This paper aims to find out two outcomes of feedback in the novice writers' graphic organizers, which are the novice writers' ability to align their ideas to their writing goal, and their perceived germane, metacognitive, extraneous and intrinsic cognitive loads when generating and revising ideas based on the feedback. Data was gathered from the students' graphic organizers, mental difficulty questionnaires and focus group discussion. The findings show that the students' relevance of ideas improved with feedback in their organizers, except for one sub-process. In addition, the students' metacognitive load seems to affect the amount of ideas generated. These findings have implications for media selection mix and social collaborative environments. (Contains 2 figures and 10 tables.)