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 THAT HAS PASSED THE END DATE: 

Assess the quality of written text 
SAQA US ID UNIT STANDARD TITLE
117539  Assess the quality of written text 
ORIGINATOR
SGB Journalism 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 04 - Communication Studies and Language Media 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 requires learners to be able to assess text that is written in one language, as a means of improving their ability to evaluate the quality of text, in order to improve it. Competent writers must assess their own and others' text to ensure quality. Text must be relevant, credible, and readable to the group for which it is written. By improving this competence, the quality of journalism will be improved. Credited learners can edit, proofread, rewrite for specific contexts, etc.

Credited learners are capable of:
  • Identifying errors in their own or other texts
  • Analysing text errors critically
  • Obtaining feedback regarding texts
  • Assessing linguistic or textual features of texts at word and sentence level
  • Giving feedback regarding text assessment results
  • Justifying text assessment findings 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credits assigned to this unit standard is based on the assumption that the following competencies have already been attained:
  • 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 assessment of 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. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify errors in own or other text. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Description of common errors on the use of words is accurate in relation to recognised grammar rules 

    ASSESSMENT CRITERION 2 
    Description of common errors at sentence level is accurate in relation to recognised grammar rules 

    ASSESSMENT CRITERION 3 
    Description of common errors on textual level (style, structure, cohesion, register, etc.) is accurate in relation to recognised writing principles 

    ASSESSMENT CRITERION 4 
    Description of relevant punctuation errors is accurate in relation to recognised grammar rules 

    ASSESSMENT CRITERION 5 
    Description of typographical/presentational errors is accurate in relation to recognised reader involvement strategies 

    ASSESSMENT CRITERION 6 
    Description of legibility errors is accurate in terms of recognised reader involvement strategies 

    ASSESSMENT CRITERION 7 
    Specific content is considered in terms of reader profile and context 

    ASSESSMENT CRITERION 8 
    Identification of legal implications of errors are justified in terms of specific legal requirements 

    SPECIFIC OUTCOME 2 
    Analyse text errors critically. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Common errors on word level are considered 

    ASSESSMENT CRITERION 2 
    Common errors at sentence level are considered 

    ASSESSMENT CRITERION 3 
    Common errors on textual level (style, structure, cohesion, register, etc.) are considered 

    ASSESSMENT CRITERION 4 
    Effective punctuation is considered 

    ASSESSMENT CRITERION 5 
    Typographical/presentational errors are considered 

    ASSESSMENT CRITERION 6 
    Legibility of text is considered 

    ASSESSMENT CRITERION 7 
    Specific content is rendered appropriately in terms of the readership profile 

    ASSESSMENT CRITERION 8 
    Specific content is rendered consistently and truthfully in terms of the given communicative context 

    SPECIFIC OUTCOME 3 
    Obtain feedback regarding text. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Reports on common errors identified are regarded positively 

    ASSESSMENT CRITERION 2 
    Suggestions made on errors are critically addressed/ discussed in terms of recognised grammar rules and reader involvement strategies 

    ASSESSMENT CRITERION 3 
    Listening skills are appropriate in terms of interpersonal relations 

    SPECIFIC OUTCOME 4 
    Assess linguistic or textual features of text at word and sentence level. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    High frequency words are considered 

    ASSESSMENT CRITERION 2 
    Words used are correct in terms of given context 

    ASSESSMENT CRITERION 3 
    Word order is accurate in terms of recognised grammatical patterns of the language 

    ASSESSMENT CRITERION 4 
    Sentence parts and types are accurate in terms of recognised grammatical rules of language 

    ASSESSMENT CRITERION 5 
    Ideas/Statements conveyed on sentence level are complete in terms of recognised syntax structures of language 

    ASSESSMENT CRITERION 6 
    Ideas/Statements conveyed on sentence level are correct in terms of recognised gender and number rules of language 

    ASSESSMENT CRITERION 7 
    References (anaphoric expressions) in the text are clear in accordance with recognised reader involvement strategies 

    ASSESSMENT CRITERION 8 
    Coherence in text is achieved 

    ASSESSMENT CRITERION 9 
    Fonts, type size, typefaces, etc. are legible 

    ASSESSMENT CRITERION 10 
    Punctuation features reflect pace, mood, intention of sender 

    ASSESSMENT CRITERION 11 
    Other conventions (abbreviations, capitalisation) are in accordance with recognised reader involvement strategies 

    ASSESSMENT CRITERION 12 
    Specific content rendered is appropriate in terms of the readership profile 

    ASSESSMENT CRITERION 13 
    Specific content rendered is consistent and truthful in terms of the given communicative context 

    SPECIFIC OUTCOME 5 
    Give feedback of text assessment results. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Explanations of assessment is accurate in terms of recognised assessment criteria and models 

    ASSESSMENT CRITERION 2 
    Discussion of specific criteria that text should embody is in accordance with recognised assessment criteria and models 

    ASSESSMENT CRITERION 3 
    Assessment results conveyed meet specific communication content requirements. 

    SPECIFIC OUTCOME 6 
    Justify text assessment findings. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Assessment findings identified correspond to recognised language grammar rules, text type, text function, writing principles and reader profile 

    ASSESSMENT CRITERION 2 
    All relevant assessment criteria and models selected are considered 

    ASSESSMENT CRITERION 3 
    Solutions provided for assessment findings are accurate in terms of recognised language grammar rules, text type, text function, writing principles and 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:
  • Readership profile/requirements/needs
  • Linguistic or textual features
  • Errors in text
  • General text and function type
  • Grammar rules
  • Writing principles
  • Reader involvement strategies
  • Maxims of communication
  • Genre-specific language/register
  • Quality criteria
  • Ethical conduct
  • Summative and formative methods of assessment
  • Legal implications of errors in text
  • Knowledge of the world of newspapers 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identifying errors where responses to problems show that such critical and creative thinking has been used to make responsible decisions regarding giving feedback. 

    UNIT STANDARD CCFO WORKING 
    Working effectively with others as a member of a team, group, organisation or community to assess the quality of text. 

    UNIT STANDARD CCFO ORGANISING 
    Organising and managing oneself and one's activities responsibly and effectively to justify text assessment findings, and to justify identified legal implications of errors. 

    UNIT STANDARD CCFO COLLECTING 
    Collecting, analysing, organising and critically evaluating information regarding text quality. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicating effectively using language skills in the mode of oral and written presentation to obtain and give feedback. 

    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 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 
    		•

    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  60549   National Diploma: Aeronautical Information Management Practice  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2016-12-31  TETA 
    Fundamental  73129   National Diploma: Public Relations Practice  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  SERVICES 
    Elective  58394   National Certificate: Film and Television Production  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MICTS 
    Elective  58978   National Certificate: Journalism  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MICTS 
    Elective  49123   National Certificate: Journalism  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Registered"     		 2007-10-18  Was MICTS until Last Date for Achievement 


    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. BLC Entertainment 
    2. Epitome Villa (Pty)Ltd 
    3. EYETHU NATIONAL COMPUTER COLLEGE PTY LTD 
    4. FILM Mentorship & Training SA 
    5. Frayintermedia Cc 
    6. HILLCROSS BUSINESS SCHOOL (PTY 
    7. Jeppe College of Commerce and 
    8. MBOWA COLLEGE PTY LTD 
    9. Media Village Training 
    10. Musengavhadzimu Media 
    11. OL Afrika Media 
    12. OPELONG BUSINESS INSTITUTE (PT 
    13. Peo Entle HIV Wellness Management and Youth Skills Development NPO 
    14. Posh Multimedia 
    15. Pretoria Technical College 
    16. PRX SCHOOL TEST 
    17. Richfield Graduate Institute of Technology Pty Ltd 
    18. SOUTH AFRICAN CORPORATE TRAINING ASSOCIATION (PTY) LTD 
    19. Together Lifestyle Resort Pty Ltd 
    20. TSP COLLEGE 
    21. Varsity Institute of Science & Technology (Pty)Ltd 
    22. VUTHLARI MARKETING CONSULTING 
    23. Whitestone College 
    24. ZA WIT (PTY) LTD 


    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.