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

Analyse technical information of source texts 
SAQA US ID UNIT STANDARD TITLE
115080  Analyse technical information of source texts 
ORIGINATOR
SGB Translation, Interpreting and Language Editing 
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 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 "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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 
The purpose of the learning is the analysis of technical information contained in source texts from more than one field (e.g., legal and medical fields) and/or sub-fields within one field (e.g. court documentation, and legislation), in two languages. Credited learners are required to analyse technical information including information that is problematic, with the view of finding solutions when translating into target text. Improved analysis of source text technical information improves the overall quality of technical translations.

Credited learners are capable of:
  • Analysing the technical data/information of source text in fields, or sub-fields
  • Explaining the content of the source text based on observable evidence
  • Identifying problematic technical information appropriate in terms of subject fields, or sub-fields and purpose of source text
  • Analysing the language structures of technical source text in terms of recognised source language structures 
    		•

    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:
  • Collect, analyse, organise and communicate information
  • Communicate effectively using language skills in the mode of written presentation in two languages
  • Situate text in terms of culture
  • Translate pragmatic text
  • Collect and organise information resources for pragmatic text translation
  • Range: Networking, storing information, annotation of text, etc.
  • Organise and manage quality of own translation and translation activities responsibly and effectively ensuring quality of own and other translations 
    		•

    UNIT STANDARD RANGE 
    The typical scope of this unit standard is competence relating to the translation of technical text for specialised readership, rather than general readership, and pragmatic text.

    Fields/contexts include agriculture and nature conservation; culture and arts; business, commerce and management; communication studies and language; education, training and development; manufacturing, engineering and technology; human and social sciences; law, military science and security; health sciences and social services; physical, mathematical, computer and life sciences; services; physical planning and construction.

    Problematic technical information can be:
  • On word, phrase, sentence, and text level,
  • In either of two languages of proficiency,
  • For more than one field, or for sub-fields within a field 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Analyse the technical data/information of source text within more than one field. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Analysis of information corresponds to fields or sub-fields and purpose of source text 

    ASSESSMENT CRITERION 2 
    Analysis of data is clear and accurate in terms of fields or sub-fields 

    ASSESSMENT CRITERION 3 
    Analysis is objective 

    ASSESSMENT CRITERION 4 
    Analytical methods used are appropriate in specific fields or sub-fields 

    ASSESSMENT CRITERION 5 
    Analysis is comparative 

    ASSESSMENT CRITERION 6 
    Analysis is plausible in relation to the field or sub-field 

    SPECIFIC OUTCOME 2 
    Explain the content of the source text based on observable evidence. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Explanations are justified in terms of hard (observable) evidence and not based on soft (opinion) evidence 

    ASSESSMENT CRITERION 2 
    Reliable/Recognisable sources are used 

    ASSESSMENT CRITERION 3 
    Conclusions made are validated in terms of initial purpose of source text and specific fields or sub-fields 

    ASSESSMENT CRITERION 4 
    Solutions/Recommendations proposed correspond with recognised reader involvement strategies 

    SPECIFIC OUTCOME 3 
    Assess problematic technical information and technical translation problems, appropriate in terms of 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Assessment of problematic information is clear and appropriate in terms of subject fields or sub-fields and purpose of source text 

    ASSESSMENT CRITERION 2 
    All possible causes of problematic information are considered 

    ASSESSMENT CRITERION 3 
    Practicality of information for readership is considered in terms of brief 

    ASSESSMENT CRITERION 4 
    Assessment by means of comparisons with similar texts is justified 

    ASSESSMENT CRITERION 5 
    The assessment of problems is justified 

    ASSESSMENT CRITERION 6 
    Technical problems are assessed at word level 

    ASSESSMENT CRITERION 7 
    Technical problems are assessed at above-word level 

    ASSESSMENT CRITERION 8 
    Technical problems are assessed at text level 

    SPECIFIC OUTCOME 4 
    Analyse the language structures of technical source text in terms of recognised source language stru 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Language structure of source text corresponds to recognised source language structures 

    ASSESSMENT CRITERION 2 
    Language structure of source text corresponds to recognised structure of fields or sub-fields 

    ASSESSMENT CRITERION 3 
    Categorisation of problem areas are accurate in terms of recognised source language structures 

    ASSESSMENT CRITERION 4 
    Analytical methods used for assessing language structure are appropriate in terms of recognised source language structure 

    ASSESSMENT CRITERION 5 
    Findings reflect reader profile 


    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:
  • Technical information in more than one field or sub-field
  • Purpose of source text
  • Requirements of observable evidence
  • Analytical methods appropriate in context/field
  • Reliable/recognisable sources
  • Reader involvement strategies
  • Reader profile
  • Causes of problematic information
  • Practicality of information for readership
  • Language structure of source texts
  • Problem area categorisation systems
  • Analytical methods used for assessing language structure
  • Ethical requirements
  • Quality criteria 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identifying problematic technical information where responses to problems show that such critical and creative thinking has been used to make responsible decisions appropriate in terms of subject fields and/or sub-fields and purpose of source text, and considering all possible causes of problematic information. 

    UNIT STANDARD CCFO COLLECTING 
    Collecting, analysing, organising and critically evaluating information regarding the content of the source text. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicating effectively using language skills in the modes of oral and written presentation to explain the content of the source text based on observable evidence. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrating an understanding of the world as a set of related systems by recognizing that problem-solving contexts do not exist in isolation, considering practicality of information for readership in terms of a brief. 

    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, then focus assessment around 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 candidate is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion in isolation. 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 candidate 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 
    		•

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

    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
    Core  48801   National Diploma: Specialised Translation  Level 7  Level N/A: Pre-2009 was L7  Passed the End Date -
    Status was "Reregistered"     		 2018-12-31  CHE 
    Elective  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.