Attributes of Year 3 and Year 2 competencies for students focus on intermediate level of the knowledge, comprehension, and experience of applying their growing understanding and awareness.
|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.
|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.
|Speculate within application of critical thinking and analysis to texts and source materials|
|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)||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.
|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.|