Document Type



Master of Arts (MA)



First Advisor's Name

Kimberly Harrison

First Advisor's Committee Title

Committee Chair

Second Advisor's Name

Vanessa Sohan

Second Advisor's Committee Title

Committee Member

Third Advisor's Name

Andrew Strycharski

Third Advisor's Committee Title

Committee Member


Reflection, Gender, Composition, Writing, Student, Perceptions

Date of Defense



The purpose of this thesis is to discover any existing correlation between gender and student perceptions of reflective writing in the composition classroom. Seventy-five students at Florida International University participated in a survey that explored their approaches to and understanding of reflective writing. In order to connect the specific results of this study to the larger context of composition theory, this thesis includes an examination of the theoretical background of gender and reflective writing. The results of the survey indicate that the only identifiable difference between male and female student responses resulted from their definitions of reflective writing. Beyond this difference, however, there were no significant variances in student perceptions of reflective writing. The response of these students at FIU indicates a shift in expected gender norms and suggests a reconsideration of what it means to be a gendered writer in the composition classroom.





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