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

Analyse text for editing purposes 
SAQA US ID UNIT STANDARD TITLE
117951  Analyse text for editing purposes 
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 analyse text to inform their planning and implementation of editing processes. This includes analysis that will ensure that text is appropriate for specific media and audiences, and that its structure is appropriate for its purpose and function.

Text analysis prior to editing ensures improved efficiency and effectiveness in terms of costs (e.g. time taken to edit), media appropriateness and impact on audiences. Learners who are credited with this unit standard attain a competence that is transferable to other area of application, such as translation, as the understanding of text analysis processes prepares learners for related and subsequent learning. The set of competence is also useful in the analysis of secondary data as part of research processes, and for the preparation of written communication in general.

Improved text analysis results in improved editing, thus impacting positively on the professionalism of editing. Furthermore, text analysis is an important component of the process of further development and transformation of languages for academic, economic, scientific and other purposes.

Credited learners are capable of:
  • Determining media through which texts are communicated.
  • Determining audiences for which texts are intended.
  • Determining purpose and function of texts within specific contexts.
  • Analysing structure of texts using identified methodologies of text analysis.
  • Assessing text against 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:
  • Conduct basic research across a major discipline.
  • Analyse, evaluate and reformat a wide range of information.
  • Generate ideas by analysing information and concepts at an abstract level. 
    		•

    UNIT STANDARD RANGE 
    Credited learners are expected to be able to analyse text with or without a given brief/specification for analysis. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Determine media through which texts are communicated. 
    OUTCOME RANGE 
    Media can include web sites, pamphlets, brochures, newspapers, letters, books, etc. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Different text types are correctly identified. 

    ASSESSMENT CRITERION 2 
    Different media are correctly identified. 

    ASSESSMENT CRITERION 3 
    Relationships between texts and media are described in terms of their interaction. 

    ASSESSMENT CRITERION 4 
    Particular texts and media correspond/fit in terms of their interaction. 

    SPECIFIC OUTCOME 2 
    Determine audiences for which texts are intended. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Different text types are correctly identified. 

    ASSESSMENT CRITERION 2 
    Various types of audiences are identified in terms of specific characteristics. 

    ASSESSMENT CRITERION 3 
    Audience description has been justified in terms of text characteristics. 

    SPECIFIC OUTCOME 3 
    Determine purpose and function of texts within specific contexts. 
    OUTCOME RANGE 
    Purpose is the ultimate aim of text and the reason for it being written, and function is how this is achieved. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Identified purpose of text is appropriate for relevant audience. 

    ASSESSMENT CRITERION 2 
    Analysis of purpose is justified in terms of text features. 

    ASSESSMENT CRITERION 3 
    Identified function of texts is related to specific contexts. 

    ASSESSMENT CRITERION 4 
    Purpose of texts is justified in terms of language functions present. 

    SPECIFIC OUTCOME 4 
    Analyse structure of text using identified methodologies of text analysis. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Analysis of thematic structure of texts is justified in terms of relevance of methodologies of text analysis. 

    ASSESSMENT CRITERION 2 
    Order and flow of information is correctly analysed. 

    ASSESSMENT CRITERION 3 
    Cohesive devices used in text are correctly identified. 

    ASSESSMENT CRITERION 4 
    Structure is analysed in accordance with identified methodologies of text analysis. 

    SPECIFIC OUTCOME 5 
    Assess texts against requirements. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Analysis of effectiveness of text structure is justified in terms of requirements. 

    ASSESSMENT CRITERION 2 
    Text structure is assessed in accordance with purpose of text. 

    ASSESSMENT CRITERION 3 
    Use of cohesive devices is matched with text purpose and function. 

    ASSESSMENT CRITERION 4 
    Criteria used for assessment of suitability of structure and sequence are in line with identified standards and conventions. 
    ASSESSMENT CRITERION RANGE 
    Standards and conventions can include length, complexity, register, 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.
  • Production processes and stages.
  • Different text types communicated through media to specific audiences.
  • Different media through which texts are communicated.
  • Relationships (interaction) between texts and media.
  • Various types of audiences and their characteristics.
  • Text characteristics that are appropriate for specific audiences.
  • Purpose and function of texts within specific contexts.
  • Text purpose in relation to text features.
  • Text purpose appropriateness for specific audiences.
  • Text function related to specific contexts.
  • Purpose of texts in relation to language functions.
  • Thematic structure of texts.
  • Methodologies of text analysis and their relevance.
  • Order and flow of information.
  • Cohesive devices used in text.
  • Use of cohesive devices in relation with text purpose and function.
  • Effectiveness of text structure in terms of requirements.
  • Text structure in relation to purpose of text.
  • Criteria used for assessment of suitability of structure and sequence.
  • Standards and conventions relevant for text analysis. 
    		•

    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 analysing structure of text using identified methodologies of text analysis. 

    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. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information to determine media, audiences, purpose and function of texts. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation. N/A 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others. 

    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 assessing texts against requirements. 

    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
    Fundamental  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.
     
    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.