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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Edit text structure

SAQA US ID	UNIT STANDARD TITLE
117950	Edit text structure
ORIGINATOR
SGB Translation, Interpreting and Language Editing
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 04 - Communication Studies and Language			Language
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Undefined	Regular	Level 7	Level TBA: Pre-2009 was L7	20
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Registered"		2005-04-13	2008-04-13	SAQA 0659/05
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2009-04-13		2012-04-13

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

The purpose of this unit standard is for learners to be able to edit the structure of text to improve such text and its appropriateness for specific media and audiences. Credited learners are able to improve the structure of their own and others' text, and can generate income from the latter, employed mostly in a freelancing capacity, as they are market-ready and productive when they attain this set of competence.

If text structure is improved, the credibility and readability of text is improved, and readers can more readily access the information contained in text. Access to information fosters and promotes multi lingualism, and improves the accessibility of text for readers. By improving accessibility of information, the formation of social relationships and empowerment are facilitated by making accessible information and knowledge.

Credited learners are capable of:

Selecting appropriate text structure for specific media and audiences.

Improving the suitability of text structure for intended audiences and media.

Improving the consistency of text structure.

Re-ordering information where necessary.

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:

Analyse, evaluate and reformat a wide range of information.

Analyse text for editing purposes.

UNIT STANDARD RANGE

Editing text structure refers to substantive (macro) rather than detailed (micro) editing.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Select appropriate text structure for specific media and audiences.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Text structure is identified and planned for specific media.

ASSESSMENT CRITERION 2

Text structure is identified for specific audiences.

ASSESSMENT CRITERION 3

Given text structure is evaluated critically in terms of specific media and audiences.

ASSESSMENT CRITERION 4

Decisions regarding appropriateness of text structure are justified in terms of specific media and audiences.

SPECIFIC OUTCOME 2

Improve the suitability of text structure for intended audiences and media.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Adaptation of text structure and sequence is appropriate for intended audience and medium.

ASSESSMENT CRITERION 2

Any deletions and additions improve suitability.

ASSESSMENT CRITERION 3

Changes to text structure and sequence have been justified in terms of identified standards and conventions.

ASSESSMENT CRITERION RANGE

Changes can be made to improve cohesive links, information flow, etc.

ASSESSMENT CRITERION 4

Agreed limits to editorial scope are adhered to.

SPECIFIC OUTCOME 3

Improve the consistency of text structure.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Content is allocated systematically to sections and section levels.

ASSESSMENT CRITERION 2

Section levels and numbering systems are consistent.

ASSESSMENT CRITERION 3

Parallel elements receive equal treatment in terms of length and complexity.

ASSESSMENT CRITERION 4

Changes adhere to standards of textuality.

ASSESSMENT CRITERION RANGE

Standards include logic, coherence, cohesion (e.g. links, references), etc.

SPECIFIC OUTCOME 4

Re-order information where necessary.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Flow of arguments is logical.

ASSESSMENT CRITERION 2

Sequence of information supports arguments.

ASSESSMENT CRITERION 3

Placement of information supports readability.

ASSESSMENT CRITERION RANGE

Placement includes footnotes, appendices, etc.

ASSESSMENT CRITERION 4

Re-ordering is consistent with text analysis results.

ASSESSMENT CRITERION 5

Links are adjusted where necessary.

ASSESSMENT CRITERION 6

Changes adhere to standards of textuality.

ASSESSMENT CRITERION RANGE

Standards include logic, coherence, cohesion (e.g. links, references), etc.

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:

Relevant legal requirements (e.g. copyright) for text editing.

Basic design elements (e.g. justification of text).

Production processes and stages.

Specific text component requirements such as those for title pages, indexes, etc.

Text structure and its suitability for audiences and media.

Text sequence suitability for audiences and media.

The use of deletions and additions.

Standards and conventions.

Changes to text structure and sequence.

Editorial scope and limits.

Consistency of text structure.

Systematic content allocation to sections and section levels.

Section levels and numbering systems.

Elements and treatment in terms of length and complexity.

Flow of arguments and logical flow.

Placement of information and readability.

Text analysis results.

Links and their adjustment.

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems where responses to problems show that such critical and creative thinking has been used to make responsible decisions when given text structure is evaluated critically and decisions regarding appropriateness of text structure are justified in terms of specific media and audiences.

UNIT STANDARD CCFO WORKING

Work effectively with others as a member of a team, group, organisation or community. N/A

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one's activities responsibly and effectively to improve the consistency of text structure.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information from text analysis to re-order information where necessary.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation to improve the suitability of text structure for intended audiences and media.

UNIT STANDARD CCFO SCIENCE

Use science and technology effectively and critically, showing responsibility towards the environment and health of others. N/A

UNIT STANDARD CCFO DEMONSTRATING

Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation when decisions regarding appropriateness of text structure are justified in terms of specific media and audiences.

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, assessment should focus on 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 learner is able to perform in the real situation.

Do not focus the assessment activities on each assessment criterion. 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 learner 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.

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	49316	National Certificate: Text Editing and Document Design	Level 7	NQF Level 07	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.

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