Using an outliner with a word processor

Abstract

How do college students use computer-based outliners? What impact do these tools have on writing processes and products? This study examines the use of an outliner with a word processor by novice and advanced college writers. It also examines the impact of embedded prompts addressing topical and rhetorical issues. It shows how the outliner with embedded topical prompts serves both to increase the planning of novice writers and to connect this planning to their texts. These interventions are less effective for advanced writers. And the outliner without the prompts is also less effective for novice writers. Implications for classroom use of these tools are discussed.