Name: _________________________________________________________________________ Date: _________________

Information Writing Checklist

NOT STARTING NOT STARTING
Grade 7 YET TO YES! Grade 8 YET TO YES!

Structure Structure

Overall I brought together ideas and information about a
subject in a text that develops a sub-topic and/or an
idea. I incorporated a variety of text structures as
needed, including argument, explanation, narrative,
and procedural passages.
N N N I discussed key concepts within a topic and made it N N N
clear why these concepts are important. I provided
examples with relevant information, using a variety
of text structures and formatting as needed to
make concepts and information compelling and
accessible.

Lead I interested the reader in the topic by explaining its N N N After hooking the reader, I provided context, N N N
significance, or providing a compelling fact, statistic, introduced a focus/main idea and oriented readers
or anecdote. I made it clear what parts of the topic to the overall structure of the text (compare/
this text would tackle, and how the ideas and contrast, cause and effect, claims and support,
information in the text would unfold. classification, etc.)

Transitions I used transitions to link concepts with related N N N I used transitions to lead the reader across parts of N N N
information. The transitions help the reader the text and to help the reader note how parts of
follow from part to part and make it clear when the text relate back to earlier parts, using phrases
information is an example of a bigger idea, follows such as just as, returning to, as we saw earlier,
from an earlier point, introduces a new idea, or similarly to, unlike, and and yet.
suggests a contrast. I used such transitions as:
specifically, for instance, related to, just as, turning
to, on the other hand, and however.

Ending In my conclusion, I reinforced and built on the N N N In the conclusion, I suggested implications, built up N N N
main point(s) in a way that made the entire piece a the significance of the main points, and/or alluded
cohesive whole. The conclusion may have restated to potential challenges.
the main points, responded to them, or highlighted
their significance.

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_INFO.indd 11 4/28/14 1:15 PM

 Information Writing Checklist (continued)
NOT STARTING NOT STARTING
Grade 7 YET TO YES! Grade 8 YET TO YES!

Organization I focused my writing on a subtopic or a particular N N N I focused on key concepts within the topic. N N N
point or two.

I organized my piece into parts and used structures N N N I organized information and ideas into broader N N N
(claims and supports, problem/solution, sequence, categories and clarified how sections are ordered
etc.) to organize those parts (and perhaps the and connected.
whole).

I used introductions, topic sentences, transitions, N N N I used the organizational structure to help the N N N
formatting and graphics, where appropriate, to reader’s comprehension, perhaps holding back
clarify the structure of the piece and to highlight details until first conveying broader points, or only
main points. offering a second perspective after the first was
established.

The sections and information built on each other N N N

throughout the piece: concepts and examples were
introduced in a logical fashion.

Development Development

Elaboration I included varied kinds of information such as facts, N N N I brought out the parts of the topic that were most N N N
quotations, examples, and definitions. I analyzed significant to my audience and to my point(s).
or explained the information, showing how the
information fit with my key points or subtopics,
including graphics where appropriate.

I consistently incorporated and cited sources. N N N I analyzed the relevance of my information and N N N
made sure the information supported the major
concepts.

I worked to make my topic compelling as well as N N N I incorporated trustworthy and significant sources, N N N
understandable. I brought out why it mattered and and explained if and when a source seemed
why the audience should care about it. problematic.

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_INFO.indd 12 4/28/14 1:15 PM

 Information Writing Checklist (continued)
NOT STARTING NOT STARTING
Grade 7 YET TO YES! Grade 8 YET TO YES!

Craft I used words purposefully to affect meaning and N N N I intended to affect my reader—to make the reader N N N
tone. think, realize, or feel—a particular way, and I chose
language to do that.

I chose precise words and used metaphors, N N N I consistently used comparisons, analogies, vivid N N N
anecdotes, images, or comparisons to explain what examples, and/or anecdotes to help readers grasp
I mean. the meaning of concepts and the significance of
information.

I included domain-specific, technical vocabulary, N N N I varied my tone to match the different purposes of N N N
and defined these terms when appropriate. different sections of my piece.

I used a formal tone, but varied it appropriately to N N N

engage the reader.

Conventions Conventions

Spelling I checked spelling of technical, domain-specific N N N I checked spelling of technical, domain-specific N N N

words and was careful with the spelling of citations. words and was careful with the spelling and details
of citations, excerpts, quotations, and statistics.

Punctuation I varied my sentence structure, sometimes using N N N I used different sentence structures to achieve N N N
and simple and sometimes using complex sentence different purposes throughout my piece.
Sentence structure.
Structure
I used internal punctuation appropriately within N N N I used verb tenses that shift when needed (as in N N N
sentences and when citing sources, including when moving from a citation back to my own
commas, dashes, parentheses, colons and writing), deciding between active and passive voice
semicolons. where appropriate.

I used internal punctuation effectively, including the N N N

use of ellipses to accurately put in excerpts from
sources.

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_INFO.indd 13 4/28/14 1:15 PM