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Free Download: Persuasive Writing Checklist

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Now your students can make sure that they have everything they need in their persuasive writing.

To ensure that your students put everything they need in their persuasive writing, get them to use this Persuasive Writing Checklist.

Students use this checklist by sticking it into their books at the end of their piece of writing. They then tick each of the elements off to ensure they have followed the structure of a persuasive text correctly.

They initial it when they have finished to indicate to you that they have checked everything.

Download includes one version with rebuttal and one without.

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A version of this teaching resource document can be opened and edited in Microsoft Word, allowing you to add your own custom content.

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Common Core State Standards alignment

Grade 2 > English Language Arts Standards > Writing > Text Types and Purposes > CCSS.ELA-LITERACY.W.2.1
Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

Grade 3 > English Language Arts Standards > Writing > Text Types and Purposes > CCSS.ELA-LITERACY.W.3.1 > CCSS.ELA-LITERACY.W.3.1.A
Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

Grade 3 > English Language Arts Standards > Writing > Text Types and Purposes > CCSS.ELA-LITERACY.W.3.1 > CCSS.ELA-LITERACY.W.3.1.B
Provide reasons that support the opinion.

Grade 3 > English Language Arts Standards > Writing > Text Types and Purposes > CCSS.ELA-LITERACY.W.3.1 > CCSS.ELA-LITERACY.W.3.1.D
Provide a concluding statement or section.

Grade 3 > English Language Arts Standards > Writing > Production and Distribution of Writing > CCSS.ELA-LITERACY.W.3.4
With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

Grade 4 > English Language Arts Standards > Writing > Text Types and Purposes > CCSS.ELA-LITERACY.W.4.1 > CCSS.ELA-LITERACY.W.4.1.A
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.

Grade 4 > English Language Arts Standards > Writing > Text Types and Purposes > CCSS.ELA-LITERACY.W.4.1 > CCSS.ELA-LITERACY.W.4.1.B
Provide reasons that are supported by facts and details.

Grade 4 > English Language Arts Standards > Writing > Text Types and Purposes > CCSS.ELA-LITERACY.W.4.1 > CCSS.ELA-LITERACY.W.4.1.D
Provide a concluding statement or section related to the opinion presented.

Grade 4 > English Language Arts Standards > Writing > Production and Distribution of Writing > CCSS.ELA-LITERACY.W.4.4
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

Grade 5 > English Language Arts Standards > Writing > Text Types and Purposes > CCSS.ELA-LITERACY.W.5.1 > CCSS.ELA-LITERACY.W.5.1.A
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose.

Grade 5 > English Language Arts Standards > Writing > Text Types and Purposes > CCSS.ELA-LITERACY.W.5.1 > CCSS.ELA-LITERACY.W.5.1.B
Provide logically ordered reasons that are supported by facts and details.

Grade 5 > English Language Arts Standards > Writing > Text Types and Purposes > CCSS.ELA-LITERACY.W.5.1 > CCSS.ELA-LITERACY.W.5.1.D
Provide a concluding statement or section related to the opinion presented.

Grade 6 > English Language Arts Standards > Writing > Production and Distribution of Writing > CCSS.ELA-LITERACY.W.6.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)


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