This study investigated the effects of task analytic instruction, systematic prompting and graphic organizers on two students' ability to compose informational text. Participants were provided with information articles from which they identified the key ideas and supporting details. Participants transferred this information to a graphic organizer which was then used to complete a writing template. Depending on the nature of the skill, both a traditional and modified system of least prompts was used during the intervention. Both students increased their ability to accurately compose a permanent product in response to text. Implications for future research and practical implications are discussed.