- CUFWRT401A - Edit texts
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CUFWRT401A Mapping and Delivery Guide
Edit texts
Version 1.0
Issue Date: March 2024
Qualification | - |
Unit of Competency | CUFWRT401A - Edit texts |
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Description | This unit describes the performance outcomes, skills and knowledge required to edit written material.People in editorial roles refine and amend text to enhance the clarity of written communication. They may also be involved in making decisions about the placement of visual material in relation to text. When editing text, they take into account the needs of the readership, the author's intention, available resources and the type of publication.A thorough knowledge of grammar, syntax, spelling and punctuation is essential, along with an eye for detail and a systematic approach to work.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. | ||
Employability Skills | This unit contains employability skills. | ||
Learning Outcomes and Application | This unit covers the role of editors or subeditors working in contexts such as book publishing, magazines and journals, corporate, online media, government and not-for-profit organisations. It also covers the role of freelance editors.Even though people in this role work with a fair degree of autonomy, they report to a manager or, in the case of freelance editors, to a client. | ||
Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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Prerequisites/co-requisites | |||
Competency Field | Communication - writing |
Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
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Elements of Competency | Performance Criteria | |||||||
Element: Prepare to edit written content |
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Element: Enhance clarity of written communication |
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Element: Finalise editing process |
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Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package. | |
Overview of assessment | |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | Evidence of the following is essential: examples of edited written material that: demonstrate correct application of grammatical and punctuation conventions are free of spelling errors are coherent and clear to read are presented in a format appropriate to the stipulated audience and purpose ability to work to deadlines collaborative approach to work attention to detail. |
Context of and specific resources for assessment | Assessment must ensure: access to a computer and the internet access to a range of information, publication and communications material sources as listed in the range statement provision of workplace sample documents or workplace-oriented simulation case studies or scenarios access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed. |
Method of assessment | A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: evaluation of a range of written material edited by the candidate, which involves comparing the original and final edited copy case studies and problem-solving exercises to determine ability to correctly apply grammatical and punctuation conventions written or oral questioning to test knowledge of principles for writing and editing in plain English written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit review of portfolios of evidence and third-party workplace reports of on-the-job performance. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBCRT402A Collaborate in a creative process CUFWRT301A Write content for a range of media CUFWRT302A Write simple stories CUFWRT402A Write extended stories CUFWRT403A Write narration and current affairs material. |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
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Required skills |
ability to work as a member of a team in producing communications materials initiative and flexibility sufficient to: edit material for purpose and structure negotiate changes to written material aimed at enhancing the quality of final products proficient use of word processing and other software tools communication and literacy skills sufficient to: interpret and clarify written or verbal instructions apply correct grammar, spelling and punctuation when editing edit communication materials with an understanding of audience or reader needs and expectations apply proofreading skills apply appropriate publishing and presentation formats apply non-discriminatory language self-management and planning skills sufficient to: prioritise work tasks meet deadlines seek expert assistance as required, e.g. on issues that could lead to legal action |
Required knowledge |
industry knowledge, including: roles and responsibilities of project team members issues and challenges that arise when editing text principles involved in the integration of visuals and text principles for writing and editing in plain English rules and conventions for written English, as defined by general and specialist dictionaries and grammar books, and enterprise or government style guides effective communication techniques, including effective listening, questioning and non-verbal cues legislation, codes of practice and standards sufficient to identify: intellectual property issues copyright and copyright clearance requirements privacy issues editing standards discriminatory or potentially offensive language issues OHS standards as they relate to working for periods of time on computers |
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included. | |
Relevant personnel may include: | author client editor graphic artist graphic designer manager marketing and publicity personnel permissions department personnel producer subeditor typesetter. |
Publications may include: | books corporate documents: reports newsletters marketing and promotional materials, including online print and online publications: literary magazines journals newspapers. |
Communication materials may include: | content written for a range of interactive media, such as: websites e-learning resources games essays extended non-fiction writing, including biography feature articles or profiles fiction writing: short stories novels novellas information articles and features life writing or autobiography literary non-fiction marketing materials poetry reports and memos scripted material for broadcast: news items intros outros voice-overs and narration writing for children: stories picture books novels non-fiction. |
Principles of clear language may include: | compliance with genre consistency of tone language that is free of: verbosity ambiguity unnecessary repetition jargon non-discriminatory language use of plain English use of words appropriate to the context. |
Elements of logical structure may include: | connections between phrases, clauses, paragraphs and sections paragraph structure sentence structure. |
Tone may include: | dramatic entertaining formal humorous informal or casual informational. |
Grammar and syntax may include application of: | Australian Standards for Editing Practice - Council of Australian Societies of Editors grammar and punctuation conventions as demonstrated by Australian Government Style Manual and other house style guides. |
References may include: | bibliography footnote or endnote index list of references table of contents. |
Copyright clearances may be required for: | fonts quotations from: literary works song lyrics visual material: photos illustrations cartoons. |
Visual material may include: | cartoons charts diagrams illustrations logos photos. |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
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In consultation with relevant personnel clarify the scope of editing tasks, including timelines | |||
Determine style or tone appropriate to the publication or type of communication materials | |||
Identify factors that have implications for the way content will be edited | |||
Amend text according to the principles of clear language and logical structure | |||
Ensure that language level is appropriate to target audience | |||
Ensure that tone is consistent with theme and purpose of the communication | |||
Review punctuation to ensure clarity of meaning and ease of reading | |||
Review written material for correct use of grammar and syntax | |||
Monitor text for non-inclusive or potentially offensive language | |||
In consultation with relevant personnel, clarify areas where content is unclear and amend accordingly, giving due consideration to preserving the integrity of the author's voice as amendments are made | |||
Amend text for consistency where additional information has been incorporated | |||
Mark up text according to enterprise procedures | |||
Check accuracy of references and organise copyright clearances as required | |||
In consultation with relevant personnel, finalise the format and placement of visual material as required | |||
Submit final edited material to relevant personnel by agreed deadline | |||
Evaluate editing process, assessing one's own performance and noting areas for future improvement |
Forms
Assessment Cover Sheet
CUFWRT401A - Edit texts
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
CUFWRT401A - Edit texts
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: