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

Engage with meaning, organisation and structure of texts 
SAQA US ID UNIT STANDARD TITLE
7535  Engage with meaning, organisation and structure of texts 
ORIGINATOR
SGB Communication Studies 
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-Fundamental  Level 1  NQF Level 01 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Registered" 
2000-12-06  2003-12-06  SAQA 1333/00 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2004-12-06   2007-12-06  

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 learner will be able to use the genre, organisational and structural features of a text to promote clear and effective communication. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Listening, speaking, reading and writing skills at ABET 3 or equivalent. 

UNIT STANDARD RANGE 
At this level learners show an understanding of the conventions of genre, visual features and visual representations. These features are used to support reading strategies such as previewing, skimming and scanning. Learners engage with and respond to a wide range of texts. 

UNIT STANDARD OUTCOME HEADER 
Identify and interpret the literal meaning of the 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Identify and interpret the literal meaning of the text. 
OUTCOME NOTES 
1. Parts of words, phrases or sentences, their relationships and the way they build meaning are used to understand the text.
2. Main ideas, topics or messages are identified.
3. Surface/literal content is found, recalled, paraphrased or summarised as required. 
OUTCOME RANGE 
At this level learners show an understanding of the conventions of genre, visual features and visual representations. These features are used to support reading strategies such as previewing, skimming and scanning. Learners engage with and respond to a wide range of texts. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
Identify and interpret the literal meaning of the text. 
ASSESSMENT CRITERION NOTES 
1. Parts of words, phrases or sentences, their relationships and the way they build meaning are used to understand the text.
2. Main ideas, topics or messages are identified.
4. Surface/ literal content is found, recalled, paraphrased or summarized as required. 
ASSESSMENT CRITERION RANGE 
At this level learners show an understanding of the conventions of genre, visual features and visual representations. These features are used to support reading strategies such as previewing, skimming and scanning. Learners engage with and respond to a wide range of texts
 

SPECIFIC OUTCOME 2 
Identify and interpret format, layout and typographical features of texts. 
OUTCOME NOTES 
1. Format and its significance (function and meaning) are recognised.
2. Layout and its significance (function and meaning) are recognised.
3. Typographical features (e.g. heading, sub-headings, numbering and bullets) and their significance (function and meaning) are recognised.
4. Format, layout and typographical features are used appropriately. 
OUTCOME RANGE 
At this level learners show an understanding of the conventions of genre, visual features and visual representations. These features are used to support reading strategies such as previewing, skimming and scanning. Learners engage with and respond to a wide range of texts. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
Identify and interpret format, layout and typographical features of texts. 
ASSESSMENT CRITERION NOTES 
1. Format and its significance (function and meaning) is recognized.
2. Layout and its significance (function and meaning) is recognized.
3. Typographical features (e.g. heading, sub-headings, numbering and bullets) and their significance (function and meaning) are recognised.
4. Format, layout and typographical features are used appropriately. 
ASSESSMENT CRITERION RANGE 
At this level learners show an understanding of the conventions of genre, visual features and visual representations. These features are used to support reading strategies such as previewing, skimming and scanning. Learners engage with and respond to a wide range of texts.
 

SPECIFIC OUTCOME 3 
Know and apply conventions of different genres. 
OUTCOME NOTES 
1. Genre is identified.
2. Features and conventions (e.g. layout, format, register) are given to support the identified genre.
3. Language structures (e.g. present tense in narratives) appropriate to the genre are used.
4. Conventions appropriate to the genre (e.g. minutes, letters, CVs, reports) are used. 
OUTCOME RANGE 
At this level learners show an understanding of the conventions of genre, visual features and visual representations. These features are used to support reading strategies such as previewing, skimming and scanning. Learners engage with and respond to a wide range of texts. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
Know and apply conventions of different genres 
ASSESSMENT CRITERION NOTES 
1. Genre is identified.
2. Features and conventions (e.g. layout, format, register) are given to support the identified genre.
3. Language structures (e.g. present tense in narratives) appropriate to the genre are used.
4. Conventions appropriate to the genre (e.g. minutes, letters, CVs, reports) are used. 
ASSESSMENT CRITERION RANGE 
At this level learners show an understanding of the conventions of genre, visual features and visual representations. These features are used to support reading strategies such as previewing, skimming and scanning. Learners engage with and respond to a wide range of texts
 

SPECIFIC OUTCOME 4 
Identify and use strategies for organising texts. 
OUTCOME NOTES 
1. Topic sentences are identified and used.
2. Introductions and conclusions are identified and used.
3. Statements and supporting evidence (e.g. examples, illustrative points) are identified and applied.
4. Opinions and supporting points are identified and applied.
5. Linking words and phrases used are identified between and within paragraphs.
6. Different ways of referring to the same person or thing are followed throughout the text.
7. Reading strategies are used to predict meaning in a text. 
OUTCOME RANGE 
At this level learners show an understanding of the conventions of genre, visual features and visual representations. These features are used to support reading strategies such as previewing, skimming and scanning. Learners engage with and respond to a wide range of texts. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
Identify and use strategies for organising texts. 
ASSESSMENT CRITERION NOTES 
1. Topic sentences are identified and used.
2. Introductions and conclusions are identified and used.
3. Statements and supporting evidence (e.g. examples, illustrative points) are identified and applied.
4. Opinions and supporting points are identified and applied.
5. Linking words and phrases used are identified between and within paragraphs.
6. Different ways of referring to the same person or thing are followed throughout the text.
7. Reading strategies are used to predict meaning in a text. 
ASSESSMENT CRITERION RANGE 
At this level learners show an understanding of the conventions of genre, visual features and visual representations. These features are used to support reading strategies such as previewing, skimming and scanning. Learners engage with and respond to a wide range of texts
 

SPECIFIC OUTCOME 5 
Identify and analyse visual features of texts. 
OUTCOME NOTES 
1. Graphical representations (e.g. graphs, tables) of information are analysed.
2. Graphical information is converted and presented in written and oral form.
3. Graphical information is used for a specific purpose.
4. Visual representations (e.g. photographs, drawings, cartoons, maps, diagrams) are identified and analysed.
5. Visual media (e.g. film, video, multi-media, etc.) are discussed and analysed.
6. Relationships between different kinds of visuals, graphics, and texts are discussed (e,g, understanding how picture captions relate to the text, referring to visuals in the text, understanding how different graphic illustrations support or contradict information given, etc.).


Note: Learners who are visually impaired need only obtain SO 1-4. 
OUTCOME RANGE 
At this level learners show an understanding of the conventions of genre, visual features and visual representations. These features are used to support reading strategies such as previewing, skimming and scanning. Learners engage with and respond to a wide range of texts. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
Identify and analyse visual features of texts. 
ASSESSMENT CRITERION NOTES 
1. Graphical representations (e.g. graphs, tables) of information are analysed.
2. Graphical information is converted and presented in written and oral form.
3. Graphical information is used for a specific purpose.
4. Visual representations (e.g. photographs, drawings, cartoons, maps, diagrams) are identified and analysed.
5. Visual media (e.g. film, video, multi-media etc) are discussed and analysed.
6. Relationships between different kinds of visuals, graphics, and texts are discussed (e,g, understanding how picture captions relate to the text, referring to visuals in the text, understanding how different graphic illustrations support or contradict information given etc).


Note: Learners who are visually impaired need only obtain SO 1 - 4. 
ASSESSMENT CRITERION RANGE 
At this level learners show an understanding of the conventions of genre, visual features and visual representations. These features are used to support reading strategies such as previewing, skimming and scanning. Learners engage with and respond to a wide range of texts
 



UNIT STANDARD NOTES 
This unit standard has expired and has not been replaced


The term `genre` refers to category or type, such as types of texts and styles of writing.
It is recognised that not all examples given of visual media are available to all learners.
Several outcomes may be demonstrated together in one task.
Many of the assessment criteria apply across outcomes. The list of assessment criteria given under each outcome is not exhaustive for that outcome, but gives those that are specific to that outcome. 

QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
  ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
Fundamental  23114   Basic Certificate: Early Childhood Development  Level 1  NQF Level 01  Passed the End Date -
Status was "Reregistered" 
2009-01-10  ETDP SETA 
Fundamental  22971   General Education and Training Certificate: Conservation  Level 1  NQF Level 01  Passed the End Date -
Status was "Reregistered" 
2012-06-30  CATHSSETA 
Fundamental  22190   General Education and Training Certificate: Tourism  Level 1  NQF Level 01  Passed the End Date -
Status was "Reregistered" 
2012-06-30  CATHSSETA 
Fundamental  22977   National Certificate: Construction: Roadworks  Level 1  NQF Level 01  Passed the End Date -
Status was "Registered" 
2005-12-04  CETA 
Fundamental  14406   National Certificate: Early Childhood Development: Preschool Phase  Level 1  NQF Level 01  Passed the End Date -
Status was "Registered" 
2003-10-11  Was ETDP SETA until Last Date for Achievement 
Fundamental  14891   National Certificate: Agricultural Machinery Technician  Level 2  NQF Level 02  Passed the End Date -
Status was "Reregistered" 
2007-10-18  Was AgriSETA 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. Anglo American Platinum Limited 
2. ANGLOGOLD ASHANTI LTD (V/R) 
3. ASSOCIATED MANGANESE MINES OF SA LTD 
4. Centre for Creative Education/Iziko Labantu be Afrika 
5. Compass Academy of Learning 
6. Concor Projects (pty) Ltd 
7. EASTERN PLATINUM LIMITED 
8. ERGO BUSINESS DEVELOPMENT ACADEMY 
9. Exxaro Coal Pty Ltd 
10. FOSKOR Pty Ltd 
11. Fundisa Zonke Training Academy 
12. HARMONY GOLD MINING COMPANY LIMITED 
13. IMPALA PLATINUM LIMITED - RUSTENBURG 
14. KHUTALA COLLIERY 
15. LAFARGE SOUTH AFRICA PTY LTD 
16. Mathome Training & Development 
17. MATLA COLLIERY 
18. MESSINA PLATINUM MINES 
19. MINTEK 
20. MODIKWA PLATINUM MINE 
21. MURRAY & ROBERTS CEMENTATION PTY LTD 
22. NORTHAM PLATINUM LIMITED 
23. NWK Beperk 
24. Palabora Copper Pty Ltd 
25. RCL Foods-Sugar & Milling 
26. Rhodes University 
27. Richtrau No 177 Pty Ltd t/a Bokoni Platinum Mines (Lebowa Platinum Mines) 
28. SENZEKO EXECUTIVE RISK CC 
29. SHAFT SINKERS MINING PTY LTD 
30. WESTERN PLATINUM KAREE MINE 
31. Xtrata SA Pty Ltd t/a Xstrata Alloys Business Unit Western mines 



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.