This study investigated the use of writing in a statistics classroom to learn if writing provided a rich description of problem-solving processes of students as they solved problems. Through analysis of 329 written samples provided by students, it was determined that writing provided a rich description of problem-solving processes and enabled teachers to find student mistakes easier. Requiring students to write in a statistics course provided a window into the problem-solving abilities of students. The researcher also concluded that he was better able to help students fix errors and misunderstandings since writing made them easier to find. This study also investigated if there any differences when analyzing written samples of students, using ratings from a rubric, for problem-solving processes as they solve problems. A Hierarchical Linear Modeling (HLM) procedure was used and found one statistically, significant difference between the problem-solving process of conceptual understanding and that of problem-solving ability, t (1643) = -9.231, p < 0.001. This suggested that students received a significantly lower score for conceptual understanding compared to problem-solving ability when the researcher analyzed their work using a rubric designed by Pugalee (2005). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]