Attributes of Year 3 BNRT (full academic year) and Year 2 PDBN (winter / spring terms) competencies for students focus on intermediate level analysis of the knowledge, comprehension, and experience of applying their growing understanding and awareness.
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 considers all stages of assignment process: searching, outlining, drafting, review/redrafting. Student is now developing a personal strategy for approaching / planning for a task. |
Understand the value of attribution and engagement of sources and apply appropriate APA style citations to reveal discourse with these texts |
Integrating source material skillfully into text using paraphrase, summary, and language of attribution. Direct quotation is selectively used. Exploring beyond minimum number of sources; beginning to look for “right” sources. |
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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) | Exploring resources purposefully to support development based on feedback provided by peers and the Writing Centre as well as self-identified areas of improvement. | |
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) | Illustrating difference and similarity in positions and approaches to a topic or problem through paraphrase and summary. | |
Reading | Actively and critically analyze and respond to text materials throughout the reading and writing process (ACRL, 2013) | Clearly differentiating between ideas from the primary and secondary source authors in recognition of how secondary sources are utilized within a primary text. |
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) | Critiquing and analyzing texts to assess the quality of the evidence based on disciplinary expectations (i.e. standards for qual, quant, and RCT studies, etc.). | |
Distinguish different disciplinary discourses and intended audiences (ACRL, 2013) |
Questioning and appraising the validity / strength of different types of evidence through active questioning. |
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Speculate within application of critical thinking and analysis to texts and source materials |
Analyzing and questioning the structure and soundness of arguments and evidence in source materials. Inferring possible uses or applications of information to a specific topic. |
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Discourse | Communicate and consult via various electronic media (email, discussion boards, etc.; ICAS, 2002) |
Integrating formal language in positive responses, asking questions, making requests, and raising contrary points. Responses extend the discussion beyond the main / original point of the communication. |
Create documents in a variety of media and formats (e.g. PowerPoint, posters, digital journals and blogs, etc.) |
Structuring the presentation of information within the scope or limitations of a specific medium to best address both content and audience. Title focused on and reflects the main idea of the document. Headings crafted to guide the reader. |
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Clearly and concisely communicate at the appropriate level for intended audience and disciplinary discourse (ACRL, 2013) | Distinguishing among different rhetorical modes to organize an argument. | |
Structure writing according to purpose and audience with argument and evidence clearly organized and synthesized in logically developed rhetorical arrangements (ICAS, 2002) |
Pointing out themes across different sources for the purpose of exploring validity (strengths and weaknesses) within argumentation. Beginning to see synthesis in argumentation rather than static reporting of source information. |
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Consider the influence of cultural, historical political and social context on the production of texts (ACRL, 2013) | Prioritizing the selection of source material according to personal comfort level in presenting certain styles of discourse. |