Help  Save  the   Bats White-nose syndrome and how you can help the little brown bat. About  the  Little   Brown  Bat Bats  are  the  second  largest  group   of  mammals  on  earth.  Most  bats  in  North   America  are  insectivores,  which  means   they  primarily  eat  insects.  They  are  ac-­ tive  at  night  during  the  summer  and  hi-­ bernate  in  caves  during  the  winter.  Bats   are  famous  for  their  echolocation  skills,   a  special  skill  they  use  to  see  prey  in  the   dark.  You  may  know  bats  as  annoying,   blood-­sucking  pests  however  they  are  re-­ ally  more  helpful  than  most  think!   The  little  brown  bat  can  be  6  to  10   cm  long  and  weigh  between  5  to  15  grams.   They  are  are  found  throughought  most  of   North  Amer-­ ica  and  is  one   of  the  most   common  bats   found  there.   Bats  are  shy,   gentle  and  in-­ telligent.   Common Myths About Bats •   %DWVDUHQRWÀ\LQJUDWV  Bats  are  actu-­ ally  more  closely  related  to  primates  and  lemurs   than  mice! •   %DWVDUHQRWEOLQG  Most  bats  can  see  as   well  as  humans  and  others  have  eyes  adapted  to   low-­light,  like  cats.   •   %DWVDUHQRWXJO\RUGLUW\  A  lot  of  bats   have  very  cute  faces.  They  spend  a  lot  of  times   grooming  themselves,  like  cats,  and  are  very   soft. •   %DWVGRQRWWU\WRDWWDFNKXPDQV.   More  often  the  bat  is  just  trying  to  catch  a  bug   that  is  near  you.  They  are  not  trying  to  attack! •   9DPSLUHEDWVGRQRWDWWDFNSHRSOH DQGVXFNWKHLUEORRG  They  are  about  the  size   of  a  pack  of  M&Ms  and  only  prey  on  other  small   animals  for  a  small  amount  of  blood.  They  are   not  in  any  way  related  to  the  mythical  vampire! •   %DWVGRQ¶W³FDUU\´UDELHV  They  can  get   the  disease  like  any  other  mammal,  but  less  than   one  half  of  one  percent  of  bats  ever  contract  the   disease.   Why Are Bats so Important? Bats  are  considered  a  “keystone  species”   which  means  they  are  essential  to  maintain-­ ing  healthy  ecosystems.  North  American  bats,   like  the  Little  Brown  Bat,  play  a  crucial  role   in  insect  control.  Bats  are  predators  to  night   À\LQJLQVHFWVFDOOHGSODQWSHVWV%DWVSURWHFW crop  and  garden  health  and  keep  the  environ-­ ment  clean  by  eating  them.  Bats  contribute  3.7   billion  dollars  to  agriculture  a  year  by  eating   plant  pests.  Without  them  we  would  need  to   use  more  pesticides  which  are  not  healthy  for   us  or  the  environment   Bats  are  in  other  parts  of  the  world  like   rainforests  and  desserts.  These  bats  eat  fruits   and  nectar  and  play  an  important  role  in  pol-­ OLQDWLQJÀRZHUVDQGVSUHDGLQJVHHGV6SUHDG-­ ing  seeds  is  crucial  to  regenerating  forests  and   What is Whitenose Syndrome? White-­nose  syndrome  is  a  fungus   that  develops  on  the  faces  and  wings  of  bats   during  hibernation.  Hibernating  bats  with   white-­nose  syndrome  often  display  this   white  fungus  on  their  noses  and  on  other   hairless  parts  of  their  bodies  including  their   wings.  It  began  in  2006  in  a  cave  near  New   York.  White-­nose  syndrome  has  killed  over   a  million  bats  and  spread  to  ten  states  and   Canada.  Scientists  say  it  could  wipe  out  the   Little  Brown  Bat  in  about  14  years   In  the  picture  below  we  see  a  bat  with   the  characteristic  white  fungus  growing  on   it’s  nose  and  the  tips  of  its  wings.  This  bat   has   white-­ nose   syn-­ drome. How does White-nose Syndrome Kill Bats?   Bats  eat  a  lot  before  hibernation   to  store  up  on  fat.  They  should  have  just   enough  fat  to  hibernate  all  of  winter  and  still   have  some  left  over.  White-­nose  syndrome   causes  bats  to  use  up  all  the  fat  they  stored   quickly.  This  causes  them  to  wake  up  during   winter,  needing  to  eat.  There  are  no  bugs   in  the  winter  so  the  bats  starve  and  also   become  dehydrated.  Some  experts  say  that   they  use  up  all  their  stored  fat  and  water  be-­ FDXVHWKHLULPPXQHV\VWHPLVWU\LQJWR¿JKW RɣWKHGLVHDVH   Scientists   don’t  know   why  the  fun-­ gus  causes  this   and  are  trying   to  study  it  fur-­ ther.  With  all   the  problems   in  the  world  it   is  hard  to  raise   money  for  bat   research. How can we help the little brown bat?   The  best  way  to  help  is  to  tell  people   about  bats  and  white-­nose  syndrome.  Dis-­ prove  the  common  myths  that  they  may  be-­ lieve  about  bats.    Spreading  awareness  of  this   important  issue  will  help  rally  support.  Writ-­ ing  a  concerned  letter  to  your  congress  rep-­ resentative  can  alert  important  people  to  this   problem.  Encourage  you  children  to  do  re-­ ports  on  the  Little  Brown  Bat  or  make  a  poster   to  display.  Ask  their  teachers  and  schools  to   read  child  friendly  and  informative  bat  books   like  Lucy’s  Story  (savelucythebat.org).     Constructing  or  buying  your  own  bat   ER[ZKLFKLVEXLOWVSHFL¿FDOO\IRUEDWVWREH comfortable  and  safe,  can  also  be  helpful.  For   instructions  on  how  to  install  your  own  bat   box  visit  batworld.org For  more  information  you  can  check  out  these   sites: savelucythebat.org batworld.org batcon.org batmanagement.com http://www.dnr.state.md.us/wildlife/Plants_ Wildlife/bats/index.asp whitenosesyndrome.org Katie Iser – Bat TD 1. How can I make my pamphlet more appealing to the eye? More pictures? Some graphs? 2. How can I improve my layout to make it easier to follow and less of a wall of text? 3. Do you think I use plain language effectively? NOTE: I know I don’t have my photos labelled or credited, I didn’t have time to put that in but don’t worry, it will be added 1 ENGL 318-002, -003 S15 | Dr. Angeli Technical Description Project (30 points, individual) What is a Technical Description? In any professional career, you will find that the ability to accurately describe things, places, or processes is essential. In this project, you will select a technology or process to describe. You will use rhetorical strategies to compose a clear and persuasive technical document that utilizes strong document design. This project includes four deliverables: a memo describing your plans for the project, a draft, the technical description (TD), and a rhetorical assessment for the TD. What is the TD’s Rhetorical Situation? Context: 850-1,000 word single-spaced print, color document (word count includes figure captions); to be read in a workplace context that you choose Users: Users of a technology or process at a workplace that you choose Purpose: To inform users about your chosen technology or process Subject: Your chosen technology or process What are the Project’s Goals? The purpose of this project is to familiarize you with the process of developing a thoroughly written technical description. As such, completing this project will help you meet the following course goals: Writing in Context • Analyze the invention, manufacture, and distribution of technologies in context and use writing to communicate these attributes in a variety of media and genres. • Write to the different levels of technical expertise of a range of audiences and stakeholders to foster technical understanding. Project Management • Understand, develop, and deploy various strategies for planning, researching, drafting, revising, and editing documents both individually and collaboratively. • Select and use appropriate technologies that effectively and ethically address professional situations and audiences. • Build professional ethos through documentation and accountability. Document Design • Understand and adapt to genre conventions and expectations of a range of audiences including both technical and non-technical audiences; • Ensure the technical accuracy of visual content. Research • Locate, evaluate, and use print and online information selectively for particular audiences and purposes; • Triangulate sources of evidence; • Explain and apply an audience-focused process for planning and designing messages for specific purposes common in business and industry settings 2 • • • Employ an effective writing process, which includes analyzing the rhetorical situation; fostering ideas; efficiently gathering information; and developing organization, drafting, revision, and careful editing skills Select the best media and/or document types for delivering a given message to a particular audience Produce professional-looking, clearly written, well-organized, ethical, and persuasive business documents You will also address the following core curriculum outcomes: 1. Recognize and employ models and practices of written communication specific to a particular discipline or profession. 2. Recognize and employ techniques of formatting and documentation appropriate to a particular discipline or profession. 3. Integrate material effectively from outside sources into their own prose. 4. Analyze and evaluate complex discipline-based claims and current research questions. 5. Demonstrate a developed ability to compose clear, effective prose, including through the practice of revision. 6. Produce professional prose that follows accepted conventions of grammar, punctuation, and style. What Deliverables Will I Complete? You will complete four deliverables for this project: a project memo, a draft, the TD, and a rhetorical assessment. TD Project Memo (Tuesday 2/24) 5 points Compose a memo that describes the technology or process you will describe in this project. Your supervisor wants to know your plans for the TD that he/she has asked you to write. As such, your user for the memo is your immediate supervisor at your chosen workplace. You will describe your plans for creating the TD. Specifically, you will describe the context in which your users will use your TD and how you will partition your TD. Use these headings: • • • Your TD’s rhetorical situation Your research plan; include sources you will use and how you will use them Your partition plan for your TD Complete the reader analysis and context of use charts for your TD. Attach your completed charts to your memo. Use the templates on Blackboard (“Project Information”  “Tech Description”  “TD Charts”). TD Draft (Thursday, 3/5) Participation Credit You will submit a draft for participation credit. You will be working with your classmates in class to receive their feedback. 3 Technical Description (Tuesday, 3/10) 15 points Following Chapter 6 in Technical Communication Today and our analysis of models/examples of TDs, you will compose a TD for a technology or a process. Include the sections, items, and features as described on pp. 128-137 under “Step 3: Organize and Draft Your Technical Description.” Print your TD in color. Staple it before class. Rhetorical Assessment (Tuesday, 3/10) 10 points The rhetorical assessment (RA) is a one- to two-page memo addressed to me in which you reflect on the rhetorical choices you made during the project. In your memo, explain and discuss the following: 1. What are the most and least effective parts of your TD? Support your claims with explanations and examples from your document. 2. What three new things did you learn about technical writing research? 3. What new skills did you learn? 4. How will these skills make you useful in your other courses and workplace? Print and staple your memo. See the example on the next page. Please note that the items highlighted in blue will change each time you write your RA, which you will write for each project you complete this semester. 4 To: Dr. Angeli, ENGL 318-002 or -003 Professor From: Your Name, ENGL 318-002 or -003 Student Date: March 10, 2015 Subject: Your Last Name Project Title Rhetorical Assessment The purpose of this memo is to inform you about some of my rhetorical choices for “Project Title.” In this memo, I will discuss the most and least effective parts of “Project Title,” three new things I learned about research, and the skills I learned in this project. I will end by discussing how these skills transfer to my major and career. My Project’s Most Effective Parts The most effective parts of my technical description are my research methods and solutions. My research methods are effective because I . . . . Further, I conducted surveys . . . My research methods section is strong because . . . In the third paragraph in this section, I . . . I feel that this paragraph is strong because . . . My second section is effective because it is fully supported with research results. I have elaborated on . . . . Also, I addressed my audience’s needs by . . . My third solution is very strong. As you can see in the first paragraph of that section, I identify . . . My Project’s Least Effective Parts The least effective parts are my background information section and . . . . My background is not effective because I was not able to interview a co-worker . . . To address this weakness, I interviewed an intern. While the intern provided me with useful information, an interview with a co-worker would have been better because . . . My . . . is weak because . . . Three Things I Learned about Research I learned that interviews and databases are important when conducting technical writing research. These methods are important because . . . Interviews allow a researcher to . . . . Databases are helpful for research because . . . I found them useful because . . . Skills I Learned In this project, I learned that planning plays a key role when writing. I learned this because . . . I also learned that revision is important in technical writing. My first draft was . . . I revised by having peers read it and meeting Dr. Angeli in office hours. I learned that readability is important and that all sentences need subject-verb-object structures. I learned that revision is important because . . . I revised my work by . . . How These Skills Make Me Useful in Class and at Work My major is business administration. As a business major and future business employee, I will need to plan my schedule so that I complete work . . . 5 I also write a lot in my major; therefore, I revise a lot. I plan to revise my assignments from now on by . . . Thank you for reading my memo. If you have any questions, please contact me at eangeli@towson.edu or 410-704-2858. ENGL 318 -002, -003 S15 | Dr. Angeli | TD Memo Rubric: 5 points 5 Accept Exceptional work 4 Accept with revisions Above average 3 Revise and resubmit Average 2 Needs serious revisions Below average 1 Reject Well below average Memo demonstrates author fully, clearly understood and addressed requirements, producing exceptional work. Memo demonstrates author understood and addressed requirements, producing above average work. Memo demonstrates author understood and addressed requirements, producing average work. Memo demonstrates author may not have understood and/or addressed requirements. Memo does not meet requirements. Author outlines a full, clear project plan. Author thoroughly, accurately completes both charts. Demonstrates an exceptional understanding of RS. Author clearly, fully responds to the audience's needs, values, and expectations. Tone, style, and formatting are appropriate for its intended audience. Contains no distracting grammar and/or mechanics errors. Author outlines a clear project plan. Author completes both charts. Demonstrates a solid understanding of RS. Tone, style, and formatting are mostly appropriate for its intended audience. Contains some distracting grammar and/or mechanics errors. Author includes a project plan, though parts may be underdeveloped. Author completes most of the charts. Demonstrates a basic understanding of RS. Tone, style, and formatting may or may not be appropriate for its intended audience. Contains multiple, repeated grammar and/or mechanics errors. Author misses critical components of the assignment. Charts demonstrate that the author does not understand RS. Tone, style, and formatting are not appropriate for its intended audience. Contains grammar and/or mechanics errors that impede the audience's ability to understand the writing. Indicates author did not understand readings/assignment requirement/audience needs, values, and expectations. Tone, style, and formatting indicate author did not understand the audience's needs. Contains grammar and/or mechanics errors that result in unintelligible writing. ENGL 318-002, -003 S15 | Dr. Angeli | Tech Description Rubric: 15 points Content (10 points) Document is targeted to a specific audience. Document answers all readers’ questions and describes a process, object, or technology. Research and results are presented ethically and appropriately to support author’s claims. Document contains all required components: • Specific and precise title • Intro (definition, purpose, main point, importance, overall description, list/outline) • Description by features/function/stages • Thorough use of senses/similes/analogies/metaphor • Conclusion • Resources/for more information Score Range (10 points) 0 – missing a majority of key components; does not answer crucial audience questions; readers would not be able to make an informed choice 4 – missing key components; low level of quality and/or completeness; readers probably would not be able to take action 6 – contains half of the key components; average work quality; readers may not be able to take action 8 – contains most key components, may miss minor components; above average work quality; readers would most likely be able to take action 10 – contains all key and minor components; exceptional, professional work quality; readers can take action Score Earned (10 points) Organization and Layout (3 points) Document’s partition plan is purposeful, clear, effective, and appropriate. Layout improves document’s effectiveness. Document contains headings. Document contains appropriate graphics, images, and captions. Score Range (3 points) 0 – missing a majority of key components; layout inhibits document; readers could not take action 1 – contains half of the key components; layout may or may not effect the document; average work quality; readers may be able take action 3 – contains all key components; design effectively enhances document; exceptional, professional quality; readers can take action Score Earned (3 points) Editing (2 points) Document is readable and appropriate for the primary audience. Document is edited to adhere to word limit. Document was proofread to ensure a strong author ethos. Score Range (2 points) 0 – errors create an unintelligible document; no proofreading evident 1 – errors are consistent; may or may not inhibit meaning; proofreading may be evident 2 – virtually no errors; proofreading effective Score Earned (2 points) TOTAL GRADE EARNED/15 points /15 points ENGL 318-002, -003 S15 | Dr. Angeli | Tech Description | Rhetorical Assessment Rubric: 10 points Content (5 points) Document contains all required components. • The most and least effective parts of your TD. Support your claims with explanations and examples from your document. • Three new things you learned about technical writing research. • The skills you learned in this project and how they will make you useful in courses and the workplace. Each component is thoroughly supported and explained to answer the audience’s questions. Score Range (5 points) 0 – missing a majority of key components; does not answer crucial audience questions 3 – contains half of the key components, may miss minor components; may not answer all audience’s questions; average work quality 5 – contains all key and minor components; answer all audience’s questions; exceptional, professional work quality Score Earned (5 points) Organization and Design (3 points) Document contains all memo conventions. Document contains effective and appropriate headings. Score Range (3 points) 0 – missing a majority of key components; layout inhibits document 1.5 – contains half of the key components; average work quality 3 – contains all key components; layout effectively enhances document; exceptional, professional quality Score Earned (3 points) Editing (2 points) Document is readable and appropriate for the primary audience. Document was proofread to ensure a strong author ethos. Score Range (2 points) 0 – errors create an unintelligible document; no proofreading evident 2 – virtually no errors; proofreading effective Score Earned (2 points) TOTAL GRADE EARNED/10 points /10 points Katie Iser – Bat TD 1. How can I make my pamphlet more appealing to the eye? More pictures? Some graphs? 2. How can I improve my layout to make it easier to follow and less of a wall of text? 3. Do you think I use plain language effectively? NOTE: I know I don’t have my photos labelled or credited, I didn’t have time to put that in but don’t worry, it will be added 1 ENGL 318-002, -003 S15 | Dr. Angeli Technical Description Project (30 points, individual) What is a Technical Description? In any professional career, you will find that the ability to accurately describe things, places, or processes is essential. In this project, you will select a technology or process to describe. You will use rhetorical strategies to compose a clear and persuasive technical document that utilizes strong document design. This project includes four deliverables: a memo describing your plans for the project, a draft, the technical description (TD), and a rhetorical assessment for the TD. What is the TD’s Rhetorical Situation? Context: 850-1,000 word single-spaced print, color document (word count includes figure captions); to be read in a workplace context that you choose Users: Users of a technology or process at a workplace that you choose Purpose: To inform users about your chosen technology or process Subject: Your chosen technology or process What are the Project’s Goals? The purpose of this project is to familiarize you with the process of developing a thoroughly written technical description. As such, completing this project will help you meet the following course goals: Writing in Context • Analyze the invention, manufacture, and distribution of technologies in context and use writing to communicate these attributes in a variety of media and genres. • Write to the different levels of technical expertise of a range of audiences and stakeholders to foster technical understanding. Project Management • Understand, develop, and deploy various strategies for planning, researching, drafting, revising, and editing documents both individually and collaboratively. • Select and use appropriate technologies that effectively and ethically address professional situations and audiences. • Build professional ethos through documentation and accountability. Document Design • Understand and adapt to genre conventions and expectations of a range of audiences including both technical and non-technical audiences; • Ensure the technical accuracy of visual content. Research • Locate, evaluate, and use print and online information selectively for particular audiences and purposes; • Triangulate sources of evidence; • Explain and apply an audience-focused process for planning and designing messages for specific purposes common in business and industry settings 2 • • • Employ an effective writing process, which includes analyzing the rhetorical situation; fostering ideas; efficiently gathering information; and developing organization, drafting, revision, and careful editing skills Select the best media and/or document types for delivering a given message to a particular audience Produce professional-looking, clearly written, well-organized, ethical, and persuasive business documents You will also address the following core curriculum outcomes: 1. Recognize and employ models and practices of written communication specific to a particular discipline or profession. 2. Recognize and employ techniques of formatting and documentation appropriate to a particular discipline or profession. 3. Integrate material effectively from outside sources into their own prose. 4. Analyze and evaluate complex discipline-based claims and current research questions. 5. Demonstrate a developed ability to compose clear, effective prose, including through the practice of revision. 6. Produce professional prose that follows accepted conventions of grammar, punctuation, and style. What Deliverables Will I Complete? You will complete four deliverables for this project: a project memo, a draft, the TD, and a rhetorical assessment. TD Project Memo (Tuesday 2/24) 5 points Compose a memo that describes the technology or process you will describe in this project. Your supervisor wants to know your plans for the TD that he/she has asked you to write. As such, your user for the memo is your immediate supervisor at your chosen workplace. You will describe your plans for creating the TD. Specifically, you will describe the context in which your users will use your TD and how you will partition your TD. Use these headings: • • • Your TD’s rhetorical situation Your research plan; include sources you will use and how you will use them Your partition plan for your TD Complete the reader analysis and context of use charts for your TD. Attach your completed charts to your memo. Use the templates on Blackboard (“Project Information”  “Tech Description”  “TD Charts”). TD Draft (Thursday, 3/5) Participation Credit You will submit a draft for participation credit. You will be working with your classmates in class to receive their feedback. 3 Technical Description (Tuesday, 3/10) 15 points Following Chapter 6 in Technical Communication Today and our analysis of models/examples of TDs, you will compose a TD for a technology or a process. Include the sections, items, and features as described on pp. 128-137 under “Step 3: Organize and Draft Your Technical Description.” Print your TD in color. Staple it before class. Rhetorical Assessment (Tuesday, 3/10) 10 points The rhetorical assessment (RA) is a one- to two-page memo addressed to me in which you reflect on the rhetorical choices you made during the project. In your memo, explain and discuss the following: 1. What are the most and least effective parts of your TD? Support your claims with explanations and examples from your document. 2. What three new things did you learn about technical writing research? 3. What new skills did you learn? 4. How will these skills make you useful in your other courses and workplace? Print and staple your memo. See the example on the next page. Please note that the items highlighted in blue will change each time you write your RA, which you will write for each project you complete this semester. 4 To: Dr. Angeli, ENGL 318-002 or -003 Professor From: Your Name, ENGL 318-002 or -003 Student Date: March 10, 2015 Subject: Your Last Name Project Title Rhetorical Assessment The purpose of this memo is to inform you about some of my rhetorical choices for “Project Title.” In this memo, I will discuss the most and least effective parts of “Project Title,” three new things I learned about research, and the skills I learned in this project. I will end by discussing how these skills transfer to my major and career. My Project’s Most Effective Parts The most effective parts of my technical description are my research methods and solutions. My research methods are effective because I . . . . Further, I conducted surveys . . . My research methods section is strong because . . . In the third paragraph in this section, I . . . I feel that this paragraph is strong because . . . My second section is effective because it is fully supported with research results. I have elaborated on . . . . Also, I addressed my audience’s needs by . . . My third solution is very strong. As you can see in the first paragraph of that section, I identify . . . My Project’s Least Effective Parts The least effective parts are my background information section and . . . . My background is not effective because I was not able to interview a co-worker . . . To address this weakness, I interviewed an intern. While the intern provided me with useful information, an interview with a co-worker would have been better because . . . My . . . is weak because . . . Three Things I Learned about Research I learned that interviews and databases are important when conducting technical writing research. These methods are important because . . . Interviews allow a researcher to . . . . Databases are helpful for research because . . . I found them useful because . . . Skills I Learned In this project, I learned that planning plays a key role when writing. I learned this because . . . I also learned that revision is important in technical writing. My first draft was . . . I revised by having peers read it and meeting Dr. Angeli in office hours. I learned that readability is important and that all sentences need subject-verb-object structures. I learned that revision is important because . . . I revised my work by . . . How These Skills Make Me Useful in Class and at Work My major is business administration. As a business major and future business employee, I will need to plan my schedule so that I complete work . . . 5 I also write a lot in my major; therefore, I revise a lot. I plan to revise my assignments from now on by . . . Thank you for reading my memo. If you have any questions, please contact me at eangeli@towson.edu or 410-704-2858. ENGL 318 -002, -003 S15 | Dr. Angeli | TD Memo Rubric: 5 points 5 Accept Exceptional work 4 Accept with revisions Above average 3 Revise and resubmit Average 2 Needs serious revisions Below average 1 Reject Well below average Memo demonstrates author fully, clearly understood and addressed requirements, producing exceptional work. Memo demonstrates author understood and addressed requirements, producing above average work. Memo demonstrates author understood and addressed requirements, producing average work. Memo demonstrates author may not have understood and/or addressed requirements. Memo does not meet requirements. Author outlines a full, clear project plan. Author thoroughly, accurately completes both charts. Demonstrates an exceptional understanding of RS. Author clearly, fully responds to the audience's needs, values, and expectations. Tone, style, and formatting are appropriate for its intended audience. Contains no distracting grammar and/or mechanics errors. Author outlines a clear project plan. Author completes both charts. Demonstrates a solid understanding of RS. Tone, style, and formatting are mostly appropriate for its intended audience. Contains some distracting grammar and/or mechanics errors. Author includes a project plan, though parts may be underdeveloped. Author completes most of the charts. Demonstrates a basic understanding of RS. Tone, style, and formatting may or may not be appropriate for its intended audience. Contains multiple, repeated grammar and/or mechanics errors. Author misses critical components of the assignment. Charts demonstrate that the author does not understand RS. Tone, style, and formatting are not appropriate for its intended audience. Contains grammar and/or mechanics errors that impede the audience's ability to understand the writing. Indicates author did not understand readings/assignment requirement/audience needs, values, and expectations. Tone, style, and formatting indicate author did not understand the audience's needs. Contains grammar and/or mechanics errors that result in unintelligible writing. ENGL 318-002, -003 S15 | Dr. Angeli | Tech Description Rubric: 15 points Content (10 points) Document is targeted to a specific audience. Document answers all readers’ questions and describes a process, object, or technology. Research and results are presented ethically and appropriately to support author’s claims. Document contains all required components: • Specific and precise title • Intro (definition, purpose, main point, importance, overall description, list/outline) • Description by features/function/stages • Thorough use of senses/similes/analogies/metaphor • Conclusion • Resources/for more information Score Range (10 points) 0 – missing a majority of key components; does not answer crucial audience questions; readers would not be able to make an informed choice 4 – missing key components; low level of quality and/or completeness; readers probably would not be able to take action 6 – contains half of the key components; average work quality; readers may not be able to take action 8 – contains most key components, may miss minor components; above average work quality; readers would most likely be able to take action 10 – contains all key and minor components; exceptional, professional work quality; readers can take action Score Earned (10 points) Organization and Layout (3 points) Document’s partition plan is purposeful, clear, effective, and appropriate. Layout improves document’s effectiveness. Document contains headings. Document contains appropriate graphics, images, and captions. Score Range (3 points) 0 – missing a majority of key components; layout inhibits document; readers could not take action 1 – contains half of the key components; layout may or may not effect the document; average work quality; readers may be able take action 3 – contains all key components; design effectively enhances document; exceptional, professional quality; readers can take action Score Earned (3 points) Editing (2 points) Document is readable and appropriate for the primary audience. Document is edited to adhere to word limit. Document was proofread to ensure a strong author ethos. Score Range (2 points) 0 – errors create an unintelligible document; no proofreading evident 1 – errors are consistent; may or may not inhibit meaning; proofreading may be evident 2 – virtually no errors; proofreading effective Score Earned (2 points) TOTAL GRADE EARNED/15 points /15 points ENGL 318-002, -003 S15 | Dr. Angeli | Tech Description | Rhetorical Assessment Rubric: 10 points Content (5 points) Document contains all required components. • The most and least effective parts of your TD. Support your claims with explanations and examples from your document. • Three new things you learned about technical writing research. • The skills you learned in this project and how they will make you useful in courses and the workplace. Each component is thoroughly supported and explained to answer the audience’s questions. Score Range (5 points) 0 – missing a majority of key components; does not answer crucial audience questions 3 – contains half of the key components, may miss minor components; may not answer all audience’s questions; average work quality 5 – contains all key and minor components; answer all audience’s questions; exceptional, professional work quality Score Earned (5 points) Organization and Design (3 points) Document contains all memo conventions. Document contains effective and appropriate headings. Score Range (3 points) 0 – missing a majority of key components; layout inhibits document 1.5 – contains half of the key components; average work quality 3 – contains all key components; layout effectively enhances document; exceptional, professional quality Score Earned (3 points) Editing (2 points) Document is readable and appropriate for the primary audience. Document was proofread to ensure a strong author ethos. Score Range (2 points) 0 – errors create an unintelligible document; no proofreading evident 2 – virtually no errors; proofreading effective Score Earned (2 points) TOTAL GRADE EARNED/10 points /10 points Help  Save  the   Bats White-nose syndrome and how you can help the little brown bat. About  the  Little   Brown  Bat Bats  are  the  second  largest  group   of  mammals  on  earth.  Most  bats  in  North   America  are  insectivores,  which  means   they  primarily  eat  insects.  They  are  ac-­ tive  at  night  during  the  summer  and  hi-­ bernate  in  caves  during  the  winter.  Bats   are  famous  for  their  echolocation  skills,   a  special  skill  they  use  to  see  prey  in  the   dark.  You  may  know  bats  as  annoying,   blood-­sucking  pests  however  they  are  re-­ ally  more  helpful  than  most  think!   The  little  brown  bat  can  be  6  to  10   cm  long  and  weigh  between  5  to  15  grams.   They  are  are  found  throughought  most  of   North  Amer-­ ica  and  is  one   of  the  most   common  bats   found  there.   Bats  are  shy,   gentle  and  in-­ telligent.   Common Myths About Bats •   %DWVDUHQRWÀ\LQJUDWV  Bats  are  actu-­ ally  more  closely  related  to  primates  and  lemurs   than  mice! •   %DWVDUHQRWEOLQG  Most  bats  can  see  as   well  as  humans  and  others  have  eyes  adapted  to   low-­light,  like  cats.   •   %DWVDUHQRWXJO\RUGLUW\  A  lot  of  bats   have  very  cute  faces.  They  spend  a  lot  of  times   grooming  themselves,  like  cats,  and  are  very   soft. •   %DWVGRQRWWU\WRDWWDFNKXPDQV.   More  often  the  bat  is  just  trying  to  catch  a  bug   that  is  near  you.  They  are  not  trying  to  attack! •   9DPSLUHEDWVGRQRWDWWDFNSHRSOH DQGVXFNWKHLUEORRG  They  are  about  the  size   of  a  pack  of  M&Ms  and  only  prey  on  other  small   animals  for  a  small  amount  of  blood.  They  are   not  in  any  way  related  to  the  mythical  vampire! •   %DWVGRQ¶W³FDUU\´UDELHV  They  can  get   the  disease  like  any  other  mammal,  but  less  than   one  half  of  one  percent  of  bats  ever  contract  the   disease.   Why Are Bats so Important? Bats  are  considered  a  “keystone  species”   which  means  they  are  essential  to  maintain-­ ing  healthy  ecosystems.  North  American  bats,   like  the  Little  Brown  Bat,  play  a  crucial  role   in  insect  control.  Bats  are  predators  to  night   À\LQJLQVHFWVFDOOHGSODQWSHVWV%DWVSURWHFW crop  and  garden  health  and  keep  the  environ-­ ment  clean  by  eating  them.  Bats  contribute  3.7   billion  dollars  to  agriculture  a  year  by  eating   plant  pests.  Without  them  we  would  need  to   use  more  pesticides  which  are  not  healthy  for   us  or  the  environment   Bats  are  in  other  parts  of  the  world  like   rainforests  and  desserts.  These  bats  eat  fruits   and  nectar  and  play  an  important  role  in  pol-­ OLQDWLQJÀRZHUVDQGVSUHDGLQJVHHGV6SUHDG-­ ing  seeds  is  crucial  to  regenerating  forests  and   What is Whitenose Syndrome? White-­nose  syndrome  is  a  fungus   that  develops  on  the  faces  and  wings  of  bats   during  hibernation.  Hibernating  bats  with   white-­nose  syndrome  often  display  this   white  fungus  on  their  noses  and  on  other   hairless  parts  of  their  bodies  including  their   wings.  It  began  in  2006  in  a  cave  near  New   York.  White-­nose  syndrome  has  killed  over   a  million  bats  and  spread  to  ten  states  and   Canada.  Scientists  say  it  could  wipe  out  the   Little  Brown  Bat  in  about  14  years   In  the  picture  below  we  see  a  bat  with   the  characteristic  white  fungus  growing  on   it’s  nose  and  the  tips  of  its  wings.  This  bat   has   white-­ nose   syn-­ drome. How does White-nose Syndrome Kill Bats?   Bats  eat  a  lot  before  hibernation   to  store  up  on  fat.  They  should  have  just   enough  fat  to  hibernate  all  of  winter  and  still   have  some  left  over.  White-­nose  syndrome   causes  bats  to  use  up  all  the  fat  they  stored   quickly.  This  causes  them  to  wake  up  during   winter,  needing  to  eat.  There  are  no  bugs   in  the  winter  so  the  bats  starve  and  also   become  dehydrated.  Some  experts  say  that   they  use  up  all  their  stored  fat  and  water  be-­ FDXVHWKHLULPPXQHV\VWHPLVWU\LQJWR¿JKW RɣWKHGLVHDVH   Scientists   don’t  know   why  the  fun-­ gus  causes  this   and  are  trying   to  study  it  fur-­ ther.  With  all   the  problems   in  the  world  it   is  hard  to  raise   money  for  bat   research. How can we help the little brown bat?   The  best  way  to  help  is  to  tell  people   about  bats  and  white-­nose  syndrome.  Dis-­ prove  the  common  myths  that  they  may  be-­ lieve  about  bats.    Spreading  awareness  of  this   important  issue  will  help  rally  support.  Writ-­ ing  a  concerned  letter  to  your  congress  rep-­ resentative  can  alert  important  people  to  this   problem.  Encourage  you  children  to  do  re-­ ports  on  the  Little  Brown  Bat  or  make  a  poster   to  display.  Ask  their  teachers  and  schools  to   read  child  friendly  and  informative  bat  books   like  Lucy’s  Story  (savelucythebat.org).     Constructing  or  buying  your  own  bat   ER[ZKLFKLVEXLOWVSHFL¿FDOO\IRUEDWVWREH comfortable  and  safe,  can  also  be  helpful.  For   instructions  on  how  to  install  your  own  bat   box  visit  batworld.org For  more  information  you  can  check  out  these   sites: savelucythebat.org batworld.org batcon.org batmanagement.com http://www.dnr.state.md.us/wildlife/Plants_ Wildlife/bats/index.asp whitenosesyndrome.org Katie Iser – Bat TD 1. How can I make my pamphlet more appealing to the eye? More pictures? Some graphs? 2. How can I improve my layout to make it easier to follow and less of a wall of text? 3. Do you think I use plain language effectively? NOTE: I know I don’t have my photos labelled or credited, I didn’t have time to put that in but don’t worry, it will be added
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