Statistics Question

Element 1: Download Document Format to use.

Use the template provided for the field (Department) you are in. Review the provided example Download exampleto see how the final document should look. Pay attention to the consistency of your document–uses of font, color, line spacing, indentation, and header and footers including page numbers (Taking a little time to learn to use the MS Word ‘Styles Pane’ tool will enable you to set up a consistent document format more easily.) Neat and well-thought-out documents are more readable and are thus an important part of completing professional work.

You may opt to change the header image if you do not like the one I selected, but it must fill the space as the current one does. If you change it you must also change the title font color and bar at the bottom to match the colors in the new header.

Element 2: Develop Your Document

Your document purpose is to persuade first year students in your field of the importance of probability and statistics to your field (department or program). The linked example Download exampleprovides an example of content and the required appearance of the document. The tone of this document is to be professional, but accessible. Editing your work is a necessary step for assuring you have a well written document. Important elements of this include:

  • Flow
  • Using topic sentences in each section.
  • Using section headers and sub-headers, as identified below and shown in the example document.
  • Consistent document layout. Colors and fonts must be used consistently in the document.

You may refer to the professional and general writing resources for tools to help with your writing. You may also work with the Writing StudioLinks to an external site. at the USF Library; this requires planning, as it is best to have an appointment to be assured of having someone to work with.

You will include the following sections with section titles as stated:

  • A Document Title. Document titles must briefly and precisely indicate the topic of the document. Ideally, it is also something that will catch the readers’ attention. This does not require a section header.
  • Introduction. The introductionLinks to an external site. must accomplish the following:
    • Introduces the audience to the topic and its importance. Given the audience you are writing to, first-person is appropriate, as it is your experience as a more advanced student that makes you credible. Consider as you finalize your introduction, that the USF students you are writing to are diverse in many ways, including in age, life/professional experience, and cultural background. You must speak to all of them, not just to the ones that are like you.
    • Includes a thesis statementLinks to an external site. that makes the primary claim you will argue in this handout and what you will say about it.
    • States how you will use the document to support your argument.
    • Present this in a concise, clear paragraph that makes the reader want to read your handout.

After you complete the body of your document, review your introduction to make sure it accurately states what you accomplished with the document. Revise the document as needed to make sure the introduction and the document body work together.

  • The Use of Statistics in [Your Field]*. Using the information that you found in the preliminary phase of this assignment, develop this section. This section will start with an introductory paragraph giving students an overview of the different work aspects you will address. This is followed by 2-3 subsections (with sub-titles) describing the specific aspects of work for which statistics are used and then discussing specifically how probability or statistics enables the work to be accomplished. This section must have in-text citations to demonstrate you have researched the topic using credible sources.
  • Probability and Statistics Literacy will Enhance Your Employability. Using the data provided finalize the table you created and develop a written argument using the data to indicate how proficiency in probability and statistics will help to develop a skill employers find very important for recent college graduates to bring to the work force. In this section you will incorporate the numerical data into the argument.
  • Conclusion. The conclusion is a summary of your ENTIRE document. It summarizes what you have done to support you thesis, and includes a reworded restatement of your thesis. It ends with a reminder to the readers of the importance of all of this for their professional future.
  • Reference List. The document will end with an APA formatted reference listLinks to an external site. Links to an external site.with a minimum of four (4) references. Each source on the reference list must have at least one APA formatted in-text citationLinks to an external site. in your document. Citations are required any place in your document where you have used the ideas, data*, or images of others.

*As the data in the ‘probability and statistics literacy will enhance your employability’ section has been created by your instructor you do not need a citation for it. The data provided presents the categories and levels of importance found in a study completed by the National Association of Colleges and Employers (NACE); so, what you will be arguing is in line with what employers indicated to NACE researchers.

Element 3: Revising, Editing, and Proofreading:

Professional documents must be readable, clear, well organized, and concise. They must also be free of errors. Two approaches may help you with finding typos, grammar errors, and wording issues. First, read your work aloud (Links to an external site.) to yourself after having stepped away from it for a while (ideally, a day). Doing this will help you catch wording errors or omissions and poorly constructed sentences. Second, you should use advanced grammar-checking software to review for grammar, punctuation, or other writing errors. The base paid platform of Grammarly is one option; however, others are available as well.

EXTRA CREDIT OPTION

Extra Credit Option – Extra credit can be earned on this assignment for finding and using additional sources. This means you must have both a reference list item for your work and at least one in-text citation.

1 point for 1-2 additional sources

2 points for 3 or more additional sources

ASSIGNMENT DELIVERABLE, DUE DATE, QUESTIONS, AND SUBMITTAL

Deliverable: You must use the templates provided above for your assignment, following the exampleDownload example provided.

Word Count: 800 – 1400 words (not including the reference list.) This is a guide and is most important at the lower end; if you document is shorter than 800 words, it is likely that it is lacking the detail needed. IDL 1 Final 2022F

IDL 1 Final 2022F

Criteria Ratings Pts
This criterion is linked to a Learning OutcomeTitle: It is clear, concise, and descriptive of the handout.
1 ptsFull Marks 0 ptsNo Marks
1 pts
This criterion is linked to a Learning OutcomeIntroduction: The beginning of the document should provide readers with an overview of why this is important to them and what it will address.
5 ptsA 4 ptsB 3 ptsC 2 ptsD 0 ptsF
5 pts
This criterion is linked to a Learning OutcomeIntroduction: The purpose, audience, and value of the document is clear
0 ptsNo 0 ptsPartially 0 ptsYes
0 pts
This criterion is linked to a Learning OutcomeIntroduction: It should introduce both components of the handout: probability/statistics in the field and employability
0 ptsNo 0 ptsYes
0 pts
This criterion is linked to a Learning OutcomeIntroduction: The tone is appropriate for the audience
0 ptsNo 0 ptsPartially 0 ptsYes
0 pts
This criterion is linked to a Learning OutcomeIntroduction: The length is appropriate (<25% of the paper)
0 ptsNo 0 ptsYes
0 pts
This criterion is linked to a Learning OutcomeUses of probability/statistics in the field: This section discusses the purpose of using statistics in your field. How is it beneficial to the field? What kinds of problems can it address?
8 ptsA 6 ptsB 4 ptsC 2 ptsD 0 ptsF
8 pts
This criterion is linked to a Learning OutcomeUses of probability/statistics in the field: There are 3 specific examples of probability/statistics uses (2 may be done if more detail is provided for both, like a specific example of a company use.)
0 ptsNo 0 ptsPartially 0 ptsYes
0 pts
This criterion is linked to a Learning OutcomeUses of probability/statistics in the field: The examples are well-explained and the purpose of using probability/statistics is clear
0 ptsNo 0 ptsPartially 0 ptsYes
0 pts
This criterion is linked to a Learning OutcomeUses of probability/statistics in the field: The language is appropriate for the audience and not too technical
0 ptsNo 0 ptsYes
0 pts
This criterion is linked to a Learning OutcomeUses of probability/statistics in the field: The discussion is relevant to the student’s field
0 ptsNo 0 ptsYes
0 pts
This criterion is linked to a Learning OutcomeEmployability: Data provides in effectively presented in a table and discussed in the text. After reading this section, the audience understands the how proficiency in probability and statistics can help them get a job.
8 ptsA 6 ptsB 4 ptsC 2 ptsD 0 ptsF
8 pts
This criterion is linked to a Learning OutcomeEmployability: The student has included a table that is clear and easy to read, and have a title and table number (per the table reading)
0 ptsNo 0 ptsPartially 0 ptsYes
0 pts
This criterion is linked to a Learning OutcomeEmployability: The data presented in the table supports the argument made in the text.
0 ptsNo 0 ptsPartially 0 ptsYes
0 pts
This criterion is linked to a Learning OutcomeConclusion: In this section, you summarize what you discussed about the use of probability and statistics in your field and how having this competency will enhance students’ employability when they graduate.
5 ptsA 4 ptsB 3 ptsC 2 ptsD 0 ptsF
5 pts
This criterion is linked to a Learning OutcomeConclusion: A brief summary of the document is given
0 ptsNo 0 ptsPartially 0 ptsYes
0 pts
This criterion is linked to a Learning OutcomeConclusion: A concluding statement is given that restates the thesis/argument
0 ptsNo 0 ptsYes
0 pts
This criterion is linked to a Learning OutcomeProfessionalism: The correct template was used, formatting is consistent, and the writing of the document is professional and appropriate.
8 ptsA 6 ptsB 4 ptsC 2 ptsD 0 ptsF
8 pts
This criterion is linked to a Learning OutcomeProfessionalism: The template was used
0 ptsNo 0 ptsYes
0 pts
This criterion is linked to a Learning OutcomeProfessionalism: Spacing between lines, fonts, and other formatting and styling options were consistent
0 ptsNo 0 ptsPartially 0 ptsYes
0 pts
This criterion is linked to a Learning OutcomeProfessionalism: The student has proofread the paper for clarity, spelling, and grammatical errors
0 ptsNo 0 ptsPartially 0 ptsYes
0 pts
This criterion is linked to a Learning OutcomeProfessionalism: The tone is professional and well suited for the audience in every section of the paper
0 ptsNo 0 ptsPartially 0 ptsYes
0 pts
This criterion is linked to a Learning OutcomeProfessionalism: The handout is well organized with headings and has good flow in every section of the paper
0 ptsNo 0 ptsYes
0 pts
This criterion is linked to a Learning OutcomeReferences: References for 4 sources (min.) are in APA format and on a separate page or not taking too much space on the handout. In-text citations are used for each reference.
5 ptsA 4 ptsB 3 ptsC 2 ptsD 0 ptsF
5 pts
This criterion is linked to a Learning OutcomeReferences: In-text citations are used in the format (Author’s_ last_name, year) anywhere you have used someone else’s ideas or data
0 ptsNo 0 ptsPartially 0 ptsYes
0 pts
This criterion is linked to a Learning OutcomeReferences: Sources are in APA format and on a separate page after the handout
0 ptsNo 0 ptsPartially 0 ptsYes
0 pts
This criterion is linked to a Learning OutcomeReferences: Sources are in alphabetical order
0 ptsNo 0 ptsYes
0 pts
This criterion is linked to a Learning OutcomeReferences: Each source corresponds to at least one in-text citation
0 ptsNo 0 ptsYes
0 pts
This criterion is linked to a Learning OutcomeExtra creditStudents identified extra sources for their document, which have in-text citations and are properly referenced.
1-2 extra sources 1 point
3 or more extra sources 2 points
0 ptsExtra sources points assigned as noted 0 ptsOnly the 5 required sources are included
0 pts
This criterion is linked to a Learning OutcomeEnhanced Gen Ed Information and Data LiteracyStudents will know when there is a need for information, be able to identify, locate, evaluate, and effectively and responsibly use and share information for the problem at hand.

threshold: 1.0 pts

1 ptsSatisfactory: Student satisfactorily demonstrates information and data literacy attributes by using and sharing information to effectively and responsibly address the problem at hand. 0 ptsUnsatisfactory: Student does not satisfactorily demonstrate information and data literacy attributes.
This criterion is linked to a Learning OutcomeEnhanced Gen Ed CommunicationStudents will produce well-organized, well-developed communications that reflect appropriate use of language to achieve a specific purpose and address specific audiences.

threshold: 2.0 pts

3 ptsProficient: Student demonstrates a thorough understanding of required context and is able to create a skillfully developed presentation that provides relevant, detailed, and compelling assertions supported by credible and relevant sources. 2 ptsDeveloping: Student demonstrates an adequate understanding of required context and is able to explore ideas that are fairly-well developed in a presentation that is mostly organized and includes basic use of relevant sources to support ideas. 1 ptsNovice: Student is able to develop simple ideas in portions of the assignment, provides a basic, somewhat organized presentation, and attempts to use sources to support ideas with some attention to context.
This criterion is linked to a Learning OutcomeEnhanced Gen Ed Critical & Analytical ThinkingStudents will comprehensively explore issues, ideas, artifacts, and events before accepting or formulating opinions or conclusions.

threshold: 2.0 pts

3 ptsProficient: Student identifies and states problems clearly and completely in understandable terms, carefully and comprehensively evaluates the relevance of assumptions and questions the viewpoints of experts when presenting a position, and formulates conclusions based on a thorough and logical thought process that reflects careful analysis of appropriate assumptions and evidence. 2 ptsDeveloping: Student identifies problems to be considered critically with some omissions or lack of clarity, gathers mostly appropriate information to develop coherent arguments, and questions some conventional assumptions and often considers opposing viewpoints when formulating conclusions. 1 ptsNovice: Student demonstrates some awareness of assumptions when identifying positions, states problems in simple terms without much clarification, generally accepts viewpoints of experts as fact without question, and routinely reaches conclusions not consistently tied to some of the available information.
This criterion is linked to a Learning OutcomeEnhanced Gen Ed Problem SolvingStudents will design, evaluate, and implement a strategy to answer open-ended questions or achieve desired goals.

threshold: 2.0 pts

3 ptsProficient: Student demonstrates the ability to construct a clear and insightful problem statement and to identify multiple approaches to solve a problem that indicate insightful comprehension of the problem and carefully addresses multiple contextual factors and thoroughly reviews results relative to the problem with specific consideration of need for further work. 2 ptsDeveloping: Student demonstrates the ability to construct a problem statement, proposes multiple solutions that suggest comprehension of the problem, some of which apply within a specific context, and reviews results relative to the problem with some consideration of need for further work. 1 ptsNovice: Student demonstrates a limited ability to identify a problem statement and approaches for solving the problem, provides vague and cursory solutions that do not directly address a problem, and reviews results superficially with no consideration of need for further work.
This criterion is linked to a Learning OutcomeLate Deduction 10%
0 ptsFull Marks 0 ptsNo Marks
0 pts
Total Points: 40
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