The revision process for my current writing assignments ranged from grammatical errors to rephrasing sentences and formatting a better foundation based on my research. I noticed that the cited source I used for my final piece (cultural analysis) provided me with so many more details to work on throughout the entire paper. One area I focused on the most when revising was in-text citations. I struggled with what goes in the parenthesis, but with the feedback that was given, I was able to make the changes that were necessary to meet the requirements of the paper. Another issue I struggled with would have to be getting straight to the point. In my rhetorical analysis, for example, I was more worried about getting a certain amount of words in than focusing on the prompt given. My writing began to go off track and, at some point, turned into a research paper. Sticking to one source per paper also had an impact on my revision process. The prompt asked for 1 cited source per paper, so when it was time to write the final paper, I had to remove some sources and stick to just the main ones. This was hard because the first two sources I chose were much more suitable for a research paper. One example from higher-order revision that I found myself using throughout this project was the “thinking on paper” method. When we had to first submit an outline for our writing, I found it beneficial to have a separate document where I could jot down ideas as they came and figure out where exactly in the paper would sound best later. This skill can transfer to other learning contexts outside the classroom when and if I need to recollect my thoughts and often tend to forget them. Making quick notes to refer back to later on can always help.