teaching resource

Persuasive Writing Checklist Pack

Updated: 04 Mar 2026

Encourage self-checking with this set of 7 persuasive writing checklists.

Editable: Google Slides
Non-Editable: PDF
Pages: 6 Pages
Years: 1 - 4
Differentiated: Yes

Curriculum

AC9E1LY06

Create and re-read to edit short written and/or multimodal texts to report on a topic, express an opinion or recount a real or imagined event, using grammatically correct simple sentences, some topic-specific vocabulary, sentence boundary punctuation and correct spelling of some one- and two-syllab
AC9E2LY06

Create and edit short imaginative, informative and persuasive written and/or multimodal texts for familiar audiences, using text structure appropriate to purpose, simple and compound sentences, noun groups and verb groups, topic- specific vocabulary, simple punctuation and common 2-syllable words
AC9E3LY06

Plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic- specific vocabulary and correct spelling of most high-frequency and phonetic
AC9E4LY06

Plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation

VC2E1LY13

Create short narrative and informative texts, written and spoken, on personal and learnt topics, including using some topic-specific vocabulary, appropriate multimodal elements, and a structure with an opening, middle and conclusion
VC2E1LY14

Re-read their own texts and discuss possible changes to improve meaning, spelling and punctuation
VC2E2LY11

Create short narrative, informative and persuasive texts for familiar audiences using simple text structures, topic-specific vocabulary and multimodal elements as appropriate
VC2E2LY12

Re-read and edit texts for spelling, sentence boundary punctuation and text structure
VC2E3LY11

Create narrative, informative and persuasive texts, written and spoken, with ideas grouped in simple paragraphs, using topic-specific and precise vocabulary and multimodal elements as appropriate
VC2E3LY12

Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation
VC2E4LY10

Create narrative, informative and persuasive texts, written and spoken, using relevant, linked ideas for a range of audiences and using multimodal elements as appropriate
VC2E4LY11

Re-read and edit texts for meaning by adding, deleting or moving words or word groups to improve content and structure

teaching resource

Persuasive Writing Checklist Pack

Updated: 04 Mar 2026

Encourage self-checking with this set of 7 persuasive writing checklists.

Editable: Google Slides
Non-Editable: PDF
Pages: 6 Pages
Years: 1 - 4
Differentiated: Yes

Encourage self-checking with this set of 7 persuasive writing checklists.

Persuasive Writing Checklist Templates

This set of 7 varying persuasive writing checklist templates is the perfect addition to your persuasive writing lessons. After students have written their text, have them self-check with one of these templates. The varying difficulty levels allow you to have a template to suit the different levels in your class.

Some of the points included on the checklist include:

I clearly introduced my topic.
I stated my opinion.
I used transitions from my opening to my reasons.
I gave strong reasons for why I have my opinion.
I used reasons that help my reader know why I have my opinion.
If needed, I used evidence from a text to support my reasons.
I used a transition from my reasons to the conclusion.
I provided a conclusion with my opinion again.
I used correct punctuation
I checked my spelling.
I used complete sentences that made sense.
I used the best words in my writing.
I do not repeat words or phrases too many times.

Why Using Writing Checklists in the Classroom Is Useful

Promotes independence and empowers students to take control of their writing.
Provides clear, step-by-step instructions on what to look for and address in their writing.
Increases attention to detail as they follow the checklist; students are prompted to pay attention to specific information.
Promotes self-reflection. When students review their work against a checklist, they are prompted to evaluate their writing critically.
Improves editing skills: over time, students develop better editing skills through the consistent use of checklists.

Download and Use Today!

Use the dropdown menu to choose between the PDF or editable Google Slide version of this resource. You may like to print the checklists two to a page to make them a more user-friendly size. It is suggested you print a whole heap and have them available at a writing station for students to access as they need.

This resource was created by Lindsey Phillips, a Teach Starter collaborator.

More Persuasive Writing Goodness

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[resource:199826] [resource:5007826] [resource:5007057]

Curriculum

AC9E1LY06

Create and re-read to edit short written and/or multimodal texts to report on a topic, express an opinion or recount a real or imagined event, using grammatically correct simple sentences, some topic-specific vocabulary, sentence boundary punctuation and correct spelling of some one- and two-syllab
AC9E2LY06

Create and edit short imaginative, informative and persuasive written and/or multimodal texts for familiar audiences, using text structure appropriate to purpose, simple and compound sentences, noun groups and verb groups, topic- specific vocabulary, simple punctuation and common 2-syllable words
AC9E3LY06

Plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic- specific vocabulary and correct spelling of most high-frequency and phonetic
AC9E4LY06

Plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation

VC2E1LY13

Create short narrative and informative texts, written and spoken, on personal and learnt topics, including using some topic-specific vocabulary, appropriate multimodal elements, and a structure with an opening, middle and conclusion
VC2E1LY14

Re-read their own texts and discuss possible changes to improve meaning, spelling and punctuation
VC2E2LY11

Create short narrative, informative and persuasive texts for familiar audiences using simple text structures, topic-specific vocabulary and multimodal elements as appropriate
VC2E2LY12

Re-read and edit texts for spelling, sentence boundary punctuation and text structure
VC2E3LY11

Create narrative, informative and persuasive texts, written and spoken, with ideas grouped in simple paragraphs, using topic-specific and precise vocabulary and multimodal elements as appropriate
VC2E3LY12

Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation
VC2E4LY10

Create narrative, informative and persuasive texts, written and spoken, using relevant, linked ideas for a range of audiences and using multimodal elements as appropriate
VC2E4LY11

Re-read and edit texts for meaning by adding, deleting or moving words or word groups to improve content and structure

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1 Comment

Write a review to help other teachers and parents like yourself. If you'd like to request a change to this resource, or report an error, select the corresponding tab above.

Dawn Anglicas · 2 years ago

It would be great to have an editable version of this to change the language.
- Laica Ayo · 2 years ago
  
  Hi Dawn, Great question! I’ve made a request to our resource team via the “Suggest a Change” function found at the bottom of the resource page. They’ll reach out when they’ve made both of these resources to you directly 🙂
Dawn Anglicas · 2 years ago

I liked this resource but didn't use it because of the language "I used transitions." I was unclear as to what this meant? Are you talking time connectives?