First-year students’ literacy deficits are not the problem. They are emblematic of an overall skill set which can be scaffolded from the first year of university study. If we treat literacy deficits as contingent upon other items of motivation, and as an element of Academic Motivational Literacy, we can usually also see these deficits as ‘rich points’ (Agar (2000) Border lessons: linguistic “rich points” and evaluative understanding. New Directions for Evaluation 2000: 93–109.). That is, in many cases, students have a desire to succeed, and we can typically build from one or more literacies to greater motivation and success in other areas. Or, to put it another way, a deficit might be a problem, but it is also an opportunity. This concept, of targeting weaknesses to build overall confidence, underpins the approach taken in a first-year subject for a cohort of students who are particularly disadvantaged, diverse and underconfident. This paper will present examples of programs undertaken in this course over the space of six years which addressed each need as an opportunity, and it will provide evidence to show that success, in student retention, in overall grade distributions, and in student satisfaction, was the result.

中文翻译：

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不能浪费时间的底部：缺点，多样性和赤字是优势

一年级学生的识字率不足不是问题。它们象征着可以从大学学习的第一年开始就学习的整体技能。如果我们将扫盲缺陷视其他动机因素而定，并且作为学术动机素养的一部分，我们通常也可以将这些缺陷视为“优势”（Agar（2000）边界课程：语言上的“优势”和评价性理解） 。2000年新的评估方向：93-109。就是说，在许多情况下，学生都有成功的愿望，我们通常可以从一种或多种文化素养，到在其他领域获得更大的动力和成功。或者，换句话说，赤字可能是一个问题，但这也是一个机会。针对弱点以建立整体信心的这一概念，为一群特别处于弱势，多样化和自信不足的学生在一年级课程中采用的方法奠定了基础。本文将提供为期6年的课程实例，以机会的形式解决每一个需求，并将提供证据表明在留住学生，整体成绩分配和学生满意度方面取得了成功。结果。