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

Write defined texts 
SAQA US ID UNIT STANDARD TITLE
12460  Write defined texts 
ORIGINATOR
SGB GET/FET Language and Communication 
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
ABET Level 3  Regular-Fundamental  Below Level 1  Level TBA:Pre-2009 BelowL1 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Registered" 
2002-10-09  2005-10-09  SAQA 0144/02 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2006-10-09   2009-10-09  

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 replaces: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
5714  Write for a variety of different purposes and contexts.  Below Level 1  Level TBA:Pre-2009 BelowL1   

This unit standard is replaced by: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
119639  Write/sign defined texts  Below Level 1  Level TBA:Pre-2009 BelowL1   

PURPOSE OF THE UNIT STANDARD 
Persons credited with this Unit Standard will be able to write defined texts for different purposes in a variety of contexts. Writing skills at this level will be applied in other learning situations. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Learners have language skills at ABET 2 or equivalent in the target language. 

UNIT STANDARD RANGE 
Continuous and other forms of writing for a range of purposes and contexts.

Notes on range:

A. Learners are able to produce a variety of text types.

Note: texts may be of mixed types.

Texts types to be produced include narrative texts, factual texts, persuasive texts, practical and social texts. Examples are:
1. narrative: personal letters, life stories, stories (fiction and non-fiction), reports of incidents or events. Narratives can be based on personal or second-hand experience, or on reading and research.
2. factual: reports, summaries, notes, short essay, completing tables, graphs and diagrams.
3. persuasive: short advertising text, article for newsletter, letter to the editor, viewpoints given on personal, political, community or work-related concerns.
4. practical and social: all kinds of forms, simple CVs, memos, notes, notices, lists, agendas, instructions and directions, appointments, diaries, invitations, messages, orders, letters, etc.

B. The length of the texts to be produced depends on the text type and the task.

1. Learners respond in writing to tasks such as gap fill, sentence completion, matching, labeling, ticking boxes, yes/no, true/false responses and so on.
2. Learners write single sentences.
3. Learners write single paragraphs which include linked sentences.
4. Learners write up to five related paragraphs in continuous writing (i.e. about 1 1/2 to 2 pages).
5. Learners produce extended pieces of work, (eg a project) representing research, selection, and reworking over a longer period of time. These may be of mixed text types. The length is at least four pages of the learner`s own writing, with at least one page of supporting material.

C. Stimulus Texts

1. Learners respond in writing to written, oral and visual texts.
2. Stimulus texts cover the range of text types required in the reading and speaking and listening components.
3. The stimulus texts are easily understandable by learners at this level.
4. The nature of the writing task required is clearly indicated. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Select and present content appropriate to the writing task. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Content is consistent with what is called for in the task. 

ASSESSMENT CRITERION 2 
2. Irrelevant content and repetition has not been included. 

ASSESSMENT CRITERION 3 
3. Sufficient information is included so that purpose of task is achieved. 

ASSESSMENT CRITERION 4 
4. Appropriate information is given. 

ASSESSMENT CRITERION 5 
5. Awareness of purpose, context and audience is shown. 

ASSESSMENT CRITERION 6 
6. Opinions are expressed and supported. 

ASSESSMENT CRITERION 7 
7. Own experience and knowledge are related to an issue to illustrate, refute or support ideas. 

SPECIFIC OUTCOME 2 
Organise and format text appropriately. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. An appropriate text type is produced, using the correct format for the text type (business letter, dialogue, essay, memo etc). 

ASSESSMENT CRITERION 2 
2. Texts are structured and organised so that content is clearly and logically sequenced. 

ASSESSMENT CRITERION 3 
3. Topic sentence is clear. 

ASSESSMENT CRITERION 4 
4. Sentences are thematically linked and coherent. 

ASSESSMENT CRITERION 5 
5. Paragraphs follow in a logical order. 

ASSESSMENT CRITERION 6 
6. Paragraphs are internally coherent. 

ASSESSMENT CRITERION 7 
7. Links between sentences and paragraphs help the flow of ideas. 

ASSESSMENT CRITERION 8 
8. Paragraphing conventions must be used correctly. 

ASSESSMENT CRITERION 9 
9. Headings, indenting, numbering, point format are used when required or appropriate. 

SPECIFIC OUTCOME 3 
Use language conventions appropriate to the nature of the writing task. 
OUTCOME NOTES 
Grammatical correctness will be interpreted in the light of established South African idiom for that language. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Spelling of common and regular words is correct. 

ASSESSMENT CRITERION 2 
2. Simple and common grammatical structures are used correctly. 

ASSESSMENT CRITERION 3 
3. Use of main tenses, commonly used verb forms, negative and question forms is largely consistent and accurate. 

ASSESSMENT CRITERION 4 
4. Grammatical reference and agreement is largely consistent and accurate (eg subject/ verb correlation; pronouns for English; class prefixes for other languages). 

ASSESSMENT CRITERION 5 
5. Sentences should reflect combination of ideas into complex and compound sentences. 

ASSESSMENT CRITERION 6 
6. Frequently used forms of punctuation are used correctly (eg full stops, questions marks, commas, inverted commas and exclamation marks, abbreviations). 

ASSESSMENT CRITERION 7 
7. Vocabulary is varied and shows features such as the use of vivid descriptions, specific detail, abstract terms, and logical arguments. 

SPECIFIC OUTCOME 4 
Plan, draft and edit own writing. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Evidence of planning and drafting is shown. 

ASSESSMENT CRITERION 2 
2. Feedback is incorporated. 

ASSESSMENT CRITERION 3 
3. Writing is revised and corrected. 

ASSESSMENT CRITERION 4 
4. Final version is neatly presented. 


UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
Accreditation Options:
Providers of learning towards this unit standard will need to meet the accreditation requirements of Umalusi, the ETQA for General and Further Education.

Moderation Options:
The moderation requirements of this ETQA must be met in order to award credit to learners for this unit standard. 

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
Learners can understand and explain that languages have certain features and conventions, which can be manipulated. Language has aesthetic, affective, cultural, social and political dimensions. Learners can apply this knowledge and adapt language to suit different contexts, audiences and purposes. 


Critical Cross-field Outcomes (CCFO): 

UNIT STANDARD CCFO IDENTIFYING 
  • Identify and solve problems: through application of writing skills.
  • Reflect on and explore a variety of strategies to learn more effectively: learning how to make simple notes and use other writing devices for learning/ study.
  • Exploring education and career opportunities: using writing skills in these contexts.
  • Developing entrepreneurial opportunities: using writing skills in these contexts. 

  • UNIT STANDARD CCFO WORKING 
    Work effectively with others and in teams: through doing writing tasks and activities with others. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one`s activities responsibly and effectively: through using language and referencing skills. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information: collecting and recording information in written form. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically: writing skills are used to produce texts of a basic scientific and technological nature, and to engage with technological applications. 

    UNIT STANDARD CCFO DEMONSTRATING 
  • Understand the world as a set of related systems: through using language to investigate and express links, and explore a range of contexts and texts.
  • Be culturally and aesthetically sensitive across a range of social contexts: writing enables people to express creativity and their cultural identity. 

  • UNIT STANDARD CCFO CONTRIBUTING 
  • Participating as responsible citizens in the life of local, national and global communities: using writing to communicate. 

  • UNIT STANDARD ASSESSOR CRITERIA 
    Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:
  • Reading, viewing, writing, listening and speaking are learned, taught and assessed in an integrated way.
  • 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. 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.
  • At this level errors are expected. Assessors must use professional judgement in evaluating competence.
  • Make sure evidence is gathered across the range as expressed under the title. Specific range statements under individual outcomes or assessment criteria are illustrations, from which learning programme developers can select. 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.
  • 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. This means assessors will have to judge how many repeat performances are required before they believe the performance can be reproduced.
  • All assessments should be conducted in line with the following well documented principles: assessment should be appropriate, fair, manageable, integrated into work or learning, valid, and consistent. Evidence should be authentic, sufficient, and current.
  • Assessment of this standard can be carried out through continuous assessment of tasks done throughout the course, a portfolio of real life writing done in the context of work and/or community life, and external examinations. 

  • UNIT STANDARD NOTES 
    This unit standard has been replaced by unit standard 119639, "Write/sign defined texts"; ABET Level 3, 6 credits.

    This unit standard replaces unit standard 5714, which was "Write for a variety of different purposes and contexts", 7 credits, ABET Level 3. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Fundamental  48642   General Education and Training Certificate Housing: Housing Consumer Education  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered" 
    2009-05-13  Was CETA until Last Date for Achievement 
    Fundamental  49411   General Education and Training Certificate: Construction  Level 1  NQF Level 01  Reregistered  2023-06-30  CETA 
    Fundamental  49013   National Certificate: Mining Operations: Underground Hard Rock  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered" 
    2007-08-16  Was MQA until Last Date for Achievement 


    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. DIGGERS TRAINING AND DEVELOPMENT SERVICES 
    2. PALABORA COPPER (PTY) LTD 
    3. SENZEKO EXECUTIVE RISK 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.