Scribd
Upload
45 views

Selecting and Constructing Tables, Graphs and Charts: Title

The document discusses guidelines for effectively presenting data using tables, graphs, and charts. It provides checklists for selecting an appropriate data visualization method and for properly constructing tables, graphs, and charts. The checklists cover best practices like labeling axes, distinguishing different data series, using descriptive titles, and ensuring visuals are easy to read and interpret. The goal is to help readers quickly understand complex information through clear and simple graphic design.

Uploaded by

Art Virgel Densing
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
45 views

Selecting and Constructing Tables, Graphs and Charts: Title

The document discusses guidelines for effectively presenting data using tables, graphs, and charts. It provides checklists for selecting an appropriate data visualization method and for properly constructing tables, graphs, and charts. The checklists cover best practices like labeling axes, distinguishing different data series, using descriptive titles, and ensuring visuals are easy to read and interpret. The goal is to help readers quickly understand complex information through clear and simple graphic design.

Uploaded by

Art Virgel Densing
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 4

https://cursos.campusvirtualsp.org/mod/tab/view.php?

id=25665

Selecting and constructing tables, graphs and charts


The aim of graphic representation of data and information is to quickly and directly communicate a message. Graphics need to
highlight what is important, be readily understood at a glance, facilitate understanding of the underlying data, and be easily
remembered.

It is  important to know how and when to use graphic representations to convey epidemiologic findings.  A graph may not always
be the most appropriate vehicle for presenting information.  Sometimes text or a simple data table can provide a better
explanation to people.  For example, you might want to reconsider the use of a graphic representation if:

1. the data are very dispersed, showing little or no pattern or discernible trends
2. there are too few data (one, two or three data points)
3. you have a lot of data that are not easily grouped
4. the data show little or no variation

Checklist for tables 


Title

 Does the table have a title?


 Does the title describe the content, including subject, person, place and time?
 Is the title preceded by designation "Table # ?" ("Table" is used for typed text; "Figure" for graphs, charts, and maps.
Separate numerical sequences are used for tables and figures in the same documents [e.g., Table1, Table 2, Figure 1, Figure
2]) 

Rows and columns

 Is each row and each column labeled clearly and concisely?


 Are the specific units of measure shown? (e.g., years, mm, Hg, mg/dl, rate 100,000, etc.).
 Are the categories appropriate for the data? Are the row and column totals provided?

  Footnotes

 Are all codes, abbreviations, or symbols explained?


 Are all exclusions noted?
 If the data are not original, is the source provided?

Checklist for graphs and charts 


Title

 Does the graph or chart have a title?


 Does the title describe the content, including subject, person, place and time?
 Is the title preceded by designation "Figure # ?" ("Table" is used for typed text; "Figure" for graphs, charts, and maps.
Separate numerical sequences are used for tables  and figures in the same documents [e.g., Table1, Table 2, Figure 1, Figure
2])

  Axes

 Is each axis labeled clearly and concisely?


 Are the specific units of measurement shown? (e.g., years, mm, Hg, mg/dl, rate 100,000, etc.).
 Are the scale divisions on the axes clearly indicated?
 Are the scales of each axis appropriate for the data?
 Does the y-axis start at zero?
 If a scale break is used with a scale line graph, is it clearly identified?
 Has a scale break been used with a histogram, frequency polygon, or bar chart? (Answer should be NO)
 Are the axes drawn heavier than other coordinate lines?

  Coordinate Lines

 Does the figure include only as many coordinate lines as are necessary to guide the eye? (Often, these are unnecessary).

Data Plots

 Are the plots drawn clearly?


 If more than one series of data or components are shown, are they clearly distinguishable on the graph?
 Is each series or component labeled on the graph, or in a legend or key?
 If colouring or shading is used on an area map, does an increase in colour or shading correspond to a increase in the
variable being shown?

  Footnotes

 Are all codes, abbreviations, or symbols explained?


 Are all exclusions noted?
 If the data are not original, is the source provided?

  Visual Display

 Does the figure include any information that is not necessary?


 Is the figure positioned on the page for optional readability?
 Do font size and colours improve readability?

Checklist for effective visual presentation 


Legibility

 Can your overhead transparencies be read easily from 6 feet when not projected?
 Can your 35mm slides be read easily from 1 foot when not projected?
 When projected, can your visuals be read from the farthest parts of the room? 

Simplicity

 Have you used plain words?


 Is the information presented in the language of the audience?
 Have you used only "key" words?
 Have you omitted conjunctions, prepositions, etc.?
 Is each visual limited to only one major idea/concept/theme?
 Does each visual have no more than three colours?
 Are there no more than 35 letters and numbers on each visual?
 Are there no more than 6 lines of narration and 6 words per line? 
Colour

 The colours you select for your visual will have impact on the effect of your visuals. You should use warm/hot colours to
emphasize, to highlight, to focus, or to reinforce key concepts. You should use cool/cold colours for backgrounds or to
separate items. Use the table below to select the appropriate colour for the effect you desire.

 Are you using the best colour combinations? The most important items should be in the most important colour and
have the greatest contrast with the background. The most legible colour combinations are:

  Accuracy

 Visuals become distractions when mistakes are spotted. Have someone who has not seen the visual before check for
typos, inaccuracies, and errors in general.

Durability

 PowerPoint presentations are useful because they can be easily updated.

Source: CDC 1998, p.265-67

https://www.prismnet.com/~hcexres/textbook/tables.html

https://pressbooks.bccampus.ca/professionalcomms/chapter/6-3-tables-charts-graphs/

https://www.tu-
chemnitz.de/phil/english/sections/linguist/independent/kursmaterialien/TechComm/acchtml/graphics.html

https://courses.lumenlearning.com/wm-businesscommunicationmgrs/chapter/tables-charts-and-infographics/
https://www.open.edu/openlearncreate/mod/oucontent/view.php?id=569&printable=1

https://www2.le.ac.uk/offices/ld/resources/numerical-data/numerical-data

https://www2.wpro.who.int/internet/files/eha/dir/Disaster%20Preparedness%20and%20Response/Tables,%20Charts
%20and%20Graphs.pdf

https://www2.le.ac.uk/offices/ld/resources/numerical-data/numerical-data

You might also like