Students face multiple challenges when transitioning from high school to college writing, with new content, audiences, genres, and task expectations. Psychometric researchers have shown that self-efficacy, competency, and affective factors can help or hinder students during this transition, but little previous research examines what students themselves say about their writing and writing experiences. This study analyses the content of 248 essays from first-year composition writers who discussed their writing identities, processes, products, and journeys. Our findings show differences between writers who view themselves positively and negatively. Instructors can use this information to design meaningful prompts, utilize process writing activities, and engage students in meaningful reflection.