US 8970: WRITE TEXTS FOR A RANGE OF COMMUNICATIVE …

Portfolio of Evidence: Human Resources Management NQF 4: SAQA ID 67463 US 8970

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Human Resources Management NQF 4 – POE 4- US 8970 – Issue 3 – 01-01-2021

US 8970: WRITE TEXTS FOR A RANGE OF COMMUNICATIVE CONTEXTS

[2ND LANGUAGE]

Learner Name: Learner ID #: Learner Student Number:

Formative Assessment

Class Activities

During and after the initial training the learner will be required to complete a number of activities. These activities will be both individual and group activities (class activities formative activities). The activities are numbered and are to be included in the learner’s portfolio of evidence. These activities will measure the progress of the learner through the programme. For authenticity reasons these activities must be handwritten.

Class Activity 1: Write for a specified audience and purpose

Complete the following in small groups / individually as per the instructions from your facilitator:

8970.1 8970.2

1. Identify the narrative voice or register chosen in the following sentences (there can be more than

one answer):

Range: Passive, first person, second person, third person, subjective, objective, comedic

Sentence Narrative voice or register

I thought about it, then shook my head. I told myself I didn't care, but I picked up the paper anyway and glanced over the business column.

When Jane and Elizabeth were alone, the former, who had been cautious in her praise of Mr. Bingley before, expressed to her sister how very much she admired him.


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The accused was found guilty on six counts of fraud on Monday.

"I used to work at XYZ Pizza Hut, and it's great working there because you get free diarrhoea."

2. Critical thinking: Brainstorm and draw a mind map showing the key points of the essay you are

going to write on South Africa’s cultural diversity:


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3. Point of view: Summarise your point of view on the topic of cultural diversity in one or two sentences:

4. Research the topic of South Africa’s diversity and write the key points here:


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A group member must sign to verify that your answers meet the following criteria:

The learner has correctly identified and described Yes No

1. The key points in a mind map

2. The point of view

3. The key points regarding diversity

Name of member

Signature

Date

5. Write a paragraph in your second language describing your home town. Make sure that:

It contains a clear main idea

It contains supporting detail

It contains at least one linking word

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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A group member must sign to verify that your paragraph meets the following criteria:

The paragraph meets the following criteria Yes No

1. It contains a clear main idea

2. It contains supporting detail

3. It contains at least one linking word

Name of member

Signature

Date

Place any extra evidence after this page, clearly marked for easy reference.


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Class Activity 2: Write texts for a range of communicative contexts

Complete the following in small groups / individually as per the instructions from your facilitator:

8970.3

1. The writer has employed to create particular rhythmic or tonal devices to create specific effects in the following piece. Indicate on the text itself by underlining.

Range: Punctuation (ellipsis marks, semi-colons and dashes), rhetorical devices (repetition, questioning, emphasis), symbol, imagery, irony, understatement, index and icon, logos, hyperbole, visuals, graphics. In prison, the only thing worse than bad news about one's family is no news at all. It is always harder to cope with the disasters and tragedies one imagines than with the reality, however grim or disagreeable. A letter with ill tidings was always preferable to no letter at all. But even this miserable restriction was abused by the authorities. The anticipation of mail was overwhelming. Mail call took place once a month, and sometimes six months would go by without a letter. To be allowed one letter in six months and then not to receive it is a great blow. One wonders: What has happened to my wife and children, to my mother and my sisters? When I did not receive a letter I felt as dry and barren as the Great Karroo desert. Often the authorities would withhold mail out of spite. I can remember warders saying, "Mandela, we have received a letter for you, but we cannot give it to you." No explanation of why, or who the letter was from. It required all my self-discipline not to explode at such times. Afterward, I would protest through the proper channels, and sometimes get it. When letters did arrive, they were cherished. A letter was like the summer rain that could make even the desert bloom. When I was handed a letter by the authorities, I would not rush forward and grab it as I felt like doing, but take it in a leisurely manner. Though I yearned to tear it open and read it on the spot, I would not give the authorities the satisfaction of seeing my eagerness, and I would return slowly to my cell as though I had many things to occupy me before opening a letter from my family.

Extract from Nelson Mandela’s autobiography: Long Walk to Freedom

Indicate on the text itself by underlining.



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Essay rubric

Criteria Marks

4 3 2 1

Main/Topic Idea Sentences

Sentences are clear, correctly placed, and are restated in the closing sentence.

Sentences are either unclear or incorrectly placed, and are restated in the closing sentence.

Sentence are unclear and incorrectly placed, and re restated in the closing sentence.

Sentences are unclear and incorrectly placed, and are not restated in the closing sentence.

____

Supporting Sentence(s)

Paragraph(s) have three or more supporting sentences that relate back to the main idea.

Paragraph(s) have two supporting sentences that relate back to the main idea.

Paragraph(s) have one supporting sentence that relate back to the main idea.

Paragraph(s) have no supporting sentences that relate back to the main idea.

____

Elaborating Detail Sentence(s)

Each supporting sentence has several elaborating detail sentences.

Each supporting sentence has at least two elaborating detail sentences.

Each supporting sentence has one elaborating detail sentence.

Each supporting sentence has no elaborating detail sentence.

____

Coherence Ideas are very clear.

Ideas are quite clear.

Ideas are fairly clear.

Ideas are not clear.

____

Mechanics and Grammar

Paragraph has no errors in punctuation, capitalization, and spelling.

Paragraph has one or two punctuation, capitalization, and spelling errors.

Paragraph has three to five punctuation, capitalization, and spelling errors.

Paragraph has six or more punctuation, capitalization, and spelling errors.

____

Total----> ____



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Reflection

Individually complete the following: 8970

The purpose of reflection is for you to consider what you have learnt and how you will use it in the future. Answer the following questions as honestly as you can:

1. After the training programme, I can now (tick):

Read, analyse and respond to a variety of texts

2. How would you apply what you have learnt during this unit standard in the workplace?

3. What was the most significant thing you have learnt in this programme?

4. What do you think you still need to learn more about? (Action Plan)

5. What did you enjoy most about the training?

6. If there was something about the training that you could change, what would it be?


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Facilitator Observation Checklist


The facilitator needs to provide feedback on the participation of each learner in the class:

8970

The purpose of the facilitator observation checklist is to provide the learner with feedback about his/her participation during the formative class activities and also to highlight the observed strengths and perceived weaknesses that the learner displayed during the workshop and/or learning programme. The facilitator is required to complete the Facilitator Observation checklist for each learner in his/her Learner Workbook. The learner needs to sign-off the

document to confirm that he/she has received the observation feedback.

Learner Name

Facilitator Name

Date

Class Activity Group /

Individual Completed

Participation Comments on perceived strengths and weaknesses of the learner

1. Write for a specified audience and purpose

2. Write texts for a range of communicative contexts

3. Interact successfully in oral communication

4. Identify and respond to manipulative use of language

5. Use strategies that capture and retain the interest of an audience

6. Reflection Individual


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Has the learner sufficiently demonstrated application of the following CCFO’s during the facilitated session?

CCFO3: Organise and manage oneself and one's activities responsibly and effectively

CCFO4: Collect, analyse, organise and critically evaluate information

Yes / No Yes / No Yes / No Yes / No

CCFO5: Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation

CCFO6: Use science and technology effectively and critically, showing responsibility towards the environment and health of others

CCFO7: Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation

CCFO8: Be culturally sensitive across a range of social contexts so that all actions and decisions made are acceptable to all stakeholders with broad cultural backgrounds

Yes / No Yes / No Yes / No Yes / No

Statement by the facilitator: The learner has demonstrated sufficient knowledge and skill during class to proceed with the summative assessment (circle)

Yes No

Additional comments: (optional)

Learner Signature Facilitator Signature

During and after the initial training the learner will be required to complete a number of class activities. These activities will be both individual and group activities (class activities - formative). The activities are numbered and are to be included in the learner’s portfolio of evidence. These activities will measure the progress of the learner through the programme. For authenticity reasons these activities must be handwritten.


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Summative Assessment “Summative Assessment is assessment for making a judgement about achievement. This is carried out when a learner is ready to be assessed at the end of a programme of learning”

(SAQA: Criteria and Guidelines for Assessment Policy Document, pg 26)

Please complete the following summative assessment activities and submit as part of your Portfolio of Evidence:

Knowledge Questions

Practical Activities

Witness Testimony

Logbook

The learner needs to individually complete the summative assessment activities. The summative assessment is conducted by means of a knowledge questionnaire and various integrated assessment activities. The learner needs to follow the summative assessment activity instructions to create the evidence required for the portfolio of evidence.

Note: The Critical Cross Field Outcomes are referenced in the following manner:

CCFO3- Organise and manage oneself and one's activities responsibly and effectively

CCFO4- Collect, analyse, organise and critically evaluate information

CCFO5- Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation

CCFO6- Use science and technology effectively and critically, showing responsibility towards the environment and health of others

CCFO7- Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation

CCFO8- Be culturally sensitive across a range of social contexts so that all actions and decisions made are acceptable to all stakeholders with broad cultural backgrounds


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Knowledge Questions Please answer the following knowledge questions related to the unit standard embedded knowledge and assessment criteria and place it in your portfolio of evidence. Remember to number the answers according to the question numbers, should you need to attach a document. You have to complete this Knowledge Questionnaire individually based on the theory that you covered in your Learner Guide and the formative assessments you completed in your Learner Workbook.

1. Explain how a writer can adapt language to suit different contexts, audiences and purposes:

8970 EEK1

Context Audience Purpose Word choice Tone

Online article on Time Management: http://www.businessmotivator.com

Textbook: chapter on time management

(8)

2. Explain the following words: text-type, style, and register 8970.1.2


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(3)

3. List 6 research skills 8970.1.7

(6)

4. What do we call the first and last paragraphs of an essay or report? 8970.2.2

(2)

5. List 4 things that you will look for when editing your writing 8970.3.2 8970.3.4

(4)


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Practical Activities

Individually complete the following activities to show your ability to integrate and apply your knowledge and skills in the workplace.

Practical Activity 1: Business Communication and Writing Skills

Individually complete the following:

. 8970.

. Related EEKs

CCFO1-8 ELO1, 3, 5, 7

You need to show that you can:

Write texts for a range of communicative contexts

Complete the following in your workplace: 1. Business Communication and Writing Skills. Complete the following tasks and provide

workplace evidence to show that you have done the following: a. Write an invitation with an agenda to all staff members to invite them to staff monthly

meeting. b. Write the meeting minutes of the monthly staff meeting. c. Your manager has requested that you write a letter to the Director requesting for

permission for staff members to take the company laptops home for work related purposes.

d. The Director has agreed to your request but gave you verbal instructions which staff members must follow when signing out laptops. You must write these instructions in English and your vernacular for staff members to understand.

Remember to submit all the documents to your supervisor or colleague who must complete and sign and date the evaluation form below. They need to complete the feedback document by entering either Yes or No in the column provided and then provide comments to substantiate their rating:

Remember: Record the hours you spent in completing the above workplace evidence in the logbook below to support your answers and show your ability to do what is required of you in this unit standard.

Place your evidence after this page, clearly marked for easy reference.


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Rubric for Evaluating Written Report

Attribute 1-Not acceptable

2-Below expectations

3-Meets expectations

4-Exceeds expectations

Score

Report Mechanics Organisation inappropriate

content of several sections of report

some content placed incorrectly in report

content appropriate to all section of report

excellent organisation enhances readability and/or understandability of report

Complete information is incomplete

a few aspects of information missing

information is complete

material added enhances quality of information

Aesthetics unacceptable appearance e.g., tables and figures cannot be read or understood, fonts difficult to read; style unclear

some portions are sloppy and difficulty to read; style needs improvement

text, tables, figures readable and understandable; style is acceptable

text, tables, figures so clear and understandable as to enhance report impact; style enhances readability

Format so many format errors as to make report ineffective

a few format errors followed specified format

unique format aspects that enhance report impact

Spelling any spelling errors

only spelling errors are different spellings for same pronunciation

no spelling errors

Grammar and Punctuation

pages or paragraphs with multiple grammar and punctuation errors

a few significant grammar and punctuation errors

minor grammar or punctuation errors

no grammar or punctuation errors

Length more than 20% too long or too short

10% to 20% too long or too short

length is appropriate

Content

Problem stated, constraints explained

not present simply says “here it is”

Clearly explained problem and constraints

so clear and complete as to enhance impact of report

Benefits no discussion of benefits

limited discussion of benefits

benefits clearly listed so clear and complete as to enhance impact of report

Procedures many ambiguous statements, incomplete or inconsistent set of requirement, or poorly written statements

some ambiguous statements, some wording could be improved

all requirements clearly stated

so clear and complete as to eliminate any questions about what is required

Conclusions / Recommendations

not stated, includes ideas not already discussed in report

includes ideas not already discussed in report, some recommendations not supported in document

clear, clearly follow report discussion, meaningful recommendations

so clear and complete as to enhance impact of report

References provided as appropriate

incorrect format, not cited in report

correct format, all cited in report

Effective use of Software to prepare written report

sloppy, format for graphs and figures not followed

poor, some format errors

appropriate, all formats followed

superior clarity, all formats followed


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Practical Activity Checklist

Please tick that you have submitted the following evidence as per the instructions above:

Learner Name

Date

Practical Activity 1 Submitted

Yes/No Name of my document

/ Comments

Business Communication and Writing Skills

a. Write an invitation with an agenda to all staff members to invite them to staff monthly meeting.

b. Write the meeting minutes of the monthly staff meeting.

c. Your manager has requested that you write a letter to the Director requesting for permission for staff members to take the company laptops home for work related purposes.

d. The Director has agreed to your request but gave you verbal instructions which staff members must follow when signing out laptops. You must write these instructions in English and your vernacular for staff members to understand.

Learner Name & ID #

Learner

Signature

Date

Facilitator

Signature

Date


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Witness Testimony

In the workplace, you need to show your ability to integrate what you have learnt. This can be measured with the Specific Outcomes and the Critical Cross Field Outcomes of the Unit Standard.

Request your facilitator / supervisor (or workplace mentor) to complete the following form to show that you are able to integrate your learning into everyday workplace application. It is necessary that the supervisor also provides a short comment on the form:

Learner Name Date

Did the Learner: Yes No

1. Write for a specified audience and purpose?

2. The purpose for writing, the target audience and the context is clear, in relation to the learning task or activity?

3. The text-type, style, and register selected are appropriate to audience, purpose and context?

4. Language appropriate to socio-cultural sensitivities is selected and used in an appropriate manner without compromising own values or arguments?

5. Writing is well-structured and conveys its message clearly?

6. Evaluate the effects of content, language and style on readers' responses in specific texts?

7. Arguments are supported with sound reasons and facts, and writing reflects a clear point of view, and shows logical development of a clearly articulated premise.

8. Meaning is clearly expressed through the use of a range of sentence lengths, types, and complexities.

9. Control of grammar, diction, sentence and paragraph structure is checked and adapted for consistency.

10. Logical sequencing of ideas and overall unity is achieved through redrafting.

11. There is clear evidence that major grammatical and linguistic errors are edited out in redrafts.

12. Inappropriate or potentially offensive language is identified and adapted/removed.

13. Experimentation with different layout and options for presentation are appropriate to the nature and purpose of the task.

Comments about how the learner applied the knowledge and skills in this programme:

Facilitator Name

Facilitator Signature:

Learner Signature:


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PERSONAL NARRATIVE

Answer the following questions based on your experience during the completion of this module. Discuss what you did well and what you would like to do differently.

What went well? What would I do differently?

1 I was able to identify and solve problems: using context to decode and make meaning

individually and in groups in oral, reading and written activities

2 I was able to work effectively with others and in teams: using interactive speech in activities,

discussion and research projects.

3 I was able to use new technology effectively in my daily tasks that I carried out.

4 I was able to communicate effectively with my team members and supervisors.

5 I was able to complete all my work in an organized and efficient manner.

6 Additional Comments

Learner Name: Signature

Facilitator Name: Signature

Date


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Practical / Workplace Logbook

Complete this individually in your workplace. This logbook has been included to record all the time spent on learning and preparation for the assessment and other activities related to this programme:

Time spent in class (training)

Time spent completing a task / activity should be signed off by a supervisor, mentor or witness where possible.

Time spent applying the new knowledge and skills

The logbook should show that the learner has spent at least 50 hours in acquiring the required knowledge and skills of this programme, including tasks related to the following:

o Write an invitation with an agenda to all staff members to invite them

to staff monthly meeting. o Write the meeting minutes of the monthly staff meeting. o Your manager has requested that your write a letter to the Director

requesting for permission for staff members to take the company laptops.

o The Director has agreed to your request but gave you verbal instructions which staff members must follow when signing out laptops. You must write a draft and then later the final instructions in English and your vernacular for staff members to understand.

Learner Name

Skills Programme

LP1: Business Communication and Writing Skills

Unit Standards

US 8970: Write texts for a range of communicative contexts [2nd language]; NQF Level 3, 5 Credits

Activity Start Date

End Date Total No. of

Hours

Sign Off by Supervisor / Manager / Mentor / Witness

Name & Surname

Relationship to Learner

Signature

Classroom training

Classroom training

Classroom training

Classroom training

Classroom training

Classroom training

Classroom training

Total notional hours


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Activity Start Date


Hours


Name & Surname


Signature

Completion of assessment activities


Workplace / Practical activities



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Activity Start Date


Hours


Name & Surname


Signature

Other related workplace activities:



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Assessment Activities Checklist The learner needs to complete all the required activities that are guided by the Specific Outcomes and Assessment criteria of the Unit Standard(s) in this skills programme:

Programme LP1: Business Communication and Writing Skills

Unit Standards US 8970: Write texts for a range of communicative contexts [2nd language]; NQF Level 3, 5 Credits

Once you have completed all the assessment activities, request your supervisor to check that you have completed all the required activities and that they have all been placed in your Portfolio of Evidence, in the following order:

Did the learner provide the required evidence:

Reference: Comments / Feedback Yes No

Formative – Class Activities

Class Activity 1

8970.1 8970.2

Class Activity 2 8970.3

Reflection 8970


8970

Summative - Knowledge Questions

Question 1 8970 EEK1

Question 2 8970.1.2

Question 3 8970.1.7

Question 4 8970.2.2

Question 5 8970.3.2 8970.3.4

Question 34 8970

Summative – Practical Activities


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Did the learner provide the required evidence:

Reference: Comments / Feedback Yes No

Practical Activity 1

8970. Related EEKs

CCFO1-8 ELO1, 3, 5, 7

As per the Practical Activity 1 Checklist:

Summative – Witness Testimony

Witness Testimony 8970

Summative – Logbook

Logbook 8970

Learner Name:

Learner Signature:

Date:

Facilitator / Supervisor Name:

Facilitator / Supervisor Signature:

FOR STUDENT This is to verify that the above work is my own / authentic. Learner Name: ___________________________Learner Student No:___________________ Learner Signature: ________________________ Date: _____________________________ FOR FACILITATOR File Checked:

This is to verify that the learner has completed all the above and is awaiting final assessment / moderation. Facilitator Name:__________________________ Facilitator Signature________________________Date:______________________________

Date Facilitator Signature

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