A study on promoting self-narrative writing for self-reflection among college freshmen

This study dealt with “self-narrative” writing education for self-reflection for college freshmen who are in the transition phase of their lives. Students completed “self-narrative” writing and promoted self-understanding based on self-reflection activities using the currere methodology of “regression-progress-analysis-comprehensive”. In “self-narrative” writing, individuals express their experiences in the form of stories. “self-narrative” writing helps college freshmen look back on their past, understand their present experiences, and shape their future goals, thereby gaining opportunities for inner growth by reflecting on and giving meaning to their lives through serious and in-depth self-exploration and reflection. It also provides opportunities to develop creative thinking and improve writing skills such as narrative composition in the process of unraveling one's experiences into meaningful stories. In this respect, “self-narrative” writing education based on the currere methodology can be an effective practical model for writing education that promotes self-reflection and helps college freshmen to form an identity.