| PURPOSE:
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The purpose of this unit standard is to facilitate learning and to ensure that learners are able to cope with learning in the context of learnerships, skills programmes, and other learning programmes. Many adult learners in the FET band have not been in a learning situation for a long time, and need learning and study strategies and skills to enable successful progression.
Learners competent at this level will be able to deal with learning materials, to access and use useful resources, to seek clarification and help when necessary, and apply a range of learning strategies. They do this with an understanding of the features and processes of the workplace and occupations to which their learning programme refer. · Access and use suitable learning resources · Use learning strategies · Manage occupational learning programme materials · Conduct basic research, analyse and present findings · Function in a team · Reflect on how characteristics of the workplace and occupational context affect learning |
| LEARNING ASSUMED TO BE IN PLACE: | |
| The credit calculation is based on the assumption that learners are already competent in terms of the full spectrum of language knowledge and communication skills laid down in the Revised National Curriculum Statements and unit standards up to NQF level 2. | |
Author: patronellamaroale
Answer the following question in the space provided below.
SESSION 1. CRITICALLY ANALYSE TEXTS PRODUCED FOR A RANGE OF PURPOSES, AUDIENCES, AND CONTEXTS.
Learning Outcomes Activity Question Description Mark 1 In-point, forms outline the use of skimming. 5 _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Activity Question Description Mark 2 What does the skimming technique include? 5 ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Activity Question Description Mark 3 Define scanning 1 ________________________________________________________________________________________________________________________________________________________
Activity Question Description Mark 4 Outline the process follows a reader follows when using a prediction strategy, which helps analyze texts. 5 ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Activity Question Description Mark 5 Fill in the following table by applying the features of the text type. 12 Form of text type Features of text type Narrative Examples include
Plays; fairytales; myths; stories; cartoons
Information report Examples include
Any organized and presented information
Recount Examples include
Diaries; the news
Activity Question Description Mark 6 Categorized the audience based on the level of information 4 ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
SESSION 2. IDENTIFY AND EXPLAIN THE VALUES, ATTITUDES, AND ASSUMPTIONS IN TEXTS.
Learning Outcomes Activity Question Description Mark 7 Use your own words to express your understanding of the woman and the sailor 7 ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Activity Question Description Mark 8 Explain in detail the mission of AMT 7 ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
SESSION 3. EVALUATE THE EFFECTS OF CONTENT, LANGUAGE,, AND STYLE ON READERS’/VIEWERS’ RESPONSES TO SPECIFIC TEXTS
Learning Outcomes Activity Question Description Mark 9 Define the following words: Bias
Humor
Irony
Sarcasm
Omission
Silence
Figurative expressions
10 ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Activity Question Description Mark 10 Define the following words: Captions
Subtitles
Borders
Overlays
Selection / Omission
10 _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
SELF-ASSESSMENT The learner must use the following self-evaluation checklist to rate himself against the learning outcomes of this particular training module in establishing the level of mastery of the information.
- Not able to comply
- Reasonable compliance (Not acceptable for final evaluation)
- Able to comply fully
LEARNING OUTCOMES 1 2 3 1 Explain and discuss the importance of using the information in the work situation 2 Collect information from a variety of sources by recognizing/reading and/or using sensory cues 3 Organise, summarise and respond to information collected during work activities 4 Enter data into retrieval systems ____________________________________________ ________________________________
Learner Signature Date
____________________________________________ ________________________________
Facilitators’ Signature Date
ASSESSMENT FEEDBACK REPORT
FACILITATOR FEEDBACK & REMARKS ASSESSMENT JUDGEMENT Learner’s Total Mark: Requirements met Requirements not met
Action/s required: By when:
LEARNER FEEDBACK & COMMENTS DECLARATION BY THE FACILITATOR I ………………………………………………………. (Facilitator) at this moment certify that I have examined the learner workbook and I am satisfied with the evidence provided by the learner.
DECLARATION BY LEARNER I, …………………………………………………………………….declare that I am satisfied that the feedback given to me by the Facilitator was relevant, sufficient and done constructively. I accept the assessment judgment and have no further questions relating to this particular assessment event.
Learner Date Facilitator Date DECLARATION BY THE ASSESSOR I ………………………………………………………. (Assessor) at this moment certify that I have examined the learner workbook and I am satisfied with the Facilitator’s Judgment of this assessment.
Assessor Date Moderator Date Learning Outcomes · Content is outlined and its possible effects on different readers/viewers are explored. · The impact of different writing/signing techniques on reader/viewer perspective are identified and explained in terms of the particular effect produced by each.
· The influence of specific language structures and features is analysed.
· The effect of selected production techniques in visuals is explained.
1. Effects of Content, Language and Style
1.1 Content
The content outline of a text is the framework of a text and a brief summary of what is in the text. To outline the content of a text, look at the following:-
- The context of the text (does it come from the workplace, the home, the learning environment, the general environment)
- The type of text
- The date the text was written
- The author of the text
- The title of the text
- The headings in the text
- Any tables, charts, graphs or drawings
- Bullet points in the text
- Highlighted bolded or italicised portions in the text.
- The main ideas in the text
- The theme of the text
- The layout of the text
The content of a text will have various effects on different readers.
Below are some examples of content outlines and some possible effects that the content could have on different readers:-
Text type Content outline Possible effects on different readers/viewers The fairytale “Cinderella” A fairytale about a girl who is treated like the household servant by her stepmother and stepsisters after her father dies. She is helped by her fairy godmother who uses magic to transform rags into a dress for the royal ball which will last until midnight. She leaves a glass slipper behind in her haste to leave before the magic wears off. The prince uses the glass slipper to find her again. -Little children will be enchanted by the story and possibly believe in the magic. – Adults will find the story to be light escapism from the harsh realities of life
– Creative people may be inspired to paint, draw or make movies of the story
– Business people may see the content as an opportunity to market children’s products
A marketing plan for a company that sells breakfast cereals (includes tables, charts and graphs) -Marketing plan for June 2009 – June 2010. – Prepared by Head of the Marketing Department
– Details the budgets for marketing
– Details the types of marketing that will be done such as TV advertising and billboards.
– Details the resources necessary to carry out the plan including the human resources and financial resources
– Details the timeframes within which each aspect of the plan must be carried out. The tv advertising will role out by November. The billboards will be up by December.
-People in the marketing department will have to familiarise themselves with the content in detail to carry out the marketing – The accountants in the company will focus on the numbers
– The senior executives will look at it from a strategic point of view
– The secretary will not understand the content and will just see it as more filing
A psychology textbook – Authored by Professor James Straus – Published in 2007
– Revised in 2008
– Chapter 1:
– Chapter 2:
– Chapter 3:
– Chapter 4:
-Psychology students will see the content as knowledge that they need to study and write exams on – Lecturers will see the content as knowledge that they are familiar with that needs to be taught.
– A lay person may read the textbook out of human interest
– Qualified specialists will evaluate the content in terms of their own knowledge and experience.
1.2 Writing techniques
ACTIVITY 10:
Your facilitator will give you flashcards for this activity.
1. Match the writing technique flashcard to its definition flashcard
2. Match the flashcards that explain the particular effects of each writing technique to the above sets of flashcards.
Term Definition Effect 1.3 Language Structures and Features
Language structures and features will influence readers’ responses to a text.
Below are some definitions of language structures to help you complete the next activity:
Language Structures/ Features Definition Bias A term used to describe a tendency or preference towards a particular perspective, idealogy or result. One can be biased towards certain cultural, religious or peer preferences or one can be racist, sexist or ageist. Bias can also be a form of misrepresentation of discrimination. Humour A message with the power to evoke laughter. Irony Expressing something different from and often opposite to the literal meaning. Sarcasm Witty language used to convey insults or scorn. Stating the opposite of an intended meaning in order to mock. Omission To fail to include, to leave out. Silence A period of time without speech. Figurative expressions Expressions that are meant to convey additional layers of meaning, not just a literal meaning. Metaphors, similes and personification are examples of figurative expressions. Repetition The act or process of saying or doing something again. Hyperbole A figure of speech in which exaggeration is used for emphasis or effect (e.g. This book weighs a ton). Generalisation An idea or conclusion that is characteristic of the majority. Stereotyping Regarding a person as embodying or conforming to a set image or type. Picture A visual representation or image – painted, drawn or photographed. Caption A title, short explanation or description accompanying an illustration of photograph. Typography The arrangement and appearance of printed matter, the style of printing. Includes typeface, letter spacing, line spacing, line, length and point size. Grammar The rules in a language used to generate sentences. 1.4 Production techniques in visuals
The effect of a production technique will vary depending on the visual. In the next activity you will get to practise explaining the effect of production techniques on various visuals. Use the following definitions of production techniques to help you complete the next activity.
Production technique Definition Composition Arrangement of artistic parts to form the whole. Each composition will have a focal point or a main subject. Look at distance between objects. Look at positioning of objects. Layout Arrangement of the graphic matter on the page/ frame Light Quality, quantity and type of illumination. Lighting may be natural or artificial. Lighting can come from different angles. Lighting can reflect a mood. Foregrounding The scene is nearest to the observer / front part of the scene. Backgrounding The scene is farthest away from the observer/ back part of the scene Perspective The relationship of aspects of subjects/ objects to each other and to the whole. The perspective can also be as seen by a character. Camera angle The point of view of the camera. Where the camera is placed in relation to a subject affects the viewer’s perception of that subject. · A long shot shows the overall scene.
· A full shot focuses on the entire object/ character
· A medium shot shows from the waist upwards
· A close up shot focuses on a detail.
· A high angle shot makes the subject look small.
· A low angle shot makes the subject look powerful or important
· An eye level shot is neutral
· A birds eye view shot is taken from directly above
· A worms eye view shot is taken from directly below
Frame One of the many single photographic images in a motion picture. Sequence The order of the frames or images Use of colour or black and white The effect produced by the image will vary depending on the use of colour or black and white. The effect will depend on the image. Font type The visual appearance and style of the font. The font may be bold or in italics. The font may take on various visual appearances and styles such as IMPACT, Times New Roman, Comic Sans etc.
Font size The font may be large or small. Headlines The text at the top of an image or article. Captions Concise and descriptive piece of text that labels a picture, image, chart or table Subtitles Textual versions of the dialogue in films. May be the same dialogue in the same language to help the hard of hearing or may be translated into a foreign language so that foreign viewers can understand. Borders The edge of the image which may be demarcated by a line. Overlays Images or colours laid over each other Selection / Omission Images or parts of images are chosen or left out. Sometimes this is done after the fact using computer programs which can erase or chane parts of the image Scale A proportion use to determine the dimensional relationship of a representation to that which it represents Size The physical dimensions, proportions, magnitude or extent of an object Conclusion
In this unit you have learnt how to read/ view and respond to a variety of texts in socio-cultural, learning and workplace contexts.
In order to critically analyse a text, it is important to know how to skim, scan and predict the text. Knowing the form of the text type and its features will also assist with the analysis. Know what genre of text you are working with. Look at how the text has been organised. Text can be organised using headings, chapters, paragraphing, indexes, appendices etc. Make conclusions about the purpose, audience and context of the text by synthesising the information from the text and looking at the patterns and the trends.
Explaining values, attitudes and assumptions in texts requires the analyser to cite evidence in defence of their position or in defence of the author’s position. Look out for surface and embedding meaning when presenting a viewpoint. Focus on the impact on the target audience.
The effects of content, language and style can be evaluated. Outline the content and explore its effects. Identify the impact of different writing techniques and the influence of language structures and features. When analysing a visual, look at the effects of the production techniques.
Thank you for attending today’s workshop. We hope that you have gained valuable knowledge and insight on analysing and responding to texts that will help you learn and grow well into the future.
Learning Outcomes · An understanding of surface and embedded meaning in the text is reflected in presentations of viewpoints. · Values and views in selected texts are identified and explained in terms of the impact on meaning and target audience.
· Evidence cited from texts in defence of a position is relevant.
1. MEANING AND VIEWPOINTS IN TEXTS
1.1 Surface meaning versus embedded meaning
Surface meaning Embedded meaning Obvious meaning Not immediately obvious Literal meaning Figurative meaning Usually just one interpretation Different interpretations possible Immediately clear Not usually immediately clear Not trying to disguise May be deliberately disguised Consciously done by the author Can be unconscious on the part of the author 1.2 Values, views, attitudes and assumptions
Values are the beliefs that guide our behaviour. They define what is good or bad or right or wrong in terms of each individual’s personal frame of reference. A personal frame of reference can be formed by the society that the individual lives in, the family they were raised in, their religious beliefs and the influencing media.
Views or viewpoints are opinions or ways of looking at something and are also based on an individual’s frame of reference.
Attitudes are our values being manifested into thoughts or actions of other people or other things. A dominant attitude may prevail in a society at a specific time. For example, in the 1960’s, the dominant attitude was freedom.
Assumptions are made when we accept something without proof or question. This is often the result of things we are so used to hearing or seeing that we take them for granted and they take on the appearance of truth. Often assumptions are made due to what is termed as “common sense”.
THE WOMAN AND THE SAILOR
A ship sank in a storm. Five survivors scrambled aboard two lifeboats: a sailor, a young woman, an old man in one boat; the woman’s fiancé and his best friend in the second.
During the storm the two boats separated. The first boat washed ashore on an island and was wrecked. The woman searched all day for the other boat, or any sign of her fiancé, but all her efforts were in vain.
The next day the weather cleared, and still she could not locate her fiancé. In the distance she saw another island. Hoping to find her fiancé there, she begged the sailor to repair the boat and row her to the other island. The sailor agreed, on condition that she sleep with him that night.
Distraught, she went to the old man for advice. “I cannot tell you what is right or wrong for you”, he said. “Look into your heart, and follow it”. Confused but desperate, she agreed to the sailor’s condition.
The next morning the sailor fixed the boat and rowed her to the other island. She jumped out of the boat, and ran up the beach into the arms of her fiancé. Then she decided to tell him about the previous night. In a rage he pushed her away from him and said, “Get away from me! I don’t want to see you again”.
Weeping, she started to walk slowly down the beach. The best friend, seeing her, went up to her and put his arm around her. “I can tell that you have had a fight”, he said. “I’ll try to patch it up but in the meantime I’ll take care of you”.
1.2 Citing relevant evidence from texts
Analysing and responding to a text often requires the reader to give their own viewpoint, opinion and argument. In order to defend a position, it is important to give evidence from the text. Citing evidence may require the reader to:-
- Quote the relevant information directly from the text
- Paraphrase someone else’s words from the text that are relevant
- Supply the relevant numbers or statistics
- Use relevant information from graphs, tables or drawings.
IMPORTANTWhen citing relevant evidence it is important to use generally accepted practice such as using quotation marks and mentioning the author and dates of publication. Sample Business Plan for American Management Technology (AMT)
1.0 Executive Summary
By focusing on its strengths, its key customers, and the underlying values they need, American Management Technology will increase sales to more than $10 million in three years, while also improving the gross margin on sales and cash management and working capital.
This business plan leads the way. It renews our vision and strategic focus: adding value to our target market segments, the small business and high-end home office users, in our local market. It also provides the step-by-step plan for improving our sales, gross margin, and profitability.
This plan includes this summary, and chapters on the company, products and services, market focus, action plans and forecasts, management team, and financial plan.
1.1 Objectives
- Sales increasing to more than $10 million by the third year.
- Bring gross margin back up to above 25%, and maintain that level.
- Sell $2 million of service, support, and training by 1998.
- Improve inventory turnover to 6 turns next year, 7 in 1996, and 8 in 1997.
1.2 Mission
AMT is built on the assumption that the management of information technology for business is like legal advice, accounting, graphic arts, and other bodies of knowledge, in that it is not inherently a do-it-yourself prospect. Smart business people who aren’t computer hobbyists need to find quality vendors of reliable hardware, software, service, and support. They need to use these quality vendors as they use their other professional service suppliers, as trusted allies.
AMT is such a vendor. It serves its clients as a trusted ally, providing them with the loyalty of a business partner and the economics of an outside vendor. We make sure that our clients have what they need to run their businesses as well as possible, with maximum efficiency and reliability.
Many of our information applications are mission critical, so we give our clients the assurance that we will be there when they need us.
Learning Outcomes · Reading and/or viewing strategies appropriate to the purposes for reading/viewing are adopted. · Organisational features of texts are identified. The role of each of the features is explained about usefulness in making meaning of readings and/or viewing.
· Synthesis of information from texts, and generalization of patterns and trends, result in appropriate conclusions about purpose, audience, and context.
1. ANALYSING TEXTS
1.1 Reading and viewing strategies
1.1.1 Skimming
Skimming is used to quickly identify the main ideas of a text and is done three to four times faster than normal reading. Skimming can be used when:-
- You have a limited amount of time and a lot of material to get through
- You want to see if something may be of interest
- You just need to get the main ideas
- You want to find specific information such as names, dates, and places.
- You want to review tables, graphs, and charts.
Some skimming techniques include:-
- Read the first sentence of each paragraph
- Read the first and last paragraphs
- Read the headings and subheadings
- Look at the illustrations and graphics
- Shift your eyes through the text quickly, focusing more on the relevant areas, words, and sentences.
You may use one technique at a time or you may need to use a combination of the techniques.
1.1.2 Scanning
Scanning involves moving your eyes quickly down a page to find specific information. Scanning can be used when:-
- You know what you are looking for
- You are searching for keywords or ideas.
- You want to find a specific word or phrase
- You want to find a resource that will answer a question
Some scanning techniques include:-
- Look for boldfaced words or italics words
- Look for words written a different font size, style, or color.
- Look at the organizers such as lettering, numbering, or steps
- Look for the relevant keywords
You may use one technique at a time or you may need to use a combination of the techniques.
1.1.3 Prediction
Predicting involves previewing the text to anticipate what will happen next. Practicing a prediction reading strategy will help the reader:-
- To keep their mind actively focused on the meaning of the text
- To keep motivated and maintain a purpose for reading the text
Some techniques one can use to predict include:-
- Look at the front cover
- Look at illustrations, captions, graphs, and charts
- Look at the headings and sub-headings
- Use your prior knowledge of the theme, characters,, or setting
- Ask yourself the question: “Based on what I have seen and what I know, what do I think I will learn?”
- Ask yourself the question: “Based on what I know about this character, what do I think he/she will do next?”
- Ask yourself the question: “Based on what I know about the situation in this story and other stories like it, what do I think will happen next?”
- Ask yourself the question: “Based on what I know about the subject, what do I think will happen next?”
- Ask yourself the question: “Based on what I know about the author, what do I think he/she will write next?”
- Revise, abandon and create new predictions as you read
When using a prediction strategy, the reader is also using the following thinking processes which help analyze texts:-
- Filling in the gaps
- Making connections (to other areas of the text itself and external factors)
- Using prior knowledge
- Inferring from the text (reaching your own opinions and conclusions)
- Thinking laterally
1.1.4 Form and features of text types
When employing a reading strategy, it is important to be aware of what type of text you are looking at.
Form of text type Features of text type Narrative Examples include
Plays; fairytales; myths; stories; cartoons
· Descriptive language · Dialogue
· Usually written in the past tense
· Defined characters
Information report Examples include
Any organized and presented information
· Impersonal objective language · Paragraphs with topic sentences
· Timeless present tense
· Technical terms
Procedure Examples include
Recipes; instructions; rules
· Linking words · Use of precise vocabulary
· Timeless tense
· Use of action words (verbs)
Recount Examples include
Diaries; the news
· Words to do with time such as “after”, “before” · Simple past tense
· Nouns that identify people, things,, and animals
· Use of action words (verbs)
1.1.5 Different genre
Different texts may be classified according to different genres. Categorizing a text by style, form or content will give you the genre.
Fiction genres are classified according to their content and include mystery, horror, science fiction, fantasy,, and romance. Different types of texts can be classified by their form into genres such as poems, diaries, letters, biographies, journals,, and essays. These texts can be further classified by their style into genres such as a basic essay and a five-paragraph essay
Use the strategies of skimming, scanning,,, and prediction to help determine which genre you are working with.
1.2. Organisational features of text
The content of a text can be organized in a variety of ways. A story can be organized into chapters, an essay can be organized into an introduction, paragraphing,,,, and conclusions and a business report can have tables, graphics,,,, and summaries. The writer will choose organizing features that suit the purpose and the need.
1.3 Purpose, audience,,,, and context
When critically analyzing text, one can make conclusions about the purpose, audience,,,, and context.
1.3.1 Purpose
To determine the author’s purpose, ask yourself the question “What is the author trying to accomplish?” An author’s purpose can include the following:-
- To entertain
- To inform
- To educate
- To explain
- To persuade
The purpose of a text can influence the interpretation of the text.
1.3.2 Audience
To determine the author’s intended audience, ask you, “m is the author writing?” Types of audiences in terms of variety, category,,,, and scope can be quite broad. Audience types may be categorized by the following:-
- Age
- Demographics
- Gender
- Beliefs
- Level of formality (informal/ formal)
- Economic status
- Societal roles
- Workplace roles
The audience may further be categorized by the level of information they have on the subject:
- The general reader reads for entertainment or to broaden their knowledge of a topic
- The layperson has no special expertise in the topic but reads the text out of human interest
- The managerial person may or may not have special expertise on the topic, but they are required to decide on the topic
- The experts are the theorists, practitioners,,,,,,, or specialists on a topic and will demand a high level of content in the text.
1.3.3 Context
The broader literal, social, workplace,,,,,,, or cultural environment to which a text is related and which affects its readers/ viewers is called the context of the text.
1.3.4 Make appropriate conclusions about Purpose, Audience,,,,,,, and Context
Two methods one can use to draw appropriate conclusions about the purpose, audience,,,,,,, and context of a text include:
- Synthesizing the information from the text (putting together the elements of the text to conclude)
- Looking at the patterns and the trends in a text
Trends and patterns can be picked up in the following:-
-The type of language used
-The tone employed
-The way the information is arranged
– Repetition
– Layout
– Themes
– Concepts and ideas