Prayer

Dear Lord and Father of all,

Thank you for today.
Thank you for your protection and love.
Help us to focus our hearts and minds now on what
we are about to learn.
Inspire us by Your Holy Spirit as we listen and write.
Guide us by your eternal light as we discover more
about the world around us
We ask this in the name of Jesus.
AMEN.
 Preparing and
Interpreting
Visuals
(Data Commentary)

Miss Lady Valen Charon M. Asuncion

SMU-SHS Faculty
 Learning Objectives
At the end of the lesson, you should be able to:
1. identify different visuals;
2. use the appropriate diagram for specific information;
3. use diagrams to show trends or relationship between data;
4. interpret the information in visuals;
5. present and summarize findings through visual forms; and
6. write accurate and objective data commentaries
 Warm-Up!
Choose the best way to illustrate the given
information. Answers:
Column A Column B 1.B
1. Enrolment Procedures A. Pie Graph 2.E
2. Officers and rank-and-file B. Flow Chart 3.A
employees C. Line Graph 4.C
3. Proportion of family expense D. Bar Graph
4. Trend in the population E. Organizational Chart
 GRAPHICS/VISUAL

D
G T I C VISUA

R A A H
L
I M
B M A
A G A
A
P L R R G P
H E A T
M
E S
S S S S
S
 General Steps
in Interpreting Visuals
 Read the title and the subtitle.
 Determine the purpose of the material.
 Read the captions, keys and labels.
 Identify the organization of information.
Analyze the relationship of details such as
changes and trends.
Make a conclusion about the data, if
necessary.
 General Guidelines for
Adding Visuals
 Determine the purpose of the visual
 Evaluate the accuracy and validity of the data.
 It should be accompanied by clear references.
 Position the visual vertically
 Make your visual simple and self-explanatory
 Use basic contrasting colors if the visuals
are colored.
 CHARTS

 It is a general representation of
data using symbols that are
usually boxes, lines and
arrows.

 Its general purpose is to show

ranks, levels, procedures and
classifications.
 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.
4. Compare your mental chart to the description
in the text.
 Two Common Charts
Organizational Chart Flow Chart
 It presents rankings,  It illustrates a process or
classification and levels of ideas. direction of steps.
 Strategies in Preparing an
Organizational Chart
1. Use varied shapes carefully.
2. Connect the boxes with solid lines to show direct
reporting relationships and dotted lines to show
indirect or staff relationship
3. You may design the chart creatively but avoid
making it too distracting or complicated.
Strategies in Preparing a Flow Chart
1. Present only the capsule
version of the whole process.
2. Limit the number of shapes to
avoid confusion.
Steps

Y/N

Start and end of the whole

process

3. You may design the chart creatively but

avoid making it too distracting or
complicated.
 TABLES
 It is useful in displaying BOXHEAD
numbers in columns.

 It condenses and classifies

information to make
comparisons between and
among data.
STUB
 Strategies in Reading a Table

Read the title of the Study the headings

table. and their
relationships

Read the details

with the Compare and contrast
headings in the different columns.
mind.

Check whether
information is updated or
Check the source of the obsolete.
https://www.facebook.com/TheASEANPost/photos/
information. a.182344315604255/976754142829931/?type=3&theater
 Strategies in Preparing a Table
1 Informal or simple tables need not have table numbers
and titles.
2 Formal tables with complex data should contain titles, table
numbes and detailed headings.
3 Use plenty of white space within around the text.

4 Use concise and clear headings for all the columns and rows.

5 Use abbreviations and symbols when necessary. However, symbols

and abbreviations must be clarified in a legend or footnote.
6 Write the source of the table when necessary

7 Use uppercase and lowercase instead of full caps.

Table 1

Total values of Jim’s Technological options for robot projects Table Legend

Column titles
Table Body
(Data)

Footnote or
Legend
 BAR GRAPHS
 It uses vertical and horizontal bars that compare amounts and
quantities.

https://psa.gov.ph/statistics/survey/labor-and-employment/labor-force-survey/title/Employment%20Situation%20in%20July
%202020
 Strategies in Reading a Bar Graph
1. Read the title, caption, and source note.
2. Determine the purpose of the graph.
3. Look at the dates mentioned, if there are any.
4. If the data changes, determine the time span and
the amount of change.
5. Identify what is being compared. Is that an
amount or quantity?
6. If the 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.

2. Show the comparisons clearly.
3. Keep the bar widths consistent.
4. It is ideal to use spaces between bars.
5. Arrange the bars based on sequence.
6. Use legends as much as possible.
LINE GRAPHS

 It shows trends
and changes in
data.

https://www.facebook.com/
earthshakerph/photos/
a.1977128075674653/3399624023425044/?
type=3&theater
 Strategies in Reading a Line Graph
Title/Caption

Jagged lines

Vertical
Determine
Axis the purpose
(X –axis) of the graph.

Horizontal Axis (X –axis)

Time intervals
 Strategies in Preparing a Line Graph

1. Plot the data very carefully.

2. Use different line colors for the line graphs using
multiple lines.
3. Make the chart lines thicker than the axis lines.

4. Do not put the numbers on the line graph itself.

 CIRCLE GRAPHS
 It shows the relationship of the parts to the whole in
percentages and proportions.

https://dbm.gov.ph/index.php/budget-documents/2021/2021-budget-priorities-framework
 Strategies in Reading a Circle Graph
1. Read the title and the captions
carefully.
2. Note the number and labels of
pie sections of the graph.
3. Check if there is any “legend”
section and study it.

4. Identify the shares, quantity

and percentage of each section.
5. Identify which sections have
the smallest and largest
percentages.
Strategies in Preparing a Circle Graph
1. Use no more than seven divisions
2. Start with the largest wedge going to the smallest.
3. Use circle graph for 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. If you want to show a subdivision of a particular wedge in a circle
graph, use a “pie within a pie” technique.
The Results
Section
(Chapter 3)
What does this section contain?
• descriptions of findings
• presentations of findings in tables,
graphs or figures
• a variable amount of data commentary
 What are Data Commentaries?

occur in results or discussion sections of a report or thesis

Main purpose is to present the results of research, interpret
these results, and to discuss the significance and
implications of the results.
type of writing that accompanies a visual display (chart,
table, graph, or others)
 Why use a Data Commentary?
highlight the results
assess standard theory, common beliefs, or general
practice in light of the given data
compare and evaluate different data sets
assess the reliability of the data in terms of the
methodology that produced it
discuss the implications of the data
analyze data for a reason: to support a claim
What are the Types of Data Commentary?

Indicative
summary

Indicates what has been done in

the work
 Table 5 shows the most common modes of
computer infection for U.S. businesses.
 Figure 4.2 gives the results of the second
experiment.
What are the types of Data Commentary?

Informative
summary

Provides a summary of the data

 Table 5 shows that home disks are the major

source of computer viruses.
 Table 4.2 suggests that the experimental results
confirm the hypothesis.
 Indicative Informative
summary summary

 Table 5 shows the most common
modes of computer infection for U.S.
businesses.
 Figure 4.2 gives the results of the
second experiment.
Table 5 shows that home disks
are the major source of computer
viruses.
 Table 4.2 suggests that the
experimental results confirm the
hypothesis.
 Linguistic Features
Active Voice
a. Table 5 shows the most
common modes of computer
infections.
b. Table 2 provides details of the
fertilizer used.
c. Figure 4.2 gives the results of
the second experiment.
Passive Voice
a. The most common modes of
infection are shown in Table
5.
b. Details of the fertilizers used
are provided in Table 2.
c. The results of the second
experiment are given in
Figure 4.2.
 Linguistic Features

Active Voice Passive Voice

shows depicts • shown in • summarized

presents lists • illustrated in in
illustrates • presented in • seen from
reports
summarizes • given in
demonstrates • listed in
contains • seen in
• provided in
provides
 Summary and/or Location Statement

Highlighting Statements

Discussion/Conclusion
Explanation, implication, problem, exception, possible prediction, further possible research

Elements/Structure of Data Commentary

(Swales & Feak, 2004)
Summary and Location Statement
 Highlighting Statements
• generalizations that you can draw from the details of the
data display
• need good judgment
• an opportunity to show your intelligence
• an opportunity to demonstrate that you can spot trends or
regularities in the data, separate more important finding
from less important ones, and make claims of appropriate
strength
 Sample Data Commentary
Table 5. Means of PC Infection in U.S. Businesses
Source Percentage
Disks from home 43%
Electronic bulletin board 7%
Sales demonstration disk 6%
Repair or service disk 6%
Company, client, or consultant disk 4%
Other 9%
Undetermined 29%
 Sample Data Commentary
Location Table 5 shows the most common modes of infection for U.S. businesses. As can be
seen, in the majority of cases, the source of the virus infection can be detected, with
and Indicative disks being brought to the workplace from home being by far the most significant
Summary (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 computer users to run antiviral software on diskettes brought Highlighting
from home, businesses are still vulnerable to major data loss, especially from Statement
unidentifiable sources of infection.

Implications
3 Levels of Interpretation in Research

Level 1: General Result/Highlight of the Result/Extremes

Level 2: Implications of the Findings/Results
Level 3: Support Findings through RRL
 Sample Interpretation (Data Commentary)
of a Table in Research
Table 1. Most Common Used Classification and Type of Speech Acts on
the Journal Entries of the Practice Teachers
N
Valid Missing Mean Median Mode SD Variance Sum
Assertives 45 18 9.96 5 4 32.759 1073.134 448
FOA 44 19 0.48 0.46 0 0.215 0.046 21
Directives 45 18 1.96 1 0 6.523 42.543 88
FOD 44 19 0.1 0.07 0 0.126 0.016 4
Commissives 45 18 0.18 0 0 0.65 0.422 8
FOC 44 19 0.01 0 0 0.029 0.001 0
Expressives 45 18 3.24 1 0 10.796 116.553 146
FOE 44 19 0.16 0.17 0 0.152 0.023 7
Declaratives 45 18 5.24 2 2 17.33 300.325 236
FODcl 44 19 0.249516 0.226496 0 0.1770813 0.031 10.9787
Direct 45 18 15.24 8 4a 50.105 2.51E+03 686
FODr 44 19 0.734283 0.757353 1 0.1841214 0.034 32.3085
Indirect 45 18 5.33 2 1 17.617 310.364 240
FOIn 44 19 0.264815 0.242647 0 0.1849915 0.034 11.6519
 Table 1 reveals the most common classification and type of speech
acts found in the journal entries of the practice teachers. As can be seen in
the table, the classification of speech acts that got the highest mean and
Level 1
frequency is Assertive followed by Declarative and then Expressive. Next to
Expressive is Directive and the last among them is Commissive. It shows
that the most common used speech acts according to classification in the
journal entries of the practice teachers is assertive. The result implies that
most of the practice teachers tend to be assertive in writing specifically in
their journals. This may signify that the practice teachers wrote
Level 2 complaints, conclusions, facts, and descriptions about their experiences
during their practice teaching. This may be attributed to the kind of genre
that was used in this study which is the participants’ journal entries.
Journal entries typically contain such statements included in assertive
speech acts considering that writing journals is an avenue for them to
Level 3 write complaints, descriptions, and factual experiences during their
practice teaching. Mey (2004) explains that assertive speech acts refer to
those sentences which express assertion of the writer about what he or
 Sample Interpretation (Data Commentary)
of a Table in Research
Table 7. Satisfaction of the respondents in terms of road works
VI**
ITEMS N Mean
Notice of road works before they 100 2.66 High level of satisfaction
happen
Efforts to reduce delays to traffic 100 2.55 High level of satisfaction
Time taken to complete road works 100 2.47 Low level of satisfaction
Signposting of road diversions 100 2.62 High level of satisfaction
Availability of helplines to find out about High level of satisfaction
road works 100 2.66
Efforts to minimize nuisance to residents High level of satisfaction
caused by road works 100 2.71
The management of road works overall 100 2.64 High level of satisfaction
Overall mean 100 2.617 High level of satisfaction

Legend: SD* Standard deviation VI** Verbal interpretation

Decision rule: Very low level (1.00-1.49); low level (1.50-2.49); High level (2.50-3.49); Very high level (3.50-4.00)
 In table 7, it is shown that road works has a high level of
Level 1 satisfaction (=2.6157) from the respondents. Road work is done
for improvisation of the roads for the commuter’s safety and
capacity, which means that the respondents are satisfied on the
Level 2 level of quality of road works because it is for the betterment of
the roads and for their safety. Road works occur when part of
the road, or in rare cases, the complete road, has to be
occupied for work relating to the road, most frequently in the
case of road surface repairs. Road rehabilitation encompasses
both reengineering and removal. Road reengineering includes
Level 3 surface hardening with rock base, construction of bridges,
installation of additional drainage structures such as culverts
and dips, and elevating the road surface in areas of saturated
soils (Keller & Sherar, 2004).
 Sample Interpretation (Data Commentary)
of a Table in Research

Table 2.3. Descriptive statistics of the Level of Job Satisfaction of the Financial Accountants in Nueva
Vizcaya in terms of Personal Factors

Qualitative
Mean Std. Deviation Description
Level of Job
Satisfaction in terms 3.292 .54392 Satisfied
of Personal Factors
Legend: 1.00-1.49 = Not satisfied at all 2.50 -3.49 = Satisfied 1.50 -2.49 = Slightly satisfied 3.50 – 4.00 = Strongly satisfied

Table 2.3 presents the descriptive statistics of the level of job

satisfaction of financial accountants in terms of personal factor. As
indicated in the table, the mean is 3.292 which signifies that the
Level 1 respondents are satisfied in terms of personal factors including
relationship with co-workers. For the standard deviation, the degree to
which the response varies is 0.54392 which means that the levels of
satisfaction of the respondents are inconsistent.
 Through the result, it can be notice that the employees in different businesses/banks in
Nueva Vizcaya do not employ a high level of good relationship with their co-workers, rather,
it is only in a satisfactory level. Moreover, personal factors can give a great effect to the level
Level 2 of job satisfaction of financial accountants.
This is supported by the study conducted by Schreiner (2018). According to him,
managing relationships between employer and employees is vital to business success, as
strong relationships can lead to greater employee happiness and even increased
productivity. To reap these benefits, keep the dynamics of your employer-employee
relationship in mind. Therefore, it is necessary to maintain good relationship between
employer and employees.
Level 3
 Sample Interpretation (Data Commentary)
of a Table in Research
Table 7. Results of the Independent Sample t-test of Age on their Awareness
Age
t df Sig (2-tailed)
17 and below 18 and above
6.15 6.67
1.82 150 .071
(1.16) (.90)
Table 7 shows that the mean of awareness of respondents ages 17 and below
(m= 6.15, sd =1.16) is slightly lower than of the mean awareness of 18 above (m=6.67
Level 1 sd=.90). Since the computed p-value is higher than that set level of significance 0.05, the
null hypothesis is accepted. Therefore, there is no significant difference of the mean level
of awareness of 17 and below and 18 and above respondents (t=.1.82 df= 150, p=. 071)
Since the table above shows that the age bracket of 18 and above has a higher
mean, then they are more aware about HIV/AIDS than the other but there is still no
Level 2 significant difference. This indicates that age does not determine a change in the level of
awareness.
This corroborates with the study of Stanford Education (2010), that as people get
Level 3 older, they become much more aware of their surroundings, particularly on issues
concerning on the human body.
 Being truthful

“Truthful lips endure forever, but a lying

tongue is but for a moment.”
Proverbs 12:19
Textbook,
pages 253-260
WRITTEN WORK 1
• Do the activity on making data commentary.
 AHA! and HUH?

Write down 1 or 2 “ahas” (something you

learned) and 1 or 2 “huhs” (things you still
have questions about)
 Closing Prayer

We thank you Lord for this wonderful

opportunity that we have learned today.
And for the knowledge and wisdom that
we will continue to harbor.
We thank you Lord for everything and be
with us always. Amen.
References
https://pt.scribd.com/presentation/127131
869/3datacommentary-120323111511-php
app02
http://home.ku.edu.tr/~doregan/Engl500/L
esson%20Notes/Lesson4Data%20Comment
ary.ppt
https://www.coursehero.com/file/4243994
0/402-1-date-commentary-overviewpdf/
https://www.referenceforbusiness.com/ma
nagement/Ob-Or/Organizational-Chart.htm
l#ixzz6aYyyWQ00

https://www.referenceforbusiness.com/ma
nagement/Ob-Or/Organizational-Chart.htm
l#ixzz6aYyuo339
https://www.referenceforbusiness.com/ma