 Assalamu alaikum viewers, welcome to virtual university, in today's lesson we are going to talk about interpreting visual data and as usual the lesson will be in two halves, the first half will deal with interpreting the data and second how to make comparisons. Now as you all know one can communicate through words, through signs, through pictures. In today we will show you some other means of visuals, some means of communication which are primarily visual and among these are graphs, charts, diagrams, tables and maps. Now most textbooks include tables, graphs, maps, etc. And remember they are all aids, they are aids to help you understand and interpret the material that you are reading. Because of the importance of visuals and their possibility of being misinterpreted you will see first how words and figures can be converted into visuals of one kind or another and second you will learn to read accurately these common aids. Now we will show you an example, it will show you how information which consists entirely of words and figures can be converted into a visual. You will see on your screen a paragraph, I will read it out and then see if you can convert that information into a visual form and you will notice the difference reading information in printed form and looking at that information in a visual form, in a non linguistic form. Now our experience is that after listening to an hours lecture students begin very rapidly to forget the information given them, 24 hours after the lecture most of the students will have forgotten 75 percent of the information. After 48 hours the amount the students remember has usually sunk to 15 percent yet if the students review the information by noting the key points in the first place and then reading over or discussing or using their notes the retention levels are as high as 70 to 85 percent. Now here you will presented the findings in words and numerals. Now let us put these findings into graph form so that you can see them better. You will see the same thing in graphic form and you will realize that retaining all that information that you read earlier was difficult but one look one glance at the graph it made the whole information very clear and it is easy to remember as well. Now one of the ways in which information is presented is in the form of tables. The purpose of a table is to give the reader numerical information at a glance and tables are used to show various kinds of information in clear compact columns. You are all familiar with a timetable you had one in your school and in your college it was a plan of the whole week how classes were scheduled. In the same way you are familiar with airline and train timetables and you are also familiar with tables in mathematics, physics or chemistry and you know that tables are useful for quick reference but they require careful reading. Now when you read a table you have to keep a few things in mind. Number one read the table first read the title of the table and the title will tell you what information is shown in that table. A lot of students rush to read the figures without reading the title and it is from the title that you get the information that the table is showing. Number two always look at the footnote given at the end or bottom of the table. It will explain or give additional information that is necessary for an accurate interpretation of the data. So number one the title number two the footnote which is given at the end of the bottom of the table. Number three you must ask yourself if the information given in the table is reliable and for this you must check the source of information in the table. The source is also given and most tables do carry the source. Number four after that look at the heading of each column be sure you understand exactly what each heading refers to to what is included in each column. Also notice the units that are used. These could be in terms of numbers, money, weights, percentages, dates, sex, countries etc etc. The units may also vary from column to column and finally number five you must read the figures carefully and interpret them accurately. On your screen you will see a table which is taken from Yorkie study skills for students of English and answer the questions that follow by writing true or false but first read the table look at the table very carefully. Now number one the first five statements in the first five statements you just have to say whether the statement given is true or false according to the table right. You have to refer to the table again and again the first statement this table refers to the percentage of the total United States population. Now is this statement true or false? It is false. Number two judging from the table the annual death rate has been reduced by slightly less than half since nineteen hundred. Judging from the table the annual death rate has been reduced by slightly less than half since nineteen hundred. Now is that statement true? If you refer to the table is it this what the table is showing yes it is it is about the death rate being reduced this is what the table shows you. Number three heart disease has consistently been the major cause of death. Look at the different columns look at the column the first column where it lists heart disease and then you look at the figures and you will notice that it has consistently been the major cause so this statement is true. Number four the death rate for infants in nineteen seventy seven was ten point seven percent. Well simple just refer to the infant mortality there you will find the word mortality infant mortality look for that mortality means death. The death rate for infants in nineteen seventy seven was ten point seven it is true the statement is true and the last statement Talford fever has been completely eliminated as a cause of death just refer to the column Tyford fever and see what are the figures for nineteen seventy seven what are the figures in the earlier years see if the trade the statement given you is true or false well it is a false statement right now from number statement number six to ten over here true you have to state whether these statements are true of false number six since nineteen forty the annual death rate for automobile accidents has remained about the same since nineteen forty the annual death rate for automobile accidents has remained about the same I think it is true number seven the reduction in deaths since nineteen hundred has been greater for tuberculosis than for pneumonia true or false it is true number eight the annual death rate for cancer was about two and a half times greater in nineteen seventy seven than in nineteen hundred true or false true if you look at the figures number nine the most serious childhood disease in the first part of the twentieth century apparently was typhoid fever the most serious childhood disease in the first part of the twentieth century apparently was typhoid fever true or false true and the last one the abbreviation N.A. means not applicable I shall not tell you this one you search for the answer in the table the footnote and you find it out by yourself now we move on to another way of showing information is through graphs a graph illustrates a relationship between at least two things one of which is measured on a vertical axis and the other or others on a horizontal axis now look at the following graph which is again taken from the same book and answer the questions that follow first look at the graph carefully now answer the first five questions by writing true or false and the last five by writing the information the first one specific years are indicated on the vertical axis look carefully our specific years indicated on the vertical axis I hope you know the difference between vertical and horizontal being science students it should not be difficult vertical is on that goes straight up horizontal like this goes across alright and it is false number two the statement number two the legend shows how many men finished elementary school high school and college now the legend this is a different meaning of the word legend we came across the word legend in our I think first lesson where we said that legend is a story which is based on which is a false story which is based on a myth or some imaginary character this is the second use of the word legend and it means a legend on a graph are the words that explain the give you these are the explanatory words on a graph or a map the legend shows how many men finished elementary school high school and college is that what the graph shows you number three the main income of high school graduates is consistently higher than that of elementary school graduates by graduate over here it does not mean somebody with a BA degree graduate means anybody who has studied in a school in an elementary school passes out from the elementary school primary school high school secondary school right so do not be stumped by the word graduate number three statement number three the mean income of high school graduates is consistently higher than that of elementary school graduates the statement is true number four college graduates earn the highest income college graduates earn the highest income and it is a true state number five the graph shows this graph shows that female college graduates earn more money than male high school graduates look at the graph carefully is this what it shows no it is a false statement now the rest of the sentences the rest of the statements you will have to just look at the graph carefully and pick out the figures you write them down you jot them down in your notebook in 1965 in 1956 sorry the difference in mean income of elementary school and high school graduates was look at the graph and according to the graph it is about 1250 dollars number seven in 1976 this difference became about 1720 number eight in 1961 a college graduate earned a mean income of about 10,000 dollars number nine the mean income of a college student in 1966 was about it is around 12,000 and the last statement in the years between 1961 and 1976 about how much did the income of college student increase how much did the income of college students increase and you notice that this increase is quite phenomenal 6500 now that was one type of graph now you will look at another graph which is a bar graph it is similar to the line graph except that the bars are used instead of dots and lines and these can extend from vertical or the horizontal axis this graph gives you data about the world and it is the year 1979 a long time ago many of you were not even born at that time right look at the bar graph look at the bar graph answer the first five questions statements check on the graph and see if the statement that is on your screen does it tally with the information that the bar graph shows the first one is this graph shows the number of speakers of all the important languages of the world this graph shows the number of speakers of all the important languages of the world true the number of speakers is shown on the vertical axis the number of speakers is shown on the vertical axis no number three the number of speakers is indicated in millions example 100 means 100 million true number four there are twice as many speakers of English as of French there are twice as many speakers of English as of French false number five there are two languages which are spoken more than by more than 300 million speakers there are two languages which are spoken by more than 300 million speakers the statement is true now the rest of the statements you answer the questions by writing on the line that are provided but you can note them down in your notebook about how many native speakers of English are there in the world now this is according to the 1979 almanac right rather dated and according to the bar graph it is something like 370 million number seven what languages have about as many speakers as Arabic very simple look at the bars which language is more or less the same as as many speakers as Arabic and it is German and Portuguese number eight which dialect of Chinese has the most speakers which dialect of Chinese has the most speakers and you will have noticed that it is Mandarin Mandarin is one of the dialects spoken in mainland China number nine there are about twice as many speakers of Urdu as of and you look for a bar graph which is a bar not a graph a bar which is longer in size is compared to Urdu and you will have noticed that it is Malay Indonesian and number ten which language ranks fifth in total number of speakers which language ranks fifth in total number of speakers and it is Urdu right now I must point out to you that this is from the world almanac of 1979 so the information given to you is rather dated right but that was not our purpose over here the purpose was to make you familiar with looking at graphs and interpreting the data you have to have this skill it is also part of your reading skill now you will look at a map map reading is also a skill a lot of information is there in the lines that that you see but you have to have the skill of interpreting what is given there in those lines now the map is about Japan and you know that Japan is in the east it is in the far east that is the word that is used in the far east and if you look at the map you will notice that it is composed of four major islands the biggest island is Honshu look at the map and write down the names of the other three other three islands very simple it is in bold type and the names are kayushu shikoku and Hokkaido now which island is northern most that is which island is to the north the northern most island is Hokkaido and the southern most is kayushu all right number two Japan is surrounded by an ocean and three seas can you name them there is a large mass of water to the east of Japan and the name of the ocean is Pacific and there are a number of seas three seas that surround Japan they are the Philippine sea Philippine or Philippine and the sea of Japan and the east China sea which sea is to the west of Japan it is the sea of Japan and to the south east the Philippine sea number three which is the country nearest to Japan it is south Korea how far is it from Japan approximately 150 kilometers number four question number four what are the countries are close to Japan north Korea right approximately how far are these countries from Japan the closest is north Korea which is 400 kilometers now what directions are they from Tokyo they are in the west how far is the island of Hokkaido you work out which direction is Hokkaido from Korea all right on Hokkaido name one city that is due west of Kushiro and one that is north of Hakkodate look on the map and spot these number six how many cities in Japan have a population of one million or more what are their names and there are six cities Osaka Tokyo Kobe Kyoto Nagoya and Yokohama how far is Nagoya from Tokyo it is approximately 390 kilometers number eight the latitude of Kyoto is 35 what is the longitude number nine what are the latitude and longitude of the northern tip of the island of Hokkaido number ten approximately how far is it from the southern tip of Kyushu to the northern tip of Hokkaido approximately 1890 kilometers Mutsude is at the tip of Honshu is at the northern tip of Honshu and the city of Nagasaki is at the western tip of Kyushu look at the charts study them and decide whether these statements that I am going to read out are true or false number one in Asia the production of softwood timber is more important than the production of hardwood timber true or false false be the largest Asian country produces three times as much as paper pulp as Europe false number C Asia produces three times as much paper as much paper pulp as Europe true or false false number D the producers of timber are shown on the vertical axis of the graph true the cubic meters of wood produced are indicated in millions for example 50 means 50 million cubic meters and it's a true state now you looked at maps, graphs, bar charts, tables and these were visual aids these are aids and you as a reader must be skilled in interpreting the information that is given in graphs and charts and as I said earlier you must read carefully and interpret accurately the information that is given in such charts tables now we will move on to the second half of our lesson and that is how to make comparisons years ago when you were in school you learnt about making comparisons in English right and there are several ways of showing that similarities and differences exist between or amongst things the regular comparative and superlative are the descriptive words and these are formed whether they are adjectives or adverbs these are formed as follows we usually add er or est to words which are of one syllable for example take the adjective new now this is an absolute form and by showing comparison you add er the comparative and if you want to show the third degree the superlative degree you add est so it is new newer newest old oldest big bigger biggest and with adverbs it is soon soon as soon as late later latest now this is very easy and it reminds you of what you did in school now there is another way of showing comparison or the superlative degree the third degree and that is by adding the words more or most in front of words with three or more syllables now the word interesting in terresting more than one syllable so what do you do if you get a word like this you do not add er and est but you add the word more or you add the word most more for comparative and most for superlative word interesting you want to show the second degree it is more interesting the third degree most interesting convenience the word convenient it becomes more convenient and most convenient and it is the same with the word beautiful beautiful becomes more beautiful and most beautiful the adverbs easily becomes more easily and most easily not easily or easily est but more easily and most easily carefully more carefully most carefully now words with two syllables may be like what we have just gone through in that they that they will add the ending er and est and if they end in why it will be l y or le or er most of the remaining words take more and most in front of them example words ending in why happy it becomes happier happiest funny funnier funniest those ending in l y early earlier earliest friendly friendlier friendliest and then you have got those ending with o w shallow shallow shallowest narrow narrow narrowest those ending with le it becomes able able a blessed gentle gentler gentlest and the same with er clever clever cleverest now please notice that two syllable adverbs which end in l y take more or most for example quickly it's not quickly and quickly est but it becomes more quickly and most quickly slowly these adverbs take more slowly most slowly badly more badly or most badly and there are a few more examples such as the word careful careless boring awful complex more complex most complex now there are some common adjectives some common two syllable adjectives which can have either type of formation for instance the word common you can write commoner you can have commoner and commonest and you can even have more common or most common right so notice that there are some that take both types you can add er or est and add more and most the word handsome you can have handsomer handsomest and you can have more handsome and most handsome polite polite er polite est is the polite est boy more polite most polite and in the same way the word quiet quieter it's quieter in here quiet est more quiet and you can even have the word more quiet or most quiet now there are a small number of adjectives and adverbs that form the comparative and superlative degrees using a different stem and these irregular comparisons are and you will see on your screen a list of such words the adjectives are bad for good many bad becomes worse worst far becomes further or father of furthest or farthest good becomes better best many becomes more and most and adverbs like badly becomes worse worst little becomes less and least much becomes more and most well becomes better and best now there are many reasons for using comparisons in discourse they may be used to show equivalence more things when things are more or less the more or less equal equivalence you can show non equivalence or you can show one item when it is compared with others and sometimes parallel parallel of increase now for showing equivalence the following words are constructions are used are used to show equivalence that is the same and you have phrases like as big as whatever the word in the middle as as or are similar even each as many as equal to either as much as is like all now we will illustrate these in sentences example look at these sentences third generation computers can do a thousand time as many calculations as first generation computers notice the phrase as many dash as this is showing equivalence in the next sentence microcomputers are as efficient as many computers and the phrase as efficient as is showing equivalence that microcomputers are as efficient same as many computers in efficiency number three the sentence number three the term processor is the same as the word as efficient as same as in number four is like number five similar these are all words phrases showing equivalence number six as much number six a microcomputer can sometimes cost as much as a mini computer here the phrase as much as number seven it is both both and they show you equivalence number eight can be compared to this phrase is also used to show equivalence between two things to show that they are equal and number nine the word same the word same shows equivalence and number ten equal so these are irregular ways of showing similarity of showing equivalence now there are a group of words constructions which are used to show non equivalence non equivalence means not being the same and these are not as big as or not as great as the word greater than were more than neither nor not as much as not equal to unequal or unequally unlike not all alright look at examples and these examples show you how you can use the phrase not as difficult as is bigger and more expensive than less than fewer neither right unlike not the same not and we have constructions to show that one item when compared with others and we use the superlative and the word is the most released look at the examples number one is the word fastest and in number in the second sentence it's the phrase most commonly number three least difficult in the same way we have ways of showing parallel increase and the words are the more the less example very nice two examples the bigger the more complex the smaller the less challenging and you will see an exercise on your screen which shows you have to decide whether each sentence expresses equivalence non equivalence or the superlative and you can do this exercise on your own you just have to underline the phrase which either shows equivalence or non equivalence or the superlative and with that we come to the end of today's lesson in today's lesson you looked at visual data and how to interpret graphs charts tables all textbooks carry the this this kind of information and you as a skill reader should be able to interpret them and the second half we looked at words which express a degree a degree of equivalence or non equivalence or so the superlative degree all the best see you next time Allah Hafiz.