Drawing on the second phase of a 2-year study of students' linguistic and compositional processes, this article describes students' reflections on their online revision processes, those revisions made during the process of translating thoughts into written text. The data collected were from classroom observation and post hoc interviews with 34 students, who were observed during a writing task in the English classrooms and interviewed subsequently to elicit their reflections and understandings of their own revising processes. The analysis indicates that students tend to conceptualize revision as a macro-strategy and as a task that is predominantly undertaken as a posttextual production reviewing activity. It also indicates that students engage in multiple revising activities during writing, including many revisions that are not concerned with simple matters of surface accuracy, and many students are able to talk about these perceptively and with insight.