Slide 2:
“Tables (and figures) don’t talk”
Allan Luke. Just like you don’t leave quotes hanging, don’t leave tables and figures to talk for themselves. Take a look at this and tell me which animal prefers Yeow-Mix..
Slide 4:
Too much thinking! Choose what you want to emphasise in the table and point it out, e.g., As illustrated in table 4, pigs preferred Yeow-Mix to any other brand of pet food (872). This can be compared to only 483 cats, which suggests this brand is more suitable to farmyard than domestic animals.
Some ideas: :
Some ideas: As illustrated in table 1.1...
Column A in table 1.1 represents...
Comparing the figures for X with those for Y, as per table 1.1...
Table 1.1 demonstrates the relationship between...
The pattern between X and Y is evident in table 1.1
Slide 6:
The same could be said for figures. Figure 6: Relationship #2: Problematic social skills within a model of triadic reciprocality. What does this figure tell you?
Slide 7:
Figure 6 illustrates the relationship between cognition, environment and problematic social skills. To iterate, the way a person thinks and feels about themself is related to how they behave and how they are treated by those around them. As is evident in figure 6, the interaction between these elements leads to feelings of loneliness and prevents effective classroom participation. The dual-headed arrow demonstrates that these issues are also interrelated. Social skill difficulties such as communication difficulties, assertiveness, selection of social strategies and social learning abilities were found to be directly related to their classroom experience and feelings of loneliness. A number of implications for this were discovered. Not a lot! A discussion of the figure, and how it ‘moves’, needs to be provided:
Some ideas: :
Some ideas: Figure 1.1 illustrates the relationship...
Figure 1.1 is a representation of the phenomenon...
As evident in figure 1.1, X is related to Y
The arrows between X and Y indicate ABC
The double-headed arrows suggest an interrelationship...