Attributes of Year 1 competencies for both BNRT and PDBN students focus on beginner level knowledge (remembering) and comprehension (understanding) in forming a solid foundation for the years to come.
|Academic Integrity||Develop self-efficacy and metacognitive awareness (ACRL, 2013) through a proactive approach to understanding directions for assignments and meeting deadlines||
Planning for and outlining assignments completed with support.
Student may or may not ask clarifying questions.
|Understand the value of attribution and engagement of sources and apply appropriate APA style citations to reveal discourse with these texts||
Recognizing and associating ethical considerations and academic integrity (AI).
Minimum required number of sources used.
|Edit and develop written work distinguishing between revision for macro-level concerns (focus, source use, organization, logic) and micro-level concerns (grammar, mechanics, and spelling, APA format; ICAS, 2002)||
Recognizing the need for and applying basic editing strategies.
Using Microsoft Word spellcheck function or other editing tools.
Reviewing work for compliance with stated expectations of an assignment.
|Write as part of a process of discovery, including one’s role within that discovery, in producing text-based knowledge and discourse using different methodologies (ACRL, 2013)||Identifying evidence that is limited to that which favourably supports personal opinion with disregard of contrary evidence: one-sided argument.|
|Actively and critically analyze and respond to text materials throughout the reading and writing process (ACRL, 2013)||Demonstrating understanding of texts by successfully responding to comprehension questions or task directions.|
|Predict the direction of an argument through rhetorical and structural cues with an understanding of how the parts form a whole and application of this knowledge to own discourse (reading, writing, listening)|
Recognizing structure of texts and extending this knowledge to guide reading.
|Speculate within application of critical thinking and analysis to texts and source materials||
Beginning to participate in critical and analytical response to source materials.
|Discourse||Communicate and consult via various electronic media (email, discussion boards, etc.; ICAS, 2002)|
|Create documents in a variety of media and formats (e.g. PowerPoint, posters, digital journals and blogs, etc.)|
|Clearly and concisely communicate at the appropriate level for intended audience and disciplinary discourse (ACRL, 2013)||Defining, describing, and narrating within discourse.|
|Structure writing according to purpose and audience with argument and evidence clearly organized and synthesized in logically developed rhetorical arrangements (ICAS, 2002)||Accurately summarizing and paraphrasing shorter passages together in a logical order.|
|Consider the influence of cultural, historical political and social context on the production of texts (ACRL, 2013)||
Identifying and recalling contextual influences of self.
Distinguishing between contextual influences of self and others.