Shawn and his class were working on a new assignment. They were writing persuasive（劝说的）articles. When Shawn first learned about the assignment, he was _________   . Shawn disliked writing articles, and he wasn’t sure how to go about planning and writing a powerful article that would persuade someone to do something. So he asked Mr. Matthews for extra help planning his article.

Mr. Matthews suggested that Shawn begin by selecting a ___________ that was important to him. Shawn wanted to be on the football team, so he decided to write a paper explaining why he should be on the team. _______, Mr. Matthews suggested that Shawn list the strongest and best reasons that would persuade people. When Shawn had listed his reasons, he was ready to start writing.

Shawn began with his main point—that he should be allowed to be on the football team.

Then, he explained why he should be on the team, using the reasons he had listed. After that, he wrote the _______ -end of the paper. After Shawn had his draft（草稿）finished, he was ready to revise what he had written.

Shawn read the paper to himself and to his parents. His mom and dad suggested ways and ideas that he could revise the paper to make his arguments stronger. Then, Shawn read the paper again. This time, he _______   a few ideas himself. After the revision was finished, it was time to edit.

Shawn read the paper _______   to be certain that he had spelled everything the way it should be spelled. He also checked his paper for grammatical mistakes.

The paper was written well enough that Mr. Matthews gave him a very good grade. The football coach read Shawn’s paper, too, and was so convinced by Shawn’s reasons that he permitted Shawn to work with the team!