Write for a wide range of contexts

1Commissioned by PAMSA and German Technical Co-Operation

National Certificate in Paper & Pulp Manufacturing NQF Level 4

Write for a wide range of contexts



RF405.27 Composing logically deliberated sequenced arguments that build up to a convincing conclusion

RF405.28 Employing devices to create particular rhythmic or tonal effects in text

RF405.29 Employing stylistic devices to enhance meaning

RF405.30 Editing text for coherence, logical sequence and structure

RF405.31 Rearranging text to enhance impact

RF405.32 Using proofreading techniques to improve accuracy and readability of text

RF405.26 Choosing the narrative voice most appropriate to context, purpose and

Write for a wide range of contexts

RF405.23 Writing imaginative text appropriate to topic and purpose

RF405.24 Writing convincing, purposeful factual texts

RF405.25 Writing convincingly on personal interest

5

5

55

5

5

5

5

5

5

50

Notional Hours

Total Notional Hours

P&P4FMWriting text

P&P4FMUsing techniques

P&P4FMEditing

Modules

Topics



RF405.23

Writing imaginative text appropriate to topic and purpose

Critical Cross-field Outcomes

Be able to use knowledge gained from reading to incorporate some

elements of a chosen form or genre

Know the purposes of direct speech and how it contributes to

characterisation, pace, plot development, etc.

Understand the fact that imaginative text is usually

organised in beginning, middle and end sections, which are

suitably balanced

Understand the importance of

using metaphors in creative writing

Be able to use imaginative detail to clearly evoke settings and characters and to establish

significant interaction between them

Know how use to use authorial comment on

main characters and their actions

Understand how to establish a lively style, clearly

demonstrating elements intended to interest the

reader

Know how to develop coherent control of pace and progression through a series of clearly and

logically related events

Understand how to to use language to imply meaning, or shades of

meaning

Understand what imaginative text is and what it is

appropriate for

Identify and solve problems

Work effectively with others

Communicate effectively

Organise and manage myself and

my activitiesCollect, analyse,

organise and critically evaluate

informationUse science and

technology effectively and

criticallyDemonstrate an

understanding of the world as a set of related systems

Use mathematicsLearner and

societal development

US: 8976 Write for a wide range of contexts


National Certificate in Paper & Pulp Manufacturing NQF Level 4Topic Specification: RF405.23 Writing imaginative text appropriate to topic and purpose

Col

lect

Info

rmat

ion

Use Multi media

Self Study

Plant investigation

Media search

Interview experts

Attend lectures

Ana

lyse

, pla

n an

d m

ake

deci

sion

s

Group Discussions

Sketch

Case studies

Analyse

Develop recommendations

Exec

ute,

test

and

ev

alua

te

Job assignment

Make presentation

Complete documents

Draft a report

Complete a questionnaire

Learning Activities Topic assessment criteria

The assessor will observe and confirm that learners:• Are able to demonstrate an understanding of what imaginative text is and what it is appropriate for

•Are able to demonstrate an understanding of the organisation of imaginative text

•Are able to use imaginative detail to clearly evoke settings and characters and to establish significant interaction between them

Assignment Description

WHAT

HOW

Notional Hours

5

A individual exercise where learners are required to write imaginative text

1. Learners select one emotion and write a description of that emotion

2. Learners present their description to the rest of the group

3. The group analyses the writing and discuss whether the writing was convincing and make recommendations

4. Learners write a description of a incident at work, using imaginative text and present the text to the group

5. The group analyses the writing and discuss whether the writing was convincing



RF405.24

Writing convincing, purposeful factual texts

Critical Cross-field OutcomesIdentify and solve

problemsWork effectively

with othersCommunicate

effectivelyOrganise and

manage myself and my activities

Collect, analyse, organise and

critically evaluate information

Use science and technology

effectively and critically

Demonstrate an understanding of the world as a set of related systems



Be able to adopt the appropriate tone and style with respect to the purpose of the

text

Understand how to use transitional words and

sentence patterns to establish links that result in unified text

Understand that repetition of key terms or phrases will help

to keep the reader on track

Know the importance of pharaphrasing as well as other ways to integrate sources into

your writing Understand that synonyms

provide some variety in word choices, helping the reader to stay focused on the idea being

discussed

Be able to keep writing concise by elimiating wordiness and omitting words

that explain the obvious or provide excessive detail

Know the seven principles of good expository writing

Know that scientific writing usually uses the passive voice



National Certificate in Paper & Pulp Manufacturing NQF Level 4Topic Specification: RF405.24 Writing convincing, purposeful factual texts

Col

lect

Info

rmat

ion

Use Multi media

Self Study

Plant investigation

Media search

Interview experts

Attend lectures

Ana

lyse

, pla

n an

d m

ake

deci

sion

s

Group Discussions

Sketch

Case studies

Analyse


Exec

ute,

test

and

ev

alua

te

Job assignment

Make presentation

Complete documents

Draft a report



The assessor will observe and confirm that learners:• Are able to demonstrate an understanding of the seven principles of good expository writing

•Are able to develop convincing,clearly articulated and unified text•Are able to adopt the appropriate tone and style with respect to the purpose of the text•Are able to use short clear unambiguous words


WHAT

HOW

Notional Hours

5

A individual exercise where learners are required to write a report on the environmental impact of their plant on the immediate environment and in general

1. Learners to watch a video on the the impact of factories on the environment

2. Learners to interview experts dealing with environmental issues in the plant to obtain information on the steps taken by the company to promote a healthy environment

3. Learners to write a report analysing the impact of their plant/factory on the immediate and general environment

4. Learners can decide on their own purpose, audience and format

5. Learners to present their report to the rest of the group and discuss the reports



RF405.25

Writing convincingly on personal interest













Understand that to write convincingly you should

write about what you know

Understanding the basic structure to follow when

writing on personal interest

Know that for a convincing personal piece it is prefereable that only one theme should dominate

Understanding the importance of picking the theme or point that

you which to establish and remaining focussed on it

Be able to include only things that have direct bearing on the story at

hand, not bogging it down with incidentals

Understand the importance of a good opening

sentence to “hook” the reader



National Certificate in Paper & Pulp Manufacturing NQF Level 4Topic Specification: RF405.25 Writing convincingly on personal interest

Col

lect

Info

rmat

ion

Use Multi media

Self Study

Plant investigation

Media search

Interview experts

Attend lectures

Ana

lyse

, pla

n an

d m

ake

deci

sion

s

Group Discussions

Sketch

Case studies

Make a list


Exec

ute,

test

and

ev

alua

te

Job assignment

Make presentation

Complete documents

Draft a report



The assessor will observe and confirm that learners:• Are able to demonstrate an understanding of the basic structure to follow when writing on personal interest

•Are able to demonstrate an understanding of that for a convincing personal piece it prefereable should have only one dominant theme•Are able to write a good opening sentence •Are able to describe feelings, setting, characters etc in a interesting way


WHAT

HOW

Notional Hours

5

A individual exercise writing text on personal interest to ensure that learners develop the competence to write expressively on personal issues stimulating and maintaining their readers interest

1. Learners to study the learning material and make notes

2. Learners to choose a important indicent in their own lives and write text about it

3. Learners can choose their own topic and purpose as well as stucture and format

4. Present the text to facilitator and discuss ways of improving text

5. Make a list of the suggested improvements



RF405.26

Choosing the narrative voice most appropriate to context, purpose and audience













Be able to describe the differences between first person, second and third

person narrative

Understand that verb tense can also affect the narrative style of the story and that most stories

use the past tense

Understand that the author’s persona of a fictional narrative can help or

hinder the success of the story

Be aware that first-person point of view is usually

subjective

Understand the fact that third person narrative can be limited, objective and

omniscient

Understand that which persona you adopt depends on what kind of story you are trying to tell, and what

kind of emotional atmosphere works best for the story

Understand that first person can include observer-narrator, detached

autobiography, multiple narrators and interior monologue

Understand the concept narrative voice or

“author's persona”and what its purpose is

Understand the three major problems that

arise from careless use of the persona



National Certificate in Paper & Pulp Manufacturing NQF Level 4Topic Specification: RF405.26 Choosing the narrative voice most appropriate to context, purpose and audience

Col

lect

Info

rmat

ion

Use Multi media

Self Study

Plant investigation

Media search

Interview experts

Attend lectures

Ana

lyse

, pla

n an

d m

ake

deci

sion

s

Group Discussions

Sketch

Case studies

Analyse/Identify


Exec

ute,

test

and

ev

alua

te

Job assignment

Make presentation

Complete documents

Draft a report



The assessor will observe and confirm that learners:• Are able to demonstrate an understanding of the concept narrative voice or “author's persona”and what its purpose it serves

•Are able to demonstrate an ability to choose which persona to adopt depending on the what kind of story is being told

•Are able to explain the first, second and third person use


WHAT

HOW

Notional Hours

5

Learners study various types of text where the different types of narrative voice in evident to ensure that learners are able to differentiate between the kinds of narrative voice used by authors and choose the most appropriate one to context, purpose and audience when writing their own text

1. Learners are provided with examples of written text that contain various types of text where the different types of narrative voice (first person, second and third person narrative can be limited, objective and omniscient) is evident

2. Learners are required to identify the narrative voice in each piece of writing and to identify the positive and negative points of each voice style

3. Learners to present their findings orally to the rest of the group

4. As a group, discuss the learner’s findings



RF405.27

Composing logically deliberated sequenced arguments that build up to a convincing conclusion













Be able to list “good” and “bad” syntax

Understand that you should always keep in mind who your readers are when formulating

your arguments and conlcusions

Understand that to the conclusion is your judgement

or evaluation and not a summary

Understand the use of persuasive language techniques, for example persuasive words, raising a question or a using challenging

statement

Understand the role which structure plays in making arguments logical

and deliberately sequenced, for example use lists for greater impact

Understand the use of reason and evidence to form an argument

Understand the concept of critical literacy

Understand the basic elements of logic which include critical thinking, deduction, justification, sorting, and comparing

Be able to list examples of logical vocabulary and how to

use them



National Certificate in Paper & Pulp Manufacturing NQF Level 4Topic Specification: RF405.27 Composing logically deliberated sequenced arguments that build up to a convincing conclusion

Col

lect

Info

rmat

ion

Use Multi media

Self Study

Plant investigation

Media search

Interview experts

Attend lectures

Ana

lyse

, pla

n an

d m

ake

deci

sion

s

Group Discussions

Sketch

Case studies

Prepare lists


Exec

ute,

test

and

ev

alua

te

Job assignment

Make presentation

Complete documents

Draft a report



The assessor will observe and confirm that learners:• Are able to demonstrate an understanding the basic elements of logic which include critical thinking, deduction, justification, sorting, and comparing

•Are able to demonstrate an understanding of what a conclusion is •Are able to use persuasive language in your text


WHAT

HOW

Notional Hours

5

A group assignment were the learners are challenged to compose a logically sequence argument in text regarding a topic of interest such as the use of antiretroviral in the treatment of HIV/Aids

1. As a group decide on the topic of interest and the arguments which should be debated

2. Decide which group would write in support or against the argument.

3. Learners are divided into two groups and will make use of the internet to research and study the topic.

4. Learners to prepare a list of the basic elements of logic to assist them

5. The groups are required to write about the same topic but one for and the other against the argument

6. The groups will present their arguments and analyse the writing and discuss whether the arguments were convincing and deliberately sequenced



RF405.28

Employing devices to create particular rhythmic or tonal effects in text













Be able to give examples of the tone you would use in a letters including a business letter, a resume and an acceptance

letter of a new job

Understanding what tone is and how to decide on the

appropriate tone to use in various text

Understand that some punctuation marks prompt the

reader to give a word or sentence more than usual

emphasis

Understand the importance of making sure that writing is free of sexist language and free of bias based on such factors as race, ethnicity, religion, age, sexual orientation,

and disability

Understand the role of sentence positioning and variation for example, an abrupt short sentence following a long sentence or a sequence of long

sentences is often emphatic

Understand that ideas placed in the first

paragraph of a document or message receive the most

emphasis

Understand the function of repetition of letters,

syllables, word and ideas

Understand using choice and arrangement of words for achieving

emphasis

Be able to describe which tone to use for a negative message



National Certificate in Paper & Pulp Manufacturing NQF Level 4Topic Specification: RF405.28 Employing devices to create particular rhythmic or tonal effects in text

Col

lect

Info

rmat

ion

Use Multi media

Self Study

Plant investigation

Media search

Interview experts

Attend lectures

Ana

lyse

, pla

n an

d m

ake

deci

sion

s

Group Discussions

Sketch

Case studies

Prepare lists


Exec

ute,

test

and

ev

alua

te

Job assignment

Make presentation

Complete documents

Write a letter



The assessor will observe and confirm that learners:• Are able to demonstrate an understanding of the devices that can be used to create particular rhythmic or tonal effects

•Are able to demonstrate an understanding of what rhetorical devices are and how to apply them •Are able to use persuasive language in your text •The ability to choose the correct tone appropriate to the type of text


WHAT

HOW

Notional Hours

5

A individual exercise where learners are presented with written text and asked to revise them to better the rhythmic and tonal effect and required to write a “negative” or bad new letters

1. Learners are provided with a written text which lacks rythm and the appropriate tone

2. Learners are given time to study the text and re-write the text to improve the tone and rhytm of the text

3. Learners to present their text to the group and discuss ways improve the text and compare texts. Learners to make a list of improvements

4. Learners are requested to write a letter to an applicant informing him/her that the job application was unsuccessful

5. Learners to critique each other’s letters, make changes after which learners should submit it to the facilitator



RF405.29

Employing stylistic devices to enhance meaning













Be able to describe stylistic writing

Understanding that irony is the use of the unexpected, or twist in events, sharply pointing out the difference between reality

and appearance

Understand that a symbol is something that stands for

more than what it outwardly appears

Understand how to create a picture in words

Understand how breaking the pattern and departing from structure can create

emphasis

Understanding what the meaning of style is

Understand using visual devices for achieving

emphasis

Be able to list some symbols



National Certificate in Paper & Pulp Manufacturing NQF Level 4Topic Specification: RF405.29 Employing stylistic devices to enhance meaning

Col

lect

Info

rmat

ion

Use Multi media

Self Study

Plant investigation

Media search

Interview experts

Attend lectures

Ana

lyse

, pla

n an

d m

ake

deci

sion

s

Group Discussions

Sketch

Case studies

Lists/Tabulate


Exec

ute,

test

and

ev

alua

te

Job assignment

Make presentation

Complete documents

Write a letter



The assessor will observe and confirm that learners:• Are able to demonstrate an understanding what writing style means

•Are able to demonstrate an understanding of how to apply stylistic devices such as symbols to enhance meaning •Are able to list some symbols•Are able to describe stylistic writing


WHAT

HOW

Notional Hours

5

An individual exercise where learners are presented with symbols such as flags, religious statutes etc. and asked to explain how they stand for more than what it outwardly appears

1. Learners are provided with certain symbols for example the American and Chinese flags and other religious symbols and statute and asked to write down their feelings and what they believe these symbols represent in a tabular format

2. A group discussion follows where different interpretations are presented by the learners and explained

3. Learners to prepare a list of other known symbols through internet research



RF405.30

Editing text for coherence, logical sequence and structureCritical Cross-field

OutcomesIdentify and solve












Be able to recognise weaknesses and/or errors and

make the adjustments to improve the flow

Understanding that checking the text’s coherence and unity includes asking questions like: Are the major points

connected? Are the relationships between them expressed clearly? Do

they all relate to the purpose?

Understand that taking a break from the text will

enhace the editing process

Understand that it is useful to keep in mind who you are writing for when editing

Understand the role of comparing the purpose statement with the text to ensure that your text

states your main ideas Understand how reading the text aloud slowly will

enable the use of two senses to edit

Understanding how to review sentence

structure

Understand the process of editing and the steps

that can be used to enhance editing

Be able to recognise the errors that is typically made andto learn how to fix it

using specific strategies

Be able to explain the difference

between editing and

proofreading

Be able to check the whole text against the purpose for writing it



National Certificate in Paper & Pulp Manufacturing NQF Level 4Topic Specification: RF405.30 Editing text for coherence, logical sequence and structure

Col

lect

Info

rmat

ion

Use Multi media

Self Study

Plant investigation

Media search

Interview experts

Attend lectures

Ana

lyse

, pla

n an

d m

ake

deci

sion

s

Group Discussions

Sketch

Case studies

Lists/Tabulate


Exec

ute,

test

and

ev

alua

te

Job assignment

Make presentation

Complete documents

Edit text



The assessor will observe and confirm that learners:• Are able to demonstrate an understanding of the process of editing and the steps that can be used to enhance successful editing

• Are able to demonstrate an understanding of the different steps of editing• Are able to explain the difference between editing and proofreading • Are able to identify weakness and adjust these to improve coherence and flow


WHAT

HOW

Notional Hours

5

A individual exercise editing and reviewing own text to check for coherence and logical sequence

1. Leaners edit the text prepared earlier regarding the topic of HIV/Aids

2. Groups switch text and edit the text to identify weakness and improve on the overall structure, sequencing of arguments, coherence and flow of the text

3. Learners to list their own repeated weaknesses and make adjustments



RF405.31

Rearranging text to enhance impact













Be able to find the main verb in each sentence

Be able to review your text against the original outline to ensure that every

aspect has been included Understand how playing the role of the reader encourages you to see the paper

as your audience might

Understand the set format used for text structure in

you organisation, and review you text against that

format

Understand that each paragraph should have a

clear topic

Understand the importance of reviewing the structure of you text

Understand the process of editing for higher

order concerns

Be able to check for clear transitions between paragraphs

Be able to recognise parallel sturucture Be able skim you text for pronouns and

search for the noun that the pronoun replaces

Understand how to review sentence

structure

Be able to recognise the most important message of

the text quickly

Understand how asking others to read you text and indentify

you message will enable you to improve the impact of your text



National Certificate in Paper & Pulp Manufacturing NQF Level 4Topic Specification: RF405.31 Rearranging text to enhance impact

Col

lect

Info

rmat

ion

Use Multi media

Self Study

Plant investigation

Media search

Interview experts

Attend lectures

Ana

lyse

, pla

n an

d m

ake

deci

sion

s

Group Discussions

Sketch

Case studies

Lists/Tabulate

Make suggestions

Exec

ute,

test

and

ev

alua

te

Job assignment

Make presentation

Complete documents

Edit text



The assessor will observe and confirm that learners:• Demonstrate an understanding of the importance of reviewing the structure of you text

•Demonstrate an understanding of editing for higher order concerns •The ability to review text against the original outline to ensure that every aspect has been included •The ability to check for clear transitions between sentences and paragraphs


WHAT

HOW

Notional Hours

5

A individual exercise editing for higher order concerns of text to improve the impact of the text for a defined audience

1. Learners are provided with work related text e.g the annual report or published adverts

2. Individually, learners should study the text, review and make suggestions regarding the way information is arranged and defined for a certain audience

3. Identify the main verb in each sentence and list them. Compare your list with that of the other learners

4. A group discussion follows were different interpretations are presented and explained



RF405.32

Using proofreading techniques to improve accuracy and readability of text













Be able to check for commonly misused words and start a journal of those words that constantly need looking up

Be able to check for correct use of commas in compound sentences

Understand how to check whether an apostrophe is needed

Understand the importance of layout on the page

especially line spacing and white space

Understand the process of editing and

proofreading for lower order concerns

Be able to check for run on sentences and placing a comma to correct it

Understand strategies that will help you s l o w d o w n as you

read through text and help you catch mistakes that you might

otherwise overlook

Be able to use a dictionary to see that each word is

spelled correctlyUnderstand how to use

strategies to examine each word in the paper individually

Understand how the overuse of jargon impacts on clarity and

readability



National Certificate in Paper & Pulp Manufacturing NQF Level 4Topic Specification: RF405.32 Using proofreading techniques to improve accuracy and readability of text

Col

lect

Info

rmat

ion

Use Multi media

Self Study

Plant investigation

Media search

Interview experts

Attend lectures

Ana

lyse

, pla

n an

d m

ake

deci

sion

s

Group Discussions

Sketch

Games

Using checklists

Analyse/Review

Exec

ute,

test

and

ev

alua

te

Job assignment

Make presentation

Complete documents

Draft a report



The assessor will observe and confirm that learners:• Are able to demonstrate an understanding of the process of editing and proofreading for lower order concerns

•Are able to proofreading techniques to improve the accuracy and readability of text

•Are able to check for commonly misused words Are able to check for gramatical and punctuation errors


WHAT

HOW

Notional Hours

5

An individual exercise where learners apply editing techniques to improve the impact of the text for a defined audience

1. Learners are provided with work related text e.g the policy on leave or promotion to study and review

2. Learners to make suggestions regarding the way information is arranged and defined for a certain audience

3. A group discussion follows were different interpretations are presented and explained

4. Individual learners to explain the process of editing and proofreading for lower order concerns

Documents

Write for a wide range of contexts