This study compares two approaches to profiling how learners offload cognitive activity to LLMs during a synthesis writing task. Drawing on Salomon's distributed cognition and the Kintsch and van Dijk model of text comprehension, the study operationalises offloading to an LLM in two ways: as a volume of LLM use and as content of what is offloaded, both along with prior knowledge. Data from 97 university students interacting with a general-purpose LLM via a custom interface were analysed using k-means clustering. To capture the content of offloading, their prompts were interpreted as to who performs the activity (active or passive) and at what level of comprehension (local or global). Volume-based profiling (k=4) differentiated learners primarily by prior knowledge, with volume negatively associated with essay authorship. Content-based profiling (k=5) revealed qualitatively distinct patterns of offloading, from vocabulary clarification to active direction of structuring and generation to passive delegation of comprehension at both levels. These patterns reflect different fragmentation of the cognitive process, with differences in learning strategies, behavioural markers, and essay authorship. Combining volume and content of offloading could improve future analyses on how LLM use redistributes cognitive activity and its effects on learners.

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