1. Choose any Excel Discussion dataset. Include the name of the da.docx

1. Choose any Excel Discussion dataset. Include the name of the
dataset. From that dataset, select any two quantitative variables
that you suspect will be related (such as age and height for
example). What is the name of the dataset you have chosen?
Which two variables did you choose?
I’m choosing the data set Male Health Data. I chose to use the
weight and waist.
2. Next, using Excel, calculate the relationship (r value)
between the two variables. Recall that the Excel “formula” for
correlation is “=CORREL.” What is the r value for the two
variables that you have chosen? Is it positive or negative? Is it
strong, medium, or weak? Note that it is best to have an r value
that is medium or strong. It is recommended that you try a few
different variables until you find two variables with an r value
between .5 and 1 (or between -.5 and -1).
The R value is .95, I believe it is positive and strong. I predict
that the two variables rely heavily on each other and as the
waist size goes up so will the weight.
Male Health
119.96226420000001 135.0044268 141.19131909999999
119.22340389999999 142.28929690000001
114.4375618 139.1223177 135.58635469999999
135.8082393 122.9209881 122.06009539999999
124.8414934 127.225424 123.84089109999999
118.7168471 136.3587775 119.9469526 122.6357484
136.0056878 128.89569359999999
137.83491950000001 122.9765491 139.068039
137.8156712 133.7541994 138.76177480000001
119.75264660000001 125.184156 119.8783387
140.4206092 145.3173396 122.3573772 142.6854621
143.74413480000001 145.843414 127.2613503
123.5906377 145.91798059999999 118.9596816

137.250652 38.433652180000003
43.255973959999999 45.624743100000003
37.253182459999998 45.598719490000001
36.884449129999993 45.032341340000002
42.349801380000002 42.840190839999998
39.834869099999992 39.59747187
38.637281489999992 41.29002337
39.557648110000002 38.183893559999987
42.387276959999987 38.214214329999997
39.515691859999997 43.550812219999997
42.900475040000003 44.41314088
37.822132699999997 45.607338759999998
45.551081839999988 43.155114709999999
44.106740930000001 37.340144479999992
40.59829938 38.442786699999999 43.58904613
45.877517249999997 37.579955120000001
44.28848301 44.736077809999998
45.841451879999987 42.34511732 40.17630243
45.377223729999997 38.30346715999999
42.844168519999997
WEIGHT
WAIST
AUDIENCE PROFILE SHEET
Write using complete sentences!What is the reader’s name?
What is the reader’s job title at the Idaho Department of
Environmental Quality?
Name three things the reader does at the Idaho Department of
Environmental Quality?
Respond using a vertical list. Write an introductory sentence,
and then list three items.

What is the reader’s educational background? (What degrees has
he earned?)
and then list at least three items.
How might the reader’s educational background affect the way
he reads?
What is the reader’s professional background? (What other jobs
has he held?)
How might the reader’s professional background affect the way
he reads?
How old is the reader?
I am not looking for a precise number, but you should be able to
get within 10 percent of my actual age by looking on the
Internet.
How might the reader’s age affect the way he reads?
What does the reader expect to see in the documents I give him
to read?

English 202 Style Guide
Updated Wednesday, December 20, 2017
Contents
Format using styles, get rid of blank lines, don’t use text boxes,
and use the caption and cross-
reference tools
...............................................................................................
............................................. 2
Use styles for paragraph-level formatting (Document not
accepted for grading if the required styles are not used) . 2
Do not add or keep blank lines (2 point deduction each
occurrence) ........................................................................ 3
Do not manually indent the first sentence of a paragraph (2
point deduction each occurrence) ................................ 3
Do not use text boxes for document layout (document not
accepted for grading) ..................................................... 4
Use the captioning tool to add captions (5 point deduction each
instance)................................................................ 4
Add cross-references to illustrations using the cross-reference
tool (5 point deduction each instance) .................... 5
Write to meet the needs of the reader
...............................................................................................
........ 6
Do not use back-to-back headings (2 point deduction each
occurrence) .................................................................. 6
Begin each paragraph with a topic sentence, and keep
paragraphs short (2 point deduction each occurrence)...... 6
Cite sources in the text using an (Author Year) citation (3 point
deduction each occurrence) .................................. 7
List all cited sources in a References section (3 point deduction
each occurrence) .................................................. 8
Choose good writing over bad (2 point deduction each

occurrence) ......................................................................... 8
Use specific adjectives (2 point deduction each occurrence)
.................................................................................. . 10
Use standard conventions for grammar, punctuation, and
spelling ................................................... 10
Introduce a list with a complete sentence that ends with a colon
(2 point deduction each occurrence) ................... 10
Punctuate list elements as you would sentences or sentence
fragments (2 point deduction each occurrence) ...... 10
Commas (2 point deduction each occurrence)
...............................................................................................
......... 11
Semicolons (2 point deduction each occurrence)
...............................................................................................
..... 11
Dashes and hyphens (2 point deduction each occurrence)
..................................................................................... 11
Punctuation placed outside of quotations (2 point deduction
each occurrence) ...................................................... 12
Sentence fragments used as sentences (2 point deduction each
occurrence) ........................................................ 12
Subject-verb disagreement (2 point deduction each occurrence)
............................................................................ 12
Run-on sentences (2 point deduction each occurrence)
.......................................................................................... 12
Comma splices (2 point deduction each occurrence)
..............................................................................................
13
No comma before the coordinating conjunction that joins two
independent clauses (2 point deduction each
occurrence)
...............................................................................................
............................................................... 13
Conjunctive adverb used as a conjunction (2 point deduction
each occurrence) ..................................................... 13

Noun-pronoun disagreement (2 point deduction each
occurrence) .........................................................................
13
Faulty parallelism (2 point deduction each occurrence)
...........................................................................................
14
Misspelling (2 point deduction each occurrence)
...............................................................................................
...... 14
2
This style guide defines standards for all writing done in this
course.
and use the
caption and cross-reference tools
For all documents, you must apply paragraph-level formatting
using styles, use Word’s captioning and
cross-referencing tools when the document contains
illustrations, and avoid features that make editing
difficult.
Use styles for paragraph-level formatting (Document not
accepted for grading if the required
styles are not used)
Apply paragraph formatting using styles rather than by selecting
text and then applying some

characteristic. Selecting text and applying formatting directly
must be limited to such simple
actions as applying italics or boldface to a few words.
Use only the following styles in this course
Unless the assignment specifies otherwise, use only the
following paragraph styles1:
• Apply Title style to the title of a document2.
• Apply Heading 1 to all first-level headings. (Think of chapter
titles in a book.)
• Apply Heading 2 style to all second-level headings. (Think of
sections in a chapter.)
• Keep the structure of your document simple; do NOT use
Heading 3 through Heading 93.
• Apply Body Text style to all body paragraphs in a document
with the exception of vertical
list elements.
• Apply List Bullet style to all unordered4 vertical list elements.
If you need to create an
indented list—a sub-list within a list—use List Bullet 2.
• Apply List Number to all ordered vertical list elements. Use
List Number only for lists
that imply a specific sequence. Do not create indented numbered
lists.
Body Text, List Bullet, List Bullet 2, and List Number must
share a common typeface,
paragraph spacing, and line spacing.

• Add a References section heading (Heading 1 style) to the end
of any document that cites
sources, list your sources, and format each source item using
Body Text style.
1 When you collaborate with others, as you do frequently when
writing technical documents, you must work
efficiently. Manual formatting, using the click and select
method, is not efficient.
2 Because a document only has one title, there should be a
single Title style paragraph.
3 Research tells us that readers struggle with documents that
have more than four levels of headings.
4 Most lists are unordered. Unless your list is a sequence, or
unless the items in the list are presented in a ranked
order, use an unordered list.
3
If you are not seeing all styles in Word, click Options at the
bottom of the Styles pane and choose
All styles:
Learn to use and modify Word styles
Many guides and tutorials can teach you Word styles. Here are a
few I found:
• Understanding styles
• How to modify styles in Microsoft Word

I know you can find other online resources just as good. I also
provide tutorials.
Do not add or keep blank lines (2 point deduction each
occurrence)
When styles define the spacing between document elements,
blank lines are not needed and
should not be added or retained. Delete them! To more easily
see blank lines in a document, click
the pilcrow symbol:
Some blank lines are added by Word and cannot be easily
deleted5, but try to do so before
accepting any unnecessary spacing.
Do not manually indent the first sentence of a paragraph (2
point deduction each
occurrence)
The transition from one paragraph to another is indicated by
additional spacing specified before
and after Body Text style. Outside of hardcopy books6, indents
have given way to inter-paragraph
spacing. Do not add indents.
5 For example, Word adds a space after a table of contents field
that usually cannot be deleted without deleting the
entire table of contents.
6 In the book publishing industry, the cost of paper is still
important, so indents are still used.
http://shaunakelly.com/word/styles/tipsonstyles.html
http://shaunakelly.com/word/styles/modifyastyle.html

4
Do not use text boxes for document layout (document not
accepted for grading)
As implemented in Word, text boxes do not support
collaborative editing and commenting tools.
If you use text boxes, I will return your file and have you fix it.
(If the returned file is late, the
late penalty applies.)
Use the captioning tool to add captions (5 point deduction each
instance)
You must use the Word captioning tool to add captions to
illustrations, such as figures, photos,
charts, and tables. (Illustrations are also called graphics.)7
Course rules for captions
For all writing in this course, captions must comply with the
following (2 point deduction each):
• Captions go beneath figures and above tables:
• Captions must have a label, a number, and a title. Your word
processor will automatically
add the label and number (for example, "Figure 3" or "Table
5"), but you must also add a
descriptive title that describes the graphic.
Learn to use the Word captioning tool
Many guides and tutorials available can show you how to add

captions in Word. Here are a few I
found:
• Add captions in Word
• How to Add a Caption to a Graphic in a Word 2010 Document
• Microsoft Word 2010 and 2013 for Dissertations
I also provide a tutorial.
7 The first time you edit a large document that includes many
figures and tables, you will be grateful for learning
how to make Word keep track of captions and cross-references.
https://support.office.com/en-us/article/Add-captions-in-Word-
82fa82a4-f0f3-438f-a422-
34bb5cef9c81?CorrelationId=35749ef1-5340-45ac-8211-
99a36c52d928&ui=en-US&rs=en-US&ad=US
http://www.dummies.com/how-to/content/how-to-add-a-caption-
to-a-graphic-in-a-word-2010-d.html
http://guides.lib.umich.edu/content.php?pid=245394&sid=20274
61
5
Add cross-references to illustrations using the cross-reference
tool (5 point deduction
each instance)
You must use the Word cross-reference tool to create cross-
references to captions. A cross

reference is a link between what is being said in the text and an
associated illustration. Examples
include the following:
Figure 1 shows an example of the Thingamajig II in operation.
(The cross reference is the subject
of the sentence.)
The Thingamajig II is an attractive machine (Figure 1). (The
cross-reference is a parenthetical
element.)
In the following example, the cross-reference (contained in
parentheses because it is a
parenthetical element) refers the reader to the caption.
The cross-reference can be either an element of the sentence or
a parenthetical element, but it
cannot stand alone because it is a sentence fragment.
Course rules for cross-references
For all writing in this course, cross-references must comply
with the following (2 point deduction
each):
• Place the cross-reference somewhere in the text shortly before
the illustration is presented.
• Make the cross-reference a part of the sentence8. A cross-
reference is often a subject or a
parenthetical element.
• Create cross-references that show only the label and number9:
Figure 6 shows the relationship between pH and disinfection

effectiveness.
8 So, the cross-reference must be placed inside the end
punctuation of the sentence. It cannot stand alone.
9 Don’t include the caption title in the cross-reference.
6
• Do NOT add position indicators to cross-references. For
example, do not add words such
as “below” or “above” when making a cross-reference10.
• Insert the cross-reference as a hyperlink:
Learn to use the Word cross-reference tool
Many guides and tutorials available online can show you how to
add cross-references in Word.
Here are a few I found:
• Microsoft Word 2010 and 2013 for Dissertations
• Creating cross-references in Word
I also provide a tutorial.
Write to meet the needs of the reader
Write so that the reader rarely needs to work hard to understand
what you are trying to say; adhere to the
following rules.

Do not use back-to-back headings (2 point deduction each
occurrence)
Do not use back-to-back headings. Put an advanced organizer
between levels of headings to
illustrate how a section is structured. In other words, describe
how a section is sub-divided before
jumping into the first sub-division.
Begin each paragraph with a topic sentence, and keep
paragraphs short (2 point
deduction each occurrence)
Because you are learning how to write for readers who would
prefer to not read, always do the
following:
• Begin each paragraph with a topic sentence. Readers who skim
documents—by which I
mean all readers of technical documents—are looking at
headings and first sentences to get
10 Yes, the cross-reference feature can add such indicators
automatically, but, if you place your illustrations where
the reader needs them, such indicators are not necessary.
http://guides.lib.umich.edu/content.php?pid=245394&sid=20274
88
http://www.iec.ch/standardsdev/resources/draftingpublications/
writing_editing/tips_recommendations_we/cross_references.htm
7

the gist of what you are saying. Don’t try to create suspense by
presenting the topic sentence
at the end of the paragraph; you’ll simply annoy the reader.
Structure paragraphs as journalists do, as an inverted pyramid,
with the key idea at the
beginning. Avoid writing chronological paragraphs that end
with a conclusion:
Avoid this type of paragraph:
I started with the initial prediction of temperature values. Then,
I applied the filter to
correct the predictions before comparing to the measured
experimental results. The
filtered predictions for temperature matched the experimental
results.
Instead, flip the paragraph to put the key point at the beginning:
After filtering, the predicted temperature values matched the
measured experimental
values. I started with the initial temperature predictions, and I
then applied the filter to
these values. The values matched.
• Keep each paragraph focused and concise. If you cannot
present an idea with a topic
sentence and three supporting sentences (four at most), you
need to rethink what you are
trying to say:
• If the paragraph addresses more than a single topic, break the
paragraph where the
topic shifts.

• If the paragraph presents a list of items, format the paragraph
as an introductory
sentence and a vertical list.
Cite sources in the text using an (Author Year) citation (3 point
When you make a statement of fact that is not universal
knowledge, you must cite a source by
adding an (Author Year) notation close to where the fact is
stated:
SI units were introduced in 1960 (Robinson 2007 p15).
More than half of the people living in the U.S. do so in places
where the air is unhealthy (West
2010).
In Metal Evolution, Sam Dunn argues that modern metal has its
roots in classical music (Fraser
2011).
Pay particular attention to the following requirements for
citations:
• Author in the citation should closely resemble Author shown
in the referenced sources.
The reader is looking for Author in the reference list, so show
the same Author in the citation.
• Place the citation inside the sentence end punctuation. A
citation outside of the end
punctuation is a sentence fragment.
• If you are citing a book, give a page number where the fact
can be found.

• If you are citing a source published on the Internet, and no
author is named, use the
name of the organization11 as the author:
A style guide provides standards for writing and designing a
document (Wikipedia 2016).
• Yes, you may cite Wikipedia as a source12.
11 Do not use the N.A. and N.D. elements in references. These
elements tell the reader nothing useful.
8
List all cited sources in a References section (3 point deduction
each occurrence)
In a References section, placed after the document body, list
references, in alphabetical order
by author. Use the following pattern for each reference:
Author last name, First initial. Year. Title of cited work.
Publisher. Access information
(for web-based sources).
I’ve made the item-separators large and red to emphasize that
items in the reference are separated
by periods rather than commas.
Here are a few examples:
Fraser, G. 2011. Metal Evolution Forges a New History of Hard

Rock. Toronto.com.
Available at http://www.toronto.com/article/705371.
Robinson, A. 2007. The Story of Measurement. Thames and
Hudson Ltd., London.
West, L. 2010. More Than Half of U.S. Population Lives in
Counties with Unsafe Air.
About.com. Available at
http://environment.about.com/od/healthenvironment/a/stateofair
.htm.
Pay particular attention to the following:
• Author name must resemble the in-text citation name (3 point
deduction each).
• Do not list any references that you have not cited in the
document body (3 point deduction each).
• Year should be the publication year, if shown on the article. If
you do not see a publication
year, use the year you accessed it. Do not use N.D. (3 point
deduction each).
• If two cited publications have the same author and the same
year, distinguish between
them by adding a lowercase letter after the year (2 point
deduction each):
Smithers, L. 2010a. Citing Your Sources. Smith.com. Available
at http://smithers.com/citing.
Smithers, L. 2010b. References in the Same Year. Smith.com.
Available at
http://smithers.com/references.

• If you are citing a source published on the Internet, and no
author is named, use the
organization name as the author (3 point deduction each):
Wikipedia. 2016. Style guide. Wikipedia. Available at
https://en.wikipedia.org/wiki/Style_guide.
• Use the exact spelling and capitalization used by the
organization you are citing. If you
are uncertain, go to the organization’s website and look for the
About Us link, which is often
located in the web page footer (3 point deduction each).
Choose good writing over bad (2 point deduction each
occurrence)
As I read your writing, I will look for the following:
• Clearly indicated main clauses. Long sentences that take
forever to get to the point make
for slow reading. Often, such sentences begin with long
introductory phrases that are not set
off from the main clause with a comma. In this course, I want
you to always add a comma
after an introductory word or phrase that precedes the main
clause.
12 I use Wikipedia myself to quickly find information on many
topics. However, I also double-check the information
found in Wikipedia before accepting it as truth. I encourage you
to do the same.

9
• Sentences easy to follow on the first reading. Having to
continuously backtrack is a major
frustration. When I find myself backing up to re-read a
sentence, the problem (and the
corresponding solution) is usually one of the following:
What I thought was the main
clause is an introductory phrase:
In troubling times such as these
times we need a new copier.
Put a comma after an introductory phrase to signal
where the main clause begins.
In troubling times such as these times, we need a new
copier.
I encounter an abbreviation or
term that has not yet been
defined.
Define all abbreviations, acronyms, and initialisms on
first use. Present the full term first, and then, in
parentheses, present the shortened form you intend to
use:
• The Central Processing Unit (CPU) is the brain of
the computer.
• The preferred option will weigh less than three
pounds (lb).

• The software application (app) runs on most
smartphones.
• I bought a new personal computer (pc).
I encounter a pronoun, and I’ve
forgotten what it refers to.
Don’t continue using a pronoun more than a sentence
away from its referent.
If the pronoun is a demonstrative pronoun (this,
that, these, those), always convert the pronoun to an
adjective by adding a noun:
The pipe had a longitudinal crack that opened under
pressures above 50 psi. This crack accounted for the
unexpected loss in fluid.
I encounter a slash used as a
conjunction, and I have to figure
out what it means.
Never use a slash (/) as a conjunction; specify what
you mean. Do you mean “and,” or do you mean “or?”
The conjunction and/or has no clear meaning and
should never be used in a technical document.
Yes, I know the textbook uses slashes as
conjunctions, but it should not. Technical writing
should be precise.

10
I encounter a list of items, and I
am uncertain if the last two are
separate or grouped together
into a single item. Use the
Oxford comma!
In technical writing, we always place a comma
(known as the Oxford comma) after the next-to-last
item in a series of more than two items:
• My heroes are my parents, Superman and Wonder
Woman. (Incorrect, unless your parents are
Superman and Wonder Woman)
• My heroes are my parents, Superman, and
Wonder Woman. (Correct)
Use specific adjectives (2 point deduction each occurrence)
Because many adjectives have no specific meaning without
context, make sure you provide that
context for the reader—or use a specific adjective:
High resolution images of the equipment were provided. (What
is the definition of high resolution
in this context?)
300 dots per inch (dpi) images of the equipment were provided.
Use standard conventions for grammar, punctuation, and
spelling
If you are a native English speaker, you spent the first eight
years of your education learning the
rules of English grammar and punctuation. Then, in high school,
you forgot those rules. Here is a

refresher of what you should know.
Introduce a list with a complete sentence that ends with a
colon13 (2 point deduction each
occurrence)
So that your writing is consistent with other writers in this
collaborative setting, always introduce
a list with a complete sentence that ends with a colon:
To complete the project, (Incorrect)
• Draft the report
• Review the draft with a approving committee
To complete the project, we need to do the following:
(Correct)
• Draft the report
• Review the draft with a approving committee
By rule, the words to the left of a colon should form a complete
sentence, except for a colon
following a salutation (Dear Ms. Doe:).
Punctuate list elements as you would sentences or sentence
fragments (2 point
If all elements of a vertical list appear as sentence fragments,
do not add any punctuation. (See
the list example in the previous section.)
13 Technically, the introduction to a list can end with a period,
but in the collaborative environment of this course, I

want to be sure we all follow the same convention. Use a colon.
11
If any element of a vertical list is a complete sentence,
punctuate all elements as if they were
sentences:
To complete the project, we need to do the following:
• We must create the draft report.
• We must review the draft with the approving committee.
Commas (2 point deduction each occurrence)
The following comma errors are likely to catch my eye:
• No commas separating nonrestrictive modifiers from the main
clause:
The iPhone one of the original smart phones is still popular.
(Incorrect)
The iPhone, one of the original smart phones, is still popular.
(Correct)
The phrase between commas can be deleted, and the sentence
would still make sense.
• A comma is placed between a subject and its verb:
A long document, is ten pages. (Incorrect)

A long document is ten pages. (Correct)
• A comma splits verbs or verb phrases in a compound
predicate:
The plans meet state rules, and are approved. (Incorrect)
The plans meet state rules and are approved. (Correct)
The plans meet state rules, and they are approved. (Correct)
• Other comma gaffes listed by the Purdue OWL.
Semicolons (2 point deduction each occurrence)
A semicolon cannot be used to introduce a list or end a
salutation:
The following rules apply; (Incorrect)
Dear Mr. Curmudgeonly; (Incorrect)
A semicolon (;) is used to join two closely related independent
clauses or to separate items in a
list when those items already contain commas:
Some people are fastidious; he was not such a person. (Correct)
State capitols represented at the conference included the
following: Austin, Texas;
Sacramento, California; and Boise, Idaho. (Correct)
Dashes and hyphens (2 point deduction each occurrence)
Dashes and hyphens are not the same thing with different
widths:
• A dash is used to set off information, in much the same way
that parentheses do:

He drank too many cups of punch—a concoction consisting of
fruit juice and some
unknown liquor—for his stomach to handle.
• A hyphen is used to create compound adjectives or to express
a range:
https://owl.english.purdue.edu/owl/resource/607/02/
12
Her ex-husband turned out to be a small-time crook.
He spent time in the prison from 1999-2005.
Writers frequently add spaces before and after dashes and
hyphens, but there should be no
such spaces14.
To create a dash in Word, type two hyphens immediately after a
word, and continue typing.
When you complete the word following the hyphens, Word
replaces them with an em-dash15.
You can also use the Insert > Symbol function to add a dash.
Select More Symbols, go to the
Special Characters tab, select Em Dash, and click Insert.
Punctuation placed outside of quotations (2 point deduction
each occurrence)
In American English, punctuation is placed inside of quotations:

According to Markel (2012), “a topic sentence states,
summarizes, or forecasts the main
point of the paragraph”. (Incorrect)
According to Markel (2012), “a topic sentence states,
summarizes, or forecasts the main
point of the paragraph.” (Correct)
Sentence fragments used as sentences (2 point deduction each
occurrence)
Oxford Dictionaries defines a sentence as follows:
A set of words that is complete in itself, typically containing a
subject and predicate,
conveying a statement, question, exclamation, or command, and
consisting of a main
clause and sometimes one or more subordinate clauses.
Although sentence fragments are frequently used by
professional writers, in this course, only a
sentence can pose as a sentence.
Subject-verb disagreement (2 point deduction each occurrence)
A subject and its verb must agree in number:
June and Edward is coming to dinner.
June and Edward are coming to dinner.
Run-on sentences (2 point deduction each occurrence)
A writer strings two complete thoughts together without
connective punctuation, creating a run-
on sentence:
He kicked the ball the ball bounced back. (Incorrect)

He kicked the ball, and the ball bounced back. (Correct)
He kicked the ball. The ball bounced back. (Correct)
He kicked the ball; the ball bounced back. (Correct)
14 Some Word templates, such as resume templates, show
spaces before and after dashes. If you use such a template,
you will need to remove these spaces.
15 The em-dash is the width of the letter “m.” Can you guess
how wide an en-dash is?
http://www.oxforddictionaries.com/us/definition/american_engli
sh/sentence
13
Comma splices (2 point deduction each occurrence)
A writer uses a comma to join two independent clauses, creating
a comma splice. The fix is to add
a coordinating conjunction (and, or, so, but):
The sun came up, it was a new day! (Incorrect)
The sun came up, and it was a new day! (Correct)
No comma before the coordinating conjunction that joins two
independent clauses (2
point deduction each occurrence)
She hit the ball and she ran to first base. (Incorrect)

She hit the ball, and she ran to first base. (Correct)
Conjunctive adverb used as a conjunction (2 point deduction
each occurrence)
A conjunctive adverb (accordingly, also, additionally, however,
moreover, and so forth) cannot
connect two clauses in the same manner as a conjunction. Place
a semicolon or period before the
adverb, and a comma after:
You must do all the assignments, otherwise you will not score
well. (Incorrect)
You must do all the assignments; otherwise, you will not score
well. (Correct)
The assignment was due on Monday, however James did not
turn it in. (Incorrect)
The assignment was due on Monday; however, James did not
turn it in. (Correct)
Noun-pronoun disagreement (2 point deduction each
occurrence)
A pronoun and the noun to which it refers should agree in
number, person, and gender. When this
agreement is not achieved, the results look funny:
Every student should work hard if they want a good grade.
(Incorrect)16
Every student should work hard if he or she wants a good grade.
(Correct)
16 If you routinely use non-binary pronouns, I will accept this

usage, provided you add an embedded comment
explaining your intentional usage for the first non-binary
pronoun in each document. I need to know that your usage
is intentional and not a mistake.
14
Faulty parallelism (2 point deduction each occurrence)
A consistent (parallel) grammatical form should be used
throughout coordinated elements. I most
often see a break in parallelism in vertical lists in which the
writer begins list elements
differently:
Non-parallel (most items
begin with verbs)
Parallel (all items begin with
verbs)
The following are essential: The following are essential:
Reset the gizmo. Reset the gizmo.
Consistent pressure is
important. Prime the
pressurizer.
Prime the pressurizer.
Consistent pressure is
important.
Activate the startup sequence. Activate the startup sequence.

Misspelling (2 point deduction each occurrence)
Check your spelling. Poor spelling shouts, “This writer doesn’t
care!” In the era of spell-checkers
and Internet access, it adds, in a whispered aside, “This writer
is also incredibly lazy.” Don’t be
that writer.
Make sure your word processor is set up to automatically check
spelling as you type. A red
squiggly line beneath a word tells you to check the spelling.
and use the caption and cross-reference toolsUse styles for
paragraph-level formatting (Document not accepted for grading
if the required styles are not used)Use only the following styles
in this courseLearn to use and modify Word stylesDo not add or
keep blank lines (2 point deduction each occurrence)Do not
manually indent the first sentence of a paragraph (2 point
deduction each occurrence)Do not use text boxes for document
layout (document not accepted for grading)Use the captioning
tool to add captions (5 point deduction each instance)Course
rules for captionsLearn to use the Word captioning toolAdd
cross-references to illustrations using the cross-reference tool
(5 point deduction each instance)Course rules for cross-
referencesLearn to use the Word cross-reference toolWrite to
meet the needs of the readerDo not use back-to-back headings
(2 point deduction each occurrence)Begin each paragraph with a
topic sentence, and keep paragraphs short (2 point deduction
each occurrence)Cite sources in the text using an (Author Year)
citation (3 point deduction each occurrence)List all cited
sources in a References section (3 point deduction each
occurrence)Choose good writing over bad (2 point deduction
each occurrence)Use specific adjectives (2 point deduction each
occurrence)Use standard conventions for grammar, punctuation,
and spellingIntroduce a list with a complete sentence that ends
with a colon12F (2 point deduction each occurrence)Punctuate
list elements as you would sentences or sentence fragments (2

point deduction each occurrence)Commas (2 point deduction
each occurrence)Semicolons (2 point deduction each
occurrence)Dashes and hyphens (2 point deduction each
occurrence)Punctuation placed outside of quotations (2 point
deduction each occurrence)Sentence fragments used as
sentences (2 point deduction each occurrence)Subject-verb
disagreement (2 point deduction each occurrence)Run-on
sentences (2 point deduction each occurrence)Comma splices (2
point deduction each occurrence)No comma before the
coordinating conjunction that joins two independent clauses (2
point deduction each occurrence)Conjunctive adverb used as a
conjunction (2 point deduction each occurrence)Noun-pronoun
disagreement (2 point deduction each occurrence)Faulty
parallelism (2 point deduction each occurrence)Misspelling (2
point deduction each occurrence)
Sheet1FEMALE ID
#AGEHEIGHTWEIGHTWAISTPULSECHOLBMIWRISTMonth
of Birth of First ChildBODY TEMPERATURE
(F)2952364.3114.867.27626419.64.6January99.02r
value0.936051581627393266.4149.382.57218123.85.5February9
8.93r
squared0.876192563429922562.3107.866.78826719.64.6March9
8.6137455562.3160.1936038429.15NA98.6744862759.6127.182
.6729825.24.8January98.6844882963.6123.175.4686221.44.9De
cember98.8948782559.8111.773.680126225.1April98.91488022
63.3156.381.4648927.55.5March98.6648814167.9218.899.4685
3133.55.8February98.8148353261.4110.267.76813020.65Januar
y98.8448423166.7188.3100.78017529.95.2May98.7562251964.8
105.472.9764417.74.8June99.0186801963.1136.185688245.1Ma
rch98.6986812366.7182.485.77211228.95.6January99.05123484
066.8238.41269646237.75.4February98.63146512364.7108.874.
5726218.35.2January98.99167672765.111974.5689819.85.3Oct
ober98.60177654561.9161.9947244729.85April98.84193774164
.3174.192.86412529.74.7NA98.72193785663.4181.2105.580318
31.75.4May98.89193822260.7124.375.56432523.85September9

8.90202785763.4255.9126.58060044.95.6February98.90216262
462.6106.7707623719.25August99.00322333760.6149.9987617
328.75.1August98.90331045963.5163.1104.77630928.55.1Marc
h98.77331064058.694.367.8809419.34.2February98.693333445
60.2159.799.3104280315.2November98.92333355267.6162.891.
18825425.15.3NA98.96347793163.413074.56012322.85.1April9
8.98350353264.1179.995.57659630.95January98.82352722362.
7147.879.57230126.54.9July99.05352732361.3112.969.1722232
1.24.7December98.94355054758.2195.6105.58829340.65.5Marc
h98.81355063663.2124.278.88014621.94.7May98.95355073460.
513585.760149265.2February98.73359843765141.492.8721492
3.54.8May98.75359882861.8123.972.78892022.85March98.893
61152968135.575.98827120.74.9NA98.97365024867130.468.61
2420720.55.3November98.88380892557100.768.764221.94.6Ju
ne98.88
114.8 149.30000000000001 107.8 160.1 127.1
123.1 111.7 156.30000000000001 218.8
110.2 188.3 105.4 136.1 182.4 238.4
108.8 119 161.9 174.1 181.2 124.3
255.9 106.7 149.9 163.1 94.3
159.69999999999999 162.80000000000001 130
179.9 147.80000000000001 112.9 195.6
124.2 135 141.4 123.9 135.5 130.4
100.7 19.600000000000001 23.8
19.600000000000001 29.1 25.2 21.4 22 27.5 33.5
20.6 29.9 17.7 24 28.9 37.700000000000003 18.3
19.8 29.8 29.7 31.7 23.8 44.9 19.2 28.7 28.5 19.3 31
25.1 22.8 30.9 26.5 21.2 40.6 21.9 26 23.5 22.8 20.7
20.5 21.9
Weight
BMI

1. Choose any Excel Discussion dataset. Include the name of the
dataset. From that dataset, select any two quantitative variables
that you suspect will be related (such as age and height for
example). What is the name of the dataset you have chosen?
Which two variables did you choose? I chose the Female
Health Data set. The variables I chose was weight and BMI.
2. Next, using Excel, calculate the relationship (r value)
between the two variables. Recall that the Excel “formula” for
correlation is “=CORREL.” What is the r value for the two
variables that you have chosen? Is it positive or negative? Is it
strong, medium, or weak? Note that it is best to have an r value
that is medium or strong. It is recommended that you try a few
different variables until you find two variables with an r value
between .5 and 1 (or between -.5 and -1). Using Excel to
calculate for my r and r squared I obtained an r value of 0.936
and an r squared of .876. This is a strong positive correlation.
3. Next, use Excel to create a scatterplot for the two variables.
You decide which variable will be dependent (y) and which will
be independent (x). On the scatterplot, include the “trendline”
and the “equation for the line” using Excel options. Attach your
scatterplot to your post.
4. Finally, using the equation of the line that you generated
above, plug in any reasonable value for x (your chosen
independent variable) and solve the equation for y (your chosen
dependent variable). It is up to you to determine which of your
two variables is x and which is y. What prediction do you get?
Show all your work. In other words, type out the equation, plug
in a value for x, and show your solution for y.
Using the equation y = .1534x + 3.309 and a weight of 140
pounds (x) I would expect a BMI of:
.1534(140) + 3.309 = 24.785

114.8 149.30000000000001 107.8 160.1 127.1
123.1 111.7 156.30000000000001 218.8
110.2 188.3 105.4 136.1 182.4 238.4
108.8 119 161.9 174.1 181.2 124.3
255.9 106.7 149.9 163.1 94.3
159.69999999999999 162.80000000000001 130
179.9 147.80000000000001 112.9 195.6
124.2 135 141.4 123.9 135.5 130.4
100.7 19.600000000000001 23.8
19.600000000000001 29.1 25.2 21.4 22 27.5 33.5
20.6 29.9 17.7 24 28.9 37.700000000000003 18.3
19.8 29.8 29.7 31.7 23.8 44.9 19.2 28.7 28.5 19.3 31
25.1 22.8 30.9 26.5 21.2 40.6 21.9 26 23.5 22.8 20.7
20.5 21.9
Weight
BMI

1. Choose any Excel Discussion dataset. Include the name of the da.docx

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