Written Communication (Business English)
|Name:||Written Communication (Business English)|
|Unit Standard ID:||8970|
|Unit Standard Title:||Write texts for a range of communicative contexts|
|Module:||Project Administration & Support|
|Qualification:||National Certificate: Generic Management|
|Programme:||Certificate in General Management & Leadership|
|Purpose:||Learners at this level write 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 and purposes. Writers can use linguistic structures and features to influence readers. They edit own writing 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. |
Learners credited with this unit standard are able to:
1.) Write for a specified audience and purpose.
2.) Use language structures and features to produce coherent and cohesive texts for a wide range of contexts. draft own writing and edit to improve clarity and correctness
|Entry Requirements:||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: NQF Level 2 Unit Standard. |
US: FET-C/03 Write for a defined context
|Course Objectives:||1.) Identify and solve problems: using context to decode and make meaning individually and in groups in oral, reading and written activities. |
2.) Work effectively with others and in teams: using interactive speech in activities, discussion and research projects.
3.) Organise and manage oneself and one`s activities responsibly and effectively through using language.
4.) Collect, analyse, organise and critically evaluate information: fundamental to the process of developing language capability across language applications and fields of study.
5.) Communicate effectively using visual, mathematical and/or language skills: in formal and informal communications.
6.) Use science and technology effectively and critically: using technology to access and present texts.
7.) 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.
8.) Contribute to the full development of self by engaging with texts that stimulate awareness and development of life skills and the learning process.
9.) Assessors should keep the following general 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. The goal is to declare the learner competent in terms of the title. Where assessment at title level is unmanageable, focus assessment around each specific outcome, or groups of specific outcomes.
Make sure evidence is gathered across the range as expressed under the title. Specific range statements under individual outcomes or assessment criteria are illustrations, from which Learning Programme developers can select. 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 candidate is able to perform in the real situation do not focus the assessment activities on each assessment criterion. Ensure that the assessment activities focus on outcomes and that sufficient evidence around all the assessment criteria is gathered.
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 candidate can achieve the outcomes in a number of different contexts. 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. Assessment should be valid, direct, authentic, sufficient, systematic, open and consistent.