From Concrete to Abstract: The Benefits of Using a Guided Reflective Writing Technique with Adult Literacy Students (2006)

This document describes the Guided Reflective Writing Technique (GRWT), an intervention writing activity which the author designed, developed, and taught. She used this activity at the end of every class session with her students. The author then analyzed the students’ GRWT data and her own reflection notes to answer her research question: “How effective is the Guided Reflective Writing Technique as an intervention tool generating successful student learning experiences and successful student writing with personal content for ABE students and for their teacher?”

This document includes:
- Introduction
- Literature Review
- Methods
- The Guided Reflective Writing Technique (GRWT) as an Effective Educational Tool in the ABE Classroom
- Conclusions and Recommendations
- References and appendices

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ISBN: 
0-9780802-3-8
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2007-12-13
APA citation
Leonne Beebe. From Concrete to Abstract: The Benefits of Using a Guided Reflective Writing Technique with Adult Literacy Students 2006. Web. 24 Oct. 2020 <http://en.copian.ca/library/research/ripal/concrete/concrete.pdf>
Leonne Beebe (2006). From Concrete to Abstract: The Benefits of Using a Guided Reflective Writing Technique with Adult Literacy Students. Retrieved October 24, 2020, from http://en.copian.ca/library/research/ripal/concrete/concrete.pdf
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