Deconstruct - Reconstruct a Plot

Abstract:

In this assignment, the student: finds a plot published on swivel.com or ManyEyes; describes the basic message that the plot creator is trying to convey; critiques the plot (good and bad) using ideas from Wainer's Dirty dozen and Cleveland's notion of "clear understanding" and "clear vision"; addresses these criticisms in a new plot that they create using R; describes what additional data migth clarify or strengthn the message and finds such data; and makes a new plot (using R) with this additional data - the data may augment the original data or replace it.

Assignment

Learning objectives

The student gains practice in the following:

Evaluate of effectiveness of a plot
Identify the message in a plot, and improve the graphic to better present the message
Express ideas through visualization
Use basic plotting software to create graphics
Use common language for describing a plot and its components

Prerequisite material and placement within the course

This assignment can come early in a course. It requires student to know/use basic plot terminology and introductory material in Cleveland and Wainer.

Software requirements

Graphics software that provides access to "low-level" plotting elements, such as R.

Supporting materials

Data: student finds it on the web at www.swivel.com
HTML: at times I provide a template for the writeup.
Example solutions are provided.

Solution

Future Link to Student solutions

Instructor notes:

Students work in pairs on this assignment so they can critique each other's ideas of how to improve the plot.
Students are provided two weeks to complete this assignment.
In the first week, they are to find their partner and the plot that they will use. Each pair of students works on a different plot. I have used the course wiki for them to post what they will work on so that they can avoid conflict.
Depending on the expectations for how the plot should be improved it can be used in a lower division undergraduate, upper division undergraduate, and graduate course.
I have used it once - in spring 08. I plan on continuing to use it as the students really enjoyed it.
Some students picked plots that were difficult to improve. The intermediate deadline give the instructor a chance to assist or re-direct them to a more accessible plot. Others were stuck in the minor details and had trouble seeing the big picture. The intermediate deadline helped identify and correct this problem too.
Grading

Last modified: Sat Jul 12 17:00:47 PDT 2008