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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Edit language usage in text

SAQA US ID	UNIT STANDARD TITLE
117946	Edit language usage in text
ORIGINATOR
SGB Translation, Interpreting and Language Editing
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
Undefined	Regular	Level 7	Level TBA: Pre-2009 was L7	10
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Registered"		2005-04-13	2008-04-13	SAQA 0659/05
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2009-04-13		2012-04-13

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 this unit standard is for learners to be able to edit language as used in text. Credited learners can correct language errors, thus improving the accuracy and clarity of text, and impact positively on reader comprehension.

Credited learners can improve their earning capacity by delivering freelance language usage editing services of good quality to publishers, researchers, authors, translators, etc. The set of competence is also useful for the preparation of written communication in general.

If language usage is improved, the readability of text is improved, and readers can more readily access the information contained in text. Access to information fosters and promotes multi lingualism, and improves the accessibility of text for readers. By improving accessibility of information, the formation of social relationships and empowerment are facilitated by making accessible information and knowledge. Improved language usage in text will also improve the quality of published text, which in turn will improve the professional image of editing.

Credited learners are capable of:

Identifying and correcting errors in spelling and grammar.

Editing usage of vocabulary and terminology.

Using punctuation marks in a consistent manner to achieve clarity.

Treating elements of other languages appropriately.

Editing style, register and level of formality for specific media and audiences.

Eliminating language that is unacceptable for specific media and audiences.

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:

Conduct basic research across a major discipline.

Analyse, evaluate and reformat a wide range of information.

Formulate appropriate responses to resolve both concrete and abstract problems.

Generate ideas by analysing information and concepts at an abstract level.

UNIT STANDARD RANGE

Language usage includes grammar, syntax, vocabulary, terminology, spelling, punctuation, style and register. Standards and conventions include register, length and complexity.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Identify and correct errors in spelling and grammar.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Spelling errors are accurately identified.

ASSESSMENT CRITERION 2

Spelling errors are corrected in line with standard orthography.

ASSESSMENT CRITERION 3

Grammatical errors are correctly identified.

ASSESSMENT CRITERION 4

Grammatical errors are corrected in line with standard conventions.

ASSESSMENT CRITERION RANGE

Standards and conventions include register, length and complexity.

ASSESSMENT CRITERION 5

Spelling and grammatical conventions in relation to a particular target audience are accurately identified.

SPECIFIC OUTCOME 2

Edit usage of vocabulary and terminology.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Terminology use is consistent.

ASSESSMENT CRITERION 2

Terminology used is appropriate to subject matter.

ASSESSMENT CRITERION 3

Non-standard terminology is accessible to target audiences.

ASSESSMENT CRITERION 4

New terms created are consistent with linguistic standards and conventions of target audience.

ASSESSMENT CRITERION 5

Vocabulary usage is appropriate for text type.

ASSESSMENT CRITERION 6

Level of formality of vocabulary is appropriate to text type.

SPECIFIC OUTCOME 3

Use punctuation marks in a consistent manner to achieve clarity.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Punctuation used is in line with relevant rules and standards.

ASSESSMENT CRITERION 2

Punctuation used achieves clarity in text.

ASSESSMENT CRITERION 3

Use of punctuation marks is consistent.

ASSESSMENT CRITERION 4

Punctuation in reference lists and bibliographies is consistent and conforms to required reference style.

SPECIFIC OUTCOME 4

Treat elements of other languages appropriately.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Elements of other languages are accurately identified.

ASSESSMENT CRITERION 2

Method selected for handling elements of other languages is appropriate for media and audiences.

ASSESSMENT CRITERION 3

Elements of other languages are eliminated where necessary.

ASSESSMENT CRITERION 4

Elements of other languages are explained in text, where necessary.

SPECIFIC OUTCOME 5

Edit style, register and level of formality for specific media and audiences.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

ASSESSMENT CRITERION 2

Level of formality is appropriate in terms of audience and subject matter.

ASSESSMENT CRITERION 3

Sentence complexity is justified in terms of medium and audience.

ASSESSMENT CRITERION 4

Choice of vocabulary is justified in terms of medium and audience.

ASSESSMENT CRITERION 5

Editing of style, register and level of formality is justified in terms of media and audiences.

SPECIFIC OUTCOME 6

Eliminate language that is unacceptable for specific media and audiences.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Language unacceptable to specific media and audiences is accurately identified.

ASSESSMENT CRITERION 2

Suggestions for replacement of unacceptable language are negotiated with authors.

ASSESSMENT CRITERION 3

Alternative formulations are justified in terms of specific media and audiences.

ASSESSMENT CRITERION 4

Appropriate changes have been made to language.

ASSESSMENT CRITERION RANGE

Changes relate to gender, social, cultural, political, etc.

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:

Legal requirements (e.g. copyright).

Terminology and where to find it.

Trends and developments.

Common types of errors in a particular language.

Advantages and disadvantages of paper vs. on-screen editing.

Errors in spelling and grammar.

Spelling and grammatical conventions in relation to a particular target audience.

Usage of vocabulary and terminology, including non-standard terminology, new terms.

Linguistic standards and conventions of target audience.

Vocabulary usage appropriate for text type.

Level of formality of vocabulary appropriate to text type.

Punctuation marks, rules and standards.

Punctuation in reference lists and bibliographies, and reference styles.

Elements of other languages appropriately.

Methods for handling elements of other languages.

Style, register and level of formality in relation to subject matter, audience and media.

Language unacceptable to specific media and audiences.

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems where responses to problems show that such critical and creative thinking has been used to make responsible decisions.

UNIT STANDARD CCFO WORKING

Work effectively with others as a member of a team, group, organisation or community to eliminate language that is unacceptable for specific media and audiences.

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one's activities responsibly and effectively when grammatical errors are corrected in line with standard conventions and standard orthography.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information to identify and correct errors in spelling and grammar and to edit usage of vocabulary and terminology.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation when using punctuation marks in a consistent manner to achieve clarity, and non-standard terminology is accessible to target audiences.

UNIT STANDARD CCFO SCIENCE

Use science and technology effectively and critically, showing responsibility towards the environment and health of others. N/A

UNIT STANDARD CCFO DEMONSTRATING

Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation when treating elements of other languages appropriately.

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, assessment should focus on 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 learner is able to perform in the real situation.

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.

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 learner 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.

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	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.

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