|Academic Integrity||Develop self-efficacy and metacognitive awareness (ACRL, 2013) through a proactive approach to understanding directions for assignments and meeting deadlines||Planning and outlining strategies extended beyond classroom / assignments to consider how to operationalize them in the student’s nursing career.|
|Understand the value of attribution and engagement of sources and apply appropriate APA style citations to reveal discourse with these texts||
Integrating and contextualizing all source material using both citation and narrative structures in clear attribution.
Focus placed on finding “right” sources, not number of 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)||
Assessing and modifying one’s own writing in recognition of writing as a process requiring on-going revision.
Student work is free of careless errors at both micro and macro levels so that one could clearly apply reverse outlining to the work.
|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)||Considering and negotiating diverse opinions, values, judgements, and information in and across context(s) to support and confound arguments.|
|Reading||Actively and critically analyze and respond to text materials throughout the reading and writing process (ACRL, 2013)||Extrapolating and constructing concepts or themes across multiple sources.|
|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)||
Predicting the course an argument or narrative will follow.
Integrating a variety of arguments or positions to draw conclusions.
Distinguish different disciplinary discourses and intended audiences (ACRL, 2013)
Experimenting with and formulating a variety of responses with respect to diverse texts.
|Speculate within application of critical thinking and analysis to texts and source materials||Synthesizing a broad range of ideas, prior knowledge, and experience to create and/or present a response to or perspective beyond a specific topic of discussion.|
|Communicate and consult via various electronic media (email, discussion boards, etc.; ICAS, 2002)||
Considering and producing electronic communications for patient / community education (e.g., creating electronic media for public consumption), including job applications.
|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)||Considering and integrating varied sentence structures, transitional devices, and rhetorical structures according to rhetorical purpose.|
|Structure writing according to purpose and audience with argument and evidence clearly organized and synthesized in logically developed rhetorical arrangements (ICAS, 2002)||
Purposefully exploring a variety of positions and responses to selected, relevant texts to create organized, clear, and logical syntheses of these texts.
Anticipating issues in contexts that are beyond source materials.
|Consider the influence of cultural, historical political and social context on the production of texts (ACRL, 2013)||
Justifying source selection according to topic / argument rather than comfort.
Negotiating diverse perspectives and ways of knowing within selected texts.