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The best part? It's what happens on the final page. As Austin, sophomore student, wordles the last page on his laptop, he gasps, "Oh my God! On the last page--" "Don't give it away! Don't give it away!" Shannan, another student, snaps back at him. It's last period on Friday, and you'd think that they were watching The Sixth Sense, not examining the diction of a feminist story written in the late 1800s. If you're wondering what actually happens when you wordle the last page, here it is: The largest words on the very last page were “door” and “key,” replacing the earlier emphasis on “windows” and “walls."

Whether one views these changes as positive or negative depends on how closely one believes writing should adhere to the conventions of formal writing we have hitherto accepted, and how much one supports the goal of establishing the student's authority as a writer. Some writing instructors philosophize that since e-writing tools and e-language will continue to change, they must teach what will not change: the connection between thinking and writing and the ability to articulate what one knows (Leibowitz, 1999). This standpoint will certainly encourage teachers to continue seeking more effective ways of using the e-tools in writing instruction.

OneNote lets me drag only the relevant bits of information from the Web into my notes, and because OneNote automatically adds a link to the original source, I can always refer back to the Web site later if I want more information or to accurately cite the source. Currently, I'm using OneNote to gather information for a research project about the battleship USS Missouri, where I volunteer as a tour guide in my spare time. I hope the process that I'm using to gather and arrange my research notes will give you ideas for organizing your own research project in OneNote