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Janet Lin
Writing 2
Wilson
9 November 2015
WP2
Uncertainty. No one likes to be uncertain. However, in the field of statistics, everything is
uncertain. Statistics is a unique field of study in which statisticians and other people in this
discourse community collect, analyze, and interpret vast amounts of data. Unlike the skills
developed in other disciplines, the skills developed in the statistics discipline is transferable; they
are applicable and essential in other disciplines such as business, finances, and the sciences. Not
only is statistics used in a professional manner, but also it is also applicable in daily life. For
instance, percentages of test scores and magazine polls all constitute the most basic forms of
statistics. Though in the broadest sense, everyone is part of the statistics discourse community
since they have some sort of knowledge regarding statistics, but in order to understand the highly
mechanical process of statistics and the statistical jargons used, only statisticians and others who
have a more in-depth understanding of statistics, such as students and professors, are considered
part of the community. The goal of statistics is to provide accurate data and analysis. In order to
be successful, one must have good work ethics in order to effectively utilize the data presented.
My class, PSTAT 5A, an introductory statistics course, is an exemplary source that helps students
successfully achieve these objectives.
Numbers do not lie. In statistics, numbers are powerful persuasive pieces of evidence that
either supports or disprove a claim. However, numbers without thorough explanations are just as
meaningless as weak explanations without proper evidence. Statisticians value thoroughness and

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conciseness in their work in order to fully convey their findings to others. Diagrams, graphs,
work process, and explanations are the most common methods of expressing conclusions. My
PSTAT 5A class is an exemplary evidence of emphasizing these conventions. According to the
syllabus, this class helps students be proficient in the rules of probability, understand how to
describe data graphically and numerically, and understand and conduct basic statistical
inferential procedures (Syllabus). During notes, Professor Herndon will take notes along with
us, projecting the paper onto the projector screen. I think this method of teaching is really
effective because the professor is physically taking notes along with us, not standing on the stage
of IV Theater and rambling endlessly. This method allows students to analyze and process the
new information and thus have a better understanding of the material. Students are then able to
ask questions when necessary, and are therefore provided with more in-depth information about
each step. In addition, he purposely leaves some steps of the problem blank, letting us solve the
problem on our own, and then sharing the answer. This active participation in class acts as an
useful assessment of whether we understood the material or not. In most of the example
problems, Professor Herndon follows the same format: state what probability you are trying to
find, draw a diagram to give a visual representation of the problem, write down the necessary
formulas needed to solve the problem, and then give an interpretation on the answer. In statistics,
graphs and other types of diagrams are powerful visual representations of the data presented. By
plotting all the points onto a graph, one can clearly see the trends and how the data correlates
with each other. Diagrams are also valuable in that it is accessible and understandable even to
people outside the discourse community. If graphed correctly, graphs are the best method for
visual learners to better grasp the outcomes and data analysis because the trends are portrayed

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clearly. This course definitely exemplifies the emphasis on thoroughness and clarity, the two
powerhouses of statistics, and portrays the effectiveness of data and its analysis.
On a more scholarly level, an academic peer-reviewed journal, Cluster-based
Multivariate Regression, written by Hong Choon Ong and Ekele Alih also demonstrates the two
fundamental concepts of thoroughness and conciseness. This academic journal is split into
sections: an abstract, introduction, the different statistical topics analyzed, conclusion, and
references. This type of formatting helps breaks down a dense information-packed article into
smaller portions, which makes it a slightly easier read for readers, especially to those who are not
classified in the statistics discourse community. This article also includes a Keywords section,
which points out the main subjects of the article and allows readers to take note of the jargons
and concepts that will be present in the paper. This section is useful especially for people who are
not familiar with the statistical jargons that scholars often used. This way, people not in the
discourse community can know what concepts and terms to look up and focus on, so they will
not be as confused. Throughout the paper, the author includes all the formulas used as well as
defines the variables in the formulas. He breaks up each sections into steps, walking the reader
through the process thoroughly yet concisely, helping the readers understand the concept. This
can be seen in the section about the OGK Algorithm, in which the author gives a step-by-step
explanation of OGK Algorithms. Simple words and phrases such as denote and set
the...vector are keywords that guide readers to comprehend how to calculate such problems.
With the presence of tables, formulas, and explanations, the author of such articles provides
enough context for readers to obtain a basic sense of understanding.
Practice. Practice makes perfect. This maxim can be applied in statistics due to its highly
mechanical process. The formula, process, and the overall work is always the same; therefore,

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the work process and the answer will always be the same. Because the answers can be
reproducible, statistics is favored by many since because the answers may serve as persuasive
evidence. Though statistics may be difficult at first to novices, with practice, they will begin to
understand various statistical jargon and the process of solving different types of problems may
become easier over time. Just like mathematics, the topics in statistics build up on each other as
one advances, so it is best to master every concept you learn from the beginning, so it will not
become a huge headache in the end. This is evidence in the course syllabus, in which the
professor provides his office hours so students can drop by if any questions arise. The syllabus
emphasizes attendance, stating that regular class attendance will be crucial to your success in
this course (Syllabus). Since this is an introductory statistics class, and the topics in statistics
build upon each other, it is vital to establish good fundamental basis of statistics so it will not be
a challenge as you advance to higher statistics courses. Therefore, in order to do well, regular
attendance imperative in order to keep up with the pace. Due to the mechanical nature of
statistical problems, repetition and practice are key to success. In class, after Professor Herndon
finishes lecturing about the new concepts, he presents several example problems to work on until
the end of class. Doing many problems drills the process into our heads, as well as expose the
different ways a problem using the same concepts may be asked. Overall, repetition and practice
crucial in developing a strong basis in statistics.
Data is everywhere, and the diverse applications of statistics makes this discipline stand
out from others. As technology improves and become more prevalent over time, the number of
data is skyrocketing as well. According to the homepage of the statistics department at the
University of California, Santa Barbara, The demand for statisticians has been high and
continues to rise (Department Homepage). The homepage subtly highlights the conventions of

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repetition and practice through links that depict the prestige and popularity of statisticians and
jobs. I assume they incorporated these links in order to prove the application of statistics is
crucial and high-demand in the work force. Seeing these links may motivate students to excel in
the field. The goals of the statistics department are to promote success in the field, as well as
developing a sense of logic and reasoning. In order to promote success in the field, the homepage
provides several sources that students can utilize. Resources such as the Statlab and different
research opportunities equip students apply statistics outside of a classroom setting. For instance,
the Statlab primarily to provide advice on statistical methods to researchers (faculty and
graduate students) at UCSB and help researchers do their own statistical analysis (Department
Homepage). This is useful for amateur researchers who are starting research projects in this field.
Because statistics can be applied to other discipline, research in this field allows for interdisciplinary collaboration between the Department of Statistics and Applied Probability and
other departments on campus (Department Homepage). Not only does the homepage provide
ample research guidance and opportunities, it also provides help for struggling students. The
webpage designates a section listing the statistics tutors and their contact information. If students
need more support, they are able to contact the tutors to get extra help. Although stated that the
tutors are hired separately from the Department (Department Homepage), the idea of including
a tutors list underscores the Departments objective of students success. Hoping students will
expand and practice their statistical skills and knowledge outside of a classroom setting, the
Statistics Department at the University of California, Santa Barbara provides necessary materials
as stepping stones for students so they can have a smooth transition to the outside work world.
Overall, effective work ethics is crucial to the success of statistics. In the world of
uncertainty and data analysis, statistics can be a powerful source of evidence if used correctly. In

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order to communicate effectively, thoroughness and concise are important aspects when stating a
claim. Diagrams and other visual representation may enhance claims by visually displaying the
trends and relationships. Repetition and practice is another key towards success. Because of the
fixed process of solving statistical problems, one may feel more confident after completing
several similar practice problems since the process never changes. These conventions valued in
the Statistics course as well as the field of statistics in general help people understand how to
correctly utilize these powerful resources and to slowly guide prospective students into the world
of the unknown.
Works Cited
Department Homepage http://www.pstat.ucsb.edu/
Alih, Ekele; Hong Choon Ong, Cluster-based Multivariate Regression. Pakistan Journal of
Statistics 31.5 (2015): 515-537. Web. 5 Nov. 2015.
http://web.b.ebscohost.com/ehost/detail/detail?sid=a187410f-d687-4b60-802fa8c304af4601%40sessionmgr114&vid=0&hid=109&bdata=JnNpdGU9ZWhvc3QtbGl2Z
Q%3d%3d#db=a9h&AN=109951039
Syllabus