatphotoinrecruitingbrochuredesignedtoattractminorityapplicantstoauniversity.

Grayarea.Someuniversitieswanttoattractdiverselearnerseventhoughthemakeupoftheschoolismostlyhomogenous.Diverselearnersaremorelikelytogotoaplacewheretheyseepeoplewhorepresenttheirdiversity.Ontheotherhand,thispracticecouldcreateanissueoncediverselearnersgettocampusandrealizeitismostlyhomogenous.

Alteringpeopleinyourphotographssothattheylookslimmerandyounger.

Grayarea.Thisprocessiscriticized;however,almosteverymagazineairbrushesphotographs,especiallythoseappearingonthefrontcover.

Modifyingrealestatephotosbychangingthephysicalappearanceofhousesorstores.

Unethicalandagainstthelawinsomerealestatemarkets.

Includingrestaurantmenusthatareexaggeratedinqualitypresentation,colorappearance,andportionsize.

Acceptable.Whenwasthelasttimeyourlearnersateatarestaurantwhentheygotamealthatlookedexactlylikethepicture?

13.4EvaluatingtheEthicsofVisualChoices

LO:13-2

DifficultyLevel:Medium

Thisexerciseismosteffectiveonline,especiallytheopeningdynamicimage(goesfromtheentirepileofmonopolypiecestoazoominonthetop).

Discussionswillvarygreatlybasedonpoliticalviews.However,thevisualsrepresentthedisparityinnumbers.Themonopolypieceshavestrategicconnotationsthatarguedinthetext.

13.5EvaluatingVisuals

LO:13-2,13-4

DifficultyLevel:Medium

Belowaresomepossibleanswersyourlearnersmaydiscuss.However,thisisnotanexhaustivelist.

Figure13.28:PropertyTaxRevenueAllocation

Thereistoomuchclutteronthegraphicintermsoflabels.

Thelabelslinesarehardtofollowandgetwashedoutontopofsomeofthepiecolors.

Thepiechartusesmorethantherecommendedsevenslicespiecesofpie.

The3-dimensionalitydoesnotaddclarity;itmakescomparingpiecesofthepiemoredifficult.

Figure13.29:TotalAnnualDeaths

Thereisnocleartitle.

Thereisnoclearstory.

Thereisaconflictingrepresentationofdiseases.

Thisvisualisoverwhelmedbychartjunk.

Figure13.30:AfghanistanPopulationPyramid

Thetitledoesnottellastory.

Thegraphaccuratelypresentstheinformation.

Thegraphisfreeofchartjunk.

Thesourceofthedataisgiven.

Thecommonaxisformalesandfemalesmakesthedatahardtocompare.

Figure13.31:BurdenofDiseaseAttributedtoAlcohol

Thisvisualhasacleartitle.

Thestoryisclearandthecaptionexplainsitfurther.

Thevisualassumesthatitsaudienceknowsgeography.

Thecolor-codinghelpstodecipher%proportions.

Figure13.32:ForEachDollarofFederalIncomeTax…

Thisvisualhasacleartitle.

Thestoryismostlyclear.

Thecoinsaredifficulttocompare,especiallyinthefirstrowwhenthereisabreakinthestack.

Thelabelsarenotentirelyclear,especiallytheredlabelsontopofthecoins.

13.6VisualizingHealthyEatingHabits

LO:13-2,13-4

DifficultyLevel:Medium

Belowaresomepossibleanswersyourlearnersmaydiscuss.However,thisisnotanexhaustivelist.

Figure13.33:FormerFoodPyramid

Thereisnocleartitlelisted;however,mostpeopleknowimmediatelywhatitissinceitwasprintedonmostfoods.

Thesourceofthepyramidisnotlisted.

Thevisualmessageishardtodecipher.Infact,somanypeoplecomplainedhowcomplexthepyramidwasthatthegovernmentdevelopedanewpyramid(seeFigure13.34,Visual2)andanentirelynewvisualapproach(seeFigure13.35,Visual3).

The3-dimensionalsideofthepyramiddoesnotaddclarity.

Thevisualhaschartjunk,whichmakesitdifficulttofollow.

Theproportionsofthefatsandsugarssprinkledthroughoutdonotconveyaclearquantity.

Figure13.34:AnatomyofMyPyramid

Thischarthasatitle.

Thischartisreorganizedfromtheearlierversion,whichnolongerhasbreads,cereals,andpastaasthebaseofadiet.

Thefoodgroupsarenowshownmoreproportionally.However,thequantitiesofeachgroupareunclear.

Thereisstillsomechartjunk,especiallywiththemassiveamountofexplanationoneachsideandthedottedlinesrandomlypointingplaces.

Thesourceofthechartispresent.

Figure13.35:ChooseMyPlate

Thischartdoesn’thaveatitlebutincludesawebsitesotheaudiencecangetmoreinformation.

Thischartiscompletelyreorganizedfromtheearlierpyramidversions.

Theplateaskstheaudiencetocomparepiecesofapie,whichisn’taneasytask.Forexample,howmuchmorediaryshouldsomeoneeatcomparedtoprotein.Thequantitiesofeachgroupareunclear.

Thisversionisfreefromchartjunkandclutter,thoughtheamountofinformationitconveysclearlyisalsoreduced.

Thesourceofthechartispresent.

13.7CreatingVisuals

LO:13-2

DifficultyLevel:Medium

Possibleanswersareasfollows.Yourlearnersmaydiscoverotherpossibilities.

Figure13.36:DailyChangeinTraffictoNCAA-RelatedSportsWebsites

Visualstousetoanalyzethedataset(trialvisuals):

Pairedbarcharts

Groupedbarcharts

Possiblestoriesandvisuals:

CBS%ofgrowthissubstantialcomparedtoothernetworks

Thursdayisthemostpopularviewingday

Figure13.37:CustomerSatisfactionwithAirlines

Visualstousetoanalyzethedataset(trialvisuals):

Bargraphs

Possiblestoriesandvisuals:

Consumersatisfactionwithairlinesimprovesslightly

SouthwestAirlinesimprovesfrom2012–2013

U.S.Airwaysseesthelargestdropfrom2007–2008

13.8CreatingDataDisplaysforaClient

LO:13-2,13-4

DifficultyLevel:Medium

Thisisagoodexercisetoassignifyouwanttogiveyourlearnerspracticewithdesigningdatadisplaysforrealworldscenarios.Theirfinalgraphsshouldbemeaningfulandpersuasiveforthescenario;thedatadisplaysshouldalsoadheretotheguidelinesinthischapter.Youmightencouragethemtodomorethanonedatadisplayorhavethemcompetewithoneanotheronwhocanshowthebestpersuasivestory.

13.9GraphingDatafromtheWeb

LO:13-2,13-4

DifficultyLevel:Medium

Thisexerciseisgoodtoassignifyouwanttogiveyourlearnersexperienceinlocatinggoodinformationontheweb.Youcanspendalittleoralotoftimeonit,dependingonwhatpartsoftheexerciseyouassign.Forexample,ifyourlearnersneedexperienceinlocatingandevaluatinginformationonly,youmightassignonlyoptiona,whichaskslearnerstoidentifyatleastfivestoriesinthedatatheyretrieve.Iftheyneedpracticemakingvisualsorifyouarenotassigningaseparateassignmentthatwillrequirevisuals,suchasareport,youcouldalsoassignoptionb.Optionscanddasklearnerstowritememosinwhichtheyperformsometypeofanalysisoftheirfindings.

13.10CreatingaVisualArgument

LO:13-2

DifficultyLevel:Hard

Learnersreallyenjoythisassignment,anditallowsthemtounderstandthepowerofvisuals.However,dependingonwhattopicsthelearnersselect,theymayhavedifficultytellingthestorytheywanttorevealratherthanthestorybeingtoldinthemedia.Learnersalsoenjoywatchingthesepresentations.YoumaywantyourlearnerstoreadChapter16ondeliveringeffectivepresentationsinconjunctionwiththisassignment.

ExercisePlanningTable

LearningObjective

Difficulty:Easy

Difficulty:Medium

Difficulty:Hard

13-1

Whentousevisualsanddatadisplays.

13.1.1

13-2

Howtocreateeffectivevisualsanddatadisplays.

13.1.2,13.1.3

13.2,13.3,13.4,13.5,13.6,13.7,13.8,13.9

13.10

13-3

Howtointegratevisualsanddatadisplaysintotext.

13.1.4

13-4

Howtouseconventionsforspecificvisualsanddatadisplays.

13.1.5,13.1.6,13.1.7

13.5,13.6,13.8,13.9

Exerciseswithmultiplelearningobjectives

13.1

13.5,13.6,13.8,13.9

In-classexercises:13.2,13.3,13.4,13.5,13.6,13.7

Out-of-classexercises:13.1,13.8,13.9,13.10

Ifyouteachinacomputerclassroom:13.4,13.8,13.9,13.10

Mostoftheout-of-classandcomputerclassroomassignmentswouldalsobeeffectivepreparationandbasisforclassdiscussions.

PPTLectureOutline

PPT13.1–13.2 Thetitleslideandalistofthechapter’slearningobjectives

PPT13.3–13.4 Purposeofvisualsanddatadisplays;whentousevisualsanddatadisplays

PPT13.5–13.17 Guidelinesforcreatingvisualsanddatadisplays

PPT13.18–13.19 Integratingvisualsanddatadisplaysintotext

PPT13.20–13.34 Conventionsforspecificvisualsanddatadisplays

PPT13.35 Summaryandquestionslide

PPT13.36–13.40 Slideappendices

LessonPlanIdeas

Inanincreasinglyvisualworld,visualsarebecomingparamount.Weencourageyoutospendasmuchtimeaspossibleonthischapter,butnolessthanoneortwoclassperiods.Youshouldcomebacktoitsbasicprinciplesforvariousassignmentsthroughoutthecourse.Inaddition,someofitsexercisesmakegoodcollaborativeassignments.

Ifyouareteachingproposals,reports,and/orpresentations(Chapters14,15,and16),thischapterisespeciallyimportant.Mostinstructorstailortheirdiscussionsofvisualstothespecificassignmentslearnersareworkingon.Thelessonplansbelowgiveyousomemethodsfromwhichtochoose.

IntroducingVisualsandDataDisplays

60–90minutes

Youneedtoillustratethemainpointsofthischapterasyoudiscussthem.Itisrelativelyeasytofindexamplesofeffectiveandineffectivedatadisplaysandvisualstoillustratepointspresentedinthischapter.Youcanusedirectmailexamples,annualreports,andotherexamplesfromthenewstoshowgoodandpoorvisualimpact.

Ifpossible,spendatleasttwodaysintroducingconcepts:

DayOne:IntroducePurposeandGuidelines

Providealecturethatintroducesthepurposeofvisualsanddatadisplay,whentousethemandtheguidelinesforcreatingthem(PPTslides13.3–13.19).Gothroughtheexamplesinthetext,drawinglearners’attentiontohowwelltheyfulfilltheguidelines,thenasklearnerstoevaluatevisualsontheirownwithoneormoreoftheseexercises:

13.2EvaluatingMapsfromthe2016PresidentialElection

13.3EvaluatingtheEthicsofDesignChoices

13.4EvaluatingtheEthicsofVisualChoices

13.5EvaluatingVisuals

DayTwo:IntegratingVisualsandDataDisplays;ConventionsforSpecificVarieties

Providealecturethatdiscusseshowtointegratevisualsintoatextandtheconventionsforspecificvisualsanddatadisplays(PPTslides13.20–13.34).Thenasklearnerstopracticebycompletingexercise13.7CreatingVisuals.Thisisagoodactivitytostartwithasitaskslearnertodeterminewhichtypeofvisualordatadisplaytouse.Thenconsiderassigninganexerciseashomeworktopracticecreatingadatadisplay,especiallyifitissomethingtheycouldpotentiallyuseinalargerproject:

13.8CreatingDataDisplaysforaClient

13.9GraphingDatafromtheWeb

13.10CreatingaVisualArgument

Duringtheday’sdiscussions,emphasizethatnumbers,likewords,arenotobjective;theyrequireinterpretationandcontexttobeeffective.Numberscanbepresentedinuniquewaystocreatedifferentimpressions.Unreliabledataalsoproducemisleadingorinaccuratevisuals.Computergraphicspackagesmakeitsoeasytocreatevisualsthatsomepeoplemayusethemuncritically.Pointoutthatwritersshouldneverusenumbersjustbecausetheyhavethem;usenumberstoconveyinformationthattheaudienceneedsorwants.Visualsmustserveapurpose.Thebestvisualstellastorythatenhancesthewrittendocumentororalpresentation.