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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Write technical text within a specific field 
SAQA US ID UNIT STANDARD TITLE
115081  Write technical text within a specific field 
ORIGINATOR
SGB Translation, Interpreting and Language Editing 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 04 - Communication Studies and Language Communication Studies 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 6  Level TBA: Pre-2009 was L6  10 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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 write technical text. Writing is an essential component of technical text translation competence. A competent technical writer involves specialised readers from a specific language group, and facilitates access to information. Technical text must be accurate, relevant, credible and readable to the specialist reader. By improving writing competence, reader access, appreciation, communication and interest are improved. Credited learners can write technical text, and edit and proofread such texts.

Credited learners are capable of:
  • Determining purpose of technical texts in terms of the relevant context
  • Identifying register, mode, and tenor of discourse within a specific field
  • Selecting text type functions and features appropriate for function and context
  • Designing text format and layout in line with specific requirements 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credits and level assigned to this unit standard is based on the assumption that learners have already attained the following competencies:
  • Collect, analyse, organise and communicate information
  • Communicate effectively using language skills in the mode of written presentation in two languages
  • Situate text in terms of culture
  • Translate pragmatic text
  • Collect and organise information resources for pragmatic text translation
  • Range: Networking, storing information, annotation of text, etc.
  • Organise and manage quality of own translation and translation activities responsibly and effectively ensuring quality of own and other translations 

  • UNIT STANDARD RANGE 
    The typical scope of this unit standard is competence relating to the translation of technical text for specialised readership, rather than general readership, and pragmatic text.

    Fields/contexts include agriculture and nature conservation; culture and arts; business, commerce and management; communication studies and language; education, training and development; manufacturing, engineering and technology; human and social sciences; law, military science and security; health sciences and social services; physical, mathematical, computer and life sciences; services; physical planning and construction. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Determine intention (skopos) of technical text in terms of the relevant context. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The process of determining the intention is justified 

    ASSESSMENT CRITERION 2 
    The intention is determined in relation to the brief 

    ASSESSMENT CRITERION 3 
    The intention is determined in relation to the audience 

    ASSESSMENT CRITERION 4 
    The intention is determined in accordance with the context of production 

    SPECIFIC OUTCOME 2 
    Identify register, mood, and tenor of discourse within a specific field. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The register of discourse is in accordance with the norms and conventions of the specific field 

    ASSESSMENT CRITERION 2 
    The mood is in accordance with the norms and conventions of the specific field 

    ASSESSMENT CRITERION 3 
    The tenor of discourse is in accordance with the norms and conventions of the specific field 

    ASSESSMENT CRITERION 4 
    Linguistic structures used conform to the norms and conventions of the specific field 

    SPECIFIC OUTCOME 3 
    Select text type functions and features appropriate for function and context. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Selection of function is justified 

    ASSESSMENT CRITERION 2 
    Selection of features is justified 

    ASSESSMENT CRITERION 3 
    Selection results in text that functions effectively within a specific field 

    ASSESSMENT CRITERION 4 
    Selection results in text with features appropriate to the specific field 

    SPECIFIC OUTCOME 4 
    Design text format and layout in line with specific requirements 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The text format and layout is appropriate for the specific field 

    ASSESSMENT CRITERION 2 
    The text format and layout is appropriate for the determined intention of the text 

    ASSESSMENT CRITERION 3 
    The text format and layout is appropriate for the identified readership 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Assessment of learner achievements takes place at providers accredited by a relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this unit standard.
  • Anyone assessing a learner against this unit standard must be registered as an assessor with a relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider with a relevant ETQA.
  • The relevant ETQA according to the moderation guidelines and the agreed ETQA procedures will oversee moderation of assessment and is responsible for moderation of learner achievements of learners who meet the requirements of this unit standard. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
  • Intention (skopos) of technical texts
  • Brief and audience requirements
  • Contexts of production
  • Register, mood, and tenor of discourse
  • Field-specific norms and conventions
  • Linguistic structures
  • Text format and layout
  • Ethical requirements
  • Quality criteria 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO ORGANISING 
    Organising and managing oneself and one's activities responsibly and effectively to justify the process of determining the intention of technical text, and selection of text type functions and features. 

    UNIT STANDARD CCFO COLLECTING 
    Collecting, analysing, organising and critically evaluating information regarding the intention of technical text, register, mood, and tenor of discourse, text type functions and features, and design and layout of technical text within a specific field. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicating effectively using visual and language skills in the mode of written presentation to design text format and layout in line with specific requirements. 

    UNIT STANDARD CCFO SCIENCE 
    Using science and technology effectively and critically, showing responsibility towards the environment and health of others, when designing text format and layout in line with specific requirements. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrating an understanding of the world as a set of related systems by recognizing that problem-solving contexts do not exist in isolation, in using linguistic structures that conform to the norms and conventions of the specific field. 

    UNIT STANDARD ASSESSOR CRITERIA 
    Assessors should keep the following principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion in isolation. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent. 

  • 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  73129   National Diploma: Public Relations Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  SERVICES 
    Core  48801   National Diploma: Specialised Translation  Level 7  Level N/A: Pre-2009 was L7  Reregistered  2021-06-30  CHE 
    Elective  58978   National Certificate: Journalism  Level 5  Level TBA: Pre-2009 was L5  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 
    Elective  49316   National Certificate: Text Editing and Document Design  Level 7  NQF Level 07  Reregistered  2021-06-30  CHE 


    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. Artshub Institute (Pty) Ltd 
    2. ATTI Nelspruit Pty Ltd 
    3. Falcon Business Institute (Pty) Ltd 
    4. Gauteng Central College PTY LTD 
    5. IALE School of Advanced Learning and Education (Pty) Ltd 
    6. In Excess Trading 22 T/A ATTI Polokwane 
    7. Kundani Trading 
    8. South African Film Institute 
    9. The Media Workshop cc 



    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.