All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source. |
SOUTH AFRICAN QUALIFICATIONS AUTHORITY |
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: |
Assess the quality of written text |
SAQA US ID | UNIT STANDARD TITLE | |||
117539 | Assess the quality of written text | |||
ORIGINATOR | ||||
SGB Journalism | ||||
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | ||||
- | ||||
FIELD | SUBFIELD | |||
Field 04 - Communication Studies and Language | Media Studies | |||
ABET BAND | UNIT STANDARD TYPE | PRE-2009 NQF LEVEL | NQF LEVEL | CREDITS |
Undefined | Regular | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
REGISTRATION STATUS | REGISTRATION START DATE | REGISTRATION END DATE | SAQA DECISION NUMBER | |
Passed the End Date - Status was "Reregistered" |
2018-07-01 | 2023-06-30 | SAQA 06120/18 | |
LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
2026-06-30 | 2029-06-30 |
In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise. |
This unit standard does not replace any other unit standard and is not replaced by any other unit standard. |
PURPOSE OF THE UNIT STANDARD |
This unit standard requires learners to be able to assess text that is written in one language, as a means of improving their ability to evaluate the quality of text, in order to improve it. Competent writers must assess their own and others' text to ensure quality. Text must be relevant, credible, and readable to the group for which it is written. By improving this competence, the quality of journalism will be improved. Credited learners can edit, proofread, rewrite for specific contexts, etc.
Credited learners are capable of: |
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
The credits assigned to this unit standard is based on the assumption that the following competencies have already been attained:
|
UNIT STANDARD RANGE |
The typical scope of this unit standard is competence relating to the assessment of text for general readership, rather than specialised readership and technical text. Text includes mixed genres, and can be self-generated, or someone else's text. |
Specific Outcomes and Assessment Criteria: |
SPECIFIC OUTCOME 1 |
Identify errors in own or other text. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
Description of common errors on the use of words is accurate in relation to recognised grammar rules |
ASSESSMENT CRITERION 2 |
Description of common errors at sentence level is accurate in relation to recognised grammar rules |
ASSESSMENT CRITERION 3 |
Description of common errors on textual level (style, structure, cohesion, register, etc.) is accurate in relation to recognised writing principles |
ASSESSMENT CRITERION 4 |
Description of relevant punctuation errors is accurate in relation to recognised grammar rules |
ASSESSMENT CRITERION 5 |
Description of typographical/presentational errors is accurate in relation to recognised reader involvement strategies |
ASSESSMENT CRITERION 6 |
Description of legibility errors is accurate in terms of recognised reader involvement strategies |
ASSESSMENT CRITERION 7 |
Specific content is considered in terms of reader profile and context |
ASSESSMENT CRITERION 8 |
Identification of legal implications of errors are justified in terms of specific legal requirements |
SPECIFIC OUTCOME 2 |
Analyse text errors critically. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
Common errors on word level are considered |
ASSESSMENT CRITERION 2 |
Common errors at sentence level are considered |
ASSESSMENT CRITERION 3 |
Common errors on textual level (style, structure, cohesion, register, etc.) are considered |
ASSESSMENT CRITERION 4 |
Effective punctuation is considered |
ASSESSMENT CRITERION 5 |
Typographical/presentational errors are considered |
ASSESSMENT CRITERION 6 |
Legibility of text is considered |
ASSESSMENT CRITERION 7 |
Specific content is rendered appropriately in terms of the readership profile |
ASSESSMENT CRITERION 8 |
Specific content is rendered consistently and truthfully in terms of the given communicative context |
SPECIFIC OUTCOME 3 |
Obtain feedback regarding text. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
Reports on common errors identified are regarded positively |
ASSESSMENT CRITERION 2 |
Suggestions made on errors are critically addressed/ discussed in terms of recognised grammar rules and reader involvement strategies |
ASSESSMENT CRITERION 3 |
Listening skills are appropriate in terms of interpersonal relations |
SPECIFIC OUTCOME 4 |
Assess linguistic or textual features of text at word and sentence level. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
High frequency words are considered |
ASSESSMENT CRITERION 2 |
Words used are correct in terms of given context |
ASSESSMENT CRITERION 3 |
Word order is accurate in terms of recognised grammatical patterns of the language |
ASSESSMENT CRITERION 4 |
Sentence parts and types are accurate in terms of recognised grammatical rules of language |
ASSESSMENT CRITERION 5 |
Ideas/Statements conveyed on sentence level are complete in terms of recognised syntax structures of language |
ASSESSMENT CRITERION 6 |
Ideas/Statements conveyed on sentence level are correct in terms of recognised gender and number rules of language |
ASSESSMENT CRITERION 7 |
References (anaphoric expressions) in the text are clear in accordance with recognised reader involvement strategies |
ASSESSMENT CRITERION 8 |
Coherence in text is achieved |
ASSESSMENT CRITERION 9 |
Fonts, type size, typefaces, etc. are legible |
ASSESSMENT CRITERION 10 |
Punctuation features reflect pace, mood, intention of sender |
ASSESSMENT CRITERION 11 |
Other conventions (abbreviations, capitalisation) are in accordance with recognised reader involvement strategies |
ASSESSMENT CRITERION 12 |
Specific content rendered is appropriate in terms of the readership profile |
ASSESSMENT CRITERION 13 |
Specific content rendered is consistent and truthful in terms of the given communicative context |
SPECIFIC OUTCOME 5 |
Give feedback of text assessment results. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
Explanations of assessment is accurate in terms of recognised assessment criteria and models |
ASSESSMENT CRITERION 2 |
Discussion of specific criteria that text should embody is in accordance with recognised assessment criteria and models |
ASSESSMENT CRITERION 3 |
Assessment results conveyed meet specific communication content requirements. |
SPECIFIC OUTCOME 6 |
Justify text assessment findings. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
Assessment findings identified correspond to recognised language grammar rules, text type, text function, writing principles and reader profile |
ASSESSMENT CRITERION 2 |
All relevant assessment criteria and models selected are considered |
ASSESSMENT CRITERION 3 |
Solutions provided for assessment findings are accurate in terms of recognised language grammar rules, text type, text function, writing principles and reader profile |
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS |
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE |
Credited learners understand and can explain:
|
UNIT STANDARD DEVELOPMENTAL OUTCOME |
N/A |
UNIT STANDARD LINKAGES |
N/A |
Critical Cross-field Outcomes (CCFO): |
UNIT STANDARD CCFO IDENTIFYING |
Identifying errors where responses to problems show that such critical and creative thinking has been used to make responsible decisions regarding giving feedback. |
UNIT STANDARD CCFO WORKING |
Working effectively with others as a member of a team, group, organisation or community to assess the quality of text. |
UNIT STANDARD CCFO ORGANISING |
Organising and managing oneself and one's activities responsibly and effectively to justify text assessment findings, and to justify identified legal implications of errors. |
UNIT STANDARD CCFO COLLECTING |
Collecting, analysing, organising and critically evaluating information regarding text quality. |
UNIT STANDARD CCFO COMMUNICATING |
Communicating effectively using language skills in the mode of oral and written presentation to obtain and give feedback. |
UNIT STANDARD ASSESSOR CRITERIA |
Assessors should keep the following principles in mind when designing and conducting assessments against this unit standard:
|
REREGISTRATION HISTORY |
As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. |
UNIT STANDARD NOTES |
N/A |
QUALIFICATIONS UTILISING THIS UNIT STANDARD: |
ID | QUALIFICATION TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | STATUS | END DATE | PRIMARY OR DELEGATED QA FUNCTIONARY | |
Core | 60549 | National Diploma: Aeronautical Information Management Practice | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2016-12-31 | TETA |
Fundamental | 73129 | National Diploma: Public Relations Practice | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | SERVICES |
Elective | 58394 | National Certificate: Film and Television Production | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | MICTS |
Elective | 58978 | National Certificate: Journalism | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | MICTS |
Elective | 49123 | National Certificate: Journalism | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Registered" |
2007-10-18 | Was MICTS until Last Date for Achievement |
PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: |
This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here. |
1. | ATTI Nelspruit Pty Ltd |
2. | BLC Entertainment |
3. | Epitome Villa (Pty)Ltd |
4. | EYETHU NATIONAL COMPUTER COLLEGE PTY LTD |
5. | FILM Mentorship & Training SA |
6. | Frayintermedia Cc |
7. | HILLCROSS BUSINESS SCHOOL (PTY |
8. | Jeppe College of Commerce and |
9. | Kundani Trading |
10. | MBOWA COLLEGE PTY LTD |
11. | Media Village Training |
12. | Musengavhadzimu Media |
13. | OL Afrika Media |
14. | OPELONG BUSINESS INSTITUTE (PT |
15. | Peo Entle HIV Wellness Management and Youth Skills Development NPO |
16. | Posh Multimedia |
17. | Pretoria Technical College |
18. | PRX SCHOOL TEST |
19. | Richfield Graduate Institute of Technology Pty Ltd |
20. | SOUTH AFRICAN CORPORATE TRAINING ASSOCIATION (PTY) LTD |
21. | Together Lifestyle Resort Pty Ltd |
22. | TSP COLLEGE |
23. | Varsity Institute of Science & Technology (Pty)Ltd |
24. | VUTHLARI MARKETING CONSULTING |
25. | Whitestone College |
26. | ZA WIT (PTY) LTD |
All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source. |