978-0073403267 Chapter 25 Answers to Textbook Assignments

Type

Solution Manual

Book Title

Business Communication: Building Critical Skills 6th Edition

ISBN 13

978-0073403267

April 6, 2019

Module 25 - Using Visuals

Part 2: Answers to Textbook Assignments

Questions for Comprehension

25.1 How can you find stories in data? (LO 25-1)

25.2 What is the difference between a table and a figure? (LO 25-2)

25.3 What is chartjunk? (LO 25-4)

25.4 Why does each visual need to tell a story? (LO 25-1)

Dumps of uninterpreted data confuse and frustrate your audience; they undercut the credibility

25.5 Why are charts more memorable than tables? (LO 25-1)

manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

25-1

Module 25 - Using Visuals

25.6 When is chartjunk most likely to be acceptable? Why? (LO 25-4)

Chartjunk is most appropriate in presentation slides to an internal audience. Presentations to an

25.7 When is a truncated scale most likely to be acceptable? (LO 25-5)

Truncated graphs are most acceptable when the audience knows the basic data set well. For

25.8 Identifying Stories (LO 25-1)

1. Not a story

2. A simple story

25.9 Matching Visuals with Stories (LO 25-1)

1. Pie chart

2. Bar or line chart

25.10 Evaluating Visuals (LO 25-01 to LO 25-5)

The pie chart does not have a title in the printed textbook.

Based on the segments and corresponding percentages shown in the chart, it’s unclear

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Module 25 - Using Visuals

2. “Number of Lottery Participants”

The title doesn’t tell a story. Would be more useful if it described a specific state or

region and whether the number of participants was on the increase or in decline.

3. “How My Time Will Be Used”

4. ”NBA Player Salaries by Team”

The title doesn’t tell a story because the data only pertains to certain NBA teams—not the

entire league.

There is no time reference for the data displayed.

5. “Cancer Occurrence Among Men in Various Countries”

The chart does not carry a title in the printed textbook.

The countries are not listed in alphabetical or ranking order.

The size of the circles used in the graphic can be considered chartjunk—not drawn

6. “Students Enrolled in After-School Programs”

The title could be more specific—indicating a certain region or city.

The bar graph shows change over time and allows comparison. However, the vertical axis

should start at zero, not 1 million.

7. “Alternative and Country Album Sales”

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Module 25 - Using Visuals

The title hints at a story.

A graph is appropriate; however, the labels for the vertical axis should be at the left of the

graph to eliminate confusion.

25.11 Interpreting Data (LO 25-1 to LO 25-5)

Students’ answers will vary. Encourage students to use available computer programs to create

25.12 Graphing Data from the Web (LO 25-1 to LO 25-5)

Students’ answers will vary. Kitty and Steve allow students to draw visuals “by hand” if they

don’t know how to use computer programs.

Polishing Your Prose: Writing Subject Lines and Headings (Odd-numbered answers are in

the back of the textbook.)

Many answers are possible—here are possibilities.

2. Welcome to the Sales Department!

4. Benefits Changes Start in January

6. Vacation Dates

manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

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Module 25 - Using Visuals

Unit 6 Case for Communicators

Waterless Wonder!

This unit case describes a company in the country of Jordan that uses a waterless car-washing

process—saving thousands of gallons of water annually. The company—Keenwash—is

expanding from Jordan to other markets in Saudi Arabia, Kuwait, Oman, Egypt, and the West

manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

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