NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ943591
Record Type: Journal
Publication Date: 2011-Dec
Pages: 18
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-0266-4909
Effects of Electronic Outlining on Students' Argumentative Writing Performance
de Smet, M. J. R.; Broekkamp, H.; Brand-Gruwel, S.; Kirschner, P. A.
Journal of Computer Assisted Learning, v27 n6 p557-574 Dec 2011
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 analysed. 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.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 10; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands