{"id":158,"date":"2021-04-26T17:59:38","date_gmt":"2021-04-26T17:59:38","guid":{"rendered":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/chapter\/graphics-tables-and-images\/"},"modified":"2025-07-22T22:41:30","modified_gmt":"2025-07-22T22:41:30","slug":"graphics-tables-and-images","status":"publish","type":"chapter","link":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/chapter\/graphics-tables-and-images\/","title":{"raw":"Figures and Tables","rendered":"Figures and Tables"},"content":{"raw":"<div>\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Learning Objectives<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nBy the end of this chapter, you should be able to:\r\n<ul>\r\n \t<li>Determine which type of graphic is best for the information you are trying to present.<\/li>\r\n \t<li>Evaluate the quality of different graphics using the five rules for integrating graphics into a document.<\/li>\r\n \t<li>Explain how graphics can be manipulated to benefit the writer\/speaker and why this is ethically problematic.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\nIn many business settings,\u00a0 non-textual material such as tables, graphs, charts, maps, drawings, and photographs can help support a persuasive argument or better inform your audience.\r\n<p style=\"text-align: start;\"><img class=\"wp-image-150 alignleft\" src=\"https:\/\/pressbooks.ccconline.org\/ppsccom2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2021\/04\/yinyang.png\" alt=\"\" width=\"205\" height=\"205\" \/><\/p>\r\nThese visual elements can take many different forms, but they all have the same basic purpose: to help clarify information presented to an audience. They can help break up a text-heavy rep<span style=\"text-align: initial; font-size: 1em;\">ort, making it more visually appealing. Visual elements can transform a text-filled slide into a visually compelling image that sets the stage.\u00a0<\/span>\r\n\r\nWhen preparing reports and documents, the key concept to remember is that visuals <em>clarify<\/em>,\u00a0<em>illustrate,<\/em>\u00a0and\u00a0<em>augment<\/em> your written text. They are <em>not<\/em> a replacement for written text. Similar to when you present facts from an outside source to the reader in your\u00a0<span style=\"text-align: initial; font-size: 1em;\">writing, you are responsible for interpreting your graphics for your reader.<\/span>\r\n\r\nThe adage, \u201cA picture is worth a thousand words,\u201d can be applied to websites, reports, and slides. However, ensuring you're using relevant, illustrative, and appealing figures and tables is essential to paint a picture of your primary purpose. Adding visuals may save you a hundred words of additional explanation and clarification. If you have visual elements in your document or presentation, they must be based on and supplement your written or spoken content. Throwing in \u201cgratuitous graphics\u201d just to decorate or take up space can confuse your audience.\r\n\r\nChoosing the right visual to convey the story you want your reader to understand is essential. If visuals are poorly chosen or poorly designed for the task, they can confuse the reader and have negative consequences. For example, the first thing you noticed when you opened this page was likely the image above. Did you wonder why it is there? Has it distracted you? Our eyes are naturally drawn to visuals that stand out, so make sure the ones you pick for your reports are essential to your purpose.\r\n\r\n<hr \/>\r\n\r\n<h1>Deciding Which Graphics to Include<\/h1>\r\nAs you review your research and consider possible visuals to include in a [pb_glossary id=\"275\"]<strong>report<\/strong>[\/pb_glossary], the first step is to think about which graphics are most appropriate given the data you wish to convey.\r\n\r\nTable #1 below provides some general guidelines on the kinds of graphics most suitable for different types of information:\r\n<h6>Table #1: General Guidelines for Graphics<\/h6>\r\n<table style=\"height: 89px;\">\r\n<tbody>\r\n<tr style=\"height: 15px;\">\r\n<td style=\"height: 15px; width: 453.609px;\"><strong>Information to Convey<\/strong><\/td>\r\n<td style=\"height: 15px; width: 209.016px;\"><strong>Visual Type<\/strong><\/td>\r\n<\/tr>\r\n<tr style=\"height: 14px;\">\r\n<td style=\"height: 14px; width: 453.609px;\">Numbers, percentages, categories<\/td>\r\n<td style=\"height: 14px; width: 209.016px;\">Tables, charts<\/td>\r\n<\/tr>\r\n<tr style=\"height: 15px;\">\r\n<td style=\"height: 15px; width: 453.609px;\">Processes<\/td>\r\n<td style=\"height: 15px; width: 209.016px;\">Flow charts<\/td>\r\n<\/tr>\r\n<tr style=\"height: 15px;\">\r\n<td style=\"height: 15px; width: 453.609px;\">Geographic data<\/td>\r\n<td style=\"height: 15px; width: 209.016px;\">Maps<\/td>\r\n<\/tr>\r\n<tr style=\"height: 15px;\">\r\n<td style=\"height: 15px; width: 453.609px;\">Chronological or prioritized lists<\/td>\r\n<td style=\"height: 15px; width: 209.016px;\">Numbered lists<\/td>\r\n<\/tr>\r\n<tr style=\"height: 15px;\">\r\n<td style=\"height: 15px; width: 453.609px;\">Non-chronological lists<\/td>\r\n<td style=\"height: 15px; width: 209.016px;\">Bulleted lists<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nFor more specific reasoning for using individual types of graphics, see table #2 below:\r\n<h6>Table #2 Common Types of Illustrative Graphics<\/h6>\r\n<img class=\"aligncenter size-large wp-image-151\" src=\"https:\/\/pressbooks.ccconline.org\/ppsccom2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/Common-Types-of-Illustratrive-Graphics-1-e1634839575376-1024x986.png\" alt=\"\" width=\"1024\" height=\"986\" \/>\r\n\r\n<hr \/>\r\n\r\n<h1>Formatting Graphics<\/h1>\r\nOnce you have selected the correct graphic for your [pb_glossary id=\"275\"]report[\/pb_glossary], you will need to create it.\u00a0 Unfortunately, there is no universal way to format graphics. However, your employer may have an in-house style guide that you are expected to use.\r\n\r\n<span style=\"font-size: 1em;\">Tables and figures should be formatted according to the rules outlined in\u00a0<\/span><a style=\"font-size: 1em;\" href=\"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/chapter\/how-to-use-apa-style\/\" target=\"_blank\" rel=\"noopener\">APA Style (7th Edition)<\/a><span style=\"font-size: 1em;\"> in a communication class<\/span>.\r\n\r\nThe key takeaway is to always aim <span style=\"margin: 0px; padding: 0px;\">for\u00a0<strong>consistency,\u00a0<\/strong>especially if you are in a situation without<\/span>\u00a0a style guide. This means that elements such as titles, numbers, and headings should be formatted the same across the entire document. Minor inconsistencies may not seem like a big deal, but they can imply to a supervisor or client that you are not thorough or detail-oriented.\r\n\r\n<hr \/>\r\n\r\n<h1>Placement and Context<\/h1>\r\nAs you develop visuals for your [pb_glossary id=\"275\"]report[\/pb_glossary], you will want to also consider two things:\r\n<ol>\r\n \t<li>Where the visuals should be placed<\/li>\r\n \t<li>What information do you need to provide in your report to prepare your readers for the message within that graphic adequately<\/li>\r\n<\/ol>\r\nWhile different requirements depend on the visual you choose, there are five main rules you should follow to integrate your graphics:\r\n<div class=\"textbox\">\r\n<p style=\"text-align: center;\"><strong>Five Rules For Integrating Graphics into Your Document<\/strong><\/p>\r\n\r\n<ol>\r\n \t<li>Give each visual a numbered caption that includes a clear, descriptive title.<\/li>\r\n \t<li>Refer to the caption number within the body text and discuss its content.<\/li>\r\n \t<li>Label all units (x and y axes, legends, column box heads, parts of diagrams, etc.).<\/li>\r\n \t<li>Provide the source of the data and\/or visual image if you did not create it yourself.<\/li>\r\n \t<li>Avoid distorting the data or image.<\/li>\r\n<\/ol>\r\n<\/div>\r\nIn addition, visual elements should be surrounded by sufficient passive space to emphasize the image and enhance its readability. If copying and pasting a picture, ensure all aspects are clear and the print size is readable. A visual that has been shrunk to an unreadable size does not help the reader understand your ideas.\r\n<div style=\"text-align: center;\">\r\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Exercise #1: Examine and Compare the Figures<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nExamine Figure #1.1 below. Do you understand what the information conveys? What is missing? Use the five rules above to determine where this figure goes wrong.\r\n\r\n[caption id=\"attachment_153\" align=\"alignnone\" width=\"1430\"]<img class=\"wp-image-152 size-full\" src=\"https:\/\/pressbooks.ccconline.org\/ppsccom2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/image15.png\" alt=\"A graph with no figure number or caption and no x or y axis labels, so it is difficult to determine what point it is trying to make. It shows something rising and falling during a hockey game. This thing spikes at the end of each period and drops dramatically when Canada wins.\" width=\"1430\" height=\"904\" \/> Figure #1.1[\/caption]\r\n\r\n&nbsp;\r\n\r\nIf you look carefully, you might be able to guess what story the graph above is telling. However, the lack of a descriptive caption and labeling of axes makes it impossible to know for sure.\r\n\r\nCompare that figure to Figure #1.2 below using the same five rules.\r\n\r\n<img class=\"wp-image-153 size-full\" style=\"color: #373d3f; font-weight: bold; font-size: 1em;\" src=\"https:\/\/pressbooks.ccconline.org\/ppsccom2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/image16-1024x646-1.png\" alt=\"A graph charting water consumption in Edmonton during the 2010 Gold Medal Hockey Game. The graphs shows spikes in water consumption at the end of each period, followed by very low usage periods, especially near the end of the 3rd period, and between the end of the game and the medal ceremony. It also has a line depicting water usage the previous day, which was fairly steady throughout the day.\" width=\"1024\" height=\"646\" \/>\r\n\r\nFigure #1.2 Water Consumption in Edmonton during the 2010 Gold Medal Hockey Game (Flowingdata).\r\n\r\nFigure #1.2 has a numbered caption and a descriptive title, appropriately labeling the x and y axes and legends. It also cites the source from which the graph was retrieved in the caption using an in-text citation. The original image has not been distorted in any way. Thus, it follows the five key rules listed above.\r\n\r\n<\/div>\r\n<\/div>\r\n\r\n<hr \/>\r\n\r\n<h1>Putting Graphics in Context<\/h1>\r\nThe following examples show how to introduce, present, and discuss a graphic in your paper. The first example is a pie chart created with information the writer obtained from an interview. Notice that the writer provides a name for the visual, includes introductory sentences to provide context for the graphic, lists source information at the bottom of the chart, and finally, includes some closing remarks to tie it all together.\r\n<div class=\"textbox\">\r\n\r\nNot all gardeners will experience success growing vegetables in Central Oregon, and the town of Sisters is especially challenging because of the varied temperatures all year and the chance of frost or even freezing temperatures during any month of the year. Central Oregon and Sisters resident Jane Doe had the most tremendous success with the following vegetables in 2015, as noted in the pie chart below.\r\n\r\nTable 1: Vegetables grown in 2015\r\n\r\n<img class=\"alignnone wp-image-587 \" src=\"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2021\/04\/OER-2250-Image-Figures-and-Tables.png\" alt=\"A chart showing the potatoes, lettuce, tomatoes, and carrot growth in Sisters, OR.\" width=\"463\" height=\"436\" \/>\r\n<figure id=\"attachment_200\" class=\"wp-caption aligncenter\" aria-describedby=\"caption-attachment-200\"><figcaption id=\"caption-attachment-200\" class=\"wp-caption-text\">Source: Interview with Master Gardener, Jane Doe, 2 May 2016.<\/figcaption><\/figure>\r\nIt is important to note that depending on the city's hardiness zone, some vegetables may do better than others. Doe also commented that she protected her tomatoes inside a greenhouse or under a hoop house.\r\n\r\n<\/div>\r\nHere is a second example. This simple table conveys information about plant hardiness zones for growers in Central Oregon. Notice again that the table isn\u2019t simply inserted and left on its own for readers to interpret; the writer introduces the table with some remarks and also provides follow-up commentary after the table.\r\n<div class=\"textbox\">\r\n\r\nThe U.S. Department of Agriculture publishes a Plant Hardiness Zone Map, which growers and gardeners use to help determine which plants, including vegetables and trees, will be most successful at a particular location. The table below shows the hardiness zone for four cities in Central Oregon. It includes the annual minimum winter temperature\u2014vital information to remember when determining which vegetables to plant and how long the growing season may be.\r\n\r\nTable 1: Hardiness Zones in Central Oregon\r\n<table>\r\n<tbody>\r\n<tr>\r\n<td><strong>Central Oregon City<\/strong><\/td>\r\n<td><strong>Hardiness Zone<\/strong><\/td>\r\n<td><strong>Winter Temperature Range<\/strong><\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Sisters<\/td>\r\n<td>6a<\/td>\r\n<td>-10 to -5 (Fahrenheit)<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Bend<\/td>\r\n<td>6b<\/td>\r\n<td>-5 to 0 (Fahrenheit)<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Redmond<\/td>\r\n<td>6b<\/td>\r\n<td>-5 to 0 (Fahrenheit)<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Tumalo<\/td>\r\n<td>6b<\/td>\r\n<td>-5 to 0 (Fahrenheit)<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nSource information: \u201cUnited States Department of Agriculture.\u201d\u00a0<em>USDA Plant Hardiness Zone Map<\/em>. 2012. Web. 05 May 2016.\r\n\r\nBefore purchasing any plants or vegetables for your garden, check the hardiness zone on the label to ensure that the item will grow successfully in your climate zone.\r\n\r\n<\/div>\r\nNow that you have learned about strategies for creating compelling graphics and examined some strong examples, let\u2019s look at a few that could use some revision.\r\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Exercise #2: Evaluating Graphics for Revision<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nAs you look at the following visuals, note the possible strengths and weaknesses. Consider what advice you might give the writer on improving these graphics. You can use the five rules for integrating graphics as a guide. The five rules are below:\r\n<ol>\r\n \t<li>Give each visual a numbered caption that includes a clear, descriptive title.<\/li>\r\n \t<li>Refer to the caption number within the body text and discuss its content.<\/li>\r\n \t<li>Label all units (x and y axes, legends, column box heads, parts of diagrams, etc.).<\/li>\r\n \t<li>Provide the source of the data and\/or visual image if you did not create it yourself.<\/li>\r\n \t<li>Avoid distorting the data or image.<\/li>\r\n<\/ol>\r\n[caption id=\"attachment_157\" align=\"alignleft\" width=\"978\"]<img class=\"wp-image-155 size-full\" src=\"https:\/\/pressbooks.ccconline.org\/ppsccom2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/CreatingImagesandGraphicsExamplesforImprovement-1.jpg\" alt=\"\" width=\"978\" height=\"902\" \/> Figure #2: A Chemical Flowchart <a href=\"https:\/\/creativecommons.org\/publicdomain\/zero\/1.0\/\">Public Domain<\/a> from <a href=\"http:\/\/openclipart.org\">openclipart.org<\/a>[\/caption]\r\n\r\n&nbsp;\r\n\r\n[caption id=\"attachment_157\" align=\"alignleft\" width=\"1024\"]<img class=\"wp-image-156 size-large\" style=\"color: #373d3f; font-weight: bold; font-size: 1em;\" src=\"https:\/\/pressbooks.ccconline.org\/ppsccom2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/CreatingImagesandGraphicsExamplesforImprovement-2-e1634843520411-1024x510.png\" alt=\"\" width=\"1024\" height=\"510\" \/> Figure #3<a href=\"https:\/\/creativecommons.org\/publicdomain\/zero\/1.0\/\">\u00a0Public Domain<\/a> from <a href=\"http:\/\/openclipart.org\">openclipart.org<\/a>[\/caption]\r\n\r\n&nbsp;\r\n\r\n[caption id=\"attachment_157\" align=\"alignnone\" width=\"1024\"]<img class=\"wp-image-157 size-large\" style=\"text-align: initial; font-size: 1em;\" src=\"https:\/\/pressbooks.ccconline.org\/ppsccom2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/CreatingImagesandGraphicsExamplesforImprovement-3-e1634843463646-1024x542.png\" alt=\"\" width=\"1024\" height=\"542\" \/> Figure #4: An Example of a Pain Assessment Tool <a href=\"https:\/\/creativecommons.org\/publicdomain\/zero\/1.0\/\">Public Domain<\/a> from <a href=\"http:\/\/openclipart.org\">openclipart.org<\/a>[\/caption]\r\n\r\n<\/div>\r\n<\/div>\r\n\r\n<hr \/>\r\n\r\n<h1>Using Graphics Ethically<\/h1>\r\nLike with everything we've discussed up to this point, the graphics you use can have an impact on your [pb_glossary id=\"258\"]<strong>modes of appeal<\/strong>[\/pb_glossary]. If the graphics are misleading in any way, and your audience realizes this, it can negatively impact how [pb_glossary id=\"210\"]<strong>credible<\/strong>[\/pb_glossary] or trustworthy they consider you.\r\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Exercise #3: The Ethics of Graphics<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nWatch the video below on misleading graphics. After watching, answer the following questions:\r\n<ul>\r\n \t<li>Why might a person trying to persuade you toward their point of view use a graph to present information?<\/li>\r\n \t<li>How can graphs present an opinion?<\/li>\r\n \t<li>List three methods of \u201ccherry-picking data\u201d and the advantages each provides.<\/li>\r\n<\/ul>\r\nLink to Original Video: <a style=\"font-size: 1em;\" href=\"http:\/\/tinyurl.com\/spotbadgraphs\">tinyurl.com\/spotbadgraphs<\/a>\r\n\r\n<\/div>\r\n<\/div>\r\nThe next time you feel persuaded by a graphic representation of data, check the labels, numbers, scales, and context. Then, ask yourself what story the picture is trying to tell. As you edit your own [pb_glossary id=\"275\"]reports[\/pb_glossary], check to make sure your use of graphics is <strong>ethical<\/strong> and complete.\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Key Takeaways<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<ul>\r\n \t<li>Graphics can take many different forms, but they all have the same purpose: to help clarify information. They can also make reports more visually appealing by breaking up the text.<\/li>\r\n \t<li>Graphics should always clarify, illustrate, and augment your written text or presentation. They should always be explained to your audience in some capacity.<\/li>\r\n \t<li>There are five rules for integrating graphics into your document or presentation:\r\n<ol>\r\n \t<li>Give each visual a numbered caption that includes a clear, descriptive title.<\/li>\r\n \t<li>Refer to the caption number within the body text and discuss its content.<\/li>\r\n \t<li>Label all units (axes, legends, column and row headings, diagram parts, etc.).<\/li>\r\n \t<li>Provide the source of the data and\/or graphic if you did not create it yourself.<\/li>\r\n \t<li>Avoid distorting the data or image.<\/li>\r\n<\/ol>\r\n<\/li>\r\n \t<li>Not following the five steps above can negatively impact your [pb_glossary id=\"210\"]<strong>credibility<\/strong>[\/pb_glossary]. If the audience believes you have falsified your graphics or it seems you are misleading them, they are less likely to trust you.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n&nbsp;\r\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\r\n<h2 class=\"textbox__title\">References<\/h2>\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nFlowingdata. (2010, March 9). <em>Canada: The country that pees together stays together<\/em>.\u00a0<span class=\"https:\/\/flowingdata.com\/2010\/03\/09\/canada-the-country-that-pees-together-stays-together\/\">https:\/\/flowingdata.com\/2010\/03\/09\/canada-the-country-that-pees-together-stays-together\/<\/span>\r\n<h2 style=\"text-align: left;\">Attributions<\/h2>\r\n<p style=\"text-align: left;\">This chapter is adapted from <a href=\"https:\/\/pressbooks.bccampus.ca\/technicalwriting\/chapter\/figurestables\/\" target=\"_blank\" rel=\"noopener\">\"Technical Writing Essentials\"<\/a>\u00a0by\u00a0<a>Suzan Last <\/a>(on <a href=\"https:\/\/pressbooks.bccampus.ca\/\" target=\"_blank\" rel=\"noopener\">BCcampus)<\/a> and is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\" rel=\"license\">Creative Commons Attribution 4.0 International License<\/a><\/p>\r\n<p style=\"text-align: left;\">This chapter is also adapted from <a href=\"https:\/\/openoregon.pressbooks.pub\/technicalwriting\/chapter\/8-1-deciding-which-graphics-to-include\/\" target=\"_blank\" rel=\"noopener\">\"Technical Writing\"<\/a>\u00a0by\u00a0<a>Allison Gross, Annemarie Hamlin, Billy Merck, Chris Rubio, Jodi Naas, Megan Savage, and Michele DeSilva (on <\/a><a href=\"http:\/\/openoregon.pressbooks.pub\/\" target=\"_blank\" rel=\"noopener\">Open Oregon<\/a><a>)<\/a> and is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\" rel=\"license\">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License<\/a><\/p>","rendered":"<div>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Learning Objectives<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>By the end of this chapter, you should be able to:<\/p>\n<ul>\n<li>Determine which type of graphic is best for the information you are trying to present.<\/li>\n<li>Evaluate the quality of different graphics using the five rules for integrating graphics into a document.<\/li>\n<li>Explain how graphics can be manipulated to benefit the writer\/speaker and why this is ethically problematic.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n<p>In many business settings,\u00a0 non-textual material such as tables, graphs, charts, maps, drawings, and photographs can help support a persuasive argument or better inform your audience.<\/p>\n<p style=\"text-align: start;\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-150 alignleft\" src=\"https:\/\/pressbooks.ccconline.org\/ppsccom2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2021\/04\/yinyang.png\" alt=\"\" width=\"205\" height=\"205\" srcset=\"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2021\/04\/yinyang.png 512w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2021\/04\/yinyang-300x300.png 300w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2021\/04\/yinyang-150x150.png 150w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2021\/04\/yinyang-65x65.png 65w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2021\/04\/yinyang-225x225.png 225w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2021\/04\/yinyang-350x350.png 350w\" sizes=\"auto, (max-width: 205px) 100vw, 205px\" \/><\/p>\n<p>These visual elements can take many different forms, but they all have the same basic purpose: to help clarify information presented to an audience. They can help break up a text-heavy rep<span style=\"text-align: initial; font-size: 1em;\">ort, making it more visually appealing. Visual elements can transform a text-filled slide into a visually compelling image that sets the stage.\u00a0<\/span><\/p>\n<p>When preparing reports and documents, the key concept to remember is that visuals <em>clarify<\/em>,\u00a0<em>illustrate,<\/em>\u00a0and\u00a0<em>augment<\/em> your written text. They are <em>not<\/em> a replacement for written text. Similar to when you present facts from an outside source to the reader in your\u00a0<span style=\"text-align: initial; font-size: 1em;\">writing, you are responsible for interpreting your graphics for your reader.<\/span><\/p>\n<p>The adage, \u201cA picture is worth a thousand words,\u201d can be applied to websites, reports, and slides. However, ensuring you&#8217;re using relevant, illustrative, and appealing figures and tables is essential to paint a picture of your primary purpose. Adding visuals may save you a hundred words of additional explanation and clarification. If you have visual elements in your document or presentation, they must be based on and supplement your written or spoken content. Throwing in \u201cgratuitous graphics\u201d just to decorate or take up space can confuse your audience.<\/p>\n<p>Choosing the right visual to convey the story you want your reader to understand is essential. If visuals are poorly chosen or poorly designed for the task, they can confuse the reader and have negative consequences. For example, the first thing you noticed when you opened this page was likely the image above. Did you wonder why it is there? Has it distracted you? Our eyes are naturally drawn to visuals that stand out, so make sure the ones you pick for your reports are essential to your purpose.<\/p>\n<hr \/>\n<h1>Deciding Which Graphics to Include<\/h1>\n<p>As you review your research and consider possible visuals to include in a <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_158_275\"><strong>report<\/strong><\/a>, the first step is to think about which graphics are most appropriate given the data you wish to convey.<\/p>\n<p>Table #1 below provides some general guidelines on the kinds of graphics most suitable for different types of information:<\/p>\n<h6>Table #1: General Guidelines for Graphics<\/h6>\n<table style=\"height: 89px;\">\n<tbody>\n<tr style=\"height: 15px;\">\n<td style=\"height: 15px; width: 453.609px;\"><strong>Information to Convey<\/strong><\/td>\n<td style=\"height: 15px; width: 209.016px;\"><strong>Visual Type<\/strong><\/td>\n<\/tr>\n<tr style=\"height: 14px;\">\n<td style=\"height: 14px; width: 453.609px;\">Numbers, percentages, categories<\/td>\n<td style=\"height: 14px; width: 209.016px;\">Tables, charts<\/td>\n<\/tr>\n<tr style=\"height: 15px;\">\n<td style=\"height: 15px; width: 453.609px;\">Processes<\/td>\n<td style=\"height: 15px; width: 209.016px;\">Flow charts<\/td>\n<\/tr>\n<tr style=\"height: 15px;\">\n<td style=\"height: 15px; width: 453.609px;\">Geographic data<\/td>\n<td style=\"height: 15px; width: 209.016px;\">Maps<\/td>\n<\/tr>\n<tr style=\"height: 15px;\">\n<td style=\"height: 15px; width: 453.609px;\">Chronological or prioritized lists<\/td>\n<td style=\"height: 15px; width: 209.016px;\">Numbered lists<\/td>\n<\/tr>\n<tr style=\"height: 15px;\">\n<td style=\"height: 15px; width: 453.609px;\">Non-chronological lists<\/td>\n<td style=\"height: 15px; width: 209.016px;\">Bulleted lists<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>For more specific reasoning for using individual types of graphics, see table #2 below:<\/p>\n<h6>Table #2 Common Types of Illustrative Graphics<\/h6>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-large wp-image-151\" src=\"https:\/\/pressbooks.ccconline.org\/ppsccom2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/Common-Types-of-Illustratrive-Graphics-1-e1634839575376-1024x986.png\" alt=\"\" width=\"1024\" height=\"986\" srcset=\"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/Common-Types-of-Illustratrive-Graphics-1-e1634839575376-1024x986.png 1024w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/Common-Types-of-Illustratrive-Graphics-1-e1634839575376-300x289.png 300w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/Common-Types-of-Illustratrive-Graphics-1-e1634839575376-768x740.png 768w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/Common-Types-of-Illustratrive-Graphics-1-e1634839575376-65x63.png 65w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/Common-Types-of-Illustratrive-Graphics-1-e1634839575376-225x217.png 225w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/Common-Types-of-Illustratrive-Graphics-1-e1634839575376-350x337.png 350w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/Common-Types-of-Illustratrive-Graphics-1-e1634839575376.png 1353w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/p>\n<hr \/>\n<h1>Formatting Graphics<\/h1>\n<p>Once you have selected the correct graphic for your <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_158_275\">report<\/a>, you will need to create it.\u00a0 Unfortunately, there is no universal way to format graphics. However, your employer may have an in-house style guide that you are expected to use.<\/p>\n<p><span style=\"font-size: 1em;\">Tables and figures should be formatted according to the rules outlined in\u00a0<\/span><a style=\"font-size: 1em;\" href=\"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/chapter\/how-to-use-apa-style\/\" target=\"_blank\" rel=\"noopener\">APA Style (7th Edition)<\/a><span style=\"font-size: 1em;\"> in a communication class<\/span>.<\/p>\n<p>The key takeaway is to always aim <span style=\"margin: 0px; padding: 0px;\">for\u00a0<strong>consistency,\u00a0<\/strong>especially if you are in a situation without<\/span>\u00a0a style guide. This means that elements such as titles, numbers, and headings should be formatted the same across the entire document. Minor inconsistencies may not seem like a big deal, but they can imply to a supervisor or client that you are not thorough or detail-oriented.<\/p>\n<hr \/>\n<h1>Placement and Context<\/h1>\n<p>As you develop visuals for your <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_158_275\">report<\/a>, you will want to also consider two things:<\/p>\n<ol>\n<li>Where the visuals should be placed<\/li>\n<li>What information do you need to provide in your report to prepare your readers for the message within that graphic adequately<\/li>\n<\/ol>\n<p>While different requirements depend on the visual you choose, there are five main rules you should follow to integrate your graphics:<\/p>\n<div class=\"textbox\">\n<p style=\"text-align: center;\"><strong>Five Rules For Integrating Graphics into Your Document<\/strong><\/p>\n<ol>\n<li>Give each visual a numbered caption that includes a clear, descriptive title.<\/li>\n<li>Refer to the caption number within the body text and discuss its content.<\/li>\n<li>Label all units (x and y axes, legends, column box heads, parts of diagrams, etc.).<\/li>\n<li>Provide the source of the data and\/or visual image if you did not create it yourself.<\/li>\n<li>Avoid distorting the data or image.<\/li>\n<\/ol>\n<\/div>\n<p>In addition, visual elements should be surrounded by sufficient passive space to emphasize the image and enhance its readability. If copying and pasting a picture, ensure all aspects are clear and the print size is readable. A visual that has been shrunk to an unreadable size does not help the reader understand your ideas.<\/p>\n<div style=\"text-align: center;\">\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Exercise #1: Examine and Compare the Figures<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>Examine Figure #1.1 below. Do you understand what the information conveys? What is missing? Use the five rules above to determine where this figure goes wrong.<\/p>\n<figure id=\"attachment_153\" aria-describedby=\"caption-attachment-153\" style=\"width: 1430px\" class=\"wp-caption alignnone\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-152 size-full\" src=\"https:\/\/pressbooks.ccconline.org\/ppsccom2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/image15.png\" alt=\"A graph with no figure number or caption and no x or y axis labels, so it is difficult to determine what point it is trying to make. It shows something rising and falling during a hockey game. This thing spikes at the end of each period and drops dramatically when Canada wins.\" width=\"1430\" height=\"904\" srcset=\"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/image15.png 1430w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/image15-300x190.png 300w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/image15-1024x647.png 1024w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/image15-768x486.png 768w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/image15-65x41.png 65w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/image15-225x142.png 225w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/image15-350x221.png 350w\" sizes=\"auto, (max-width: 1430px) 100vw, 1430px\" \/><figcaption id=\"caption-attachment-153\" class=\"wp-caption-text\">Figure #1.1<\/figcaption><\/figure>\n<p>&nbsp;<\/p>\n<p>If you look carefully, you might be able to guess what story the graph above is telling. However, the lack of a descriptive caption and labeling of axes makes it impossible to know for sure.<\/p>\n<p>Compare that figure to Figure #1.2 below using the same five rules.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-153 size-full\" style=\"color: #373d3f; font-weight: bold; font-size: 1em;\" src=\"https:\/\/pressbooks.ccconline.org\/ppsccom2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/image16-1024x646-1.png\" alt=\"A graph charting water consumption in Edmonton during the 2010 Gold Medal Hockey Game. The graphs shows spikes in water consumption at the end of each period, followed by very low usage periods, especially near the end of the 3rd period, and between the end of the game and the medal ceremony. It also has a line depicting water usage the previous day, which was fairly steady throughout the day.\" width=\"1024\" height=\"646\" srcset=\"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/image16-1024x646-1.png 1024w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/image16-1024x646-1-300x189.png 300w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/image16-1024x646-1-768x485.png 768w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/image16-1024x646-1-65x41.png 65w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/image16-1024x646-1-225x142.png 225w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/image16-1024x646-1-350x221.png 350w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/p>\n<p>Figure #1.2 Water Consumption in Edmonton during the 2010 Gold Medal Hockey Game (Flowingdata).<\/p>\n<p>Figure #1.2 has a numbered caption and a descriptive title, appropriately labeling the x and y axes and legends. It also cites the source from which the graph was retrieved in the caption using an in-text citation. The original image has not been distorted in any way. Thus, it follows the five key rules listed above.<\/p>\n<\/div>\n<\/div>\n<hr \/>\n<h1>Putting Graphics in Context<\/h1>\n<p>The following examples show how to introduce, present, and discuss a graphic in your paper. The first example is a pie chart created with information the writer obtained from an interview. Notice that the writer provides a name for the visual, includes introductory sentences to provide context for the graphic, lists source information at the bottom of the chart, and finally, includes some closing remarks to tie it all together.<\/p>\n<div class=\"textbox\">\n<p>Not all gardeners will experience success growing vegetables in Central Oregon, and the town of Sisters is especially challenging because of the varied temperatures all year and the chance of frost or even freezing temperatures during any month of the year. Central Oregon and Sisters resident Jane Doe had the most tremendous success with the following vegetables in 2015, as noted in the pie chart below.<\/p>\n<p>Table 1: Vegetables grown in 2015<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-587\" src=\"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2021\/04\/OER-2250-Image-Figures-and-Tables.png\" alt=\"A chart showing the potatoes, lettuce, tomatoes, and carrot growth in Sisters, OR.\" width=\"463\" height=\"436\" srcset=\"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2021\/04\/OER-2250-Image-Figures-and-Tables.png 763w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2021\/04\/OER-2250-Image-Figures-and-Tables-300x283.png 300w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2021\/04\/OER-2250-Image-Figures-and-Tables-65x61.png 65w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2021\/04\/OER-2250-Image-Figures-and-Tables-225x212.png 225w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2021\/04\/OER-2250-Image-Figures-and-Tables-350x330.png 350w\" sizes=\"auto, (max-width: 463px) 100vw, 463px\" \/><\/p>\n<figure id=\"attachment_200\" class=\"wp-caption aligncenter\" aria-describedby=\"caption-attachment-200\"><figcaption id=\"caption-attachment-200\" class=\"wp-caption-text\">Source: Interview with Master Gardener, Jane Doe, 2 May 2016.<\/figcaption><\/figure>\n<p>It is important to note that depending on the city&#8217;s hardiness zone, some vegetables may do better than others. Doe also commented that she protected her tomatoes inside a greenhouse or under a hoop house.<\/p>\n<\/div>\n<p>Here is a second example. This simple table conveys information about plant hardiness zones for growers in Central Oregon. Notice again that the table isn\u2019t simply inserted and left on its own for readers to interpret; the writer introduces the table with some remarks and also provides follow-up commentary after the table.<\/p>\n<div class=\"textbox\">\n<p>The U.S. Department of Agriculture publishes a Plant Hardiness Zone Map, which growers and gardeners use to help determine which plants, including vegetables and trees, will be most successful at a particular location. The table below shows the hardiness zone for four cities in Central Oregon. It includes the annual minimum winter temperature\u2014vital information to remember when determining which vegetables to plant and how long the growing season may be.<\/p>\n<p>Table 1: Hardiness Zones in Central Oregon<\/p>\n<table>\n<tbody>\n<tr>\n<td><strong>Central Oregon City<\/strong><\/td>\n<td><strong>Hardiness Zone<\/strong><\/td>\n<td><strong>Winter Temperature Range<\/strong><\/td>\n<\/tr>\n<tr>\n<td>Sisters<\/td>\n<td>6a<\/td>\n<td>-10 to -5 (Fahrenheit)<\/td>\n<\/tr>\n<tr>\n<td>Bend<\/td>\n<td>6b<\/td>\n<td>-5 to 0 (Fahrenheit)<\/td>\n<\/tr>\n<tr>\n<td>Redmond<\/td>\n<td>6b<\/td>\n<td>-5 to 0 (Fahrenheit)<\/td>\n<\/tr>\n<tr>\n<td>Tumalo<\/td>\n<td>6b<\/td>\n<td>-5 to 0 (Fahrenheit)<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>Source information: \u201cUnited States Department of Agriculture.\u201d\u00a0<em>USDA Plant Hardiness Zone Map<\/em>. 2012. Web. 05 May 2016.<\/p>\n<p>Before purchasing any plants or vegetables for your garden, check the hardiness zone on the label to ensure that the item will grow successfully in your climate zone.<\/p>\n<\/div>\n<p>Now that you have learned about strategies for creating compelling graphics and examined some strong examples, let\u2019s look at a few that could use some revision.<\/p>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Exercise #2: Evaluating Graphics for Revision<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>As you look at the following visuals, note the possible strengths and weaknesses. Consider what advice you might give the writer on improving these graphics. You can use the five rules for integrating graphics as a guide. The five rules are below:<\/p>\n<ol>\n<li>Give each visual a numbered caption that includes a clear, descriptive title.<\/li>\n<li>Refer to the caption number within the body text and discuss its content.<\/li>\n<li>Label all units (x and y axes, legends, column box heads, parts of diagrams, etc.).<\/li>\n<li>Provide the source of the data and\/or visual image if you did not create it yourself.<\/li>\n<li>Avoid distorting the data or image.<\/li>\n<\/ol>\n<figure id=\"attachment_157\" aria-describedby=\"caption-attachment-157\" style=\"width: 978px\" class=\"wp-caption alignleft\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-155 size-full\" src=\"https:\/\/pressbooks.ccconline.org\/ppsccom2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/CreatingImagesandGraphicsExamplesforImprovement-1.jpg\" alt=\"\" width=\"978\" height=\"902\" srcset=\"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/CreatingImagesandGraphicsExamplesforImprovement-1.jpg 978w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/CreatingImagesandGraphicsExamplesforImprovement-1-300x277.jpg 300w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/CreatingImagesandGraphicsExamplesforImprovement-1-768x708.jpg 768w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/CreatingImagesandGraphicsExamplesforImprovement-1-65x60.jpg 65w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/CreatingImagesandGraphicsExamplesforImprovement-1-225x208.jpg 225w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/CreatingImagesandGraphicsExamplesforImprovement-1-350x323.jpg 350w\" sizes=\"auto, (max-width: 978px) 100vw, 978px\" \/><figcaption id=\"caption-attachment-157\" class=\"wp-caption-text\">Figure #2: A Chemical Flowchart <a href=\"https:\/\/creativecommons.org\/publicdomain\/zero\/1.0\/\">Public Domain<\/a> from <a href=\"http:\/\/openclipart.org\">openclipart.org<\/a><\/figcaption><\/figure>\n<p>&nbsp;<\/p>\n<figure id=\"attachment_157\" aria-describedby=\"caption-attachment-157\" style=\"width: 1024px\" class=\"wp-caption alignleft\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-156 size-large\" style=\"color: #373d3f; font-weight: bold; font-size: 1em;\" src=\"https:\/\/pressbooks.ccconline.org\/ppsccom2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/CreatingImagesandGraphicsExamplesforImprovement-2-e1634843520411-1024x510.png\" alt=\"\" width=\"1024\" height=\"510\" srcset=\"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/CreatingImagesandGraphicsExamplesforImprovement-2-e1634843520411-1024x510.png 1024w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/CreatingImagesandGraphicsExamplesforImprovement-2-e1634843520411-300x149.png 300w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/CreatingImagesandGraphicsExamplesforImprovement-2-e1634843520411-768x382.png 768w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/CreatingImagesandGraphicsExamplesforImprovement-2-e1634843520411-65x32.png 65w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/CreatingImagesandGraphicsExamplesforImprovement-2-e1634843520411-225x112.png 225w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/CreatingImagesandGraphicsExamplesforImprovement-2-e1634843520411-350x174.png 350w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/CreatingImagesandGraphicsExamplesforImprovement-2-e1634843520411.png 1314w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><figcaption id=\"caption-attachment-157\" class=\"wp-caption-text\">Figure #3<a href=\"https:\/\/creativecommons.org\/publicdomain\/zero\/1.0\/\">\u00a0Public Domain<\/a> from <a href=\"http:\/\/openclipart.org\">openclipart.org<\/a><\/figcaption><\/figure>\n<p>&nbsp;<\/p>\n<figure id=\"attachment_157\" aria-describedby=\"caption-attachment-157\" style=\"width: 1024px\" class=\"wp-caption alignnone\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-157 size-large\" style=\"text-align: initial; font-size: 1em;\" src=\"https:\/\/pressbooks.ccconline.org\/ppsccom2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/CreatingImagesandGraphicsExamplesforImprovement-3-e1634843463646-1024x542.png\" alt=\"\" width=\"1024\" height=\"542\" srcset=\"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/CreatingImagesandGraphicsExamplesforImprovement-3-e1634843463646-1024x542.png 1024w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/CreatingImagesandGraphicsExamplesforImprovement-3-e1634843463646-300x159.png 300w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/CreatingImagesandGraphicsExamplesforImprovement-3-e1634843463646-768x406.png 768w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/CreatingImagesandGraphicsExamplesforImprovement-3-e1634843463646-65x34.png 65w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/CreatingImagesandGraphicsExamplesforImprovement-3-e1634843463646-225x119.png 225w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/CreatingImagesandGraphicsExamplesforImprovement-3-e1634843463646-350x185.png 350w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/CreatingImagesandGraphicsExamplesforImprovement-3-e1634843463646.png 1331w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><figcaption id=\"caption-attachment-157\" class=\"wp-caption-text\">Figure #4: An Example of a Pain Assessment Tool <a href=\"https:\/\/creativecommons.org\/publicdomain\/zero\/1.0\/\">Public Domain<\/a> from <a href=\"http:\/\/openclipart.org\">openclipart.org<\/a><\/figcaption><\/figure>\n<\/div>\n<\/div>\n<hr \/>\n<h1>Using Graphics Ethically<\/h1>\n<p>Like with everything we&#8217;ve discussed up to this point, the graphics you use can have an impact on your <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_158_258\"><strong>modes of appeal<\/strong><\/a>. If the graphics are misleading in any way, and your audience realizes this, it can negatively impact how <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_158_210\"><strong>credible<\/strong><\/a> or trustworthy they consider you.<\/p>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Exercise #3: The Ethics of Graphics<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>Watch the video below on misleading graphics. After watching, answer the following questions:<\/p>\n<ul>\n<li>Why might a person trying to persuade you toward their point of view use a graph to present information?<\/li>\n<li>How can graphs present an opinion?<\/li>\n<li>List three methods of \u201ccherry-picking data\u201d and the advantages each provides.<\/li>\n<\/ul>\n<p>Link to Original Video: <a style=\"font-size: 1em;\" href=\"http:\/\/tinyurl.com\/spotbadgraphs\">tinyurl.com\/spotbadgraphs<\/a><\/p>\n<\/div>\n<\/div>\n<p>The next time you feel persuaded by a graphic representation of data, check the labels, numbers, scales, and context. Then, ask yourself what story the picture is trying to tell. As you edit your own <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_158_275\">reports<\/a>, check to make sure your use of graphics is <strong>ethical<\/strong> and complete.<\/p>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Key Takeaways<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n<li>Graphics can take many different forms, but they all have the same purpose: to help clarify information. They can also make reports more visually appealing by breaking up the text.<\/li>\n<li>Graphics should always clarify, illustrate, and augment your written text or presentation. They should always be explained to your audience in some capacity.<\/li>\n<li>There are five rules for integrating graphics into your document or presentation:\n<ol>\n<li>Give each visual a numbered caption that includes a clear, descriptive title.<\/li>\n<li>Refer to the caption number within the body text and discuss its content.<\/li>\n<li>Label all units (axes, legends, column and row headings, diagram parts, etc.).<\/li>\n<li>Provide the source of the data and\/or graphic if you did not create it yourself.<\/li>\n<li>Avoid distorting the data or image.<\/li>\n<\/ol>\n<\/li>\n<li>Not following the five steps above can negatively impact your <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_158_210\"><strong>credibility<\/strong><\/a>. If the audience believes you have falsified your graphics or it seems you are misleading them, they are less likely to trust you.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<h2 class=\"textbox__title\">References<\/h2>\n<\/header>\n<div class=\"textbox__content\">\n<p>Flowingdata. (2010, March 9). <em>Canada: The country that pees together stays together<\/em>.\u00a0<span class=\"https:\/\/flowingdata.com\/2010\/03\/09\/canada-the-country-that-pees-together-stays-together\/\">https:\/\/flowingdata.com\/2010\/03\/09\/canada-the-country-that-pees-together-stays-together\/<\/span><\/p>\n<h2 style=\"text-align: left;\">Attributions<\/h2>\n<p style=\"text-align: left;\">This chapter is adapted from <a href=\"https:\/\/pressbooks.bccampus.ca\/technicalwriting\/chapter\/figurestables\/\" target=\"_blank\" rel=\"noopener\">&#8220;Technical Writing Essentials&#8221;<\/a>\u00a0by\u00a0<a>Suzan Last <\/a>(on <a href=\"https:\/\/pressbooks.bccampus.ca\/\" target=\"_blank\" rel=\"noopener\">BCcampus)<\/a> and is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\" rel=\"license\">Creative Commons Attribution 4.0 International License<\/a><\/p>\n<p style=\"text-align: left;\">This chapter is also adapted from <a href=\"https:\/\/openoregon.pressbooks.pub\/technicalwriting\/chapter\/8-1-deciding-which-graphics-to-include\/\" target=\"_blank\" rel=\"noopener\">&#8220;Technical Writing&#8221;<\/a>\u00a0by\u00a0<a>Allison Gross, Annemarie Hamlin, Billy Merck, Chris Rubio, Jodi Naas, Megan Savage, and Michele DeSilva (on <\/a><a href=\"http:\/\/openoregon.pressbooks.pub\/\" target=\"_blank\" rel=\"noopener\">Open Oregon<\/a><a>)<\/a> and is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\" rel=\"license\">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License<\/a><\/p>\n<\/div>\n<\/div>\n<div class=\"glossary\"><span class=\"screen-reader-text\" id=\"definition\">definition<\/span><template id=\"term_158_275\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_158_275\"><div tabindex=\"-1\"><p>an account of your investigation into a subject, presented in a written document or oral presentation that has conventional formatting<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_158_258\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_158_258\"><div tabindex=\"-1\"><p>Aristotle's means for persuading an audience. The modes are ethos, pathos, and logos<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_158_210\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_158_210\"><div tabindex=\"-1\"><p>a quality that allows others to trust and believe you<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><\/div>","protected":false},"author":101,"menu_order":5,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-158","chapter","type-chapter","status-publish","hentry"],"part":119,"_links":{"self":[{"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/pressbooks\/v2\/chapters\/158","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/wp\/v2\/users\/101"}],"version-history":[{"count":17,"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/pressbooks\/v2\/chapters\/158\/revisions"}],"predecessor-version":[{"id":2789,"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/pressbooks\/v2\/chapters\/158\/revisions\/2789"}],"part":[{"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/pressbooks\/v2\/parts\/119"}],"metadata":[{"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/pressbooks\/v2\/chapters\/158\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/wp\/v2\/media?parent=158"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/pressbooks\/v2\/chapter-type?post=158"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/wp\/v2\/contributor?post=158"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/wp\/v2\/license?post=158"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}