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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Process general text in source and target languages 
SAQA US ID UNIT STANDARD TITLE
115005  Process general text in source and target languages 
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 5  Level TBA: Pre-2009 was L5  8 
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
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 be able to process text in two languages, in order to plan a way forward for adjusting text. Competent translators must be able to process their own and others' text to ensure that text is accessible, relevant, credible, and readable to the language group and level for which it is written. By improving this competence, the quality of translation texts will be improved.

Credited learners are capable of:
  • Assessing the conceptual level of text in terms of processing required.
  • Comparing conceptual level of text with given requirements.
  • Identifying textual features to adjust relevant for audience profile.
  • Selecting strategies to adjust conceptual level of text.
  • Recording adjustments of conceptual level of text. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners have the following competencies when embarking on this unit standard:
  • Engage in sustained oral communication and evaluate spoken texts in two languages.
  • Read, analyse and respond to a variety of texts in two languages.
  • Write for a wide variety of texts in two languages. 
    		•

    UNIT STANDARD RANGE 
    The typical scope of this unit standard is competence relating to the processing of general text for general readership, rather than specialised readership, and technical text.This Unit Standard covers both a first and a second language (source and target language). 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Assess the conceptual level of text in terms of processing required. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Audience variables (age, audience potential, level of motivation and interest) are taken into account. 

    ASSESSMENT CRITERION 2 
    Various cognitive-linguistic processes of reading are taken into account. 

    ASSESSMENT CRITERION 3 
    Decoding process such as word recognition, syntax and semantic analysis are taken into account. 

    ASSESSMENT CRITERION 4 
    Processes that promote high level generalisations by means of vocabulary, references in text, inference, text structure are taken into account. 

    ASSESSMENT CRITERION 5 
    Text variables that may influence comprehension are taken into account. 

    SPECIFIC OUTCOME 2 
    Compare conceptual level of text with given requirements. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Style and register of text conform to audience profile and recognised audience involvement strategies. 

    ASSESSMENT CRITERION 2 
    Parallel text selected as comparison is adequate in terms of audience and text variables. 

    ASSESSMENT CRITERION 3 
    Description of problematic features is accurate in terms of text type, text function, communicative components, audience profile and readability. 

    ASSESSMENT CRITERION 4 
    Classification of problem areas is accurate in terms of audience and text variables and audience involvement strategies. 

    SPECIFIC OUTCOME 3 
    Identify textual features to adjust relevant for audience profile. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Description of lexis is in accordance with the audience profile and recognised audience involvement guidelines. 

    ASSESSMENT CRITERION 2 
    Description of syntax is in accordance with the audience profile and recognised audience involvement guidelines. 

    ASSESSMENT CRITERION 3 
    Description of register/ tenor of discourse is appropriate in terms of audience profile. 

    ASSESSMENT CRITERION 4 
    Conceptual coherence represented is accurate in terms of recognised guidelines on linguistic organisation. 

    ASSESSMENT CRITERION 5 
    References (i.e. demonstratives, pronouns, etc.) are reflected in the text. 

    ASSESSMENT CRITERION 6 
    Advance organisers and headings are taken into account. 

    ASSESSMENT CRITERION 7 
    Relevant culture specific information is in accordance with the audience profile. 

    SPECIFIC OUTCOME 4 
    Select strategies to adjust conceptual level of text. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Selection of strategies to facilitate audience involvement is in relation to audience profile and recognised audience involvement strategies. 

    ASSESSMENT CRITERION 2 
    Selection of strategies to adjust typography are appropriate for the context. 
    ASSESSMENT CRITERION RANGE 
    Typography includes: presentation, layout and style.
     

    ASSESSMENT CRITERION 3 
    Selection of strategies to make internal and external structure appropriate for audience is taken into account. 

    ASSESSMENT CRITERION 4 
    Selection of strategies to facilitate the purpose of the text is accounted for. 

    ASSESSMENT CRITERION 5 
    Selection of strategies that facilitates correctness, consistency, correspondence and aspects of text quality are adhered to. 

    SPECIFIC OUTCOME 5 
    Record adjustments of conceptual level of text. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Categorisation/cataloguing of collected data/adjustments is accurate in terms of recognised grammar conventions, audience involvement strategies, text types, text function and context. 

    ASSESSMENT CRITERION 2 
    Different recording devices/systems are taken into account. 

    ASSESSMENT CRITERION 3 
    Organising/locating/cataloguing data is easily accessible. 

    ASSESSMENT CRITERION 4 
    Data is updated. 


    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 
  • Readership profile/requirements/needs
  • Audience and text variables
  • Cognitive-linguistic processes of reading
  • Vocabulary
  • References in text
  • Inference
  • Text structure
  • Styles and registers of information
  • Categorisation/cataloguing of collected data
  • Maxims of communication
  • Quality criteria
  • Ethical conduct 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identifying problematic features in terms of text type, text function, communicative components, audience profile and readability and solving problems where responses to problems show that such critical and creative thinking has been used to make responsible decisions regarding classification of problem areas in terms of audience and text variables and audience involvement strategies. 

    UNIT STANDARD CCFO ORGANISING 
    Organising and managing oneself and one's activities responsibly and effectively so that data is updated. 

    UNIT STANDARD CCFO COLLECTING 
    Collecting, analysing, organising and critically evaluating information regarding conceptual level of text, selecting strategies to adjust conceptual level of text, etc. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicating effectively using language skills in the mode of written presentation to record adjustments. 

    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 by organising/locating/cataloguing data in a way that is easily accessible in future, or by others. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    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  48784   National Diploma: Translation  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2018-12-31  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.
     
    NONE 


    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.