Name: _________________________________________________________________________ Date: _________________

Argument Writing Checklist

NOT STARTING NOT STARTING
Grade 6 YET TO YES! Grade 7 YET TO YES!

Structure Structure

Overall I explained the topic/text and staked out a position N N N I laid out a well-supported argument and made N N N
that can be supported by a variety of trustworthy it clear that this argument is part of a bigger
sources. Each part of my text helped build my conversation about a topic/text. I acknowledged
argument, and led to a conclusion. positions on the topic or text that might disagree
with my own position, but I still showed why my
position makes sense.

Lead I wrote an introduction to interest readers and help N N N I interested the reader in my argument and helped N N N
them understand and care about a topic or text. them to understand the backstory behind it. I gave
I thought backwards between the piece and the the backstory in a way that got the reader ready to
introduction to make sure that the introduction fit see my point.
with the whole.

Not only did I clearly state my claim, I also told my N N N I made it clear to readers what my piece will argue N N N
readers how my text would unfold. and forecasted the parts of my argument.

Transitions I used transitions to help readers understand how N N N I used transitions to link the parts of my argument. N N N
the different parts of my piece fit together to The transitions help the reader follow from part to
explain and support my argument. part and make it clear when I am stating a claim
or counterclaim, giving a reason, or offering or
analyzing evidence. These transitions include terms
such as as the text states, this means, another
reason, some people may say, but, nevertheless,
and on the other hand.

I used transitions to help connect claim(s), reasons, N N N

and evidence, and to imply relationships such as
when material exemplifies, adds on to, is similar to,
explains, is a result of, or contrasts. I use transitions
such as for instance, in addition, one reason,
furthermore, according to, this evidence suggests,
and thus we can say that.

May be photocopied for classroom use. © 2014 by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project from Units of Study in Argument, Information, and Narrative Writing, Grades 6–8 (firsthand, Portsmouth, NH).

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 Argument Writing Checklist (continued)
NOT STARTING NOT STARTING
Grade 6 YET TO YES! Grade 7 YET TO YES!

Ending In my conclusion, I restated the important points N N N In my conclusion, I reinforced and built on the N N N
and offered a final insight or implication for readers main point(s) in a way that makes the entire text
to consider. The ending strengthened the overall a cohesive whole. The conclusion may reiterate
argument. how the support for my claim outweighed the
counterclaim(s), restate the main points, respond to
them, or highlight their significance.

Organization I organized my argument into sections: I arranged N N N The parts of my piece are arranged purposefully to N N N
reasons and evidence purposefully, leading readers suit my purpose and to lead readers from one claim
from one claim or reason to another. or counterclaim, reason, or piece of evidence to
another.

The order of the sections and the internal structure N N N I used topic sentences, transitions, and formatting N N N
of each section made sense. (where appropriate) to clarify the structure of the
piece and to highlight my main points.

Development Development

Elaboration I included and arranged a variety of evidence such N N N I included varied kinds of evidence such as facts, N N N
as facts, quotations, examples, and definitions. quotations, examples, and definitions. I analyzed or
explained the reasons and evidence, showing how
they fit with my claim(s) and built my argument.

I used trusted sources and information from experts N N N I consistently incorporated and cited trustworthy N N N
and gave the sources credit. sources.

I worked to explain how the reasons and evidence N N N I wrote about another possible position or N N N
I gave supported my claim(s) and strengthened positions—a different claim or claims about this
my argument. To do this I may have referred to subject—and explained why the evidence for my
earlier parts of my text, summarized background position outweighed the counterclaim(s).
information, raised questions, or highlighted
possible implications.

I worked to make my argument compelling as well N N N

as understandable. I brought out why it mattered
and why the audience should care about it.

May be photocopied for classroom use. © 2014 by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project from Units of Study in Argument, Information, and Narrative Writing, Grades 6–8 (firsthand, Portsmouth, NH).

CD_Checklists_ARGUMENT.indd 7 4/28/14 4:32 PM

 Argument Writing Checklist (continued)
NOT STARTING NOT STARTING
Grade 6 YET TO YES! Grade 7 YET TO YES!

Craft I chose my words carefully to support my argument N N N I used words purposefully to affect meaning and N N N
and to have an effect on my reader. tone.

I worked to include concrete details, comparisons, N N N I chose precise words and used metaphors, images, N N N
and/or images to convey my ideas, build my or comparisons to explain what I meant.
argument, and keep my reader engaged.

When necessary, I explained terms to readers, N N N I included domain-specific, technical vocabulary N N N

providing definitions, context clues, or parenthetical relevant to my argument and audience and defined
explanations. these terms when appropriate.

I made my piece sound serious. N N N I used a formal tone, but varied it appropriately to N N N
engage the reader.

Conventions Conventions

Spelling I used resources to be sure the words in my writing N N N I matched the spelling of technical vocabulary to N N N
were spelled correctly, including returning to that found in resources and text evidence. I spelled
sources to check spelling. material in citations correctly.

Punctuation I used punctuation such as dashes, colons, N N N I varied my sentence structure, sometimes using N N N
and parentheses, and semicolons to help me include or simple and sometimes using complex sentence
Sentence connect information in some of my sentences. structure.
Structure
I punctuated quotes and citations accurately. N N N I used internal punctuation appropriately within N N N
sentences and when citing sources, including
commas, dashes, parentheses, colons, and
semicolons.

May be photocopied for classroom use. © 2014 by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project from Units of Study in Argument, Information, and Narrative Writing, Grades 6–8 (firsthand, Portsmouth, NH).

CD_Checklists_ARGUMENT.indd 8 4/28/14 4:32 PM