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

Adapt source and target text 
SAQA US ID UNIT STANDARD TITLE
115015  Adapt source and target text 
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 5  Level TBA: Pre-2009 was L5  10 
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 requires learners to be able to adapt texts in two languages, to improve delivery quality to various specific audience profiles. This is an essential component of general text translation competence. Competent writers must adapt their own and others' text to ensure that text is relevant, credible, and readable to the language group and level for which it is written. By improving this competence, the quality of translation texts will be improved. Credited learners can write copy, edit, etc.

Credited learners are capable of:
  • Identifying strategies to improve text
  • Justifying strategies to improve text
  • Assessing composition against similar text types
  • Improving text (quality) by making necessary amendments to adapt text 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners have the following competencies when embarking on this unit standard:
  • Engage in sustained oral communication and evaluate spoken texts in two languages
  • Read, analyse and respond to a variety of texts in two languages
  • Write for a wide variety of texts in two languages 
    		•

    UNIT STANDARD RANGE 
    The typical scope of this unit standard is competence relating to the adaptation of existing general text for general readership, rather than specialised readership, and technical text. Text includes mixed genres, and can be self-generated, or someone else's text.Text features include: lexical items, syntax, grammar, textual cohesion and register, factual and culture-specific information contained in the text (e.g. conversion of measurements to units used in the target culture).This Unit Standard covers both a first and a second language (source and target language) 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify strategies to improve text. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The original self-generated or other text has been analysed and the text type (genre), text function/purpose and all the relevant text features have been accurately described (i.e. the text has been accurately "decoded") 

    ASSESSMENT CRITERION 2 
    A wide range of strategies for amending the text has been identified and described. 

    ASSESSMENT CRITERION 3 
    The strategies are relevant to the particular text type, text function and the intended readers. 

    ASSESSMENT CRITERION 4 
    Where relevant, the strategies that are taken into account include a complete change of text type or text function/purpose. 

    ASSESSMENT CRITERION 5 
    The strategies that are taken into account will assist in producing an amended text in accordance with the brief that was received. 

    ASSESSMENT CRITERION 6 
    Where no specific description of the target readership was received with the brief, a description of the target readership has been compiled. 

    SPECIFIC OUTCOME 2 
    Justify strategies to improve text. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    A rational and clear argument is formulated to justify each of the strategies that are proposed to improve the text. 

    ASSESSMENT CRITERION 2 
    The justification refers to linguistic as well as extralinguistic (e.g. cultural and situational) elements, including the nature of the target readership. 

    SPECIFIC OUTCOME 3 
    Assess own composition against similar text types. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    A range of texts that are similar with regard to function/purpose and text type has been taken into account and the elements of these texts were compared with the same elements in the draft composition. 

    ASSESSMENT CRITERION 2 
    Amendments that are to be made on the basis of this comparison have been pointed out. 

    SPECIFIC OUTCOME 4 
    Improve text quality by making necessary amendments to the text. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The adapted text is suitable for the target readership in terms of text features. 

    ASSESSMENT CRITERION 2 
    The features in the adapted text are similar to the corresponding features in text that are intended for the same target readership, have the same communicative purpose and are of the same text type. 

    ASSESSMENT CRITERION 3 
    The adapted text is in line with the requirements specified in the brief. 


    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:
  • Readership profile/requirements/needs
  • General text type and function
  • Maxims of communication
  • Genre-specific language/register
  • Text features
  • Strategies for amending text
  • Quality criteria
  • Ethical conduct 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identifying and solving problems to improve text where adaptations of text show that such critical and creative thinking has been used to make responsible decisions to improve text (quality) and suitability for the target readership. 

    UNIT STANDARD CCFO ORGANISING 
    Organising and managing oneself and one's activities responsibly and effectively in order that the adapted text is in line with the requirements specified in the brief. 

    UNIT STANDARD CCFO COLLECTING 
    Collecting, analysing, organising and critically evaluating information regarding the text type (genre), text function /purpose and all the relevant text features (e.g. lexical items, syntax, grammar, textual cohesion and register). 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicating effectively using language skills in the modes of written presentation to adapt text. 

    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 by justifying strategies to improve text, referring to linguistic as well as extralinguistic (e.g. cultural and situational) elements, including the nature of the target readership. 

    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 
    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  48784   National Diploma: Translation  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2018-12-31  CHE 
    Elective  58820   National Certificate: Advertising  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "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.
     
    1. College Africa Group (Pty) Ltd 
    2. Digital School of Marketing (Pty) Ltd 
    3. Eshybrand Pty Ltd 
    4. EYETHU NATIONAL COMPUTER COLLEGE PTY LTD 
    5. Metanoia Ratings PTY LTD 
    6. Mufuka Business and Technical 
    7. Richfield Graduate Institute of Technology Pty Ltd 
    8. The Finishing College (Pty) Lt 
    9. Training B2B CC 


    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.