SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Edit text format and layout

SAQA US ID	UNIT STANDARD TITLE
117947	Edit text format and layout
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 text format and layout both on-screen and on paper, to ensure consistency and suitability for media and audiences. Credited learners can prepare documents in electronic format to go for desk top publishing.

Credited learners are able to improve the format and layout of their own and others' text, and can generate income as freelancers. If text layout and format are improved, the credibility and 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. In addition, the visual appearance of text is a representation of the author, and improved text formatting and layout will improve author satisfaction with a text editor's services.

Credited learners are capable of:

Correcting inconsistencies in format, layout and presentation.

Ensuring presentation of information is suitable for medium and audience.

Marking up design in hard copy according to agreed specifications.

Preparing electronic files for desk top publishers.

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:

Analyse, evaluate and reformat a wide range of information.

Proofread text for production.

UNIT STANDARD RANGE

The typical scope of this unit standard is on-screen and paper editing, during the editing process and to final copy. During the editing stages, on-screen editing can include the use of track changes, search and replace, styles, revealing codes (e.g. to avoid double spaces), table of contents and index functions (to make lists which can be pasted out even if they do not have the final numbering), regional options, etc. Final layout to final copy can include printer driver issues, page size, use of document formats for final versions to be disseminated electronically, resolution of images, colour issues, etc.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Correct inconsistencies in format, layout and presentation.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Requirements of selected design mark-up methods are adhered to.

ASSESSMENT CRITERION 2

Implementation of design instructions is verified against given design specifications.

ASSESSMENT CRITERION 3

Tables are presented consistently.

ASSESSMENT CRITERION RANGE

Table components include headings, row and column labels and sub-labels, key or legend; consistency is required in terms of font size and appearance, capitalisation, character and row spacing, line thickness, etc.

ASSESSMENT CRITERION 4

Graphics are presented consistently throughout text.

ASSESSMENT CRITERION RANGE

Graphics include headings, axis labels, key or legend; consistency is required in terms of font size and appearance, capitalisation, spacing, etc.

ASSESSMENT CRITERION 5

Tables and graphics are unambiguous.

ASSESSMENT CRITERION RANGE

For example, headings are clear, universe of percentages is indicated, etc.

ASSESSMENT CRITERION 6

Bulleted and numbered lists are presented consistently in terms of punctuation and horizontal and vertical spacing.

ASSESSMENT CRITERION 7

Inserted images maintain original proportions between length and height.

SPECIFIC OUTCOME 2

Ensure presentation of information is suitable for medium and audience.

OUTCOME RANGE

Presentation of information includes choice of tables, graphics, diagrams, lists, summary boxes, prose, etc.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Choice of presentation method is justified in terms of message conveyed and readability.

ASSESSMENT CRITERION 2

Number-laden material is presented as tables or charts.

ASSESSMENT CRITERION 3

Long series of points is presented as lists, especially when divisions between the points might otherwise be unclear.

ASSESSMENT CRITERION 4

Placement of illustrations in relation to the text is appropriate for text type and purpose and consistent throughout text.

SPECIFIC OUTCOME 3

Mark up design in hard copy according to agreed specifications.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Instructions for typesetters are conveyed in accordance with agreed method of communicating.

ASSESSMENT CRITERION RANGE

Instructions include that every instance is marked, or overarching instructions are conveyed.

ASSESSMENT CRITERION 2

Instructions for typesetters are clearly distinguished from matter to be inserted.

ASSESSMENT CRITERION 3

All elements requiring instruction to typesetters have been marked up.

ASSESSMENT CRITERION RANGE

Headings include headings at all levels, including run-on headings, captions for illustrations, headers and footers, etc.

SPECIFIC OUTCOME 4

Prepare electronic files for desk top publishers.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

All track changes have been accepted and the track changes function has been unchecked.

ASSESSMENT CRITERION 2

Line spacing and method of indicating paragraphs are consistent.

ASSESSMENT CRITERION 3

Styles have been stripped in accordance with typesetters' preference.

ASSESSMENT CRITERION 4

Styles are applied consistently if used and no unintended styles are present.

ASSESSMENT CRITERION 5

All equivalent instances have been formatted in the same manner.

ASSESSMENT CRITERION 6

Random methods of arriving at certain appearances have been eliminated.

ASSESSMENT CRITERION RANGE

Random methods include force wrap instead of generated wrap, use of space bar for horizontal spacing, etc.

ASSESSMENT CRITERION 7

Elements that might be lost between word processing software and desk top publishing software have been marked up in the agreed manner.

ASSESSMENT CRITERION RANGE

Elements include en-dashes, apostrophes, foreign characters and special symbols.

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:

Basic design elements (e.g. ragged right).

Production processes and stages.

Legal requirements (e.g. copyright).

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

Requirements of design mark-up methods.

Design specifications and implementation of design instructions.

Table, graphics and other consistency requirements.

Presentation of information and suitability for medium and audience.

Choice of presentation method in terms of message conveyed and readability.

Placement of illustrations in relation to the text.

Instructions for typesetters.

Methods of communicating.

Elements requiring instruction to typesetters.

Preparation of electronic files for desk top publishing.

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 random methods of arriving at certain appearances have been eliminated and elements that might be lost between word processing software and desk top publishing software have been marked up in the agreed manner.

UNIT STANDARD CCFO WORKING

Work effectively with others as a member of a team, group, organisation or community when elements that might be lost between word processing software and desk top publishing software have been marked up in the agreed manner.

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one's activities responsibly and effectively when the requirements of selected design mark-up method are adhered to.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information to verify implementation of design instructions against given design specifications.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation when ensuring that presentation of information is suitable for medium and audience.

UNIT STANDARD CCFO SCIENCE

Use science and technology effectively and critically, showing responsibility towards the environment and health of others to prepare electronic files for desk top publishers.

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 by correcting inconsistencies in format, layout and presentation.

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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