Easy Implementation of Writing in Introductory Statistics Courses

Arnold J. Stromberg, Subathra Ramanathan

Research output: Contribution to journalArticlepeer-review

14 Scopus citations


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 languageEnglish
Pages (from-to)159-163
Number of pages5
JournalAmerican Statistician
Issue number2
StatePublished - 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.


  • Peer evaluations
  • Statistics education
  • Writing across the curriculum

ASJC Scopus subject areas

  • Statistics and Probability
  • Mathematics (all)
  • Statistics, Probability and Uncertainty


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