119465 LG

UNIT STANDARD 119465

Unit Standard Title

Write/present/sign texts for a range of communicative contexts

NQF Level

3

Credits

5

Purpose

Learners at this level write/present/sign texts with complex subject matter and a need for various levels of formality in language and construction.  They select text type, subject matter and language to suit specific audiences, purposes and contexts.  Writers/signers can use linguistic structures and features to influence readers/their audience.  They draft, redraft and edit own writing/signing to meet the demands of a range of text-types.  They use language appropriate to the socio-cultural, learning or workplace/technical environment as required.  They explore presentation techniques as an alternative to writing/signing own texts.

Learners credited with this unit standard are able to: write/sign for a specified audience and purpose; Use language structures and features to produce coherent and cohesive texts for a wide range of contexts; Draft own writing/signing and edit to improve clarity and correctness

Learning Assumptions

The credit calculation is based on the assumption that learners are already competent in terms of the following outcomes or areas of learning when starting to learn towards this unit standard: Level 2 unit standards: US: FET-C/02 Access and use information from texts and Write/present/sign for a defined context.

Unit Standard Range

A variety of written and visual texts used in socio-cultural, learning and workplace contexts.

Specific range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria.

Specific Outcomes And Assessment Criteria

Specific Outcome 1: Write/sign for a specified audience and purpose: Narrative, discursive, reflective, argumentative, descriptive, expository, transactional, business correspondence, electronic texts, multi-media presentations.

Assessment Criteria

• The purpose for writing/signing, the target audience and the context are clear in relation to the learning task or activity
• The text-type, style, and register selected are appropriate to audience, purpose and context.
• Language appropriate to socio-cultural sensitivities is selected and used in an appropriate manner without compromising own values or arguments.
• Writing/signing is well-structured and conveys its message clearly.
• Critical thinking skills are used as strategies for planning: Brainstorming, mind-mapping, using spider diagrams, highlighting
• Writing/signing reflects a clear point of view with sound reasons and facts to support arguments and logical development of a clearly articulated premise.
• Research skills are evident in the way data and information relevant to the context is identified, located, selected and synthesised for inclusion in the final text: Accessing information from different sources, sorting, categorising, classifying, sifting for relevance, validity and reliability, recording, reporting, formulating conclusions

Specific Outcome 2: Use language structures and features to produce coherent and cohesive texts for a wide range of contexts

Assessment Criteria

• Meaning is clearly expressed through the use of a range of sentence structures, lengths and types
• The use of paragraph conventions and links between paragraphs in texts, promotes coherence and cohesion in writing/signing. Their use is explained with reference to logical progression, cause and effect and/or contrast
• The overall structure of a piece of writing/signing is controlled and the conclusion is clearly formulated

Specific Outcome 3: Draft own writing/signing and edit to improve clarity and correctness

Assessment Criteria

• Writing/signing produced is appropriate to audience, purpose and context. Corrections are an improvement on the original
• Control of grammar, diction/clarity of sign, sentence and paragraph structure is checked and adapted for consistency
• Logical sequencing of ideas and overall unity are achieved through redrafting
• There is clear evidence that major grammatical and linguistic errors are edited out in redrafts
• Inappropriate or potentially offensive language is identified and adapted/removed: Obfuscation, excessive use of jargon, jargon used to exclude, insensitive choice of words, (gender, rank, hierarchies in familiar settings or organisations, family, sports, wealth) offensive or incorrect register
• Experimentation with different layouts and options for presentation is appropriate to the nature and purpose of the task

Unit Standard Essential Embedded Knowledge

Learners can understand and explain that languages have certain features and conventions, which can be manipulated.  Learners can apply this knowledge and adapt language to suit different contexts, audiences and purposes.  Knowledge of formats, conventions, protocols and contexts is acquired through activities used to attain this unit standard.

Critical Cross-Field Outcomes

Upon successful completion of this course, the learner will be able to:

• Identify and solve problems: using context to decode and make meaning individually and in groups in oral, reading, signed and written activities
• Work effectively with others and in teams: using interactive speech/signing in activities, discussion and research projects
• Organise and manage oneself and one’s activities responsibly and effectively through using language.
• Collect, analyse, organise and critically evaluate information: fundamental to the process of growing language capability across language applications and fields of study
• Communicate effectively using visual, mathematical and/or language skills: in formal and informal communications
• Use science and technology effectively and critically: using technology to access and present texts and exploring the ethics of science and technology through studying texts from and about these fields.
• Understand the world as a set of inter-related parts of a system: through using language to explore and express links, and exploring a global range of contexts and texts
• Contribute to the full development of oneself: by engaging with texts that stimulate awareness and development of life skills and the learning process.

Unit Standard Notes

This unit standard replaces unit standard 8969, “Interpret and use information from texts”, Level 3, 5 credits.