The Effect of Reflection on Narrative Writing Ability of Low- and High-Achieving Students


Author/Creator ORCID





Masters of Education

Citation of Original Publication


Collection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email


There has long been an argument going on in the field of education about the nature of learning, pitting the importance of what students learn against how students learn, or the content versus the process. Recent years have shown a boost in research on metacognition, including a focus on metastrategic knowledge and metacognitive knowledge monitoring. This study looks at a form of metacognition – reflection – to examine its potential correlation to narrative writing ability in low- and high-achieving 10th grade students at an all-girls school. The short nature of the study opened up many questions about the impact of reflection in the classroom and whether its effectiveness might be correlated to time spent or explicit teaching and what areas other than narrative writing might benefit from the use of reflection. In the future, the study should be continued over a lengthier time frame.