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Once writers complete a first draft, they are often encouraged to evaluate their writing and prioritize what to revise. Yet, this process can be both daunting and difficult. This study looks at how students used a semantic concept mapping tool to re-present the content and organization of their initial draft of an informational text. We examine the processes of students at two different schools as they remediated their own texts and how those processes impacted the development of their rhetorical, conceptual, and communicative capacities. Our analysis suggests that students creating visualizations of their completed first drafts scaffolded self-evaluation. The mapping tool aided visualization by converting compositions into discrete persistent visual data elements that represented concepts and connections. This often led to students' meta-awareness of what was missing or misaligned in their draft. Our findings have implications for how students approach, educators perceive, and designers support the drafting and revision process.

Creativity protocols and methodologies tend to be time consuming if applied manually. This paper presents how information technologies can support innovation and creativity for collaborative scenario creation and discussion. The fusion of change discovery, genetics algorithms, data mining, and computer-supported collaborative tools provide computational models of innovation and creativity. The proposed technology allows groups of participants in a creative processes to have pervasive access to the analysis of the current scenario in real time. This paper introduces such innovation technologies gathered in the DISCUS project, and summarizes the usage of DISCUS on marketing research workshops.

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