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: 

Proofread text for production 
SAQA US ID UNIT STANDARD TITLE
117948  Proofread text for production 
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  5 
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 proofread text that is to be produced for publication. Credited learners can identify and mark up errors using proofreading marks, and make corrections and changes to text.

Credited learners can improve their earning capacity by delivering freelance proofreading services of good quality to publishers, researchers, authors, translators, etc. The set of competence is also useful for the preparation of written communication in general.

Improved proofreading will also improve the quality of published text, which in turn will improve the credibility and readability of text. As a result, 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.

Credited learners are capable of:
  • Finding and marking up errors using proofreading marks suitable for specific contexts.
  • Using different proofreading methods and strategies appropriate for specific contexts.
  • Querying or correcting deviations from given editorial style sheet.
  • Incorporating authors' changes and other corrections as agreed.
  • Finding and marking up errors associated with the use of computer tools to process text.
  • Finalising matters related to layout pagination to meet production requirements. 
    		•

    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:
  • Conduct basic research across a major discipline.
  • Analyse, evaluate and reformat a wide range of information.
  • Formulate appropriate responses to resolve both concrete and abstract problems.
  • Generate ideas by analysing information and concepts at an abstract level. 
    		•

    UNIT STANDARD RANGE 
    This unit standards required that learners complete their tasks satisfactorily for a particular context, in all proofing stages from the first to final proofs; the have to adhere to rigid rules regarding the use of marks. The typical scope of this unit standard is on-screen and paper proofreading, during the editing process and to final copy. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Find and mark up errors using proofreading marks suitable for specific contexts. 
    OUTCOME RANGE 
    Errors can be linguistic, typographical or numerical/mathematical. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    All (or the majority of) errors have been found and marked up. 

    ASSESSMENT CRITERION 2 
    The forms of marking-up used are suited to the relevant context/recipient of marked-up text. 

    ASSESSMENT CRITERION 3 
    Proofreading marks clearly communicate changes to be made to relevant context/recipient of marked-up text. 

    ASSESSMENT CRITERION 4 
    Proofreading marks used are employed consistently throughout text. 

    ASSESSMENT CRITERION 5 
    Paragraph breaks are indicated by one of the accepted conventions. 
    ASSESSMENT CRITERION RANGE 
    Accepted conventions include first line indented, line space between paragraphs, etc.
     

    SPECIFIC OUTCOME 2 
    Use different proofreading methods and strategies appropriate for specific contexts. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Proofreading method(s) and strategy(ies) employed are justified in terms of different method(s) and strategy(ies) that are possible. 

    ASSESSMENT CRITERION 2 
    Proofreading method(s) and strategy(ies) employed are suited to the types of text. 

    ASSESSMENT CRITERION 3 
    Proofreading method(s) and strategy(ies) employed are suited to the work to be done on text. 

    ASSESSMENT CRITERION 4 
    Proofreading method(s) and strategy(ies) employed are suited to the relevant context/recipient of marked-up text. 

    SPECIFIC OUTCOME 3 
    Query or correct deviations from editorial style sheet. 
    OUTCOME RANGE 
    Querying and correcting deviations include checking adherence to editorial style sheets. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Relevant editorial style sheets have been adhered to. 

    ASSESSMENT CRITERION 2 
    Deviations from editorial style sheets have been corrected. 

    ASSESSMENT CRITERION 3 
    Deviations the learner cannot correct, have been queried with relevant person(s). 

    ASSESSMENT CRITERION 4 
    Corrections according to style sheets have been made consistently throughout the text. 

    SPECIFIC OUTCOME 4 
    Incorporate authors' changes and other corrections as agreed. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Corrections other than authors' changes to existing text have been incorporated correctly. 

    ASSESSMENT CRITERION 2 
    Authors' changes have been incorporated correctly. 

    ASSESSMENT CRITERION 3 
    Changes are prioritised according to production stage. 

    ASSESSMENT CRITERION 4 
    Priority of changes are negotiated with persons requiring changes according to production stage. 

    ASSESSMENT CRITERION 5 
    Negotiation strategy employed is suited to specific authors and production stages. 

    SPECIFIC OUTCOME 5 
    Find and mark up errors associated with the use of computer tools to process text. 
    OUTCOME RANGE 
    Computer tools include conversion, spell and grammar checkers, optical scanners, translation programs, etc. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Categories of error associated with the use of computer packages for text processing are accurately identified. 

    ASSESSMENT CRITERION 2 
    Errors associated with the use of computer packages for text processing are placed correctly in specific categories of error. 

    ASSESSMENT CRITERION 3 
    Errors resulting from electronic document conversion are accurately identified and marked up for correction. 

    ASSESSMENT CRITERION 4 
    Errors typically not picked up by spelling and grammar checkers are accurately identified and marked up for correction. 

    ASSESSMENT CRITERION 5 
    Errors resulting from scanning in documents are accurately identified and marked up for correction. 

    ASSESSMENT CRITERION 6 
    Errors associated with computer-assisted translation are identified and marked up for correction. 

    SPECIFIC OUTCOME 6 
    Finalise matters related to layout pagination to meet production requirements. 
    OUTCOME RANGE 
    Aspects to be finalised include table of contents and other lists, indices, running headers, cross-references, etc. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Deviations from design in layout pagination are correctly identified. 

    ASSESSMENT CRITERION 2 
    Deviations from design in layout pagination are effectively communicated to relevant persons. 

    ASSESSMENT CRITERION 3 
    All forms of cross-referencing related to layout pagination have been checked and corrected where necessary. 

    ASSESSMENT CRITERION 4 
    Problems associated with page breaks have been accurately identified and resolved. 

    ASSESSMENT CRITERION 5 
    Final-stage tasks are completed satisfactorily for particular contexts. 


    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:
  • Legal requirements (e.g. copyright).
  • Basic design elements (e.g. ragged right).
  • Terminology used and where to find it.
  • Production processes and stages.
  • Linguistic, typographical or numerical/mathematical errors in a particular language.
  • Proofreading methods and strategies.
  • Forms of marking-up.
  • Proofreading marks.
  • Types of text and suitable proofreading methods and strategies.
  • Editorial style sheet requirements and deviations from editorial style sheets.
  • Negotiation strategies.
  • Priority of changes.
  • The use of computer tools to process text.
  • Categories of error associated with the use of computer packages for text processing.
  • Errors associated with the use of computer packages for text processing.
  • Errors resulting from electronic document conversion.
  • Errors typically not picked up by spelling and grammar checkers.
  • Errors resulting from scanning in documents.
  • Errors associated with computer-assisted translation.
  • Layout pagination and deviations from design in layout pagination.
  • Forms of cross-referencing related to layout pagination.
  • Problems associated with page breaks. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems associated with page breaks where responses to problems show that such critical and creative thinking has been used to make responsible decisions. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community when deviations the learner cannot correct, have been queried with relevant person(s), and when priority of changes are negotiated with persons requiring changes according to production stage. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when adhering to relevant editorial style sheets. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information when proofreading method(s) and strategy(ies) employed are justified in terms of different method(s) and strategy(ies) that are possible. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation where proofreading marks clearly communicate changes to be made to relevant context/recipient of marked-up text. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others to find and mark up errors associated with the use of computer tools to process text. 

    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 using different proofreading methods and strategies appropriate for specific contexts. 

    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.
     
    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.