Chapter 2 R ggplot2 Examples

Bret Larget

February 5, 2014

Abstract
This document introduces many examples of R code using the ggplot2 library to accompany
Chapter 2 of the Lock 5 textbook. The primary data set used is from the student survey of this
course, but some plots are shown that use textbook data sets.

1 Getting Started
1.1 Installing R, the Lock5Data package, and ggplot2
Install R onto your computer from the CRAN website (cran.r-project.org). CRAN is a reposi-
tory for all things R. Follow links for your appropriate operating system and install in the normal
way.
After installing R, download the Lock5Data and ggplot2 packages. Do this by starting R and
then using install.packages(). You will need to select a mirror site from which to download
these packages. The code will automatically install the packages in the appropriate place on your
computer. You only need to do these steps once.

install.packages("Lock5Data")
install.packages("ggplot2")

1.2 Loading Data into an R Session

To load the SleepStudy data set from the textbook, first load the Lock5Data library and then use
data() to load the specific data set.

library(Lock5Data)
data(SleepStudy)

To load data from files, use either read.table() for files where variables are separated by space
or read.csv() where variables are separated by commas. The former requires a second command
to indicate that the file contains a header row. The latter assumes a header row by default.

heart = read.table("heart-rate", header = TRUE)

students = read.csv("students.csv")

The preferred procedure to avoid typing in long expressions for a path to where the file is is to
change the working directory of R to a folder where the data is (or to move the data to where the
R session is running). An alternative is to use file.choose() in place of the file name. This will
open up a window in your operating system you can use to navigate to the desired file.

1
heart = read.table(file.choose(), header = TRUE)

Each of the loaded data sets is an object in R called a data frame, which is like a matrix where
each row is a case and each column is a variable. Unlike matrices, however, columns can contain
categorical variables, where the values are labels (typically words or strings) and are not numerical.
In R a categorical variable is called a factor and its possible values are levels.

1.3 Using the Loaded Data

There are a number of useful things you can do to examine a loaded data set to verify that it loaded
correctly and to find useful things like the names and types of variables and the size of the data
set.
The str() function shows the structure of an object. For a data frame, it gives the number of
cases and variables, the name and type of each variable, and the first several values of each. The
dimensions are returned by dim(). The number of cases (rows) and variables (columns) can be
found with nrow() and ncol().

str(students)

## 'data.frame': 48 obs. of 13 variables:

## $ Sex : Factor w/ 2 levels "female","male": 1 2 2 2 2 1 2 2 1 1 ...
## $ Major : Factor w/ 12 levels "actuarial science",..: 1 11 11 9 11 11 5 10 12 12 ...
## $ Major2 : Factor w/ 11 levels "","business",..: 1 4 8 11 1 1 11 7 1 1 ...
## $ Major3 : Factor w/ 4 levels "","african studies",..: 1 1 3 1 1 1 1 2 1 1 ...
## $ Level : Factor w/ 6 levels "freshman","graduate",..: 1 3 1 4 5 2 5 4 1 1 ...
## $ Brothers : int 0 3 0 0 0 0 1 1 0 2 ...
## $ Sisters : int 1 2 1 1 0 0 1 1 1 2 ...
## $ BirthOrder: int 1 3 1 1 1 1 1 1 1 5 ...
## $ MilesHome : num 107.5 64.7 155.8 83.9 269.7 ...
## $ MilesLocal: num 0.43 0.2 0.7 1.2 0.3 0.9 0.1 0.8 0.52 0.3 ...
## $ Sleep : num 7 6 9 8 7 7.5 7.5 7 9.5 7.5 ...
## $ BloodType : Factor w/ 5 levels "","A","AB","B",..: 1 2 4 1 1 5 3 4 4 1 ...
## $ Height : num 62 72 72 71.5 71 ...

dim(students)

## [1] 48 13

nrow(students)

## [1] 48

ncol(students)

## [1] 13

Single variables may be extracted using $. For example, here is the variable for Brothers. Note
that when R writes a single variable, it writes the values in a row, even when we think of the
variables as a column.

2
students$Brothers

## [1] 0 3 0 0 0 0 1 1 0 2 2 0 0 1 0 0 2 0 3 0 0 2 1 0 1 2 1 2 0 1 1 1 0 4 1
## [36] 0 2 0 7 0 1 1 0 0 1 0 1 0

The with() command is useful when we want to refer to variables multiple times in the same
command. Here is an example that finds the number of siblings (brothers plus sisters) for each
student in two ways.

with(students, Brothers + Sisters)

## [1] 1 5 1 1 0 0 2 2 1 4 2 0 1 1 0 0 2 1 6 2 1 2 1
## [24] 0 2 4 1 2 1 1 1 1 1 4 1 0 4 0 10 1 1 1 1 0 1 1
## [47] 1 0

students$Brothers + students$Sisters

## [1] 1 5 1 1 0 0 2 2 1 4 2 0 1 1 0 0 2 1 6 2 1 2 1
## [24] 0 2 4 1 2 1 1 1 1 1 4 1 0 4 0 10 1 1 1 1 0 1 1
## [47] 1 0

1.4 Square Bracket Operator

The square brackets or subset operator are one of the most powerful parts of the R language. Here
is a way to extract the 1st, 6th, and 7th, columns and the first five rows. Note the code also shows
the use of the colon operator for a sequence of numbers and the c function for combining a number
of like items together. For a data frame, there are two arguments separated by a comma between
the square brackets: which rows and which columns do we want? If left blank, all rows (or columns)
are included. For a single array like students$Brothers, there is only a single argument.

1:6

## [1] 1 2 3 4 5 6

c(1, 6, 7)

## [1] 1 6 7

students[1:6, c(1, 6, 7)]

## Sex Brothers Sisters

## 1 female 0 1
## 2 male 3 2
## 3 male 0 1
## 4 male 0 1
## 5 male 0 0
## 6 female 0 0

students[1, ]

3
## Sex Major Major2 Major3 Level Brothers Sisters
## 1 female actuarial science freshman 0 1
## BirthOrder MilesHome MilesLocal Sleep BloodType Height
## 1 1 107.5 0.43 7 62

students$Brothers[1:6]

## [1] 0 3 0 0 0 0

2 Categorical Variables
Categorical variables place cases into groups. Each group has a label called a level. By default, R
orders the levels alphabetically. We will see later how to change this.

2.1 table()
The table() function is useful for summarizing one or more categorical variables. Here is an
example using Sex and then both Sex and BloodType. In addition, the function summary() is
useful for many purposes. We can use it on a single variable or an entire data frame.

with(students, table(Sex))

## Sex
## female male
## 19 29

with(students, table(Sex, BloodType))

## BloodType
## Sex A AB B O
## female 2 6 1 5 5
## male 6 3 3 6 11

with(students, summary(Sex))

## female male
## 19 29

2.2 Missing Data and read.csv()

Notice that students that did not report a blood type have this information stored as an empty
string. We want this to be given the code NA which is the missing values code for this and any
variables (like second and third majors) where the information was left blank. To do this correctly
when reading in with read.csv(), we should add an argument to say empty fields are missing. The
following example tells R to treat the string NA and an empty field between commas as missing
data. By default, table() skips cases with missing values. We can change this by letting useNA =
"always".

4
students = read.csv("students.csv", na.strings = c("", "NA"))
with(students, table(Sex, BloodType))

## BloodType
## Sex A AB B O
## female 6 1 5 5
## male 3 3 6 11

with(students, table(BloodType))

## BloodType
## A AB B O
## 9 4 11 16

with(students, table(BloodType, useNA = "always"))

## BloodType
## A AB B O <NA>
## 9 4 11 16 8

2.3 Proportions
We find proportions by dividing each count by the sum. Here is an example where sum() is used
to sum the entries in the table. In the second case, proportions are rounded to 3 decimal places.

tab = with(students, table(BloodType))

tab/sum(tab)

## BloodType
## A AB B O
## 0.225 0.100 0.275 0.400

tab = with(students, table(Sex, BloodType))

round(tab/sum(tab), 3)

## BloodType
## Sex A AB B O
## female 0.150 0.025 0.125 0.125
## male 0.075 0.075 0.150 0.275

2.4 Bar Graphs

Bar graphs (or bar charts) are the best way to display categorical variables. Here is how to display
Level using ggplot2. Note, this requires having typed library(ggplot2) earlier in the session.
The syntax of a plotting command in ggplot2 is to use ggplot() to define the data frame where
variables are defined and to set aesthetics using aes() and then to add to this one or more layers
with other commands. Aesthetics are characteristics that each plotted object can have, such as an

5
x-coordinate, a y-coordinate, a color, a shape, and so on. The layers we will use are all geometric
representations of the data and have function names that have the form geom_XXX() where XXX
is the name of the type of plot. This first example will use geom_bar() for a bar graph. With a
bar graph, we set x to be the name of the categorical variable and y is automatically chosen to be
the count.

require(ggplot2)

## Loading required package: ggplot2

ggplot(students, aes(x = Level)) + geom_bar()

20

15
count

10

0
freshman graduate junior senior sophomore special
Level

2.5 reorder()
The preceding graph would be improved if the order Level was not alphabetical. Level has a natural
order (at least in part) from freshman to senior, followed by special and graduate (the naturalness
of the order breaks down at the end). The function reorder() can be used to change the order
of the levels of a factor. The way it works is to include a second argument which is a quantitative
variable of the same length: the levels are ordered so that the mean value for each group goes from
smalles to largest. So, if we were to use reorder(Level,Brothers), for example, the groups would
be reordered based on the average number of brothers for each level. As there is no variable in
the data set that we can be sure will put Level in the desired order, we will create one with 1 for
freshman, 2 for sophomore, and so on. Watch the use of with() and square brackets to select parts
of objects. A single = is for assignment or setting the value of an argument to a function. The
double == is to check equality. Here is the R code to do it for a temporary variable named foo
that we create and then discard.

# create an empty variable foo by repeating 0 for the number of cases in

# students
foo = rep(0, nrow(students))
# set the positions where Level == 'freshman' to be 1
foo[with(students, Level == "freshman")] = 1
# now do the others

6
foo[with(students, Level == "sophomore")] = 2
foo[with(students, Level == "junior")] = 3
foo[with(students, Level == "senior")] = 4
foo[with(students, Level == "special")] = 5
foo[with(students, Level == "graduate")] = 6
# look at foo to see if it looks right
foo

## [1] 1 3 1 4 2 6 2 4 1 1 1 3 2 1 3 1 2 1 2 1 1 2 4 2 3 2 1 3 2 5 3 4 2 1 2
## [36] 1 3 1 1 3 1 1 3 2 1 1 1 2

# change studentsLevel to the reordered version and discard foo

students$Level = with(students, reorder(Level, foo))
rm(foo)

Now, redo the plot. We see that the class has many first and second year students. The graduate
student is your TA Katherine.

ggplot(students, aes(x = Level)) + geom_bar()

20

15
count

10

0
freshman sophomore junior senior special graduate
Level

2.6 Bar plots for 2 Categorical Variables

If we want to examine the sex distribution by level in school, we can tabulate it and then make
a stacked bar plot. I want to see the distribution of sexes by level, but the alternative plot is
also legitimate. Interestingly, most freshmen in the course are female, but all other levels have
more males (excluding the TA). What might this mean? Females are smart enough to start taking
statistics courses as freshmen and the guys are slower to get with the program?

with(students, table(Sex, Level))

## Level
## Sex freshman sophomore junior senior special graduate

7
## female 13 3 2 0 0 1
## male 7 10 7 4 1 0

ggplot(students, aes(x = Level, fill = Sex)) + geom_bar()

20

15
Sex
count

10 female
male

0
freshman sophomore junior senior special graduate
Level

If we want to see the proportion of females and males in each level, we change the position
attribute of the bar plot to "fill".

ggplot(students, aes(x = Level, fill = Sex)) + geom_bar(position = "fill")

1.00

0.75
Sex
count

0.50 female
male

0.25

0.00
freshman sophomore junior senior special graduate
Level

Change the position to "dodge" if we want to have separate bars for each sex within each
level. (The bars dodge each other to avoid overlapping.) This is very unsatisfactory when some
combinations of levels have zero counts as the widths of the bars are not what we expect. There
is a complicated workaround that involves adding fake students with count zero, but it should not
be so hard to do the right thing.

8
ggplot(students, aes(x = Level, fill = Sex)) + geom_bar(position = "dodge")

10

Sex
count

female

5 male

0
freshman sophomore junior senior special graduate
Level

3 One Quantitative Variable

There are multiple ways to graphically display the distribution of a single quantitative variable.
They differ in how clearly they show various features of the distribution.

3.1 Dot plots

For small data sets, a dot plot is an effective way to visualize all of the data. A dot is placed at
the approriate value on the x axis for each case, and dots stack up. Here is how to make a dotplot
with ggplot2 for the Height variable from students.

ggplot(students, aes(x = Height)) + geom_dotplot()

## stat bindot: binwidth defaulted to range/30. Use binwidth = x to adjust this.

1.00

0.75


count

0.50

0.25
0.00
60 70
Height

The interesting feature of this variable is the single observation far lower than the others. We
can find its exact value by a number of different ways. Look around class some day and try to
discern if this is an error or if we have a very short person in class with us.

9
with(students, min(Height))

## [1] 52.4

with(students, sort(Height)[1])

## [1] 52.4

with(students, fivenum(Height))

## [1] 52.40 64.21 69.00 71.75 75.75

3.2 Histograms
Another popular way to graph a single quantitative variable is with a histogram. Just use geom_histogram()
instead. There are ways to specify the breakpoints. It is often useful to specify the binwidth and/or
origin manually.

ggplot(students, aes(x = Height)) + geom_histogram(binwidth = 2)

9
count

0
50 60 70
Height

In the previous plot, the y-axis corresponds to the count of observations in each bin. Another
common way to present histograms is so that the total area is one, so that the area of a bin represents
the proportion of data in the corresponding interval. Adding an aesthetic y=..density.. makes
this change.

ggplot(students, aes(x = Height)) + geom_histogram(binwidth = 2, aes(y = ..density..))

0.12

0.09
density

0.06

0.03

0.00
50 60 70
Height

10
3.3 Density Plots
Density plots are similar to histograms on a density scale, but instead of fixed bins or intervals
with jumps at the boundaries, are smooth. The argument adjust to geom_density regulates how
smooth the density estimate is, with larger values resulting in smoother graphs.

ggplot(students, aes(x = Height)) + geom_density()

0.08
0.06
density

0.04
0.02
0.00
55 60 65 70 75
Height

ggplot(students, aes(x = Height)) + geom_density(adjust = 4)

0.04
density

0.03
0.02
0.01
0.00
55 60 65 70 75
Height

ggplot(students, aes(x = Height)) + geom_density(adjust = 0.25)

0.10
density

0.05

0.00
55 60 65 70 75
Height

3.4 Box and Whisker Plots

Box and whisker plots are highly summarized representations of the data, essentially condensing the
entire sample to a five number summary, plus locations of outliers as defined by extreme distance

11
outside the range of the middle half of the data. While the textbook (and many other statistical
software packages) use boxplots to summarize single variables, ggplot2 by construction only uses
box plots for comparing two or more distributions. It is, however, possible to force the functions
to handle a single variable by using an artificial grouping variable.
First, here is an example of side-by-side boxplots with the grouping variable on the x-axis and
the quantitative variable on the y-axis.

ggplot(students, aes(x = Sex, y = Height)) + geom_boxplot()

75

70
Height

65

60

55

female male
Sex

One additional layer command flips the coordinates so that the quantitative variable is hori-
zontal (which often makes comparisons about center and spread easier to perceive).

ggplot(students, aes(x = Sex, y = Height)) + geom_boxplot() + coord_flip()

male
Sex

female

55 60 65 70 75
Height

12
 To make a boxplot for a single variable, we need to create a fake grouping variable. Other
commands change the axis label and tick marks from the false axis. Here is an example.

ggplot(students, aes(x = factor(0), y = Height)) + geom_boxplot() + xlab("") +

scale_x_discrete(breaks = NULL) + coord_flip()

55 60 65 70 75
Height

3.5 Quantitative Summaries

The function to compute the mean in R is called mean(). The mean height of all students and
computed separately for females and males are computed like this.

with(students, mean(Height))

## [1] 68.23

with(students, by(Height, Sex, mean))

## Sex: female
## [1] 64.16
## --------------------------------------------------------
## Sex: male
## [1] 70.9

Similarly, the median is computed with median() and the standard deviation with sd().

with(students, median(Height))

## [1] 69

with(students, by(Height, Sex, median))

## Sex: female
## [1] 64
## --------------------------------------------------------
## Sex: male
## [1] 71.25

with(students, sd(Height))

13
## [1] 4.667

with(students, by(Height, Sex, sd))

## Sex: female
## [1] 3.944
## --------------------------------------------------------
## Sex: male
## [1] 2.816

The five number summary (minimum, lower quartile, median, upper quartile, maximum) is
computed with fivenum(). Quantiles in general can be found with quantile(). Here are examples.
Notice that fivenum() and quantile() have different algorithms for finding quartiles. In fact, there
are 9 different ways to define quantiles implemented in quantile(). Switching from the default
type=7 to type=2 will match fivenum().

with(students, fivenum(Height))

## [1] 52.40 64.21 69.00 71.75 75.75

with(students, quantile(Height))

## 0% 25% 50% 75% 100%

## 52.40 64.23 69.00 71.62 75.75

with(students, quantile(Height, type = 2))

## 0% 25% 50% 75% 100%

## 52.40 64.21 69.00 71.75 75.75

with(students, quantile(Height, c(0.1, 0.25, 0.5, 0.75, 0.9)))

## 10% 25% 50% 75% 90%

## 62.84 64.23 69.00 71.62 73.65

with(students, summary(Height))

## Min. 1st Qu. Median Mean 3rd Qu. Max.

## 52.4 64.2 69.0 68.2 71.6 75.8

3.6 Effects of an Outlier

The unusual observation, in fact, is an error caused by a mistaken conversion from metric mea-
surements to inches. The true height of the female student we have recorded as 52.4 inches should
have been 62.99 inches. We should correct this in the data file, but here is how to fix it for the
students data frame. First, find which observation it is.

14
with(students, which(Height < 55))

## [1] 39

with(students, Height[39])

## [1] 52.4

Now make the correction.

students$Height[39] = 62.99

The side-by-side boxplots now look much different.

ggplot(students, aes(x = Sex, y = Height)) + geom_boxplot() + coord_flip()

male
Sex

female

64 68 72 76
Height

Lets see how the mean, median, and standard deviation of the heights of female students
compare now that we have corrected the data. With the outlier, the mean height was 64.16 inches,
the median was 64 inches, and the standard deviation was 3.94 inches.

with(students, mean(Height[Sex == "female"]))

## [1] 64.72

with(students, median(Height[Sex == "female"]))

## [1] 64

with(students, sd(Height[Sex == "female"]))

## [1] 2.761

Notice that the median is unchanged, but the numerical values of the mean and the standard
deviation do change substantially. The incorrect mean was 0.6 inches too low and the incorrect
standard deviation was over 1.1 inches too large.

15
4 Relationships Between a Categorical and Quantitative Variable
It is very common in statistical settings to be interested in how a quantitative variable differs
among groups. We have seen height versus sex in the previous section. In this section, we will
review graphs and summary calculations for this situation.

4.1 Faceting
One thing ggplot2 does very well is to make it easy to split a variable among the groups of a
quantitative variable to show univariate displays for each group separately using common scaling
to allow easy visual comparisons. For something different, lets look at the distributions of the
number of hours of sleep students get each night versus their level in school. Let me first show this
as a dotplot. Here is the command that shows hours of sleep for the entire sample. I have adjusted
the dot size.

ggplot(students, aes(x = Sleep)) + geom_dotplot(dotsize = 0.4)

1.00

0.75
count

0.50






0.25







0.00
6 7 8 9
Sleep

Here is a plot that first separates the students by level and makes a separate dotplot for each
level. I will have a different row for each plot using facet_grid(), where the argument specifies
which categorical variables to use to split the data by row and or column. A period means do not
split in that dimension. In the example, each level of Level gets its own row, but there is only a
single column of display.

ggplot(students, aes(x = Sleep)) + geom_dotplot(dotsize = 0.4) + facet_grid(Level ~

.)

16
 1.00

freshman
0.75

0.50


0.25


0.00
1.00

sophomore
0.75
0.50


0.25


0.00
1.00
0.75

junior
0.50
0.25

count

0.00
1.00
0.75

senior
0.50
0.25


0.00
1.00
0.75

special
0.50
0.25

0.00
1.00

graduate
0.75
0.50
0.25

0.00
6 7 8 9
Sleep

Visually, it looks like freshmen and sophomores get more sleep on average than juniors and
seniors. Recall the use of by() to find means within groups. The extra argument na.rm=TRUE
instructs mean() to ignore missing values when computing means.

with(students, by(Sleep, Level, mean, na.rm = TRUE))

## Level: freshman
## [1] 7.625
## --------------------------------------------------------
## Level: sophomore
## [1] 7.385
## --------------------------------------------------------
## Level: junior
## [1] 7.062
## --------------------------------------------------------
## Level: senior
## [1] 7.75
## --------------------------------------------------------

17
## Level: special
## [1] 9
## --------------------------------------------------------
## Level: graduate
## [1] 7.5

with(students, by(Sleep, Level, median, na.rm = TRUE))

## Level: freshman
## [1] 7.5
## --------------------------------------------------------
## Level: sophomore
## [1] 7
## --------------------------------------------------------
## Level: junior
## [1] 7
## --------------------------------------------------------
## Level: senior
## [1] 8
## --------------------------------------------------------
## Level: special
## [1] 9
## --------------------------------------------------------
## Level: graduate
## [1] 7.5

Stacking histograms is another way to compare distributions of a quantitative variable for

different groups. Here is code to compare heights of females and males.

ggplot(students, aes(x = Height)) + geom_histogram(binwidth = 2) + facet_grid(Sex ~

.)

7.5
female
5.0

2.5
count

0.0

7.5
male

5.0

2.5

0.0
60 65 70 75
Height

Because density plots are lines, a few of them can be drawn together on the same plot, making
them easy to compare. Here is an example that uses the color aesthetic to distinguish the sexes.

18
ggplot(students, aes(x = Height, color = Sex)) + geom_density()

0.20

0.15

Sex
density

0.10 female
male

0.05

0.00
64 68 72 76
Height

Density plots and histograms can show many features of a distribution, but can be too messy
if there are many groups. From the data on students in the course, if we wanted to examine miles
from home for each different major (first major as selected by student), side-by-side boxplots will
be best because there are too many groups to look at many features at the same time.

ggplot(students, aes(x = Major, y = MilesHome)) + geom_boxplot() + coord_flip()

undecided
statistics
political science
mathematics
marketing
Major

finance
english
economics

computer science
chemistry
architectural studies
actuarial science

0 2000 4000 6000 8000

MilesHome

19
5 Two Quantitative Variables
A scatterplot is the most useful way to display two quantitative variables. More information can be
added to plots by using different colors or symbols for different groups. Overlapping points can be
handled by jittering (moving the positions a small random amount) or by using partially opaque
points.
For numerical summaries of pairs of quantitative variables, we will look at the correlation
coefficient as a measure of the strength of the linear relationship between two variables. Here are
some examples.

5.1 Scatterplots
In the SleepStudy data set, we can examine the number of drinks a student consumes per week as
an explanatory variable for their GPA.

ggplot(SleepStudy, aes(x=Drinks,y=GPA)) + geom_point() +

ylab('number of alcoholic drinks per week')
number of alcoholic drinks per week

4.0
















3.5


















3.0










2.5

2.0

0 5 10 15 20 25
Drinks

We see from this graph a weak negative association between the variables. We can measure this
with the correlation coefficient.

with(SleepStudy, cor(Drinks, GPA))

## [1] -0.2693

The previous graph also has a fair amount of overplotting because drinks is a small integer and
some students have equal GPAs. The following command will jitter all of the points in a controlled
way. We choose to jitter only the width by a small amount and not the height so the GPA remains
accurate and we can still be clear the true number of drinks.

20
ggplot(SleepStudy, aes(x=Drinks,y=GPA)) +
geom_point(position=position_jitter(w=0.1,h=0)) +
xlab('number of alcoholic drinks per week')

4.0















3.5



























GPA

3.0


















2.5

2.0

0 5 10 15 20 25
number of alcoholic drinks per week

5.2 Least-squares Lines

Later this semester, we will examine linear regression and summarize pairs of quantitative vari-
ables with a line that predicts the response variable y as a function of an explanatory variable x.
Regression is a special case of a linear model. The R function for fitting a linear mode is lm() and
we can use it like this. The function coef() returns the estimated coefficients of the fitted linear
model. Below, fit is an unimaginative mame for the object that contains the fitted model.

fit = lm(GPA ~ Drinks, data = SleepStudy)

coef(fit)

## (Intercept) Drinks
## 3.39186 -0.02659

We can add the line to the plot using geom_smooth(). The default behavior is to add a locally
smooth regression line with a shaded gray area to represent pointwise 95 percent confidence regions
for the true mean GPA as a function of drinks. We first show this plot and then the options to
override the default and just plot the simple regression line.

ggplot(SleepStudy, aes(x=Drinks,y=GPA)) +
geom_point(position=position_jitter(w=0.1,h=0)) +
geom_smooth() +
xlab('number of alcoholic drinks per week')

## geom smooth: method="auto" and size of largest group is <1000, so using loess.
Use method = x to change the smoothing method.

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 4.0
















3.5



























GPA

3.0




















2.5

2.0

0 5 10 15 20 25
number of alcoholic drinks per week

ggplot(SleepStudy, aes(x=Drinks,y=GPA)) +
geom_point(position=position_jitter(w=0.1,h=0)) +
geom_smooth(method="lm", se=FALSE) +
xlab('number of alcoholic drinks per week')

4.0
















3.5































GPA

3.0













2.5

2.0

0 5 10 15 20 25
number of alcoholic drinks per week

22