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

Analyse various texts in different contexts 
SAQA US ID UNIT STANDARD TITLE
115006  Analyse various texts in different contexts 
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  10 
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 analyse texts. Writing is an essential component of general text translation competence. A competent writer involves readers from a specific language group, and facilitates access to information through relevant, credible, and readable text to the language group. By improving writing competence audience access, appreciation, communication and interest are improved. Credited learners can write copy, edit, proofread, etc.

Credited learners are capable of:
  • Identifying text types, text features and text functions relevant to a language
  • Selecting all text types, text features and text functions relevant to specified contexts
  • Verifying all text types, text features and text functions in relation to parallel texts
  • Designing texts for specific audiences and functions
  • Planning the writing process for specified contexts 
    		•

    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 writing of general text for general readership, rather than specialised readership, and technical text. Text includes mixed genres. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify text types, text features and text functions relevant to a language for writing. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Division of discourse fields into subject domains is accurate in relation to recognised discourse fields. 

    ASSESSMENT CRITERION 2 
    Division of texts is in terms of their contexts/functional locality/audience. 

    ASSESSMENT CRITERION 3 
    Various text types, text features and text functions are taken into account on the basis of the communicative goal(s). 

    ASSESSMENT CRITERION 4 
    Classification of written matter is accurate in terms of the given text type. 

    ASSESSMENT CRITERION 5 
    Specific text types, corresponding with the function of discourse, are taken into account. 

    ASSESSMENT CRITERION 6 
    Specific text features associated with text types are taken into account. 

    ASSESSMENT CRITERION 7 
    Variety of register and style is taken into account. 

    ASSESSMENT CRITERION 8 
    The purposes for communication and target audience are taken into account. 

    ASSESSMENT CRITERION 9 
    Communication barriers are taken into account. 

    SPECIFIC OUTCOME 2 
    Select all text types, text features and text functions for writing in specified contexts. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Field of discourse identified is relevant to, and coincides with, communicative purpose. 

    ASSESSMENT CRITERION 2 
    A variety of text types are taken into account on the basis of their communicative purpose. 

    ASSESSMENT CRITERION 3 
    Selection of text types is appropriate in terms of the intended text function. 

    ASSESSMENT CRITERION 4 
    Selection of text features is in accordance to text type and text function. 

    ASSESSMENT CRITERION 5 
    Selection of register, mood and tenor of discourse is in accordance with the communicative purpose. 

    ASSESSMENT CRITERION 6 
    Language use is in accordance with selected text type and function. 

    SPECIFIC OUTCOME 3 
    Verify all text types, text features and text functions in relation to parallel texts. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Parallel text selected as sample/source is adequate in terms of their text function, text type, text features. 

    ASSESSMENT CRITERION 2 
    Text type(s), text features and text function(s) of sample/source text are decoded accurately in the context. 

    ASSESSMENT CRITERION 3 
    Identification of cultural context of parallel text relates to communicative purpose, cultural setting and audience. 

    ASSESSMENT CRITERION 4 
    Determining text type, text features and text function of own text is in accordance with norms of source culture and conventions. 

    ASSESSMENT CRITERION 5 
    Cultural context depicted in text identified corresponds with specific culture. 

    ASSESSMENT CRITERION 6 
    Adaptation of textual aspects and cultural context of text are in relation with identified cultural norm. 

    ASSESSMENT CRITERION 7 
    Promoting audience involvement is taken into account in relation to language specific strategies that are recognised. 

    SPECIFIC OUTCOME 4 
    Design texts for specific audiences and functions. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Fields of discourse are taken into account. 

    ASSESSMENT CRITERION 2 
    Identification of register, mood, tenor of discourse corresponds to specific (intended) audience. 

    ASSESSMENT CRITERION 3 
    Determining the intended text function is appropriate in relation to audience and authors intention. 

    ASSESSMENT CRITERION 4 
    Selection of a text type is accurate in accordance with the intended text function. 

    ASSESSMENT CRITERION 5 
    Different text designing formats that conveys information effectively is taken into account. 

    ASSESSMENT CRITERION 6 
    Selection of text features is accurate in accordance to text type and text function. 

    ASSESSMENT CRITERION 7 
    Aligning text form and language use is accurate in terms of existing alignment strategies. 

    SPECIFIC OUTCOME 5 
    Plan the writing process for specified contexts. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Different stages of the writing process are taken into account. 

    ASSESSMENT CRITERION 2 
    Gist of the message is conveyed accurately. 

    ASSESSMENT CRITERION 3 
    Determining communication strategies is in accordance with text function, type and audience. 

    ASSESSMENT CRITERION 4 
    Selecting text type(s), text features and text function(s) is in accordance with the gist and determined communication strategies. 

    ASSESSMENT CRITERION 5 
    Selected layout and presentation is in accordance with recognised audience involvement strategies, text type and function. All relevant tools/elements for effective writing are adhered to. 


    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:
  • Quality criteria
  • Ethical conduct
  • Text types, text features and text functions
  • Subject domains
  • Register and style
  • Maxims of communication
  • Communication barriers
  • Audiences and authors intention
  • Stages of writing
  • Audience involvement strategies
  • Tools/elements for effective writing 
    		•

    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 when planning the writing process for specified contexts. 

    UNIT STANDARD CCFO COLLECTING 
    Collecting, analysing, organising and critically evaluating information for identifying text types, text features and text functions relevant for a source language. 

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

    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 when verifying all text types, text features and text functions in relation to parallel texts. 

    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  49023   National Diploma: Liaison Interpreting  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  QCTO 
    Core  48784   National Diploma: Translation  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2018-12-31  CHE 
    Fundamental  50023   National Diploma: Legal Interpreting  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  SAS SETA 
    Fundamental  49317   National Certificate: Scriptwriting  Level 7  Level N/A: Pre-2009 was L7  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MICTS 
    Elective  58977   National Certificate: Publishing  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2015-06-30  FPMSETA 


    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.
     
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    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.