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

Write a wide variety of texts in X 
SAQA US ID UNIT STANDARD TITLE
114991  Write a wide variety of texts in X 
ORIGINATOR
SGB Foreign Languages 
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  Level 5  Level TBA: Pre-2009 was L5  5 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-06-30   2029-06-30  

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 
This unit standard will be useful to learners who wish to acquire further writing skills in X that will enable them to produce a variety of texts relevant to the target group. This standard is likely to be taken in conjunction with the skills of listening, speaking and reading.

Learners credited with this unit standard are able to:
  • Prepare to write texts
  • Write original texts
  • Review and redraft written texts

    This level provides very useful communication skills for the workplace. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credit calculation is based on the assumption that the learners have already achieved the outcomes of NQF level 4 for the writing skill and have a developing ability in listening, speaking and reading skills. 

    UNIT STANDARD RANGE 
    The following scope and context apply to the whole unit standard:
  • "A wide variety" includes formal correspondence and other transactional writing, as well as expository, reflective, argumentative and analytical texts on known or newly researched topics in general and any specialised fields applicable in the learner's context.
  • Formulation of questions/tasks should be easily understood: the degree of linguistic difficulty of the question/task must not be a barrier in itself. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Prepare to write texts. 
    OUTCOME RANGE 
    To some extent proof of this process will be evident in the written text (See Write original texts). However, ideas could be developed and organised by using techniques such as mind-maps, diagrams, lists of key-words and flow-charts. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The target audience, content, context and the specific purpose of the text are identified. 

    ASSESSMENT CRITERION 2 
    Type of text to be produced is identified. 

    ASSESSMENT CRITERION 3 
    Style of writing to be adopted (such as informing, describing, explaining, persuading, arguing and reflecting) is selected. 

    ASSESSMENT CRITERION 4 
    Vocabulary and language structures selected are in line with the purpose and nature of the text. 

    ASSESSMENT CRITERION 5 
    Relevant information is located, accessed, selected, organised and integrated from a variety of sources. 

    SPECIFIC OUTCOME 2 
    Write original texts. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The language is clear and appropriate to the context of the text. 
    ASSESSMENT CRITERION RANGE 
    Context fields could be academic, literary, professional, etc.
     

    ASSESSMENT CRITERION 2 
    The language and content are appropriate and relevant to the cultural context, the intended audience and the text type. 

    ASSESSMENT CRITERION 3 
    Language errors do not compromise meaning. 

    ASSESSMENT CRITERION 4 
    The format and layout are appropriate to the required text and facilitate reading. 

    ASSESSMENT CRITERION 5 
    Ideas are organised logically and coherently. 

    ASSESSMENT CRITERION 6 
    The purpose of the text is fulfilled.Analytical commentary is made. 

    SPECIFIC OUTCOME 3 
    Review and redraft written text. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Errors in the original text are identified through own/peer/instructor revision and are rectified. 
    ASSESSMENT CRITERION RANGE 
    Spelling, punctuation, vocabulary, grammar, conventions, register, format and text type.
     

    ASSESSMENT CRITERION 2 
    Cultural inappropriateness is rectified in the redraft. 
    ASSESSMENT CRITERION RANGE 
    Finer cultural nuances are required according to the context.
     


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Anyone assessing a candidate against this unit standard must be registered as an assessor with the relevant ETQA. In particular, this means the assessors must be competent to assess learners of X.
  • Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider through the relevant ETQA by SAQA.
  • Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines and the agreed ETQA procedures. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following essential embedded knowledge will be assessed against the specific outcomes stipulated in the assessment criteria. Achievement of the specific outcomes depends on mastery of the listed embedded knowledge. This means that for the most part, the possession or lack of the knowledge can be directly inferred from the quality of the learner's performance. Where direct assessment of knowledge is required, assessment criteria have been included in the body of the unit standard:
  • Vocabulary, language conventions and structures
  • Dictionary skills
  • Socio-cultural and political awareness in X countries
  • Geographical situation and features
  • Similarities across languages
  • Areas of interference between languages
  • Evolution of language 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
  • Use information and communication technology effectively and critically, incorporating international styles, formats, conventions and techniques
  • Show responsibility towards the environment and the health of others (texts from other countries increase awareness and promote reflection)
  • Develop cultural and aesthetic sensitivity across a range of social contexts (texts present diverse ways of thinking and creating)
  • Reflect on and explore a variety of strategies to learn more effectively (reading, note-taking, summarising, etc) 
    		•

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems seeking information appropriate to tasks, deciding on appropriate action and seeking appropriate resources for tasks; increasing complex decisions are made without guidance, eg concerning format, style, register, cultural approach, finalising processes of independent thought 

    UNIT STANDARD CCFO ORGANISING 
    Organise, analyse and critically evaluate information 

    UNIT STANDARD CCFO COLLECTING 
    Organise and manage oneself and one's activities responsibly and effectively : homework, regular revision and commitment to extra-mural activities; increased complexity of activities (academic, extra-mural, home) results in training in choices and self-discipline and intrinsic satisfaction at accomplishments is perceptible 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively, in the modes of aural, oral, audio-visual and written presentations, using visual, numerical, graphic and/or specific, learnt, inter-language skills as well as applicable forms of gesture and other cultural attitudes and actions 

    UNIT STANDARD CCFO SCIENCE 
    Work effectively with others as a member of a team / group / organisation / community (activities such as role play, group planning and achievement teach interpersonal skills, sharpen capacity to recognise various types of potential contributions by others, mediate understanding and resolve conflict) 

    UNIT STANDARD CCFO DEMONSTRATING 
    Understand the world as a set of inter-related parts of a system and appreciate the role of language in geographical, political and cultural diversity 

    UNIT STANDARD ASSESSOR CRITERIA 
    Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:
  • The goal is to declare the learner competent in terms of the title. To ensure that assessment is integrated rather than fragmented, focus the assessment on gathering evidence in terms of the main outcome expressed in the title. Where assessment at title level is unmanageable, focus assessment around each specific outcome or, preferably, groups of specific outcomes.
  • 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.
  • Do not focus assessment activities on each assessment criterion. Ensure that the assessment activities focus on outcomes and that sufficient evidence around all the assessment criteria is gathered.
  • 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 other 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 candidate can achieve the outcomes in a number of different contexts. 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. Assessment should be valid, direct, authentic, sufficient, systematic, open and consistent. 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    Kindly note that the letter 'X' used in this Unit Standard denotes a foreign language from the Germanic and Romance languages. This Unit Standard is generic.

    Although the focus of each unit standard may be on one particular skill, the teaching and learning of all skills is integrated. Form and function should be contextualised. This integration is best achieved through a pragmatic and communicative text-based approach. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  49852   National Diploma: Applied Military Intelligence  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  SAS SETA 
    Elective  49710   National Diploma: Development Practice  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 


    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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    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.