markdown formatting

docs/00-conceptual.md

@@ -1,9 +1,10 @@
 # CONCEPTUAL RULES
 
 _Conceptual rules_ help to clearly relay content by using an appropriate
-storyline. They comprise the first part of this guide with the rule sets [SAY](01-say.md) and [STRUCTURE](02-structure.md).
+storyline. They comprise the first part of this guide with the rule sets
+[SAY](01-say.md) and [STRUCTURE](02-structure.md).
 
-The conceptual rules are based on the work of authors such as
+The conceptual rules are based on the work of authors such as Barbara
-Barbara [Minto](https://www.amazon.com/Pyramid-Principle-Logic-Writing-Thinking/dp/0273710516).
+[Minto](https://www.amazon.com/Pyramid-Principle-Logic-Writing-Thinking/dp/0273710516).
 Their wide acceptance stems from their scientific, experimental, and practical
 experience basis.

docs/00-title.md

@@ -11,9 +11,15 @@ language: en-US
 
 # Data Visualization Guide for Presentations, Reports, and Dashboards
 
-_Based on [International Business Communication Standards](https://www.ibcs.com/standards/) 1.1 by [IBCS Association](https://www.ibcs.com/), licensed under [CC BY-SA 4.0](https://creativecommons.org/licenses/by-sa/4.0/). Adapted for the web and other formats by [Anton Zhiyanov](https://antonz.org/)._
+_Based on [International Business Communication
+Standards](https://www.ibcs.com/standards/) 1.1 by [IBCS
+Association](https://www.ibcs.com/), licensed under [CC BY-SA
+4.0](https://creativecommons.org/licenses/by-sa/4.0/). Adapted for the web and
+other formats by [Anton Zhiyanov](https://antonz.org/)._
 
-This is a highly practical and example-based guide on visually representing data in reports and dashboards. It is based on the work of authors such as Barbara Minto, Edward Tufte, and Stephen Few.
+This is a highly practical and example-based guide on visually representing data
+in reports and dashboards. It is based on the work of authors such as Barbara
+Minto, Edward Tufte, and Stephen Few.
 
 The guide consists of seven chapters:
 
@@ -25,4 +31,5 @@ The guide consists of seven chapters:
 6. Ensure visual integrity.
 7. Apply semantic notation.
 
-Applied together, they will help you to design concise, clear, and actionable reports.
+Applied together, they will help you to design concise, clear, and actionable
+reports.

docs/01-say.md

@@ -3,13 +3,13 @@
 SAY covers all aspects of conveying messages to the recipients of reports and
 presentations.
 
-_Conveying messages_ means that reports and presentations, both as a whole as well
+_Conveying messages_ means that reports and presentations, both as a whole as
-as within their individual components, intend to say something to the recipients.
+well as within their individual components, intend to say something to the
-Messages in this sense can be determinations, explanations, clarifications,
+recipients. Messages in this sense can be determinations, explanations,
-recommendations, and other forms of statements.
+clarifications, recommendations, and other forms of statements.
 
-This chapter covers introducing, delivering, supporting, and summarizing messages with
+This chapter covers introducing, delivering, supporting, and summarizing
-respect to the objectives of senders and receivers.
+messages with respect to the objectives of senders and receivers.
 
 1. [Know objectives](#sa-1-know-objectives)
 2. [Introduce message](#sa-2-introduce-message)
@@ -26,24 +26,23 @@ Good reports (presentations) successfully achieve both the goals of the writer
 
 ![Figure SA 1.1: Know own goals](img/sa-1.1.png)
 
-Do not start creating a report or presentation without a clear vision of
+Do not start creating a report or presentation without a clear vision of what to
-what to achieve with it. The least goal is to inform about an
+achieve with it. The least goal is to inform about an interesting detection. A
-interesting detection. A higher goal is to make the reader (audience)
+higher goal is to make the reader (audience) understand a problem by explaining
-understand a problem by explaining it. The ultimate goal is to get a
+it. The ultimate goal is to get a decision on a suggestion provided and to cause
-decision on a suggestion provided and to cause corresponding actions.
+corresponding actions.
 
 ## SA 1.2 Know target audience
 
 ![Figure SA 1.2: Know target audience](img/sa-1.2.png)
 
-A good report (presentation) will try to answer the questions of the
+A good report (presentation) will try to answer the questions of the readers
-readers (audience). So it is important to know the target audience (e.g.
+(audience). So it is important to know the target audience (e.g. their function,
-their function, position, network, knowledge, experience, attitude,
+position, network, knowledge, experience, attitude, behavior, worries, cultural
-behavior, worries, cultural background) and their goals, preferences,
+background) and their goals, preferences, and expectations.  Do they only want
-and expectations.  Do they only want to get informed about
+to get informed about interesting detections, or are they looking for an
-interesting detections, or are they looking for an explanation to a
+explanation to a problem? Are they willing to make decisions and to act
-problem? Are they willing to make decisions and to act accordingly? Who
+accordingly? Who might object to the message and why?
-might object to the message and why?
 
 ## SA 2 Introduce message
 
@@ -55,30 +54,29 @@ given message.
 
 ![Figure SA 2.1: Map situation](img/sa-2.1.png)
 
-Mapping the situation means compiling and presenting the related facts.
+Mapping the situation means compiling and presenting the related facts. Be sure
-Be sure to cover all relevant aspects and obtain a general consensus
+to cover all relevant aspects and obtain a general consensus concerning the
-concerning the facts. In general, this means not yet describing the
+facts. In general, this means not yet describing the given problem but
-given problem but presenting facts and goals already known to the reader
+presenting facts and goals already known to the reader or audience. It is
-or audience. It is advisable to begin with a positive and generally
+advisable to begin with a positive and generally accepted description of the
-accepted description of the situation in order to prevent early
+situation in order to prevent early contradictions.
-contradictions.
 
 ## SA 2.2 Explain problem
 
 ![Figure SA 2.2: Explain problem](img/sa-2.2.png)
 
-After mapping the situation, introduce the challenge or complication,
+After mapping the situation, introduce the challenge or complication, affecting
-affecting the reader or the audience. It should make everyone aware of
+the reader or the audience. It should make everyone aware of an interesting,
-an interesting, critical, or even dangerous problem.
+critical, or even dangerous problem.
 
 ## SA 2.3 Raise question
 
 ![Figure SA 2.3: Raise question](img/sa-2.3.png)
 
-A good introduction raises the relevant question from the perspective of
+A good introduction raises the relevant question from the perspective of the
-the recipient of how to solve the complication in the described
+recipient of how to solve the complication in the described situation. The
-situation. The question at the beginning of each report or presentation
+question at the beginning of each report or presentation then leads to the
-then leads to the message, i.e. the answer to the question.
+message, i.e. the answer to the question.
 
 ## SA 3 Deliver message
 
@@ -90,122 +88,116 @@ presentation later explains in detail.
 
 ![Figure SA 3.1: Detect, explain, or suggest](img/sa-3.1.png)
 
-Messages in reports and presentations can detect, evaluate, explain,
+Messages in reports and presentations can detect, evaluate, explain, warn,
-warn, complain, threaten, excuse, suggest, or recommend something
+complain, threaten, excuse, suggest, or recommend something interesting. Make
-interesting. Make sure to deliver these messages in a complete sentence
+sure to deliver these messages in a complete sentence in order to be understood.
-in order to be understood.
 
-Today, many messages in business reporting are pure _detections_.
+Today, many messages in business reporting are pure _detections_. Since
-Since detections are statements that can be checked whether they are
+detections are statements that can be checked whether they are true or false,
-true or false, they should be formulated as precisely as possible.
+they should be formulated as precisely as possible.
 
-Explaining the reasons for a detection (_explanation_) or even
+Explaining the reasons for a detection (_explanation_) or even deriving a
-deriving a _suggestion_ on how to solve the problem or at least
+_suggestion_ on how to solve the problem or at least on how to further proceed
-on how to further proceed can add value.
+can add value.
 
 ![Figure SA 3.1.1: Classification of messages](img/sa-3.1-1.png)
 
-This figure shows a classification of messages with examples
+This figure shows a classification of messages with examples from the business
-from the business environment (Source: Hichert, R. and Kornwachs, K.)
+environment (Source: Hichert, R. and Kornwachs, K.)
 
 ## SA 3.2 Say message first
 
 ![Figure SA 3.2: Say message first](img/sa-3.2.png)
 
-Every report, every presentation, and every single page or exhibit can be
+Every report, every presentation, and every single page or exhibit can be summed
-summed up with a clear overall message. This message usually comes first
+up with a clear overall message. This message usually comes first and is proven
-and is proven afterwards. For the readers or the audience it is more
+afterwards. For the readers or the audience it is more difficult to follow the
-difficult to follow the storyline if the message comes at the end.
+storyline if the message comes at the end.
 
-Be cautious applying this rule in presentations (not in reports) with
+Be cautious applying this rule in presentations (not in reports) with bad,
-bad, unexpected, or unpleasant messages (e.g. layoffs) or in a cultural
+unexpected, or unpleasant messages (e.g. layoffs) or in a cultural environment,
-environment, where directness is considered impolite.
+where directness is considered impolite.
 
 ## SA 4 Support message
 
-_Supporting the message_ covers some technical and practical aspects of
+_Supporting the message_ covers some technical and practical aspects of message
-message conveyance.
+conveyance.
 
 ## SA 4.1 Provide evidence
 
 ![Figure SA 4.1: Provide evidence](img/sa-4.1.png)
 
-Substantiate the message in order to prove the message by facts and
+Substantiate the message in order to prove the message by facts and figures. If
-figures. If possible, a presentation slide should itself explain or
+possible, a presentation slide should itself explain or prove the speaker’s
-prove the speaker’s message and not – as very often seen in practice –
+message and not – as very often seen in practice – be explained by the speaker.
-be explained by the speaker. This can be done by spoken sentences
+This can be done by spoken sentences possibly supported by charts, tables, and
-possibly supported by charts, tables, and pictures.
+pictures.
 
 ## SA 4.2 Use precise words
 
 ![Figure SA 4.2: Use precise words](img/sa-4.2.png)
 
-The more unambiguous the language, the clearer the message. Only precise
+The more unambiguous the language, the clearer the message. Only precise words
-words will be understood. Speaking about “relevant” or “significant” (in
+will be understood. Speaking about “relevant” or “significant” (in common
-common speech, not as a statistical term) content leads to
+speech, not as a statistical term) content leads to misinterpretations and
-misinterpretations and misunderstandings. Speaking about facts and
+misunderstandings. Speaking about facts and figures will prevent them.
-figures will prevent them.
 
 ## SA 4.3 Highlight message
 
 ![Figure SA 4.3: Highlight message](img/sa-4.3.png)
 
-Visually highlight messages in the communication objects presented –
+Visually highlight messages in the communication objects presented – namely in
-namely in charts, tables, graphs, and pictures. This facilitates
+charts, tables, graphs, and pictures. This facilitates comprehension and reduces
-comprehension and reduces the time needed to understand complex
+the time needed to understand complex situations. In most cases, it should be
-situations. In most cases, it should be possible to highlight the
+possible to highlight the important parts of the content by underlining the most
-important parts of the content by underlining the most important facts
+important facts or emphasizing interesting details. Objects and pages without
-or emphasizing interesting details. Objects and pages without
 highlighting indicators tend to be a statistic rather than a report.
 
 ## SA 4.4 Name sources
 
 ![Figure SA 4.4: Name sources](img/sa-4.4.png)
 
-Naming sources for the material presented increases the credibility.
+Naming sources for the material presented increases the credibility. Projected
-Projected slides can omit them but written reports and handouts must
+slides can omit them but written reports and handouts must include them.
-include them.
 
 ## SA 4.5 Link comments
 
 ![Figure SA 4.5: Link comments](img/sa-4.5.png)
 
-Use comments in written reports and handouts to add explanations,
+Use comments in written reports and handouts to add explanations, conclusions,
-conclusions, and similar statements. Projected slides in presentations
+and similar statements. Projected slides in presentations rarely need any
-rarely need any comments because the comments are given by the speaker.
+comments because the comments are given by the speaker.
 
-Number comments related to specific parts of a page (e.g. words, numbers,
+Number comments related to specific parts of a page (e.g. words, numbers, or
-or visualization elements) and link them to the respective parts. Post
+visualization elements) and link them to the respective parts. Post numbered
-numbered comments in text boxes on free areas of a page. General
+comments in text boxes on free areas of a page. General comments concerning the
-comments concerning the whole page are not numbered. Post them as a
+whole page are not numbered. Post them as a footnote at the bottom of a page.
-footnote at the bottom of a page.
 
 ## SA 5 Summarize message
 
-Conclude a presentation with the overall message, including the next steps and an
+Conclude a presentation with the overall message, including the next steps and
-explanation of the consequences.
+an explanation of the consequences.
 
 ## SA 5.1 Repeat message
 
 ![Figure SA 5.1: Repeat message](img/sa-5.1.png)
 
-Avoid the phrase “Thank you for your attention” at the end of a
+Avoid the phrase “Thank you for your attention” at the end of a presentation.
-presentation. Instead, presenters should briefly sum up their message
+Instead, presenters should briefly sum up their message one last time – in one
-one last time – in one sentence, if possible. At the conclusion of a
+sentence, if possible. At the conclusion of a successful presentation, the
-successful presentation, the audience will be thanking the presenters
+audience will be thanking the presenters for the information. Repeating the
-for the information. Repeating the message from the beginning of a
+message from the beginning of a presentation at the end helps the audience check
-presentation at the end helps the audience check the quality of the
+the quality of the storyline and brings the presentation full circle. In
-storyline and brings the presentation full circle. In reports, on the
+reports, on the other hand, such repetition is not necessary as the reader can
-other hand, such repetition is not necessary as the reader can quickly
+quickly browse back to the respective summary at the beginning.
-browse back to the respective summary at the beginning.
 
 ## SA 5.2 Explain consequences
 
 ![Figure SA 5.2: Explain consequences](img/sa-5.2.png)
 
-Conclude reports and presentations with proposals for decisions to be
+Conclude reports and presentations with proposals for decisions to be taken and
-taken and an explanation of their consequences. This is the real
+an explanation of their consequences. This is the real objective of a
-objective of a presentation: Convince the audience of both the message
+presentation: Convince the audience of both the message and the suggested steps
-and the suggested steps to be taken next.
+to be taken next.
 
 [Organize content →](02-structure.md)

docs/02-structure.md

@@ -1,17 +1,19 @@
 # STRUCTURE – Organize content
 
-STRUCTURE covers all aspects of organizing the content of reports and presentations.
+STRUCTURE covers all aspects of organizing the content of reports and
+presentations.
 
 _Organizing the content_ means that reports and presentations follow a logical
 structure forming a convincing storyline.
 
-This chapter covers using consistent elements, building non-overlapping elements,
+This chapter covers using consistent elements, building non-overlapping
-building collectively exhaustive elements, building hierarchical structures, and
+elements, building collectively exhaustive elements, building hierarchical
-visualizing their structure properly.
+structures, and visualizing their structure properly.
 
 1. [Use consistent elements](#st-1-use-consistent-elements)
 2. [Build non-overlapping elements](#st-2-build-non-overlapping-elements)
-3. [Build collectively exhaustive elements](#st-3-build-collectively-exhaustive-elements)
+3. [Build collectively exhaustive
+   elements](#st-3-build-collectively-exhaustive-elements)
 4. [Build hierarchical structures](#st-4-build-hierarchical-structures)
 5. [Visualize structure](#st-5-visualize-structure)
 
@@ -26,78 +28,74 @@ wordings, and the appearance of symbols and pictures.
 
 ![Figure ST 1.1: Use consistent items](img/st-1.1.png)
 
-Items in a group should be of the same type, i.e. consistent. Consistent
+Items in a group should be of the same type, i.e. consistent. Consistent items
-items can be different types of cars, houses, traffic signs, or – as
+can be different types of cars, houses, traffic signs, or – as shown in Figure
-shown in Figure ST 1.1, on the right hand side – different national
+ST 1.1, on the right hand side – different national flags representing the
-flags representing the corresponding nations. The left hand side of this
+corresponding nations. The left hand side of this figure includes other types of
-figure includes other types of items besides national flags, destroying
+items besides national flags, destroying the consistency.
-the consistency.
 
 ## ST 1.2 Use consistent types of statements
 
 ![Figure ST 1.2: Use consistent types of statements](img/st-1.2.png)
 
-A list of statements will be easier to understand if all statements are
+A list of statements will be easier to understand if all statements are of the
-of the same type. The right hand side of Figure ST 1.2 shows four
+same type. The right hand side of Figure ST 1.2 shows four suggestions. By
-suggestions. By contrast, on the left-hand side of this figure the third
+contrast, on the left-hand side of this figure the third statement is a
-statement is a detection, not a suggestion.
+detection, not a suggestion.
 
 ## ST 1.3 Use consistent wording
 
 ![Figure ST 1.3: Use consistent wording](img/st-1.3.png)
 
-Structure all phrases – especially in listed arrangements – in a
+Structure all phrases – especially in listed arrangements – in a grammatically
-grammatically consistent manner to facilitate quicker understanding. The
+consistent manner to facilitate quicker understanding. The right hand side of
-right hand side of Figure ST 1.3 shows a group of four consistent
+Figure ST 1.3 shows a group of four consistent suggestions, an imperative verb
-suggestions, an imperative verb paired with a noun. By contrast, on the
+paired with a noun. By contrast, on the left hand side of this figure the second
-left hand side of this figure the second suggestion uses verbal
+suggestion uses verbal substantive instead of an imperative.
-substantive instead of an imperative.
 
 ## ST 1.4 Use consistent visualizations
 
 ![Figure ST 1.4: Use consistent visualizations](img/st-1.4.png)
 
-Visualizations such as symbols and pictures that are uniform in respect
+Visualizations such as symbols and pictures that are uniform in respect to their
-to their layouts, colors, forms, fonts, etc. – especially in listed
+layouts, colors, forms, fonts, etc. – especially in listed arrangements –
-arrangements – facilitate faster and easier comprehension.
+facilitate faster and easier comprehension.
 
 ## ST 2 Build non-overlapping elements
 
-Elements belonging to a group should not overlap, i.e. they should be disjoint or
+Elements belonging to a group should not overlap, i.e. they should be disjoint
-mutually exclusive. This concerns practical applications such as report
+or mutually exclusive. This concerns practical applications such as report
 structures, business measures, or structure dimensions.
 
 ## ST 2.1 Build non-overlapping report structures
 
 ![Figure ST 2.1: Build non-overlapping report structures](img/st-2.1.png)
 
-Structure reports and presentations in such a way that the parts,
+Structure reports and presentations in such a way that the parts, chapters,
-chapters, sections, and paragraphs do not overlap. They should not cover
+sections, and paragraphs do not overlap. They should not cover the same aspects.
-the same aspects.
 
-In Figure ST 2.1, on the left hand side, the following chapters of a
+In Figure ST 2.1, on the left hand side, the following chapters of a project
-project description overlap:
+description overlap:
 
 -   expenses and costs
 -   schedule, steps, milestones, and calendar
 -   objective, results, and achievements
 
-At first glance, the six terms on the right hand side of this figure have
+At first glance, the six terms on the right hand side of this figure have no
-no overlap in their logical structure. Of course, a relationship exists
+overlap in their logical structure. Of course, a relationship exists between the
-between the _cost_, the _results_, and the
+_cost_, the _results_, and the _schedule_ of a project, but in regards to the
-_schedule_ of a project, but in regards to the content of the
+content of the chapters this is not an overlap.
-chapters this is not an overlap.
 
 ## ST 2.2 Build non-overlapping business measures
 
 ![Figure ST 2.2: Build non-overlapping business measures](img/st-2.2.png)
 
-Structure a group of business measures in lists or calculations in a way
+Structure a group of business measures in lists or calculations in a way they do
-they do not overlap, i.e. business measures on one hierarchical level
+not overlap, i.e. business measures on one hierarchical level should be disjoint
-should be disjoint or mutually exclusive.
+or mutually exclusive.
 
-Looking at Figure ST 2.2, on the left hand side, the following business
+Looking at Figure ST 2.2, on the left hand side, the following business measures
-measures overlap
+overlap
 
 -   _material costs_ and _costs of goods sold_
 -   _depreciation_ and _fixed costs_
@@ -108,42 +106,43 @@ The calculation scheme on the right hand side has been cleaned up.
 
 ![Figure ST 2.3: Build non-overlapping structure dimensions](img/st-2.3.png)
 
-The elements of the _structure dimensions_ used in reports and presentations should not overlap, i.e.
+The elements of the _structure dimensions_ used in reports and presentations
-the elements of a structure dimension should be disjoint or mutually
+should not overlap, i.e. the elements of a structure dimension should be
-exclusive.
+disjoint or mutually exclusive.
 
-Looking at Figure ST 2.3 on the left hand side, the regions _Norway,
+Looking at Figure ST 2.3 on the left hand side, the regions _Norway, Sweden,
-Sweden, Denmark,_ and _Finland_ overlap with _Scandinavia_.
+Denmark,_ and _Finland_ overlap with _Scandinavia_.
 
 ## ST 3 Build collectively exhaustive elements
 
 A list of elements is considered to be exhaustive when they cover all aspects of
-a superordinate topic. For example, dividing _Europe_ into
+a superordinate topic. For example, dividing _Europe_ into _Germany_, _Austria_,
-_Germany_, _Austria_, _Switzerland_, and _Belgium_
+_Switzerland_, and _Belgium_ is not exhaustive because other countries also
-is not exhaustive because other countries also belong to Europe.
+belong to Europe.
 
-Structures with mutually exclusive (ME) and collectively exhaustive (CE) elements
+Structures with mutually exclusive (ME) and collectively exhaustive (CE)
-are known as MECE structures.
+elements are known as MECE structures.
 
 ## ST 3.1 Build exhaustive arguments
 
 ![Figure ST 3.1: Build exhaustive arguments](img/st-3.1.png)
 
-If some important arguments relating to a specific question are left out,
+If some important arguments relating to a specific question are left out, the
-the given answer will not be convincing.
+given answer will not be convincing.
 
-Looking at Figure ST 3.1 on the left hand side the option “_old
+Looking at Figure ST 3.1 on the left hand side the option “_old products, new
-products, new location_” is missing.
+location_” is missing.
 
 ## ST 3.2 Build exhaustive structures in charts and tables
 
-![Figure ST 3.2: Build exhaustive structures in charts and tables](img/st-3.2.png)
+![Figure ST 3.2: Build exhaustive structures in charts and
+tables](img/st-3.2.png)
 
 The elements of structures presented in charts and tables should also be
 exhaustive, in other words, adding up to one hundred percent.
 
-In many practical applications of this kind, adding a remainder element
+In many practical applications of this kind, adding a remainder element (“rest
-(“rest of…”) helps to conform to this rule.
+of...”) helps to conform to this rule.
 
 ## ST 4 Build hierarchical structures
 
@@ -155,28 +154,26 @@ write and present a good storyline.
 
 ![Figure ST 4.1: Use deductive reasoning](img/st-4.1.png)
 
-Exhibiting deductive reasoning (_logical flow_) for a given
+Exhibiting deductive reasoning (_logical flow_) for a given message aids in
-message aids in _building_ hierarchical structures. _Logical
+_building_ hierarchical structures. _Logical flows_ always answer the question
-flows_ always answer the question “why” following the key
+“why” following the key message. They begin with a statement (all men are
-message. They begin with a statement (all men are mortal), continue with
+mortal), continue with a comment (Socrates is a man), and resolve with a
-a comment (Socrates is a man), and resolve with a conclusion (Socrates
+conclusion (Socrates is mortal) culminating in the message (Socrates will die).
-is mortal) culminating in the message (Socrates will die).
 
-Deductive reasoning can be best applied in controversial discussions for
+Deductive reasoning can be best applied in controversial discussions for arguing
-arguing and demonstrating need for action. However, it forces the
+and demonstrating need for action. However, it forces the readers or the
-readers or the audience to reproduce the deduction and the whole
+audience to reproduce the deduction and the whole argumentation can collapse if
-argumentation can collapse if any statements are questionable.
+any statements are questionable.
 
 ## ST 4.2 Use inductive reasoning
 
 ![Figure ST 4.2: Use inductive reasoning](img/st-4.2.png)
 
-Exhibiting _inductive_ reasoning (_logical group_) for a
+Exhibiting _inductive_ reasoning (_logical group_) for a given message aids in
-given message aids in understanding hierarchical structures. _Logical
+understanding hierarchical structures. _Logical groups_ are homogenous,
-groups_ are homogenous, non-overlapping, and collectively
+non-overlapping, and collectively exhaustive arguments culminating in a message.
-exhaustive arguments culminating in a message. This results in a
+This results in a powerful argumentation that satisfies the addressees need for
-powerful argumentation that satisfies the addressees need for an easily
+an easily comprehensible logical structure.
-comprehensible logical structure.
 
 ## ST 5 Visualize structure
 
@@ -188,9 +185,8 @@ to make the storyline transparent.
 ![Figure ST 5.1: Visualize structure in reports](img/st-5.1.png)
 
 For easier understanding, underscore the logical structure of reports and
-presentations with visual aids (e.g. outlines, dashboards, summaries).
+presentations with visual aids (e.g. outlines, dashboards, summaries). Figure ST
-Figure ST 5.1 illustrates this rule showing binder tabs on the right
+5.1 illustrates this rule showing binder tabs on the right hand side.
-hand side.
 
 ## ST 5.2 Visualize structure in tables
 
@@ -199,15 +195,15 @@ hand side.
 Design tables in such a manner that their hierarchical structure can be
 recognized in both the columns as well as the rows.
 
-The right hand side of Figure ST 5.2 shows three hierarchical levels of
+The right hand side of Figure ST 5.2 shows three hierarchical levels of rows in
-rows in a table. The base level shows cities, the first summary shows
+a table. The base level shows cities, the first summary shows regions, and the
-regions, and the second summary shows the country.
+second summary shows the country.
 
 ## ST 5.3 Visualize structure in notes
 
 ![Figure ST 5.3: Visualize structure in notes](img/st-5.3.png)
 
-Notes are also easier to understand when their structure is shown clearly
+Notes are also easier to understand when their structure is shown clearly (see
-(see Figure ST 5.3).
+Figure ST 5.3).
 
 [← Convey a message](01-say.md) | [Choose proper visualization →](04-express.md)

docs/03-perceptual.md

@@ -1,6 +1,14 @@
 # PERCEPTUAL RULES
 
-_Perceptual rules_ help to clearly relay content by using an appropriate visual design.
+_Perceptual rules_ help to clearly relay content by using an appropriate visual
-They comprise the second part of this guide with the rule sets [EXPRESS](04-express.md), [SIMPLIFY](05-simplify.md), [CONDENSE](06-condense.md), and [CHECK](07-check.md).
+design. They comprise the second part of this guide with the rule sets
+[EXPRESS](04-express.md), [SIMPLIFY](05-simplify.md),
+[CONDENSE](06-condense.md), and [CHECK](07-check.md).
 
-The perceptual rules are based on the work of authors such as William [Playfair](https://www.amazon.com/Playfairs-Commercial-Political-Statistical-Breviary/dp/0521855543), Willard Cope [Brinton](https://www.amazon.com/Graphic-Methods-Presenting-Willard-Brinton/dp/1290860955), Gene [Zelazny](https://www.amazon.com/Say-Charts-Executives-Visual-Communication/dp/007136997X), Edward [Tufte](https://www.amazon.com/Visual-Display-Quantitative-Information/dp/1930824130), and Stephen [Few](https://www.amazon.com/Show-Me-Numbers-Designing-Enlighten-dp-0970601972/dp/0970601972/). All of these rules owe wide acceptance to their scientific, experimental, and/or practical experience basis.
+The perceptual rules are based on the work of authors such as William
+[Playfair](https://www.amazon.com/dp/0521855543), Willard Cope
+[Brinton](https://www.amazon.com/dp/1290860955), Gene
+[Zelazny](https://www.amazon.com/dp/007136997X), Edward
+[Tufte](https://www.amazon.com/dp/1930824130), and Stephen
+[Few](https://www.amazon.com/dp/0970601972). All of these rules owe wide
+acceptance to their scientific, experimental, and/or practical experience basis.

docs/05-simplify.md

@@ -3,10 +3,11 @@
 SIMPLIFY covers all aspects of avoiding clutter in reports and presentations.
 
 _Avoiding clutter_ means that reports and presentations avoid all components and
-characteristics, which are too complicated, redundant, distracting or merely decorative.
+characteristics, which are too complicated, redundant, distracting or merely
+decorative.
 
-This chapter covers avoiding unnecessary and decorative components and replacing them
+This chapter covers avoiding unnecessary and decorative components and replacing
-with cleaner layouts, avoiding redundancies and distracting details.
+them with cleaner layouts, avoiding redundancies and distracting details.
 
 1. [Avoid unnecessary components](#si-1-avoid-unnecessary-components)
 2. [Avoid decorative styles](#si-2-avoid-decorative-styles)
@@ -23,54 +24,55 @@ contributing to the comprehension of a report or presentation.
 
 ![Figure SI 1.1: Avoid cluttered layouts](img/si-1.1.png)
 
-Layout concepts often contain elements that lack meaning but merely
+Layout concepts often contain elements that lack meaning but merely conform to
-conform to corporate design or personal taste. Avoid all these elements,
+corporate design or personal taste. Avoid all these elements, see Figure SI 1.1.
-see Figure SI 1.1.
 
 ## SI 1.2 Avoid colored or filled backgrounds
 
 ![Figure SI 1.2: Avoid colored or filled backgrounds](img/si-1.2.png)
 
 Numbers and labels are easiest to read when depicted in black on a white
-background. Any type of background color or pattern makes something
+background. Any type of background color or pattern makes something harder to
-harder to read, see Figure SI 1.2.
+read, see Figure SI 1.2.
 
 ## SI 1.3 Avoid animation and transition effects
 
 ![Figure SI 1.3: Avoid animation and transition effects](img/si-1.3.png)
 
-Animated _PowerPoint_ slides are not useful if the animation has
+Animated _PowerPoint_ slides are not useful if the animation has no meaning and
-no meaning and does not support the message, see Figure SI 1.3. They
+does not support the message, see Figure SI 1.3. They merely distract and
-merely distract and confuse. Only the “appear” function is recommended
+confuse. Only the “appear” function is recommended to be used for the gradual
-to be used for the gradual development of a slide.
+development of a slide.
 
 ## SI 2 Avoid decorative styles
 
-Simplify complicated visualizations in order to facilitate and accelerate their comprehension. Whereas the section “Avoid unnecessary components” involves omitting entire layout elements, the aim here is to find the most suitable and simplest possible style of visualization elements.
+Simplify complicated visualizations in order to facilitate and accelerate their
+comprehension. Whereas the section “Avoid unnecessary components” involves
+omitting entire layout elements, the aim here is to find the most suitable and
+simplest possible style of visualization elements.
 
 ## SI 2.1 Avoid borders, shades, and pseudo-3D
 
 ![Figure SI 2.1: Avoid borders, shades, and pseudo-3D](img/si-2.1.png)
 
 In general, borders, shades, and pseudo-3D convey no meaning and make
-comprehension more difficult. Shades and pseudo-3D might even give a
+comprehension more difficult. Shades and pseudo-3D might even give a false
-false visual impression. Avoid them because they do not add value,
+visual impression. Avoid them because they do not add value, see Figure SI 2.1.
-see Figure SI 2.1.
 
 ## SI 2.2 Avoid decorative colors
 
 ![Figure SI 2.2: Avoid decorative colors](img/si-2.2.png)
 
 If colors serve merely decorative purpose in one instance, using them for
-meaning in another instance (e.g. for highlighting) becomes difficult.
+meaning in another instance (e.g. for highlighting) becomes difficult. Therefore
-Therefore use colors only if they convey meaning, see Figure SI 2.2.
+use colors only if they convey meaning, see Figure SI 2.2.
 
 ## SI 2.3 Avoid decorative fonts
 
 ![Figure SI 2.3: Avoid decorative fonts](img/si-2.3.png)
 
-A normal typeface and clear fonts increase legibility. Save bold and
+A normal typeface and clear fonts increase legibility. Save bold and cursive
-cursive fonts for making distinctions, see Figure SI 2.3.
+fonts for making distinctions, see Figure SI 2.3.
 
 ## SI 3 Replace with cleaner layout
 
@@ -79,21 +81,21 @@ convey a message.
 
 ## SI 3.1 Replace grid lines and value axes with data labels
 
-![Figure SI 3.1: Replace grid lines and value axes with data labels](img/si-3.1.png)
+![Figure SI 3.1: Replace grid lines and value axes with data
+labels](img/si-3.1.png)
 
-Using integrated data labels can make value axes, tick marks, and
+Using integrated data labels can make value axes, tick marks, and gridlines
-gridlines superfluous, see Figure SI 3.1. Gridlines, however, can
+superfluous, see Figure SI 3.1. Gridlines, however, can be useful in charts with
-be useful in charts with missing reference points as might be the case
+missing reference points as might be the case in charts with many data series
-in charts with many data series and data points, or in small charts
+and data points, or in small charts (e.g. small multiples).
-(e.g. small multiples).
 
 ## SI 3.2 Avoid vertical lines by right-aligning data
 
 ![Figure SI 3.2: Avoid vertical lines by right-aligning data](img/si-3.2.png)
 
-Omit all avoidable elements to make tables more straightforward. Avoid
+Omit all avoidable elements to make tables more straightforward. Avoid vertical
-vertical lines by right-aligning numerical values and the corresponding
+lines by right-aligning numerical values and the corresponding column headers,
-column headers, see Figure SI 3.2.
+see Figure SI 3.2.
 
 ## SI 4 Avoid redundancies
 
@@ -107,28 +109,28 @@ chart with twelve monthly category labels.
 
 ![Figure SI 4.1: Avoid superfluous extra words](img/si-4.1.png)
 
-Extra words such as “sum” and “total” are redundant because they add no
+Extra words such as “sum” and “total” are redundant because they add no value to
-value to the meaning of the term they accompany. No difference exists
+the meaning of the term they accompany. No difference exists between “Europe”
-between “Europe” and “Sum of Europe”. Extra words make it harder to read
+and “Sum of Europe”. Extra words make it harder to read text elements, see
-text elements, see Figure SI 4.1.
+Figure SI 4.1.
 
 ## SI 4.2 Avoid obvious terms
 
 ![Figure SI 4.2: Avoid obvious terms](img/si-4.2.png)
 
 Terms such as “chart analysis”, “development”, or “comment” are redundant
-because they name something already shown, see Figure SI 4.2. Other
+because they name something already shown, see Figure SI 4.2. Other obvious
-obvious terms in charts and tables are “table”, “statistics”, “report”,
+terms in charts and tables are “table”, “statistics”, “report”,“visualization”,
-“visualization”, “structure”, or “trend”.
+“structure”, or “trend”.
 
 ## SI 4.3 Avoid repeated words
 
 ![Figure SI 4.3: Avoid repeated words](img/si-4.3.png)
 
-Repeated words in legends, axis labels, row headers, etc. such as
+Repeated words in legends, axis labels, row headers, etc. such as“division” in
-“division” in “division A”, “division B”, etc. or “2017” in “Q1 2017”,
+“division A”, “division B”, etc. or “2017” in “Q1 2017”,“Q2 2017”, etc. should
-“Q2 2017”, etc. should be avoided, see Figure SI 4.3. Omitting repeated
+be avoided, see Figure SI 4.3. Omitting repeated words usually increases the
-words usually increases the degree of legibility.
+degree of legibility.
 
 ## SI 5 Avoid distracting details
 
@@ -141,25 +143,26 @@ overviews.
 
 ![Figure SI 5.1: Avoid labels for small values](img/si-5.1.png)
 
-Labels of small values are often hard to position and rarely contribute
+Labels of small values are often hard to position and rarely contribute to the
-to the comprehension of the message. Therefore they can be avoided in
+comprehension of the message. Therefore they can be avoided in most cases, see
-most cases, see Figure SI 5.1. However, add them when special reference
+Figure SI 5.1. However, add them when special reference is made to them. If it
-is made to them. If it is necessary to label these small values or small
+is necessary to label these small values or small visualization elements,
-visualization elements, _assisting lines_ might be necessary.
+_assisting lines_ might be necessary.
 
 ## SI 5.2 Avoid long numbers
 
 ![Figure SI 5.2: Avoid long numbers](img/si-5.2.png)
 
-Numbers with more than three digits in charts and four digits in tables
+Numbers with more than three digits in charts and four digits in tables are hard
-are hard to read; moreover, such precision is seldom necessary to
+to read; moreover, such precision is seldom necessary to understand the message,
-understand the message, see Figure SI 5.2.
+see Figure SI 5.2.
 
 ## SI 5.3 Avoid unnecessary labels
 
 ![Figure SI 5.3: Avoid unnecessary labels](img/si-5.3.png)
 
-Omit labels for data points that do not represent extreme values or
+Omit labels for data points that do not represent extreme values or values of
-values of special importance, see Figure SI 5.3.
+special importance, see Figure SI 5.3.
 
-[← Choose proper visualization](04-express.md) | [Increase information density →](06-condense.md)
+[← Choose proper visualization](04-express.md) | [Increase information density
+→](06-condense.md)

docs/06-condense.md

@@ -3,11 +3,12 @@
 CONDENSE covers all aspects of increasing information density in reports and
 presentations.
 
-_Increasing information density_ means that all reports and presentations include
+_Increasing information density_ means that all reports and presentations
-all information that is necessary to understand the respective message on one page.
+include all information that is necessary to understand the respective message
+on one page.
 
-This chapter covers using small components, utilizing space, as well as adding data,
+This chapter covers using small components, utilizing space, as well as adding
-elements, and objects.
+data, elements, and objects.
 
 1. [Use small components](#co-1-use-small-components)
 2. [Maximize use of space](#co-2-maximize-use-of-space)
@@ -26,26 +27,25 @@ projected slides.
 
 ![Figure CO 1.1: Use small fonts](img/co-1.1.png)
 
-In general, avoid oversize fonts. They needlessly waste space,
+In general, avoid oversize fonts. They needlessly waste space, see Figure CO
-see Figure CO 1.1.
+1.1.
 
 ## CO 1.2 Use small elements
 
 ![Figure CO 1.2: Use small elements](img/co-1.2.png)
 
-Small elements increase clarity. Large-scale symbols and highlights are
+Small elements increase clarity. Large-scale symbols and highlights are not more
-not more suitable than smaller symbols and highlights, see Figure
+suitable than smaller symbols and highlights, see Figure CO 1.2.
-CO 1.2.
 
 ## CO 1.3 Use small objects
 
 ![Figure CO 1.3: Use small objects](img/co-1.3.png)
 
-The size of charts and tables in reports and presentations should not be
+The size of charts and tables in reports and presentations should not be as
-as large as possible, rather as small as possible – yet only so small so
+large as possible, rather as small as possible – yet only so small so that the
-that the objects and all its details and labels can be read easily. This
+objects and all its details and labels can be read easily. This provides room
-provides room for more information and therefore better understanding of
+for more information and therefore better understanding of the context,
-the context, see Figure CO 1.3.
+see Figure CO 1.3.
 
 ## CO 2 Maximize use of space
 
@@ -57,19 +57,17 @@ little used pages by filling them with helpful data pertaining to the context.
 
 ![Figure CO 2.1: Use narrow page margins](img/co-2.1.png)
 
-The page layout is often dominated by corporate design standards not made
+The page layout is often dominated by corporate design standards not made for
-for high information density but for attractive design, sacrificing
+high information density but for attractive design, sacrificing valuable space
-valuable space to layout elements such as extra wide page margins,
+to layout elements such as extra wide page margins, see Figure CO 2.1.
-see Figure CO 2.1.
 
 ## CO 2.2 Reduce empty space
 
 ![Figure CO 2.2: Reduce empty space](img/co-2.2.png)
 
-Reduce empty space to increase information density. This applies not only
+Reduce empty space to increase information density. This applies not only to the
-to the page layout (see Figure CO 2.1) but
+page layout (see Figure CO 2.1) but also to the layout of report objects such as
-also to the layout of report objects such as charts and
+charts and tables (see Figure CO 2.2).
-tables (see Figure CO 2.2).
 
 ## CO 3 Add data
 
@@ -80,62 +78,76 @@ helps better understand the context.
 
 ![Figure CO 3.1: Add data points](img/co-3.1.png)
 
-Displaying more data points does not jeopardize the comprehension of
+Displaying more data points does not jeopardize the comprehension of numerical
-numerical data. For example, a monthly statistic of staff numbers over
+data. For example, a monthly statistic of staff numbers over twelve months in a
-twelve months in a year would be understood just as quickly as for the
+year would be understood just as quickly as for the same data series with twelve
-same data series with twelve months for each of the last three years –
+months for each of the last three years – in other words, a total of 36 data
-in other words, a total of 36 data points instead of twelve. Usually,
+points instead of twelve. Usually, interesting relationships are only detected
-interesting relationships are only detected with an increased number of
+with an increased number of elements in a data series (see Figure CO 3.1).
-elements in a data series (see Figure CO 3.1).
 
 ## CO 3.2 Add dimensions
 
 ![Figure CO 3.2: Add dimensions](img/co-3.2.png)
 
-A very useful way to increase information density is to show more than
+A very useful way to increase information density is to show more than two
-two dimensions of a business situation. A chart with only one dimension
+dimensions of a business situation. A chart with only one dimension (such as in
-(such as in a pie chart), visualizes only mundane things easily stated
+a pie chart), visualizes only mundane things easily stated in a simple sentence.
-in a simple sentence. Already charts with two dimensions can yield very
+Already charts with two dimensions can yield very interesting relationships –
-interesting relationships – yet those charts with three and more
+yet those charts with three and more dimensions yield structures leading to
-dimensions yield structures leading to completely new insights (see
+completely new insights (see Figure CO 3.2).
-Figure CO 3.2).
 
 ## CO 4 Add elements
 
 It is often appropriate to use two or more basic chart types (either horizontal
-or vertical) to build _combined charts_ with a higher information
+or vertical) to build _combined charts_ with a higher information density.
-density. _Combined charts_ are treated as one entity as opposed to multiple charts. _Combined charts_ can be built both out from horizontal or vertical charts.
+_Combined charts_ are treated as one entity as opposed to multiple charts.
+_Combined charts_ can be built both out from horizontal or vertical charts.
 
 There are three types of combined charts depending on their type of combination:
-_Overlay charts_, _multi-tier charts_, and _extended charts_. Additionally, chart elements can be embedded in tables and explanations can be integrated.
+_Overlay charts_, _multi-tier charts_, and _extended charts_. Additionally,
+chart elements can be embedded in tables and explanations can be integrated.
 
 ## CO 4.1 Show overlay charts
 
 ![Figure CO 4.1: Show overlay charts](img/co-4.1.png)
 
-In an _overlay chart_, two or more basic charts overlap. These
+In an _overlay chart_, two or more basic charts overlap. These overlapping
-overlapping charts always use the same category axis.
+charts always use the same category axis.
 
-_Overlay charts_ can facilitate comprehension such as in the
+_Overlay charts_ can facilitate comprehension such as in the combination of the
-combination of the development of sales (a series of columns) and the
+development of sales (a series of columns) and the return on sales in percent (a
-return on sales in percent (a line). However, this approach can only be
+line). However, this approach can only be used for a few chart combinations,
-used for a few chart combinations, see Figure CO 4.1.
+see Figure CO 4.1.
 
-![Figure CO 4.1-1: Overlay chart with lines and columns using different value axes](img/co-4.1-1.png)
+![Figure CO 4.1-1: Overlay chart with lines and columns using different value
+axes](img/co-4.1-1.png)
 
-_Overlay charts_ frequently use different value axes. A _column chart_ representing a measure (e.g. sales) combined with a _line chart_ representing another measure (e.g. employees) is a typical example.
+_Overlay charts_ frequently use different value axes. A _column chart_
+representing a measure (e.g. sales) combined with a _line chart_ representing
+another measure (e.g. employees) is a typical example.
 
-![Figure CO 4.1-2: Overlay chart with columns and lines using the same value axis](img/co-4.1-2.png)
+![Figure CO 4.1-2: Overlay chart with columns and lines using the same value
+axis](img/co-4.1-2.png)
 
-Sometimes, the same value axis is used as well. A _column chart_ representing a measure (e.g. sales) combined with a _line chart_ representing the same measure (e.g. industry average) is a typical example for such an _overlay chart_.
+Sometimes, the same value axis is used as well. A _column chart_ representing a
+measure (e.g. sales) combined with a _line chart_ representing the same measure
+(e.g. industry average) is a typical example for such an _overlay chart_.
 
-![Figure CO 4.1-3: Overlay column chart with integrated variances](img/co-4.1-3.png)
+![Figure CO 4.1-3: Overlay column chart with integrated
+variances](img/co-4.1-3.png)
 
-Column or bar charts with _integrated variances_ (variances displayed within the columns or bars) are other typical example for _overlay charts_ using the same value axis (see the last two figures).
+Column or bar charts with _integrated variances_ (variances displayed within the
+columns or bars) are other typical example for _overlay charts_ using the same
+value axis (see the last two figures).
 
-Compared to two-tier charts, this presentation of two data series uses much less space. The disadvantages, though, are twofold: First, it is difficult to label the data of both the primary and secondary chart. Second, the development over time (horizontal axis) respectively the structure (vertical axis) of the primary chart is difficult to see.
+Compared to two-tier charts, this presentation of two data series uses much less
+space. The disadvantages, though, are twofold: First, it is difficult to label
+the data of both the primary and secondary chart. Second, the development over
+time (horizontal axis) respectively the structure (vertical axis) of the primary
+chart is difficult to see.
 
-![Figure CO 4.1-4: Overlay bar chart with integrated variances](img/co-4.1-4.png)
+![Figure CO 4.1-4: Overlay bar chart with integrated
+variances](img/co-4.1-4.png)
 
 Suggestion: If there is enough space, use multi-tier charts instead.
 
@@ -143,107 +155,112 @@ Suggestion: If there is enough space, use multi-tier charts instead.
 
 ![Figure CO 4.2: Show multi-tier charts](img/co-4.2.png)
 
-_Use multi-tier charts_ to increase information density by adding
+_Use multi-tier charts_ to increase information density by adding additional
-additional tiers to the same category axis for analyses on the same
+tiers to the same category axis for analyses on the same basic data. Multi-tier
-basic data. Multi-tier charts are most frequently used for displaying
+charts are most frequently used for displaying variances along with the basic
-variances along with the basic values, see Figure CO 4.2.
+values, see Figure CO 4.2.
 
 ![Figure CO 4.2-1: Horizontal multi-tier charts](img/co-4.2-1.png)
 
-In a _two-tier chart_, a _secondary chart_ is shifted in parallel to the category axis of the _primary chart_. For horizontal charts the secondary chart appears above the primary chart, for vertical charts the secondary chart appears _to the right of_ the primary chart.
+In a _two-tier chart_, a _secondary chart_ is shifted in parallel to the
+category axis of the _primary chart_. For horizontal charts the secondary chart
+appears above the primary chart, for vertical charts the secondary chart appears
+to the right of the primary chart.
 
-In both cases, the _category axes_ of the primary charts are
+In both cases, the _category axes_ of the primary charts are reduplicated in the
-reduplicated in the secondary charts, usually having a different semantic
+secondary charts, usually having a different semantic scenario design.
-scenario design.
 
 ![Figure CO 4.2-2: Vertical multi-tier chart](img/co-4.2-2.png)
 
-Both the primary and the secondary charts have their own value axes.
+Both the primary and the secondary charts have their own value axes. Value axes
-Value axes showing the same currency or the same physical unit should be
+showing the same currency or the same physical unit should be scaled
-scaled identically.
+identically.
 
-In a _three-tier chart_ a third chart appears above a horizontal
+In a _three-tier chart_ a third chart appears above a horizontal or to the right
-or to the right of a vertical two-tier chart. In special cases, more
+of a vertical two-tier chart. In special cases, more than three tiers can be
-than three tiers can be combined.
+combined.
 
-Improve the interpretation of a primary chart showing grouped bars for
+Improve the interpretation of a primary chart showing grouped bars for actual
-actual and plan data by adding variances. In the second and third
+and plan data by adding variances. In the second and third figure a secondary
-figure a secondary chart with absolute variances and a
+chart with absolute variances and a tertiary pin chart with relative variances
-tertiary pin chart with relative variances are combined.
+are combined.
 
 ## CO 4.3 Show extended charts
 
 ![Figure CO 4.3: Show extended charts](img/co-4.3.png)
 
-An _extended chart_, arranges additional charts _next_ to
+An _extended chart_, arranges additional charts next to the primary chart by
-the primary chart by virtually extending the category axis. This way of
+virtually extending the category axis. This way of increasing information
-increasing information density often is used when displaying context
+density often is used when displaying context information such as market
-information such as market averages or competitor figures, see Figure CO
+averages or competitor figures, see Figure CO 4.3.
-4.3.
 
 ![Figure CO 4.3-1: Horizontal extended chart](img/co-4.3-1.png)
 
-For horizontal charts, additional charts appear to the left or right of the primary chart, for vertical charts, above or below. In both cases, position the _category axes_ of the additional charts on a virtual extension of the category axes of the primary chart.
+For horizontal charts, additional charts appear to the left or right of the
+primary chart, for vertical charts, above or below. In both cases, position the
+_category axes_ of the additional charts on a virtual extension of the category
+axes of the primary chart.
 
-In an extended chart, use the same value axis for both the primary and
+In an extended chart, use the same value axis for both the primary and the
-the additional charts.
+additional charts.
 
-Improve the interpretation of a primary chart by adding extended charts
+Improve the interpretation of a primary chart by adding extended charts showing
-showing the same values from a different perspective. In the figure on
+the same values from a different perspective. In the figure on the left, a
-the left, a secondary _grouped column chart_ at the right hand
+secondary _grouped column chart_ at the right hand side shows the monthly
-side shows the monthly average.
+average.
 
 ## CO 4.4 Embed chart elements in tables
 
 ![Figure CO 4.4: Embed chart elements in tables](img/co-4.4.png)
 
-Increase the information density of tables by using _chart
+Increase the information density of tables by using _chart elements_, see Figure
-elements_, see Figure CO 4.4. Bars, warning dots, sparklines,
+CO 4.4. Bars, warning dots, sparklines, and traffic lights are the predominant
-and traffic lights are the predominant chart element types in tables.
+chart element types in tables.
 
 **Table bars**
 
-_Table bars_ are bar charts integrated into tables. The categories of these bar charts must correspond to the rows of a table. Both single bar charts with single bars or pins and waterfall bar charts are powerful means to visualize the absolute figures and variances in tables. Most recommendations concerning vertical chart types can be applied to _table bars_.
+_Table bars_ are bar charts integrated into tables. The categories of these bar
+charts must correspond to the rows of a table. Both single bar charts with
+single bars or pins and waterfall bar charts are powerful means to visualize the
+absolute figures and variances in tables. Most recommendations concerning
+vertical chart types can be applied to _table bars_.
 
 **Warning dots**
 
-Not to be confused with _traffic lights, warning dots_ can
+Not to be confused with _traffic lights_, _warning dots_ can be a good solution in
-be a good solution in highlighting important negative, positive,
+highlighting important negative, positive, or questionable parts of a table. It
-or questionable parts of a table. It is important to use only
+is important to use only very few warning dots in one table.
-very few warning dots in one table.
 
 **Sparklines**
 
-Omit _sparklines_ if not scaled properly. Individually
+Omit _sparklines_ if not scaled properly. Individually scaled sparklines can be
-scaled sparklines can be misleading because small fluctuations
+misleading because small fluctuations in a series of other small fluctuations
-in a series of other small fluctuations look the same as big
+look the same as big fluctuations in a series of big fluctuations. However,
-fluctuations in a series of big fluctuations. However,
 sparklines with proper scaling (e.g. indexed) can be helpful.
 
 **Traffic lights**
 
-_Traffic lights_ contain little information, as they
+_Traffic lights_ contain little information, as they represent no more than
-represent no more than three (red, green, yellow) states. Use
+three (red, green, yellow) states. Use them only if there is no more information
-them only if there is no more information to be conveyed than
+to be conveyed than those two or three states (e.g. “yes” or “no”). In all other
-those two or three states (e.g. “yes” or “no”). In all other
+cases, replace traffic lights with more suitable means of representation, such
-cases, replace traffic lights with more suitable means of
+as _table bars_.
-representation, such as _table bars_.
 
 ## CO 4.5 Embed explanations
 
 ![Figure CO 4.5: Embed explanations](img/co-4.5.png)
 
-Both the density of information and the level of comprehension increase
+Both the density of information and the level of comprehension increase when
-when explanations are embedded into charts and tables (this applies to
+explanations are embedded into charts and tables (this applies to written
-written reports and handouts only). When the explanation refers directly
+reports and handouts only). When the explanation refers directly to the visual
-to the visual presentation in question, it helps to establish a
+presentation in question, it helps to establish a connection and speeds up
-connection and speeds up comprehension, see Figure CO 4.5.
+comprehension, see Figure CO 4.5.
 
 ## CO 5 Add objects
 
-Reports and presentation material consist of one or more _pages_. The
+Reports and presentation material consist of one or more _pages_. The content of
-content of one page can be viewed together without referring to other content,
+one page can be viewed together without referring to other content, e.g.
-e.g. flipping to other pages.
+flipping to other pages.
 
 Reports and presentation material often arrange more than one chart on one page.
 While this increases information density and fosters a higher level of
@@ -257,71 +274,85 @@ multi-charts (including _ratio trees_).
 
 ![Figure CO 5.1: Show small multiples](img/co-5.1.png)
 
-Substantially improve the comprehension of complex relationships by
+Substantially improve the comprehension of complex relationships by displaying
-displaying charts of the same type and the same scale on the same page.
+charts of the same type and the same scale on the same page. These charts are
-These charts are called _small multiples_, see Figure CO 5.1.
+called _small multiples_, see Figure CO 5.1.
 
-Typical applications are charts with different countries, products, or
+Typical applications are charts with different countries, products, or projects
-projects placed next to each other. Of course, there is an upper limit
+placed next to each other. Of course, there is an upper limit to the number of
-to the number of charts on one page, depending mainly on the page- and
+charts on one page, depending mainly on the page- and font-size used.
-font-size used.
 
 ![Figure CO 5.1-1: Screen page with small multiples](img/co-5.1-1.png)
 
-Showing _small multiples_ is a good way to compare a set of up to
+Showing _small multiples_ is a good way to compare a set of up to around 25
-around 25 charts. Instead of exceeding this number on one page, a new
+charts. Instead of exceeding this number on one page, a new chart called
-chart called “Others” containing the accumulation of all other elements
+“Others” containing the accumulation of all other elements could be a solution.
-could be a solution.
 
-As mentioned in the chapter “CHECK – Ensure visual integrity”, all small multiples must use the identical scale.
+As mentioned in the chapter “CHECK – Ensure visual integrity”, all small
+multiples must use the identical scale.
 
-Working with _small multiples_ can be difficult if certain charts
+Working with _small multiples_ can be difficult if certain charts show
-show significantly bigger values than others. Using a different scale
+significantly bigger values than others. Using a different scale for a chart
-for a chart with bigger values is not a feasible option, increase the
+with bigger values is not a feasible option, increase the size of this chart
-size of this chart instead.
+instead.
 
 ## CO 5.2 Show related charts on one page
 
 ![Figure CO 5.2: Show related charts on one page](img/co-5.2.png)
 
-Different from small multiples, _related charts cover different topics (different measures) on one page._ They mostly use different scales, too. This arrangement of charts on one page is sometimes called _multi-charts_. But the term *multi-charts* fails to underline the fact that these charts must have a useful relationship. It does not make sense to arrange several, completely unrelated charts on one page.
+Different from small multiples, _related charts cover different topics
+(different measures) on one page._ They mostly use different scales, too. This
+arrangement of charts on one page is sometimes called _multi-charts_. But the
+term _multi-charts_ fails to underline the fact that these charts must have a
+useful relationship. It does not make sense to arrange several, completely
+unrelated charts on one page.
 
-This approach offers high data density and a higher level of
+This approach offers high data density and a higher level of comparability – but
-comparability – but it can be a demanding visual and technical challenge
+it can be a demanding visual and technical challenge as a uniform notation
-as a uniform notation concept, clear terms, and an understandable
+concept, clear terms, and an understandable scaling prove even more important
-scaling prove even more important (see Figure CO 5.2).
+(see Figure CO 5.2).
 
 ![Figure CO 5.2-1: Page showing a ratio tree](img/co-5.2-1.png)
 
-Consistent scaling of _multi-charts_ can be difficult. Sometimes different scales for the same unit or measure are inevitable. In this case, clearly indicate the use of a different scale by an appropriate mean, e.g. scaling indicators.
+Consistent scaling of _multi-charts_ can be difficult. Sometimes different
+scales for the same unit or measure are inevitable. In this case, clearly
+indicate the use of a different scale by an appropriate mean, e.g. scaling
+indicators.
 
-*Ratio trees* are multi-charts showing root causes. Use ratio
+_Ratio trees_ are multi-charts showing root causes. Use ratio trees to prove or
-trees to prove or explain a specific issue. Pointing out the assumptions
+explain a specific issue. Pointing out the assumptions and root causes of
-and root causes of variances or temporal evolvements improves
+variances or temporal evolvements improves understanding and is more convincing,
-understanding and is more convincing, too. In general, the
+too. In general, the _ratio_ is broken down into its components (mostly from
-_ratio_ is broken down into its components (mostly from left to
+left to right). Thus individual charts, preferably identical size, are arranged
-right). Thus individual charts, preferably identical size, are arranged
 in a tree shape structure.
 
-Consistent scaling of _ratio trees_ can be difficult. Sometimes different scales for the same unit or measure are inevitable. In this case, clearly indicate the use of a different scale by an appropriate mean, e.g. scaling indicators.
+Consistent scaling of _ratio trees_ can be difficult. Sometimes different scales
+for the same unit or measure are inevitable. In this case, clearly indicate the
+use of a different scale by an appropriate mean, e.g. scaling indicators.
 
-A typical example of a page showing a _ratio tree_ is the “Return
+A typical example of a page showing a _ratio tree_ is the “Return on asset”
-on asset” tree.
+tree.
 
 ## CO 5.3 Show chart-table combinations
 
-Combining charts and tables on a page is not to be confused with the integration of chart elements in tables.
+Combining charts and tables on a page is not to be confused with the integration
+of chart elements in tables.
 
-_Chart-table combinations_ cover situations where a separate chart is added to a page with a table or vice versa. In general, such a combination is very useful if both objects display supplementary data. Tables simply listing the numbers of a chart are superfluous in most cases (see also UN 2.3 “[Unify the position of legends and labels](09-unify.md#un-23-unify-the-position-of-legends-and-labels”).
+_Chart-table combinations_ cover situations where a separate chart is added to a
+page with a table or vice versa. In general, such a combination is very useful
+if both objects display supplementary data. Tables simply listing the numbers of
+a chart are superfluous in most cases (see also UN 2.3 “[Unify the position of
+legends and labels](09-unify.md#un-23-unify-the-position-of-legends-and-labels”).
 
 ## CO 5.4 Show charts and tables in text pages
 
-Embedding illuminating charts and tables in the text of a written report
+Embedding illuminating charts and tables in the text of a written report helps
-helps the reader understanding the message.
+the reader understanding the message.
 
-Always position charts and tables in close proximity to the phrase
+Always position charts and tables in close proximity to the phrase carrying the
-carrying the message, which the chart or table supports.
+message, which the chart or table supports.
 
-Text pages should contain a title element like other pages. Also use a title – and, if possible, a message – for every chart and table embedded in a text page.
+Text pages should contain a title element like other pages. Also use a title –
+and, if possible, a message – for every chart and table embedded in a text page.
 
 [← Avoid Clutter](05-simplify.md) | [Ensure visual integrity →](07-check.md)

docs/07-check.md

@@ -1,13 +1,14 @@
 # CHECK – Ensure visual integrity
 
-CHECK covers all aspects of ensuring visual integrity in reports and presentations.
+CHECK covers all aspects of ensuring visual integrity in reports and
+presentations.
 
 _Ensuring visual integrity_ means that reports and presentations present
 information in the most truthful and the most easily understood way by avoiding
 misleading visuals.
 
-This chapter covers avoiding manipulated axes and visualization elements, using the
+This chapter covers avoiding manipulated axes and visualization elements, using
-same scales, and showing data adjustments.
+the same scales, and showing data adjustments.
 
 1. [Avoid manipulated axes](#ch-1-avoid-manipulated-axes)
 2. [Avoid manipulated visualization elements](#ch-2-avoid-manipulated-visualization-elements)
@@ -24,30 +25,33 @@ defeat this purpose of explaining actual interrelations.
 
 ![Figure CH 1.1: Avoid truncated axes](img/ch-1.1.png)
 
-Charts with value axes not starting at zero (“cut” axes) are not “wrong”
+Charts with value axes not starting at zero (“cut” axes) are not “wrong”in and
-in and of themselves, but the message to be visually conveyed then does
+of themselves, but the message to be visually conveyed then does not correspond
-not correspond to the numerical values upon which the chart is based.
+to the numerical values upon which the chart is based. Therefore, value axes
-Therefore, value axes should generally start at zero, see Figure CH 1.1.
+should generally start at zero, see Figure CH 1.1.
 
-One exception to this rule exists: charts with indexed data (e.g. if the value for the index period is set to 100%) with only small variances from 100%. Here “zooming in” on the variances could be of greater value than indicating the absolute values (starting at zero). In this case, position the category labels at the 100% line in order to avoid misinterpretations.
+One exception to this rule exists: charts with indexed data (e.g. if the value
+for the index period is set to 100%) with only small variances from 100%. Here
+“zooming in” on the variances could be of greater value than indicating the
+absolute values (starting at zero). In this case, position the category labels
+at the 100% line in order to avoid misinterpretations.
 
 ## CH 1.2 Avoid logarithmic axes
 
 ![Figure CH 1.2: Avoid logarithmic axes](img/ch-1.2.png)
 
-_Avoid logarithmic scales_ because they do not allow the visual
+_Avoid logarithmic scales_ because they do not allow the visual comparison of
-comparison of values, see Figure CH 1.2. In business, very few
+values, see Figure CH 1.2. In business, very few applications for logarithmic
-applications for logarithmic axes exist (e.g. comparing growth rates of
+axes exist (e.g. comparing growth rates of different stocks in percent).
-different stocks in percent).
 
 ## CH 1.3 Avoid different class sizes
 
 ![Figure CH 1.3: Avoid different class sizes](img/ch-1.3.png)
 
-If the categories represent ordered classes of elements (e.g. age
+If the categories represent ordered classes of elements (e.g. age classes) as
-classes) as used for the visualization of distributions in histograms,
+used for the visualization of distributions in histograms, use class sizes of
-use class sizes of identical width (e.g. ten years). Otherwise, true
+identical width (e.g. ten years). Otherwise, true visual comparability is
-visual comparability is impossible, see Figure CH 1.3.
+impossible, see Figure CH 1.3.
 
 ## CH 2 Avoid manipulated visualization elements
 
@@ -59,19 +63,22 @@ axes.
 
 ![Figure CH 2.1: Avoid clipped visualization elements](img/ch-2.1.png)
 
-Similar to “cut” axes, clipped visualization elements such as broken
+Similar to “cut” axes, clipped visualization elements such as broken columns
-columns make visual comparisons impossible, see Figure CH 2.1.
+make visual comparisons impossible, see Figure CH 2.1.
 
 ## CH 2.2 Use creative solutions for challenging scaling issues
 
-![Figure CH 2.2: Use creative solutions for challenging scaling issues](img/ch-2.2.png)
+![Figure CH 2.2: Use creative solutions for challenging scaling
+issues](img/ch-2.2.png)
 
-Creative visualization elements can be used to compare extreme values,
+Creative visualization elements can be used to compare extreme values, e.g.,
-e.g., displaying data in two-dimensional or even three-dimensional
+displaying data in two-dimensional or even three-dimensional visualization
-visualization elements allows the comparison of values differing by
+elements allows the comparison of values differing by orders of magnitude, see
-orders of magnitude, see Figure CH 2.2.
+Figure CH 2.2.
 
-This rule must be clearly separated from the rules of section CH 3 “[Avoid misleading representations](07-check.md#ch-3-avoid-misleading-representations)” where area and volume visualizations are used improperly.
+This rule must be clearly separated from the rules of section CH 3 “[Avoid
+misleading representations](07-check.md#ch-3-avoid-misleading-representations)”
+where area and volume visualizations are used improperly.
 
 ## CH 3 Avoid misleading representations
 
@@ -80,36 +87,37 @@ observer differs from the underlying values.
 
 ## CH 3.1 Use correct area comparisons, prefer linear ones
 
-![Figure CH 3.1: Use correct area comparisons, prefer linear ones](img/ch-3.1.png)
+![Figure CH 3.1: Use correct area comparisons, prefer linear
+ones](img/ch-3.1.png)
 
-Using two-dimensional representations (areas of circles, icons, or
+Using two-dimensional representations (areas of circles, icons, or emblems) for
-emblems) for the visualization of data is only valid, if the size of
+the visualization of data is only valid, if the size of these areas corresponds
-these areas corresponds to the underlying values. The visual perception
+to the underlying values. The visual perception will be misleading if the
-will be misleading if the diameters of circles or the heights of icons
+diameters of circles or the heights of icons represent the values, see Figure CH
-represent the values, see Figure CH 3.1.
+3.1.
 
 ## CH 3.2 Use correct volume comparisons, prefer linear ones
 
-![Figure CH 3.2: Use correct volume comparisons, prefer linear ones](img/ch-3.2.png)
+![Figure CH 3.2: Use correct volume comparisons, prefer linear
+ones](img/ch-3.2.png)
 
 Similar to areas, the visual perception will be misleading, if the
-(one-dimensional) diameters or the (two-dimensional) areas of
+(one-dimensional) diameters or the (two-dimensional) areas of three-dimensional
-three-dimensional visualization elements (spheres, cubes, etc.)
+visualization elements (spheres, cubes, etc.) represent the values, see Figure
-represent the values, see Figure CH 3.2. Even if their volumes represent
+CH 3.2. Even if their volumes represent the values, it is hard to perceive them
-the values, it is hard to perceive them properly. Prefer linear
+properly. Prefer linear comparisons instead.
-comparisons instead.
 
 ## CH 3.3 Avoid misleading colored areas in maps
 
 ![Figure CH 3.3: Avoid misleading colored areas in maps](img/ch-3.3.png)
 
-Different colored areas can be helpful to visualize the precipitation per
+Different colored areas can be helpful to visualize the precipitation per square
-square meter or the population density. However, do not use colored
+meter or the population density. However, do not use colored areas for the
-areas for the visualization of non-area-related figures such as market
+visualization of non-area-related figures such as market shares or return on
-shares or return on sales. Position columns or bars of identical scale
+sales. Position columns or bars of identical scale in maps instead. By the way,
-in maps instead. By the way, pie charts also work well here (an
+pie charts also work well here (an exception to the EX 2.1 “[Replace
-exception to the EX 2.1 “[Replace pie…”](04-express.md#ex-21-replace-pie-and-ring-charts) because they can be placed precisely at one point, like a
+pie...”](04-express.md#ex-21-replace-pie-and-ring-charts) because they can be
-city (see Figure CH 3.3).
+placed precisely at one point, like a city (see Figure CH 3.3).
 
 ## CH 4 Use the same scales
 
@@ -123,42 +131,52 @@ report or presentation material.
 ![Figure CH 4.1: Use identical scale for the same unit](img/ch-4.1.png)
 
 If presenting more than one chart of the same unit on one page, use the
-identical scale for these charts, see Figure CH 4.1. In extreme
+identical scale for these charts, see Figure CH 4.1. In extreme situations
-situations identical scales might not be desirable. In these exceptional
+identical scales might not be desirable. In these exceptional cases the use of
-cases the use of scaling indicators (see [CH 4.3](07-check.md#ch-43-use-scaling-indicators-if-necessary)
+scaling indicators (see [CH
-and [UN 5.2](09-unify.md#un-52-unify-scaling-indicators)) can be helpful.
+4.3](07-check.md#ch-43-use-scaling-indicators-if-necessary) and [UN
+5.2](09-unify.md#un-52-unify-scaling-indicators)) can be helpful.
 
 ## CH 4.2 Size charts to given data
 
 ![Figure CH 4.2: Size charts to given data](img/ch-4.2.png)
 
-Using identical scales in multiple charts can be demanding if the values
+Using identical scales in multiple charts can be demanding if the values in the
-in the charts differ by orders of magnitude. A good solution is adapting
+charts differ by orders of magnitude. A good solution is adapting the chart size
-the chart size to the given data, see Figure CH 4.2.
+to the given data, see Figure CH 4.2.
 
 ## CH 4.3 Use scaling indicators if necessary
 
 ![Figure CH 4.3: Use scaling indicators if necessary](img/ch-4.3.png)
 
-There are several ways to overcome challenging scaling problems. _Scaling indicators_, such as *scaling lines* and *scaling areas* indicating the same numerical height (typically a power of 10) in all charts are helpful to assist in comparing multiple charts (of the same unit) with different scales, see Figure CH 4.3.
+There are several ways to overcome challenging scaling problems. _Scaling
+indicators_, such as *scaling lines* and *scaling areas* indicating the same
+numerical height (typically a power of 10) in all charts are helpful to assist
+in comparing multiple charts (of the same unit) with different scales, see
+Figure CH 4.3.
 
-This guide suggests a _semantic design_ for scaling lines and scaling areas, see UN 5.2 “[Unify scaling indicators](09-unify.md#un-52-unify-scaling-indicators)”.
+This guide suggests a _semantic design_ for scaling lines and scaling areas, see
+UN 5.2 “[Unify scaling indicators](09-unify.md#un-52-unify-scaling-indicators)”.
 
 ## CH 4.4 Use outlier indicators if necessary
 
 ![Figure CH 4.4: Use outlier indicators if necessary](img/ch-4.4.png)
 
 Certain values that are very big in comparison to other values are called
-outliers. If an outlier is not important for business, e.g. a big
+outliers. If an outlier is not important for business, e.g. a big relative
-relative variance of a small value, then it is not appropriate to scale
+variance of a small value, then it is not appropriate to scale the whole chart
-the whole chart to this outlier. Therefore, use _outlier
+to this outlier. Therefore, use _outlier indicators_ for unimportant outliers,
-indicators_ for unimportant outliers, see Figure CH 4.4.
+see Figure CH 4.4.
 
-This guide suggests a _semantic design_ for outlier indicators, see UN 5.3 “[Unify outlier indicators](09-unify.md#un-53-unify-outlier-indicators)”.
+This guide suggests a _semantic design_ for outlier indicators, see UN 5.3
+“[Unify outlier indicators](09-unify.md#un-53-unify-outlier-indicators)”.
 
 ## CH 4.5 Use magnifying glasses
 
-Another way to assist in scaling problems is to use “_magnifying glasses_” for zooming in on a part of a chart with a bigger scale. Use an appropriate visualization element to mark the part of a chart to be zoomed in and to link it to a second chart displaying the zoomed part on a bigger scale.
+Another way to assist in scaling problems is to use “_magnifying glasses_” for
+zooming in on a part of a chart with a bigger scale. Use an appropriate
+visualization element to mark the part of a chart to be zoomed in and to link it
+to a second chart displaying the zoomed part on a bigger scale.
 
 ## CH 5 Show data adjustments
 
@@ -169,14 +187,15 @@ impression, hiding the real development of business.
 
 ![Figure CH 5.1: Show the impact of inflation](img/ch-5.1.png)
 
-Making inflation effects transparent helps avoid misinterpretations of
+Making inflation effects transparent helps avoid misinterpretations of time
-time series visualizations, see Figure CH 5.1.
+series visualizations, see Figure CH 5.1.
 
 ## CH 5.2 Show the currency impact
 
 ![Figure CH 5.2: Show the currency impact](img/ch-5.2.png)
 
-Similar to inflation effects, the adjustment of currency effects can help
+Similar to inflation effects, the adjustment of currency effects can help to
-to avoid misinterpretations, see Figure CH 5.2.
+avoid misinterpretations, see Figure CH 5.2.
 
-[← Increase information density](06-condense.md) | [Apply semantic notation →](09-unify.md)
+[← Increase information density](06-condense.md) | [Apply semantic notation
+→](09-unify.md)

docs/08-semantic.md

@@ -1,5 +1,10 @@
 # SEMANTIC RULES
 
-_Semantic rules_ help to clearly relay content by using a uniform notation. They comprise the third part of this guide with the rule set [UNIFY](09-unify.md).
+_Semantic rules_ help to clearly relay content by using a uniform notation. They
+comprise the third part of this guide with the rule set [UNIFY](09-unify.md).
 
-The semantic rules are based on the work of Rolf [Hichert](https://www.ibcs.com/consultant/rolf-hichert/) and other contributors of the [IBCS Association](https://www.ibcs.com/ibcs-association/). As they are manifested by convention, semantic rules must first be more widely accepted to become a standard.
+The semantic rules are based on the work of Rolf
+[Hichert](https://www.ibcs.com/consultant/rolf-hichert/) and other contributors
+of the [IBCS Association](https://www.ibcs.com/ibcs-association/). As they are
+manifested by convention, semantic rules must first be more widely accepted to
+become a standard.

docs/10-epilogue.md

@@ -1,3 +1,4 @@
 # That's all, folks
 
-Thanks for reading! Follow @[ohmypy](https://twitter.com/ohmypy) on Twitter to keep up with new stuff 🚀
+Thanks for reading! Follow @[ohmypy](https://twitter.com/ohmypy) on Twitter to
+keep up with new stuff 🚀