Tables 1.are preferred for presenting repetitive data and exact numbers. 2.are not word lists. 3.must be submitted as illustrations in an acceptable format. 4.are preferred to be generated by MS Word. (A straight Excel file is not currently an acceptable format.) 5.are typed on a separate page (1 table per page) and assembled at the back of MS.

from J. Virol. Table format includes: 1.title 2.horizontal or horizontal plus vertical lines 3. explanatory footnotes from J. Clin. Invest.

Tables should be formatted as follows. Arrange the data so that columns of like material read down, not across. The headings should be sufficiently clear so that the meaning of the data is understandable without reference to the text. Explanatory footnotes are acceptable, but more extensive table “legends” are not. Footnotes should not include detailed descriptions of the experiment. Tables must include enough information to warrant table format; those with fewer than six pieces of data will be incorporated into the text by the copy editor. Table 1 is an example of a well-constructed table. A table should 1.contain clear headings 2.Have columns of like material read down, not across 3.contain explanatory footnotes not extensive lengthy legends 4.contain more than 6 pieces of data

Taiwan students should spend effort on table Format (horizontal or horizontal plus vertical line table, word and number line up, abbreviations, and capitalization of the first letter for abbreviations) Clear and concise heading or titles (1 sentence is preferred) Footnotes

Figures, graphs, and charts 1. They are preferred for presenting a picture of the trend. 2. There are no definite formats (can be presented as bar, pie, and line graphs) or soft wares for making them. 3. Large and readable letter size and standard symbols and thick lines should be used. 4. Appropriate ordinates (top and bottom space) should be used. 5. They are often combined in a “over and under” rather than “side by side” way. 6. Legends are typed on a separate page and figures (1 figure per page) are assembled at the back of MS. Legends are placed before figures. Taiwan students should spend effort on figure legends.

Figure Legends 1.They should provide enough information so that the figure is understandable without frequent reference to the text. 2.However, detailed experimental methods must be described in the Materials and Methods section, not in a figure legend. 3.A method that is unique to one of several experiments may be reported in a legend only if the discussion is very brief (one or two sentences). 4.They should define all symbols used in the figure and define all abbreviations that are not used in the text.

A title Figure 2 Egr-1 increases HSV-1 replication. Growth of strain KOS in SK-N-SH cells transfected with an antisense or scramble oligomer to Egr-1 (A) or in embryonic fibroblasts (B) and brain slices (C) prepared from Egr-1 +/+ or Egr-1 –/– mice. Data show mean ± SEM from 2 independent experiments, each done in duplicate. *P < 0.05 (Student’s t test), relative to antisense oligomer or Egr-1 –/– mice

Figure 3. Reduction of the mortality and subsequent paralysis sequelae of EV71-infected mice by ribavirin, via reduction of viral loads in tissues. Infected mice were treated with PBS (white symbols; n = 11) or ribavirin (black symbols; n = 10). The survival rates (A) and clinical scores (B) of mice were recorded. C, In separate experiments, the indicated organs of infected mice treated with PBS (n 6) or ribavirin (n 6) were collected on day 5 after infection to determine viral titers. Data are mean+ SE values. *P.05, by log-rank test (A), Wilcoxon test (B), and Mann-Whitney U test (C).