SAQA 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.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Write advertising copy 
SAQA US ID UNIT STANDARD TITLE
244612  Write advertising copy 
ORIGINATOR
SGB Marketing 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 03 - Business, Commerce and Management Studies Marketing 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  15 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
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 to develop copy for advertisements. Credited learners can write copy that is effective for specific advertising campaigns based on given specifications, and are linguistically competent. They understand why copy is different for different mediums, categories, and markets (e.g. the difference between reading/visual and hearing/aural mediums and what constitutes tonal and stylistic adaptations) and can apply techniques to maximise effectiveness. They are able to uncover/unfold concepts for maximum impact and accessibility of what is communicated, making every word count, creating alternatives and evaluating their differences/impact.

Linguistic competence is generic and can be applied in any field, and competence will ensure copy quality. The competence achieved for this unit standard can form the basis of further learning in a particular language and editing disciplines.

Copy quality impacts significantly on the quality of various advertising products: clear, impactful, fresh communication is valued in all advertising businesses, and quality copy adds value to and consistency with the media content and strategy. This affects client satisfaction, business success and target market understanding of the advertising message.

Credited learners are capable of:
  • Assessing media/channels for creative application.
  • Describing the impact of target market characteristics on creative options.
  • Adapting writing to given mediums.
  • Adapting writing to specific categories and markets.
  • Evaluating copy against given specifications. 

  • 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:
  • Communication and language competence in one language at NQF Level 4.
  • Demonstrate an understanding of advertising production at NQF Level 5. 

  • UNIT STANDARD RANGE 
    Credited learners must be able to write advertising copy for a variety of mediums, in one or more category and/or market, in one language. Technical text written for specialised target markets is not required. Additional range statements are provided with specific outcomes and assessment criteria where relevant. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Assess media/channels for creative application. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Assessment takes into account potential for communication effectiveness. 

    ASSESSMENT CRITERION 2 
    Available media/channels are identified and evaluated in terms of strengths and weaknesses for creative application. 

    ASSESSMENT CRITERION 3 
    Media/channel combinations are described in terms of their impact on creative application. 

    ASSESSMENT CRITERION 4 
    The implications of media/channel choices for production processes are described in terms of resource availability. 

    SPECIFIC OUTCOME 2 
    Describe the impact of target market characteristics on creative options. 
    OUTCOME RANGE 
    Characteristics include psychographic and demographic characteristics. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Target market characteristics are described in terms of implications for communication effectiveness. 

    ASSESSMENT CRITERION 2 
    The impact of trends is assessed for specific target markets. 

    ASSESSMENT CRITERION 3 
    Market segmentation strategies are described in terms of differences between them. 
    ASSESSMENT CRITERION RANGE 
    Strategies include qualitative and quantitative segmentation strategies.
     

    ASSESSMENT CRITERION 4 
    Market segments and descriptions are identified based on available information for specific target markets. 

    SPECIFIC OUTCOME 3 
    Adapt writing to given mediums. 
    OUTCOME RANGE 
    Adaptation relates to style, techniques, word length, word choice, etc. of writing. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Writing is consistent with given strategy requirements. 

    ASSESSMENT CRITERION 2 
    Writing is adapted to meet the demands and limitations of specific mediums. 

    ASSESSMENT CRITERION 3 
    Writing is adapted to take advantage of specific opportunities available in different mediums. 

    ASSESSMENT CRITERION 4 
    Writing is adapted to facilitate production process efficiency. 
    ASSESSMENT CRITERION RANGE 
    Efficiency refers to creative, technical and financial efficiency.
     

    ASSESSMENT CRITERION 5 
    Deadlines are adhered to. 

    ASSESSMENT CRITERION 6 
    All relevant legal and ethical requirements are adhered to. 
    ASSESSMENT CRITERION RANGE 
    Legal requirements include, for example, copyright law; ethical requirements include, for example, requirements contained in the national Code of Advertising Practice.
     

    SPECIFIC OUTCOME 4 
    Adapt writing to specific categories and markets. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Writing is consistent with given strategy and agreed tone and manner. 

    ASSESSMENT CRITERION 2 
    Writing meets the requirements of category and market characteristics. 

    ASSESSMENT CRITERION 3 
    Writing reinforces creative decisions. 
    ASSESSMENT CRITERION RANGE 
    Creative decisions can relate to, for example, either adhering to category or market conventions, or developing contrasting styles and techniques.
     

    ASSESSMENT CRITERION 4 
    Writing is adapted to 'speak to' different market segments. 

    ASSESSMENT CRITERION 5 
    Deadlines are adhered to. 

    ASSESSMENT CRITERION 6 
    All relevant legal and ethical requirements are adhered to. 

    SPECIFIC OUTCOME 5 
    Evaluate copy against given specifications. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Evaluation criteria are developed based on all relevant specifications. 
    ASSESSMENT CRITERION RANGE 
    Specifications include grammar, punctuation and spelling requirements, creative requirements, typographic requirements, readability requirements, target market requirements, etc.
     

    ASSESSMENT CRITERION 2 
    Copy adheres to all given specifications. 

    ASSESSMENT CRITERION 3 
    Copy is accurate and free of errors. 
    ASSESSMENT CRITERION RANGE 
    Errors can be at word, sentence of textual level.
     

    ASSESSMENT CRITERION 4 
    Copy is internally consistent in terms of intended message. 

    ASSESSMENT CRITERION 5 
    Feedback is obtained from all relevant persons and copy is adjusted where required. 

    ASSESSMENT CRITERION 6 
    Deadlines are adhered to. 

    ASSESSMENT CRITERION 7 
    All relevant legal and ethical requirements are adhered to. 


    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:
  • Why copy is different for different mediums, categories, and markets.
  • Differences between reading/visual and hearing/aural mediums.
  • Demands, limitations and opportunities of specific mediums.
  • What constitutes tonal and stylistic adaptations.
  • Techniques that maximise copy effectiveness.
  • Advertising strategy requirements and impact on copy.
  • Target market profile/requirements/needs, including copy impact and accessibility, and impact on creative options.
  • Target market involvement strategies.
  • Market segmentation and categories.
  • Maxims of communication.
  • Text quality criteria (e.g. related to grammar, punctuation and spelling requirements, creative requirements, typographic requirements, readability requirements, audience requirements, etc.).
  • Linguistic and textual features of copy (tone, style, techniques, word length, word choice, etc.).
  • Genre-specific language/register.
  • Grammar rules and spelling, and identification of errors in text.
  • Writing principles.
  • Ethical conduct and legal requirements (e.g. copyright law), and the advertising code of practice.
  • Production processes, and efficiency requirements. 

  • 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 when writing reinforces creative decisions and copy adheres to all given specifications. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community when feedback is obtained from all relevant persons and copy is adjusted where required. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when deadlines are adhered to, and all relevant legal and ethical requirements are adhered to. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information to assess media/channels for creative application and to describe the impact of target market characteristics on creative options. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation to adapt writing to given mediums and to specific categories and markets, and when copy is accurate and free of errors. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others when market segmentation strategies are described. 

    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 the implications of media/channel choices for production processes are described in terms of resource availability and target market characteristics are described in terms of implications for communication effectiveness. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

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

    UNIT STANDARD NOTES 
    Notes to Assessors:

    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, 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 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. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  58820   National Certificate: Advertising  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  MICTS 


    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.