Authors and Corporations: | |
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In: | Journal of Business and Technical Communication, 29, 2015, 3, p. 344-359 |
published: |
SAGE Publications
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Media Type: | Article, E-Article |
Physical Description: | 344-359 |
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ISSN: |
1050-6519
1552-4574 |
DOI: | 10.1177/1050651915573944 |
published in: | Journal of Business and Technical Communication |
Language: | English |
Subjects: | |
Collection: | SAGE Publications (CrossRef) |
<jats:p> Although most technical communication pedagogy provides students with solid advice on how to visualize particular numerical representations, it underproblematizes the rhetorical decisions we make in choosing which numbers to display in the first place. This pedagogical reflection uses Perelman and Olbrechts-Tyteca’s concept of interpretative level to foreground the rhetorical choices that underlie our decisions on how to summarize, aggregate, and synthesize the data we visualize. It then describes two informal classroom activities that emphasize the importance of interpretative level and help students see the recursive nature of data visualization and invention. </jats:p> |