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
Purchase answer to see full
attachment