This dissertation contributed to ongoing conversations about reflection and writing transfer. This study was guided by a main research question: How might asking students to reflect collaboratively, rather than individually, about their writing, help them make connections between first-year writing and other contexts? While other scholars have examined individual reflection in the writing classroom, this study focused on collaborative reflection and how it differed from or overlapped with individual reflection. I analyzed students' individual and collaborative reflections from two sections of English 102 to compare the benefits and drawbacks of having students participate in individual written and collaborative spoken reflections. This study examined how asking students to reflect individually on their learning resulted in more in-depth reflections on rhetorical knowledge, while asking students to reflect collaboratively resulted in open conversations about students' challenges and their attitudes toward writing. The results of this study suggested that it could be useful for writing instructors to ask students to participate in both individual and collaborative reflection because different types of reflection can foster opportunities for writing transfer. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]