Critical reflection plays an integral part in independent problem-solving and self-regulated learning. Metacognition, which is knowledge of a task and of the thinker's own cognitive processes, and monitoring, the ability to assess and adapt thinking when problems become apparent, are elements of reflective thinking. Research shows that experienced writers undertake constructive planning when creating and integrating complex networks of goals and strategies. To discover the role of critical reflection in collaborative writing, 22 first-year college students enrolled in 2 core composition courses were encouraged to engage in collaborative planning. Students were to identify discourse problems from their own lives, apply readings on the subject of how language and conceptual labels affect what is seen and known, and prepare "planning blackboards" before writing. While planning, students did not behave like novice writers, but devoted attention in their discussions to the purpose/key point of their writing, as well as their intended audience. Collaborative planning styles fell into a "checklist approach" (using the planning blackboard as a checklist) and an "interactive approach" (introducing and reacting to key points). Overall, a positive correlation was found between the amount of reflection that went into a student's writing and the quality of that writing. (Two tables of data and two figures are included.) (SG)