viz.

Periodic Table of Visualization Methods

This is an incredibly useful tool for those of you who might be teaching information design courses, or are looking for the best way to present data for your own work. The one problem with the periodic table metaphor is that the authors appear to have padded their list of examples so that they will fit into the periodic table format (how often are you likely to use a “Temple” diagram?). But I suppose that’s just a problem with information design metaphors in general.

At the beginning of the month, the Daily Mail published a series of distorted maps of the world, using the map area to track some other variable, like HIV prevalence, alcohol consumption, and military spending.

The BBC has created an interactive graphic that displays Baghdad’s shifting ethnic population as well as the date and location of bombings in the city. Using the slider at the bottom of the graphic, the user can see small points appear and fade away at the bombing locations. Moving through time, the bombings become more frequent. Not only is this a well-made graphic, it is a disarmingly simple demonstration of the rising violence in Iraq’s capital city.

The need for helpful, visual instructions has been covered in many other places. However, I recently bought some “assembly-required” products, and the instructions that accompanied them demonstrated how visuals can be helpful in transcending language barriers.

By John Jones

The arguments found in images are related to textual arguments in that each is presented through the selection and arrangement of disparate elements for some purpose. Though those purposes can range from persuasion to aesthetic pleasure, the fact that they are purposive places them in the realm of rhetoric.

Though photographs and realistic painting are arguments by this definition—they are composed, in that the image’s angle is chosen by the painter or cropped by the photographer and the composition and elements present in each are determined by their authors—this argumentative purpose is more apparent in other media, like collage, or double-exposure photographs, for these methods emphasize their own composed structure through the arrangement of the disparate or fantastical elements that they consist of.

Another category of visual argument is that of the "visual confection." In Visual Explanations (1997) Edward Tufte argues that the confection is different from the examples listed above—photos, collage, etc.—in that confections are fantastical visual structures designed to illustrate written arguments. In this description, diagrams, flowcharts, and iconic images that are created to specifically support written arguments can be called visual confections. One example of a confection is the title page from Thomas Hobbes‘ Leviathan. Tufte argues that this image, which is arranged to illustrate the argument of the book, fits the category because it is explicitly connected to the author’s textual arguments.

Notes for the Instructor: This assignment is designed to introduce students to OmniGraffle and give them practice in using it. However, instructors may also tweak the assignment to achieve specific goals related to the course; for example, OmniGraffle is an excellent resource for, among other things, brainstorming ideas for paper topics, or thinking about structure and organization in writing (it presents a more flexible, visually-organized model than, for example, a “Roman-numeral” outline). It can also be used to complement reading exercises as a way to “visualize” how arguments or texts are constructed. This assignment asks students to take specific set of topics, or topoi, (selected either by the students or by the instructor), and map them, creating a visual representation of the various connections between ideas. Instructors can plan on using one full class period to work on this project, at the end of which students can submit their maps to the teacher folder saved as .pdf files. As points of reference, you can see one example on this page, and another example is attached.

Notes for the Instructor: This version of the proposal argument focuses on a realistic choice of topic that demonstrates the "think globally, act locally" principle. The goal is to encourage students to write their proposals as if their audience is made up of people with the power to solve the problem. Some student samples are included below. Instead of writing a traditional essay to make their proposals, students will create websites to explain and argue their claims. To implement this assignment, the instructor will need to relate this prompt to the content of the course (by specifying what type of prompt is appropriate) and determine exactly what format the website should take (that is, how many pages it should include, what type of layout is to be preferred, and what sort of content is appropriate).

Assignment Description: Creating a website that makes a proposal argument

Category: Individual project

Goals: For this project, you will construct a proposal argument on a controversial issue of your choice. Your central claim must make a proposal, and it must be arguable. Additionally, you are to make your argument as though you are writing for an audience with the power to solve the problem. A proposal argument answers the question, "What should we do?," although you might argue against a proposed course of action instead. The final product will be a website designed and written to make this argument.

Building a Proposal Argument:

• Does something at UT or in your hometown need to change?
• Does a group that you belong to need to figure out how to get more members?
• Has someone proposed a solution that you think won't solve a problem?

After you've identified a problem, you'll want to think about a solution. Is it something we can live with? Or do we need to address it immediately? You'll need to consider a variety of solutions, including steps that might already have been taken.

Once you've examined several options, you'll want to propose the solution that you think is best and give good reasons. Things you should take into consideration:

• Would it be a good idea to do nothing? Why or why not?
• Does your proposal do the best job of correcting the problem?
• Is your solution feasible--is it doable, practical, and affordable?

Finding a Topic:

• Consider the topic of your earlier papers and find a proposal angle on it. If we understand the causes of binge drinking, what can we do at UT to address those causes and solve the problem? If the Top Ten Percent law has bad effects, what can we do to solve the problems the law creates?

Developing Your Content

• To write an effective proposal, you'll need an effective problem statement. You have to argue to establish (or deny) the existence of a problem, its significance, and its major causes.
• You'll also need to make it clear that you are arguing for a particular solution (even if that solution is not opting for one that someone else has suggested). You will argue that a solution will or will not reduce or eliminate a problem and that the solution will or will not be desirable, affordable, and feasible to implement.
• Remember that your solution doesn't have to solve the world's problems. Your proposal should solve your problem, but don't get carried away with the idea that your solution might solve all problems.
• You'll need to have fair consideration of alternative positions on the problem and on the solution, with responses in the form of concession and rebuttal.

Choosing an Audience

For this project you will choose the best audience for your proposal. This audience might be an individual or group with the authority to enact your proposal. (You may need to do some research to determine who this is.) Or, you might choose an audience that is indirectly involved with the actual decision making. For example, you could aim to persuade a relevant group to attend a particular event or write their own letters to an authority suggesting a particular course of action. Be sure to construct the website so that this specific audience will find it persuasive. Along these lines, you'll need to organize your website to reach this audience and choose appropriate appeals, style, and tone. You will also need to think carefully about the kind of content (images, charts and graphs, links to other pages, etc.) that will strengthen your proposal.

Choosing a Format:

Your choice of audience will determine your writing style and the format of your web site. For example, your web site proposal might include links to other pages and an introductory page encouraging your audience to visit the site.

To creat multiple pages within your web site, you will want to try breaking your argument into sections with clear headings and subheadings. Likewise, you might experiment with using bulleted lists, tables, and charts as appropriate.

Grading:

• Demonstrated ability to construct a proposal argument.
• Choice of a significant and arguable claim.
• Demonstrated ability to use well-chosen, fair and sufficient appeals to ethos, logos and pathos to support your claims (including appropriate graphics)
• Serious consideration of alternative solutions, with appropriate use of concessions and rebuttals.
• Effective and fair use of other authors as allies or as opponents.
• Confident but civil advocacy of your own position.
• Proper use, citation, and documentation of source material.
• Effective organization to create a clear line of argument.
• Clear and precise sentence-level rhetoric (grammar and style).

Student Samples
Brown Paper Towels by Yumiko Nakajima
FAC Building Renovation Issues by Sundew Shin

Notes for the Instructor: This assigment is designed to introduce students to Microsoft's PowerPoint presentation software. Students are asked to work in groups and create presentations related to the content of the course (the instructor may wish to generate a list of acceptable topics). This assignment is designed to last no more than 2 or 3 class meetings: students will choose (or be assigned) their groups and topics, work on the presentations outside of class, and then present them to their peers. Students are also asked to submit a two-page paper describing the process of working on the project; instructors may choose to tweak this aspect of the assignment according to the goals of the course.

Assignment Description: Becoming familiar with PowerPoint

Category: Group project

Goals: This project is designed to introduce students to Microsoft’s PowerPoint software and give them practice in using it by producing an organized presentation to be given in class.

Tasks:

• Working in groups of (around) four students, create a PowerPoint presentation incorporating both images and text.
• Each presentation should be organized around a clearly defined topic related to class discussions and readings.
• Presentations should focus on being both informative and interesting.

Guidelines:

• Each presentation must contain a minimum of 10 slides and last approximately 10 minutes.
• Students must incorporate both text and images into their presentation; additionally, the images need to be informative and clearly related to the content of the presentation.
• Each group must also hand in, on the day of their presentation, a 2-page paper describing the presentation and reflecting on the process of creating it.
• These 2-page papers need to be double-spaced, use a font of no more than size 12, and include the names of all four group members.

Suggestions: Groups will be given some time to work on their projects in class, but are also expected to meet at least once outside of class to discuss the topic, plan the presentation, and divide different responsibilities among members of the group.