Students in upper-level courses are expected to observe disciplinary conventions in writing assignments. Common recommendations for teaching conventions require substantial time for instructor feedback and in-class instruction. As an alternative, we tested the effectiveness of a checklist in improving students' performance of these conventions. The checklist was most successful when we required students to copy portions of their writing employing disciplinary conventions onto the checklist and to independently identify and correct errors. Students using the interactive version of the checklist performed disciplinary conventions earlier in the semester and more consistently than students using a non-interactive version of the checklist.