In order to be a skilled quantitative (or qualitative) researcher, you must also be a skilled academic writer. Without the ability to first articulate a good research question, one cannot even think about coding or analyzing or modeling effectively. Therefore I teach a very writing-heavy research design and statistical analysis course.
FOCUS AND CONTINUITY
Students work on one research project over the course of the semester, adding new levels of statistical analyses to their paper as they learn them in the classroom and the computer lab. This means they are able to revise their paper and therefore improve their writing as they progress through the semester.
Students track my copywriting marks and and other notes in a stylesheet I designed to help them focus on the important things to pay attention to and try to improve. Making repeated mistakes over the course of assignments loses students points, correcting them over the course of assignments wins them extra points.
Not all stylesheet elements are copywriting-related, however. At least half of the packet is dedicated mroe to substance than style, including the screenshot below regarding all the different ways being clear about your terms is important for the successful of your empirical and analytical writing.
TEACHING STATISTICS SOFTWARE
When I spend a class period in the computer lab with students, I provide annotated syntax for the entire lab in advance so students can focus on familiarizing themselves with the program and thinking through the analysis as opposed to frantically writing down everything I say or every step I take.
RESEARCH PAPER TEMPLATE
Another on a long list of things college students are often expected to learn by osmosis is the proper way to structure and format research papers in their field. These kinds of templates are super useful for methods students and majors who are well on their way to learning the conventions and expectations of their field.