Activities

1. Given a compelling opinion paragraph, identify and list domain-specific vocabulary used to explain a topic.  Include a definition of the domain-specific vocabulary.
   
   
2. Given a compelling argument essay, identify and underline precise language and domain-specific vocabulary used to explain a topic.

3. Given prepared sentence strips, replace vague language with precise language and domain-specific information relevant to the topic.
   
   
4. Complete a T-chart graphic organizer to include domain-specific vocabulary which supports a compelling argument.  Explain with precise language how domain-specific vocabulary supports an argument.

5. Write an opinion paragraph supported with precise language and domain specific vocabulary.
   
   
6. Write an argument in the form of an editorial about a controversial topic.  Include precise language and domain-specific vocabulary. 

Answer Key/Rubric

1. Given a compelling opinion paragraph, student identifies and list domain-specific vocabulary used to explain a topic.  Student includes a definition of the domain-specific vocabulary.
   
   Student correctly lists domain-specific vocabulary found in the paragraph and notes the definitions provided in the paragraph.  Student understands a compelling opinion is best supported with relevant information expressed with precise language and domain-specific vocabulary. 
   For example, student correctly identifies domain-specific language in a model opinion paragraph:

• Plastic water bottles are a dangerous way to consume a healthy drink.  Toxic chemicals, such as Antimony, are used to make plastic water bottles.  The Royal Society of Chemistry reports small amounts of Antimony can cause dizziness and depression, and larger doses can cause nausea, vomiting and death.  Therefore, plastic water bottles should be banned.

2. Given a compelling model of an argument essay, student identifies and underlines precise language and domain-specific vocabulary used to explain a topic.  Student correctly identifies precise language and domain-specific vocabulary.  The student understands that precise language (specific nouns, strong verbs, adjectives, adverbs, etc.) communicates ideas clearly and effectively.  Additionally, the student understands including domain-specific vocabulary provides valuable information to clearly define the topic. The student understands a compelling argument is best supported with relevant information expressed with precise language and domain-specific vocabulary.
   For example:

• It’s time for the United States to completely embrace eco-friendly energy sources.  Fossil fuels such as coal, oil and natural gas are a non-renewable energy source. This means there is a finite supply of fossil fuels, and that supply is dwindling.  Alternative energy sources, such as solar, wind and hydro power, are abundant and offer viable solutions.

3. Given prepared sentence strips, student replaces vague language with precise language and domain-specific information relevant to the topic. The student understands that precise language (specific nouns, strong verbs, adjectives, adverbs, etc.) communicates ideas clearly and effectively.    Additionally, the student understands including domain-specific vocabulary provides valuable information to clearly define the topic.  The student understands a compelling opinion or argument is best supported with relevant information expressed with precise language and domain specific vocabulary. For example, the student revises vague sentence strips about fossil fuels into a sentences containing precise language and domain-specific vocabulary:

     The student understands revisions such as, “fossil fuels,” “scientists,” “researching,” and “alternative” more precisely clarify the topic.  Additionally, the
     student understands including domain-specific vocabulary provides valuable information to better define the topic (i.e., fossil fuels such as coal, oil
     and natural gas).  The student understands a compelling opinion or argument is best supported with precise language and domain-specific
     vocabulary.

4. Student completes a graphic organizer to include domain-specific vocabulary which will support an argument.   Student explains with precise language, including domain-specific vocabulary, relevant information to support a compelling argument.  For example, student fills out a graphic organizer to demonstrate knowledge and understanding concerning the negative effects of global warming.  The student understands that precise language (specific nouns, strong verbs, adjectives, adverbs, etc.) communicates ideas clearly and effectively.    Additionally, the student understands including domain-specific vocabulary provides valuable information to better define the topic.  The student understands a compelling opinion or argument is best supported with relevant information expressed with precise language and domain-specific vocabulary.  For example, the student completes the following chart to support the argument about the negative effects of global warming.

5. Student writes an opinion paragraph supported with precise language and domain-specific vocabulary.  Student knows enough about the topic that he has domain-specific vocabulary to use or student studies the topic and learns domain-specific vocabulary that will help him/her express ideas.  Student may use a glossary, text-book or other source of information to assist in using domain-specific vocabulary.  Student plans his/her writing and the vocabulary he/she is going to use.  Before writing student ensures he/she has sufficient domain-specific vocabulary necessary to express ideas.  For example, student writes a compelling opinion about why the United States should pursue eco-friendly energy sources.  The student understands that precise language (specific nouns, strong verbs, adjectives, adverbs, etc.) communicates ideas clearly and effectively.    Additionally, the student understands including domain-specific vocabulary provides valuable information to better define the topic.  The student understands a compelling opinion or argument is best supported with relevant information expressed with precise language and domain-specific vocabulary.  For example,

• It is time for the United States to completely embrace eco-friendly energy sources.  Fossil fuels such as coal, oil and natural gas are a non-renewable energy source. This means there is a finite supply of fossil fuels, and that supply is dwindling.  Alternative energy sources, such as solar, wind and hydro power are abundant and offer viable solutions.

6. Student writes an argument in the form of an editorial about a controversial topic.  Student includes precise language and domain-specific vocabulary. Student knows enough about the topic that he/she has domain-specific vocabulary to use or student studies the topic and learns domain-specific vocabulary that will help to express ideas.  Student may use a glossary, text-book or other source of information to assist in using domain-specific vocabulary.  Student plans his/her writing and the vocabulary he/she is going to use.  Before writing, student ensures he/she has sufficient domain-specific vocabulary necessary to express his/her ideas.  The student understands that precise language (specific nouns, strong verbs, adjectives, adverbs, etc.) communicates ideas clearly and effectively.    Additionally, the student understands that including domain-specific vocabulary provides valuable information to better define the topic.  The student understands a compelling opinion or argument is best supported with relevant information expressed with precise language and domain-specific vocabulary.  For example, the student writes an editorial explaining the negative effects of global warming.

• The negative effects of global warming are directly related to human actions, such as burning fossil fuels.   Scientists report, burning fossil fuels (oil, coal and natural gas) increase atmospheric greenhouse gases, especially CO2 levels. An increase in atmospheric greenhouse gases causes a rise in the Earth’s temperature and directly affects global climate.  For example, warming temperatures melt the Arctic ice cap.  A smaller ice cap can’t adequately reflect the sun’s energy.  So, more of the sun’s energy is absorbed by the sea, causing further melting, a rise in sea levels and a rise in water temperature.  The rise in water temperature changes the hydrologic climate and creates ideal conditions for the formation of more hurricanes.