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.
Area | Competency | Attributes |
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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. |
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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. |
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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. | |
Reading | 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 a text. Understanding purpose of this structure (i.e. purpose of title, headings, topic sentences, introduction, conclusion, and thesis). |
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Distinguish different disciplinary discourses and intended audiences (ACRL, 2013) |
Recognizing structure of texts and extending this knowledge to guide reading. |
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Speculate within application of critical thinking and analysis to texts and source materials |
Beginning to participate in critical and analytical response to source materials. |
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Discourse | Communicate and consult via various electronic media (email, discussion boards, etc.; ICAS, 2002) |
Recognizing the need for and demonstrating formal language / tone within professional electronic communications. Responses are focused on agreement. |
Create documents in a variety of media and formats (e.g. PowerPoint, posters, digital journals and blogs, etc.) |
Recording and grouping information for clear expression within a given medium (e.g., digital journals, e-portfolios, and/or PowerPoints). Title includes a statement of the type of assignment that may hint at the main idea of the paper. |
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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. |