Open Universiteit

Please use this identifier to cite or link to this item:
Title: Effects of electronic outlining on students’ argumentative writing performance
Authors: De Smet, Milou
Broekkamp, Hein
Brand-Gruwel, Saskia
Kirschner, Paul A.
Keywords: Electronic outlining
outline tool
argumentative text
text structure
mental effort,
writing process
writing performance
Issue Date: 16-Jun-2011
Publisher: Blackwell Publishing
Abstract: This study examined the effect of electronic outlining on the quality of students’ writing products and how outlining affects perceived mental effort during the writing task. Additionally, it was studied how students appropriate and appreciate an outline tool and whether they need explicit instruction in order to engage in planning. To answer these questions, the writing products and self-report data from 34 tenth-grade students of a Dutch pre-university school were analyzed. Students wrote two similar argumentative texts with or without an outline tool. Results show that electronic outlining improves the quality of students’ argumentative texts and decreases mental effort. Answers to a retrospective questionnaire showed that a short instruction on the outline tool was sufficient for students to understand its working and that most students experienced the tool as beneficial. Finally, results indicate that without specific instruction on text planning, students hardly devote any time to this important aspect of writing.
Description: De Smet, M. J. R., Broekkamp, H., Brand-Gruwel, S., & Kirschner, P. A. (2011). Effects of electronic outlining on students’ argumentative writing performance. Journal of Computer Assisted Learning, 27(6), 557-574. doi: 0.1111/j.1365-2729.2011.00418.x
Appears in Collections:1. LC: Publications and Preprints

Files in This Item:
File Description SizeFormat 
101208 de Smet ea Outlining and Writing Performance.pdf279.78 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.