Abstract
In the past decade there has been a substantial increase in the number of introductory statistics courses taught at the undergraduate level. Many have argued successfully for the extensive use of writing in such courses in an attempt to highlight the interdisciplinary role of statistics and acknowledge that a good statistician must also be good at summarizing his or her analyses to nonstatisticians. This point was made by Radke-Sharpe, who went on to add that incorporating writing demands time, energy, and creativity, but that it is usually well worth the effort. This article discusses the efforts made by the authors to include writing in their courses, and some of the techniques that made the writing process painless and productive for both students and faculty.
| Original language | English |
|---|---|
| Pages (from-to) | 159-163 |
| Number of pages | 5 |
| Journal | American Statistician |
| Volume | 50 |
| Issue number | 2 |
| DOIs | |
| State | Published - May 1996 |
Bibliographical note
Funding Information:Arnold J. Stromberg and Subathra Ramanathan are Assistant Professors, Department of Statistics, University of Kentucky, Lexington, KY 40506-0027. This work was supported by the Office of the Chancellor, the Office of the Dean of Undergraduate Studies, and the Department of English - at the University of Kentucky.
Keywords
- Peer evaluations
- Statistics education
- Writing across the curriculum
ASJC Scopus subject areas
- Statistics and Probability
- General Mathematics
- Statistics, Probability and Uncertainty