WRITE TEXTS FOR A RANGE OF COMMUNICATIVE CONTEXTS
US 119465/8970
NQF LEVEL: 3, CREDITS: 5
NOTIONAL HOURS: 50
SAQA UNIT STANDARD ALIGNMENT
SPECIFIC OUTCOMES (SO)
Level 3 | Credit 5
UNIT STANDARD 119465/8970 :
Present information in report format.
SPECIFIC OUTCOME 1
On completion of this section you will be able to write for a specific audience and purpose.
ASSESSMENT CRITERIA
On completion of this section you will be able to:
- Understand the purpose for writing, the target audience and the context in relation to the learning task or activity.(SO 1, AC 1)
- Ensure that text-type, style, and register selected are appropriate to audience, purpose and context. (SO 1, AC 2)
- Ensure that language is appropriate to socio-cultural sensitivities and that it is selected and used in an appropriate manner without compromising own values or arguments. (SO 1, AC 3)
- Ensure that written communication is well-structured and conveys its message clearly. (SO 1, AC 4)
- Use critical thinking skills as strategies for planning.(SO 1, AC 5)
- Ensure that arguments are supported with sound reasons and facts, and writing reflects a clear point of view, and shows logical development of a clearly articulated premise. (SO 1, AC 6)
- Understand that research skills are evident in the way data and information relevant to the context is identified, located and selected for inclusion in the final text. (SO 1, AC 7)
SPECIFIC OUTCOME 2
On completion of this section you will be able to use language structures and features.
ASSESSMENT CRITERIA
On completion of this section you will be able to:
- Ensure meaning is clearly expressed through the use of a range of sentence lengths, types, and complexities. (SO 2, AC 1)
- Explain, with reference to logical progression, cause and effect, and contrast; the use of paragraph conventions, including links between paragraphs in texts, and ensure it promotes coherence and cohesion in writing. (SO 2, AC 2)
- Control the overall structure of a piece of writing and ensure the conclusion is clearly formulated. (SO 2, AC 3)
SPECIFIC OUTCOME 3
On completion of this section you will be able to draft own writing and edit to improve clarity and correctness.
ASSESSMENT CRITERIA
On completion of this section you will be able to:
- Ensure that writing produced is appropriate to audience, purpose and context. Corrections are an improvement on the original. (SO 3, AC 1)
- Check control of grammar, diction, and sentence and paragraph structure and adapt for consistency. (SO 3, AC 2)
- Understand that logical sequencing of ideas and overall unity is achieved through redrafting.(SO 3, AC 3)
- There is clear evidence that major grammatical and linguistic errors are edited out in redrafts. (SO 3, AC 4)
- Identify inappropriate or potentially offensive language is adapt/remove. (SO 3, AC 5)
- Understand experimentation with different layouts and options for presentation and ensure they are appropriate to the nature and purpose of the task. (SO 3, AC 6)
HOW TO USE THIS GUIDE
ICONS
PROGRAMME OVERVIEW
PURPOSE
LEARNING ASSUMPTIONS
HOW YOU WILL LEARN
HOW YOU WILL BE ASSESSED
FORMATIVE ASSESSMENT
SUMMATIVE ASSESSMENT
SECTION 1: WRITE FOR A SPECIFIED AUDIENCE AND PURPOSE
1.1 DEFINITIONS OF KEY TERMS
1.2 UNDERSTANDING WRITTEN COMMUNICATION
1.3 TEXT TYPE, STYLE AND REGISTER
1.4 DIVERSE SOCIO- CULTURAL ENVIRONMENTS
1.5 PLANNING AND STRUCTURING WRITTEN COMMUNICATION
1.6 CRITICAL THINKING IN COMMUNICATION PLANNING
1.7 ORGANISING WRITTEN WORK
SECTION 2: LANGUAGE STRUCTURES AND FEATURES
2.1 SENTENCE CONSTRUCTION
2.2 SENTENCE LENGTHS
2.3 PARAGRAPHS
2.4 PLANNING AND ORGANIZING WRITTEN CORRESPONDENCE
SECTION 3: IMPROVE CLARITY AND CORRECTNESS OF OWN WRITING
3.1 MAKING WRITTEN COMMUNICATION APPROPRIATE
3.2 FLOW OF INFORMATION- PUTTING IT ALL TOGETHER
3.3. SPELLING AND GRAMMAR
3.4 EDITING AND PROOF READING
3.5 INAPPROPRIATE LANGUAGE
3.6 COMPLEX WORDING
3.7 WRITING PROCESS
HOW TO USE THIS GUIDE
This workbook belongs to you. It is designed to serve as a guide for the duration of your training programme and as a resource for after the time. It contains readings, activities, and application aids that will assist you in developing the knowledge and skills stipulated in the specific outcomes and assessment criteria. Follow along in the guide as the facilitator takes you through the material, and feel free to make notes and diagrams that will help you to clarify or retain information. Jot down things that work well or ideas that come from the group. Also, note any points you would like to explore further. Participate actively in the skill practice activities, as they will give you an opportunity to gain insights from other people’s experiences and to practice the skills. Do not forget to share your own experiences so that others can learn from you too.ICONS
For ease of reference, an icon will indicate different activities. The following icons indicate different activities in the manual.
PROGRAMME OVERVIEW
PURPOSE
At the end of this training session you will be able to write texts for a range of communicative contexts.
LEARNING ASSUMPTIONS
There is open access to this unit standard. Learners should be competent in;
- Communication at NQF Level 3.
HOW YOU WILL LEARN
The programme methodology includes facilitator presentations, readings, individual activities, group discussions, and skill application exercises.
HOW YOU WILL BE ASSESSED
This programme has been aligned to registered unit standards. You will be assessed against the outcomes of the unit standards by completing a knowledge assignment that covers the essential embedded knowledge stipulated in the unit standards. When you are assessed as competent against the unit standards, you will receive a certificate of competence and be awarded 5 credits towards a National Qualification.
FORMATIVE ASSESSMENT
In each Learner Guide, several activities are spaced within the content to assist you in understanding the material through application. Activities in the learner manual are not for assessments. Formative assessments are in a separate module written formative assessment. Please make sure that you complete ALL activities in the Formative Assessment Guide, Formative activities must be completed at the end of each section.
SUMMATIVE ASSESSMENT
You will be required to complete a Portfolio of Evidence for summative assessment purposes. A portfolio is a collection of different types of evidence relating to the work being assessed. It can include a variety of work samples.
The Portfolio Guide will assist you in identifying the portfolio and evidence requirements for final assessment purposes. You will be required to complete Portfolio activities on your own time, using real life projects in your workplace environment in preparing evidence towards your portfolio.
Being Declared Competent Entails:
Competence is the ability to perform whole work roles, to the standards expected in employment, in a real working environment.
There are three levels of competence:
- Foundational competence: an understanding of what you do and why.
- Practical competence: the ability to perform a set of tasks in an authentic context.
- Reflexive competence: the ability to adapt to changed circumstances appropriately and responsibly, and to explain the reason behind the action.
To receive a certificate of competence and be awarded credits, you are required to provide evidence of your competence by compiling a portfolio of evidence, which will be assessed by a Services SETA accredited assessor.
You Have to Submit a Portfolio of Evidence
A portfolio of evidence is a structured collection of evidence that reflects your efforts, progress and achievement in a specific learning area, and demonstrates your competence.
The Assessment of Your Competence
Assessment of competence is a process of making judgments about an individual’s competence through matching evidence collected to the appropriate national standards. The evidence in your portfolio should closely reflect the outcomes and assessment criteria of the unit standards of the learning programme for which you are being assessed.
To determine a candidate’s knowledge and ability to apply the skills before and during the learning programme, formative assessments are done to determine the learner’s progress towards full competence. This normally guides the learner towards a successful summative (final) assessment to which both the assessor and the candidate only agree when they both feel the candidate is ready.
Should it happen that a candidate is deemed not yet competent upon a summative assessment, that candidate will be allowed to be re-assessed. The candidate can, however, only be allowed two reassessments.
When learners have to undergo re-assessment, the following conditions will apply:
Specific feedback will be given so that candidates can concentrate on only those areas in which they were assessed as not yet competent.
Re-assessment will take place in the same situation or context and under the same conditions as the original assessment.
Only the specific outcomes that were not achieved will be re-assessed.
Candidates who are repeatedly unsuccessful will be given guidance on other possible and more suitable learning avenues.
In order for your assessor to assess your competence, your portfolio should provide evidence of both your knowledge and skills, and of how you applied your knowledge and skills in a variety of contexts.
This Candidate’s Assessment Portfolio directs you in the activities that need to be completed so that your competence can be assessed and so that you can be awarded the credits attached to the programme.
NOTE: YOUR POE GUIDE HAS MORE INFORMATION ON THE ASSESSMENT PROCESS
