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Textual content (including titles, annotations, and captions) plays a central role in helping readers understand a visualization by emphasizing, contextualizing, or summarizing the depicted data. Yet, existing visualization tools provide limited support for jointly authoring the two modalities of text and visuals such that both convey semantically-rich information and are cohesively integrated. In response, we introduce Pluto, a mixed-initiative authoring system that uses features of a chart’s construction (e.g., visual encodings) as well as any textual descriptions a user may have drafted to make suggestions about the content and presentation of the two modalities. For instance, a user can begin to type out a description and interactively brush a region of interest in the chart, and Pluto will generate a relevant auto-completion of the sentence. Similarly, based on a written description, Pluto may suggest lifting a sentence out as an annotation or the visualization’s title, or may suggest applying a data transformation (e.g., sort) to better align the two modalities. A preliminary user study revealed that Pluto’s recommendations were particularly useful for bootstrapping the authoring process and helped identify different strategies participants adopt when jointly authoring text and charts. Based on study feedback, we discuss design implications for integrating interactive verification features between charts and text, offering control over text verbosity and tone, and enhancing the bidirectional flow in unified text and chart authoring tools. 

Charts often contain visually prominent features that draw attention to aspects of the data and include text captions that emphasize aspects of the data. Through a crowdsourced study, we explore how readers gather takeaways when considering charts and captions together. We first ask participants to mark visually prominent regions in a set of line charts. We then generate text captions based on the prominent features and ask participants to report their takeaways after observing chart-caption pairs. We find that when both the chart and caption describe a high-prominence feature, readers treat the doubly emphasized high-prominence feature as the takeaway; when the caption describes a low-prominence chart feature, readers rely on the chart and report a higher-prominence feature as the takeaway. We also find that external information that provides context, helps further convey the caption’s message to the reader. We use these findings to provide guidelines for authoring effective chart-caption pairs.