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Writing as a Component of Statistics Education

Norean Radke-Sharpe
The American Statistician
Vol. 45, No. 4 (Nov., 1991), pp. 292-293
DOI: 10.2307/2684457
Stable URL: http://www.jstor.org/stable/2684457
Page Count: 2
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Abstract

Statistics education is often restricted to teaching the mathematical equations and theories that form the foundation of statistical analysis. It can be argued, however, that the interpretation of the analysis and the communication of the results are equally important. The interdisciplinary role of statisticians requires us to examine real-life problems critically and communicate analytical results to nonstatisticians in a clear and concise manner. This article discusses the importance of including writing assignments as a routine part of statistics courses and presents benefits of the increased use of writing.

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