Figure 3.

How Teenagers Spend their Allowance

Savings
School Supplies/ Books 5%
10%

Miscellaneous
15%

Food
35%

Recreation
10%

Transportation
25%
None-Prose
Form
 Types of Visual
Information

Graphs Tables Diagrams Charts Visual Maps

Images
•What are the different parts
of the visual information?

•What is the purpose of

the visual information?
•What kind of relationship
among the details does the
visual information show?

•What is the purpose of

the short text or caption
below it?
 Table 1. Types and Functions of Visuals
General Type Function Specific Kind
Organizational Chart
present rankings or levels of ideas or process
CHART Flow Chart
illustrates a process or direction of steps

condenses and classifies information in order

TABLE to make comparisons between and among
data

Bar Graph
compares amounts and quantities
Line Graph
shows changes and patterns over a period of
time

GRAPH Pie Chart

shows relationship of different parts to whole
Pictograph
presents data or variables using images in
order to make abstract ideas concrete

DIAGRAM illustrates parts, functions, or steps in a

process
Photographs/ sketches
cartoons
VISUAL IMAGES provides a representation of reality

General Reference
Physical
provides a representation of pertinent
MAP information like location, direction,
population, climate, terrain
Political
Thematic
ORGANIZATIONAL CHART

present rankings or
levels of ideas or
process
 FLOW CHART
illustrates a process or direction of steps

http://www.google.com.ph/imgres?q=flow+chart+construction+company&um=1&hl=en&tbm=isch&tbnid=P1LYvnRWXPfOTM:&imgrefurl=http://www.fhwa.dot.gov/fldiv/erpfa_appx.htm&docid=IRNG6AvLpefI1M&imgurl=http://www.fhwa.dot.gov/fld
iv/images/erpchart001.jpg&w=645&h=490&ei=l5OWUPD1Jq_0mAWyxID4Dw&zoom=1&iact=hc&vpx=1216&vpy=153&dur=2762&hovh=195&hovw=257&tx=157&ty=98&sig=114170428550211567324&page=1&tbnh=143&tbnw=187&start=0&ndsp=3
1&ved=1t:429,r:6,s:0,i:84&biw=1517&bih=741
 BAR GRAPH
compares amounts and quantities
 LINE GRAPH
shows changes and patterns over a period of
time
 PIE CHART
shows relationship of different parts to whole

Figure 3. How Teenagers Spend their Allowance

Savings
5%
School Supplies/ Books
10%

Miscellaneous
15%
Food
35%

Recreation
10%

Transportation
25%
 PICTOGRAPH
presents data or variables using images in order to make abstract
ideas concrete
DIAGRAM
 DIAGRAM
illustrates parts, functions, or steps in a process
 POLITICAL MAP
provides a representation of pertinent information like location,
direction, population, climate, terrain
•What are the different parts
of the visual information?

•What is the purpose of

the visual information?
None-Prose Form
condense or summarize information

can also replace textual information

provide additional information

clarify ideas
 In interpreting non-prose forms,

!!! Find the Central Idea

!!!Note patterns and come up

with possible explanations
 •R te
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STEPS in Reading Non-Prose
d in
-td
 • In which item do teenagers
Figure 3. How Teenagers Spend their Allowance spend the most of their
allowance ?
Savings
School Supplies/ Books 5%
10% • How much of the weekly
Miscel-
laneous allowance do teenagers
15%
spend for food?

Food • What items are seen to

35%
compose the one third of the
allowance?

• Prioritizing the more

important things, on which
Recre
ation
item should teenagers spend
10% lesser to increase his
Transportation
25% savings?
• Which program has the most number of scholars?
• What programs has almost the same number of scholars?
• In which field (Engineering/ IT) are scholarships granted
more?
• What does the data imply about the scholarship grants?
 DATA COMMENTARY
Table 5. Means of PC Virus infection in
US Businesses Table 5 shows the most common
Disks from Home 43% modes of PC virus infection for US businesses.
Electronic Bulletin Board 7% As can be seen in the majority of the cases, the
Sales Demonstration Disk 6% source of the virus infection can be detected,
Repair of Service Disk 6% with disks being brought to the workplace
from home being by far the most significant
Company, client or consultant 4%
(43%). However, it is alarming to note that the
disk
source of nearly 30% of viruses cannot be
Shrink-wrapped Application 3% determined. While it may be possible to
Other download 2% eliminate home-to-workplace infection by
Disk from School 1% requiring computers to run antiviral software
Local Area Network 1% on flash drives brought from home, business
Purposely Planted 1% are still vulnerable to major data loss,
especially from unidentifiable sources of
Came with PC 1%
infection.
Undetermined 29%
Parts of a Data Commentary
*Topic Sentence should include the title of the
graph, and the kind of graph and what it
presents.

* Highlight the results.

-spot trends or regularities in the data
-separate more important findings from less
important ones
-make claims of appropriate strength
Parts of a Data Commentary
* Assess standard theory, common beliefs,
or general practice in the light of the
given data.

* Compare and evaluate different data sets

*Discuss the implications of the data

In order to investigate the hypothesis that 8-year old
boys are more aggressive than 8-year old girls, 8-year old
children were observed playing in schoolyards and
incidents of certain aggressive behaviors were recorded.

Aggressive Girls Boys

behavior
Pushing 21% 35%
Kicking/Hitting 15% 61%
Cursing 9% 30%
Chasing 78% 1%
 Commentary 1
• In order to investigate the hypothesis that 8-year old boys are

more aggressive than 8-year old girls, 8-year old children were

observed playing in schoolyards and incidents of certain

aggressive behaviors were recorded. 2)Table 1 shows that

boys are more aggressive than girls. 3)The percentage of

pushing is 21% of girl; on the other hand that of boys is 35%.

4)Except for chasing, the percentage of aggressive behavior is

higher in boys. 5)From this data you can agree that boys are

more aggressive than girls.

 Commentary 2
• In order to investigate the hypothesis that 8-year old boys are more

aggressive than 8-year old girls, 8-year old children were observed playing in

schoolyards and incidents of certain aggressive behaviors were recorded.

2)As you can see in Table 1, we only considered four human aggressive

behaviors in our study. 3)The most common children aggressive conduct are

pushing, kicking/hitting, cursing, and chasing. 4)After several weeks of

observation in different schools playground we found the percentage that

appeared on table 1. 5) (See attachment 1) 6) Sixty percent (61%) of the boys

like to kick and hit compared to fifteen percent (15%) of the girls. 7)This is

more aggressive than chasing. 8)The chasing behavior was the only one girls

were more aggressive than boys.

 Commentary3
• In order to investigate the hypothesis that 8-year old boys are more aggressive

than 8-year old girls, 8-year old children were observed playing in schoolyards

and incidents of certain aggressive behaviors were recorded. 2)It was assumed

that aggressive behavior consisted of the following: i) pushing, ii) kicking and

hitting, iii) cursing, and iv) chasing. 3)As can be seen from the table above, the

average 8-year old boy was more aggressive than the 8-year old girls. 4)Chasing

was the one behavior that was more pronounced for the girls. 5)This result,

however, does not disprove the theory since chasing seems to be a less aggressive

behavior than the other behaviors that were tested. 6The 8-year old boys got

more involved with the more aggressive behavior, which is kicking/hitting, much

more than the 8-year old girls.

 Commentary 4
• In order to investigate the hypothesis that 8-year old boys are more aggressive
than 8-year old girls, 8-year old children were observed playing in schoolyards
and incidents of certain aggressive behaviors were recorded. 2)At first glance it
appears that 8-year old boys exhibit more aggressive behavior than 8-year old
girls if all four recorded behaviors are equally weighed. 3)But, this last assertion
is false. 4)Since the ability to record will vary with playground size and the
number of observers (not to mention the skills of the observers or accounting for
children entering or leaving the playground), and that it takes a certain amount of
an observer's time to note the behavior, short-lived behaviors such as cursing or
pushing could be under-represented. 5)Simply because more can occur during the
time an observer notes another behavior. 6)Conversely, long-lived behaviors such
as chasing could be over-represented because they occur over a longer period of
time and thus allow more latitude for the observer marking the behavior.
 In highlighting statements,
• Generate generalizations that you can draw
from the details of the data display

• spot trends or regularities in the data

• separate more important findings from less

important ones, and

• make claims of appropriate strength

 Guide Question in writing a Data
Commentary
• What is presented in the nonprose form?
• What is the title of the non-prose form?
• Where can you see this data?
• What are the trends found in the data?
• What are possible explanations for this pattern?
• What are the implications of this data?
• What conclusion/s can be made from this data?
 References:
• Miranda-Plata, S. and Yu, P. (2008). Keys to
Confidences in English1: Reading and Study Skills and
Grammar Workbook. Laguna: Trailblazer Publications.
• Plata, Sterling M., Ph. D. et.al. (2006). Keys to Critical
Reading and Writing 1. 2nd Ed. Biñan, Laguna:
Trailblazer Publications.
• http://www.smartinsights.com/mobile-marketing/
mobile-marketing-analytics/mobile-marketing-
statistics/
• http://www.feu-eastasia.edu.ph