WEBVTT

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Ms. Lin, a middle-school English teacher, has been working on
persuasive writing with her students. Because she has kept track of

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student progress during the year, she knows most of her students are
able to apply their knowledge of grammar, punctuation, and spelling

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to their writing. After reviewing topic sentences and supporting
sentences with her students for several days, Ms. Lin asks the

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students to write a persuasive paper. She allows them to write on a
topic of their choice because she realizes that students often enjoy

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picking their own topics. She also expects that students will be
more persuasive and feel more ownership if they care about their

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paper topics. After grading the papers, Ms. Lin becomes concerned
with some of her students' writing skills. She is especially

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surprised at the quality of the papers written by her students with
learning disabilities. While she anticipated that they might have

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trouble with spelling and grammar, she didn't expect them to have
trouble planning and organizing their papers. She acknowledges that

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these students, and others in the class, had a difficult time with
this assignment and wonders how she can teach persuasive writing

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more effectively.

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Here's your challenge: