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Meeting 3: Illustrations:Tables and Graphs

The Science of Scientific Writing

• What did you think of the article?

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Summary of the Science ofScientific Writing

• Try to meet readers’ expectations.• Each unit of discourse serves a single

function.• Put the action of the sentence in its verb.

– “The cells were found to migrate.” vs “Thecells migrated.”

• Topic position provides focus, linkage,context.

Summary of the Science ofScientific Writing - continued

• Readers expect closure. Stress positionsare at syntactic closure (end of sentence,clause, section).

• Flow from old to new information and fromcontext to conclusion.

• Avoid logical gaps - use information thatoccurs in stress positions.

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Name all the types of illustrations youcan think of that might accompany a

research paper.

What’s the Purpose of Illustrations?

• Condense large amounts of information

• Convince readers of your findings (by showingdata quality).

• Focus attention on certain findings (e.g.,relationship between values).

• Simplify complex findings.

• Promote thinking and discussion.

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Other Purposes• Illustrate (with photomicrographs, line drawings,

computer-generated images, etc.):– Morphology– Pathological findings– Experimental design– Model– Apparatus

• Get your gorgeous illustration on the cover of thejournal.

Tables

• Paradis and Zimmerman 1988, p 68

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When to Use Tables?

• Use a table when repetitive data must bepresented.

– Not for just a few determinations

– Not to report identical data

Useless Table #1

This data should be presented in text:“Aeration of the growth medium was essential for the growth of S.

coelicolor. At room temperature (24’C) no growth was evidentin stationary cultures, whereas substantial growth (D, 78 Klettunits) occurred in shaken cultures.”

What else is wrong with this table?

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Useless Table #2• This data has a suspicious

number of zeros. (Watch alsofor repetitive 100’s whenexpressing percents).

• It should be presented in text:– The oak seedlings grew at

temperatures between 20and 40’C; no measurablegrowth occurred attemperatures below 20’ Cor above 40’C.

• “When a table or column canreadily be put into words, do it.”R.A. Day

Useless Table #3

• Beware of plus and minus signs.• This table simply says:

– “S. griseus, S. coelicolor, S. everycolor, and S. rainbowenski grewunder aerobic conditions, whereas S. nocolor and S. greenicusrequired anaerobic conditions.”

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How to Arrange Tables?• Arrange data so like

elements read:– down (fig 7)– not across (fig 6)

• To illustrate, try addingnumbers across.

A Good Table

• Title (Heading):– Concise - just one sentence or clause.

• Headings (Columnhead and Subheads):– Clear enough to make data understandable without having to look at the text.– Abbreviations in headings (e.g., temp) conserve space

• Footnotes:– Give just enough detail to make data understandable and do not repeat

experimental detail.– Spell out abbreviations used in body of the in table.

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Graphs

More Graphs

• a) Correlation, b) Rate of Change, c) Frequency, d) Net differences

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When to Use Graphs?• Use graphs to present data in

an organized way, not to dressit up.– Don’t use both table and graph

for the same data.

– Use line graphs for data thatshow pronounced trends.

– Use bar and dot charts to showitems with different values.

Provide Textual Context forGraphic Data

• Tell the reader:– How the graphic advances, supports, clarifies,

or summarizes your discussion.

– Why it is important.

– What it means.

– How it supports your argument.

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Useless Graph

• This useless bar graph should be presented in text:

– “Among the test group of 56 patients who were hospitalized for an averageof 14 days, 6 acquired infections.”

A Good Graph• Lettering large enough to

withstand photographicreduction.

• Sides are boxed rather thantwo-sided so right-hand valuesare easy to estimate.

• Scribe marks point inward.

• Caption:– Concise title– Defines symbols– Provides information pertinent to

data interpretation.

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What are Some Pitfalls ofTables, Graphs, and Legends?

• Tables and Graphs:– Not mentioned in text.– Textual data inconsistent with data in tables and graphs.– Mislabeling.– Symbols, data points, unreadable or cluttered.– Ugliness (failure to get help from graphic designer).

• Caption:– Reiterate results section– Written in shorthand, abbreviated form rather than

whole sentences.

Today’s In-Class Exercises1. Go to the discussion board …

2. Some experimental data will be distributed in class. a) Put the data inthe form of a table and b) the put the same data in the form of agraph. c) Write captions. d) Indicate the form that you think bestdisplays the data and e) explain your reasoning.

3. A figure will be distributed in class. Note its deficiencies and return it tome.

4. Begin to prepare a figure for results from your current laboratoryexperiments (choose data to illustrate, sketch out illustration).Consider what information you will include in the figure legends.Make a mock-up illustration.

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Today’s Out-of-Class Exercises• Complete the figure from your current lab module that you

began in class. Use the tool that suits you best, e.g.,computer graphics, paper graphics, power point, etc. Don’tforget to include captions.

• Look in the published literature for one example of a goodfigure and one example of a poor figure. Print orphotocopy them and bring them to the next class. Be readyto discuss your choices.

• Continue with long-term project - Create tables, graphs,and illustrations. Mock-ups ok. Revise prior sectionsaccording to instructor feedback.

When to Use Graphs versus Tables?

• Table 9 and Figure 2 present the same data, but the graph makesthe synergistic action of two drugs immediately apparent.

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A Set of Poor Graphs

• Lettering was not large enough to withstandphotographic reduction to column width.

• The graphs would have survived reduction if they’dbeen stacked over-and-under rather than side-by-side.