us 119457 interpret and use information from texts; …

Portfolio of Evidence: IT Technical Support NQF 4: SAQA ID 78964

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Information Technology NQF 4- IT TECH – POE 10 - US 119457 Issue 3 – 01-01-2021

US 119457 INTERPRET AND USE INFORMATION FROM TEXTS; NQF LEVEL 4, 5 CREDITS

Learner Name: Learner ID #: Learner Student Number:

FORMATIVE ASSESSMENTS

Exercise 1

A. In a group, find other words that you don’t know the meaning of and then try to determine the meaning by looking at the whole sentence.

B. In a group, make a list of at least five words that your native language has borrowed from

other South African languages.


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C. In a group, make a list of at least five known acronyms. Also write down what they mean.

Exercise 2

“At the first cracks of gunfire, the villagers of Nyamlell in southern Sudan dropped their hoes and scattered into the bush. Abuk Marou Keer also heard the guns. But the blind Dinka woman could only pull her seven-year-old son and twelve-year-old daughter close. Shaking with fear, they hid in their windowless hut and prayed. Minutes later 300 men on foot, horseback and camels crashed through the fields of maize. Clad in turbans and the long, white robes of the desert, they brandished rifles, pangas and spears. Soon 80 village men lay dead.” The invaders were Muslim Arabs from northern Sudan; the victims darker-skinned Dinka tribes people who are Christians or practice native religions “Once the Arabs seized the cattle, they moved from hut to hut gathering grain, blankets, salt – and human booty. Deep in the shadows of one hut, they discovered Abuk. Grabbing the terrified woman by her bead necklace, a militiaman growled, “Now you belong to me!” in all, 282 Dinka, including Abuk’s mother, sister and niece were herded up and forced to march north. Two days later Abuk and the rest of the prisoners reached a compound, which she was told would be her “home.” Like the other Dinka women and children, she was ordered to carry water, wash clothes and collect firewood for her Arab masters. Abuk had become a slave.”

A. What happened to the villagers of Nyamlell?


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B. Who did that to them?

C. Where were they forced to go?

D. Where did the invaders come from?


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E. Why did the invaders take the villagers with them?

F. How did the invaders overpower the villagers?

G. When did it happen – during the day or the night?


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H. How do you know this?

I. What were the invaders wearing?

J. Which weapons did they use?


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K. Why couldn’t Abuk run away with her children?

L. How many invaders were there?

M. What did the invaders take with them when they left the village?


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Exercise 3 A. Refer back to the section where you answered the who, what, where, why and how questions

and write a summary of the article in your own words.

Remember to use headings, sub-headings and paragraphs. Compare your summary with the rest of the class.

B. Write the summary in points form.


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C. Summarise the article as a mind map. Compare your mind-map with that of the rest of the class.

D. Now, paraphrase the following paragraph in your own words. You are welcome to use slang,

or to write exactly as you speak.


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Exercise 4

As an experiment, look at something that is low down on the ground – a flower, a dog or a cat or anything else – from above. You can stand on a chair or something high if you want to, then stand upright and look down on the subject. Lastly, lie down on your stomach and look at the object from its height. Can you see how different the views are? In photography, it is called perspective.

A. Write down in your own words what the object looked like from above and how different it was

when you were lying on your stomach.

B. Find two photos or pictures: one that has a high viewpoint and one that is on the same level

as the subject. Compare what they look like. Glue and stick the pictures on a blank piece of paper for inclusion in your portfolio of evidence after this page

C. In a group, discuss how the photos differ.


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Exercise 5 What do you think of when you look at the following pictures? Write down your observations. Also write down why you think so. Picture 1 Picture 2 Picture 3 Picture 4 Picture 5


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Exercise 6

6.1 Look at the advertisement below and answer the following questions about them:


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A. What is being advertised?

B. What was the first thing you noticed?

C. How did they make use of font types and sizes to make key points stand out?

D. Is the layout of the page done in a way that is interesting and gets your attention?


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E. Was it easy to understand the message?

6.2 Then look at the cover page of a novel that tells you at a glance what the story is about. The novel is called “THEY’RE ALL MY CHILDREN” . Answer the following questions:


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A. Who wrote the book?

B. What do you think the book is about? A mother writing about her children, a grandmother

writing about her children and grandchildren, a teacher writing about the schoolchildren she taught or someone saving war orphans?

C. Why do you think so?


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D. There are two clues in this cover page that helps you identify what the story is about. What are they?

E. What do you think of the page layout?


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6.3 The next piece of writing is called: “Notes from all over”. Note how titles, subtitles and visual aids are used to highlight main points and helps you to decide whether to read the article or simply skim until you get to something that interests you.

A. Which part of the written piece would you read first?

B. Why?


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6.4 Which technique is used to indicate main points in the article: “Tips for Beating the

Clock”? …… . ….. .


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6.5 Below is the first page of a magazine article about slavery.

Answer the following questions about this page:

A. Who wrote the article?


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B. Which techniques are used to catch your attention and encourage you to read further?

C. To which continent did slavery return, according to the author?

D. Why do you think so?

E. Who is being taken prisoner?


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Exercise 7 A. In a group, find the equivalent in your mother tongue (home language) of at least three of the

previously mentioned expressions.

B. In a group, quote at least three other expressions from your mother tongue. State them in

English and also explain what they mean.

C. In a group, give three examples of generalisations.


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D. In a group, give three examples of stereotyping.

E. In a group, give at least three examples of figurative expressions.

F. In a group, think of more examples of repetition.


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G. In a group, add some captions to the following picture:

H. What was your most painful experience because of bias? You must also state whether the

bias was due to cultural differences, religious beliefs, racist or sexist beliefs, due to discrimination or due to peer pressure.

I. Give one example of each of the following biases:

Cultural


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Religious

Peer pressure

Racial discrimination


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Discrimination due to your gender

Discrimination due to age

J. In the article about slavery, the slave traders discriminate against the Dinka tribe. At least two forms of discrimination are mentioned. Identify them.


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K. Following is a quote from a book called My Family and Other Animals, by Gerald Durrell. The book contains short stories about his family’s move from England to Greece, in the time before the Second World War. They took their dog, called Roger, with them. Gerald had two older brothers, Larry and Leslie.

“That dog’s been a nuisance all the way from England,” said Larry. “I had hoped to give an impression of gracious majesty, and this is what happens … we arrive in town like a troupe of medieval tumblers.” “Don’t keep on, dear,” Mother said soothingly, straightening her hat: “we’ll soon be at the hotel.” So our cab clopped and jingled its way into the town, while we sat on the horsehair seats and tried to muster the appearance of gracious majesty Larry required. Roger, wrapped in Leslie’s powerful grasp, lolled his head over the side of the vehicle and rolled his eyes as though at his last gasp. Then we rattled past an alley-way in which four scruffy mongrels were lying in the sun. Roger stiffened, glared at them and let forth a torrent of deep barks. The mongrels were immediately galvanized into activity, and they sped after the cab, yapping vociferously. Our pose was irretrievable shattered, for it took two people to restrain the raving Roger, while the rest of us leaned out of the cab and made wild gestures with magazines and books at the pursuing horde. This only had the effect of exciting them still further, and at each alleyway, we passed their numbers increased, until by the time we were rolling down the main thoroughfare of the town there were some twenty-four dogs swirling about our wheels, almost hysterical with anger. This is an example of humour. Did you find the piece funny? Motivate your answer.


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Exercise 8

A. Still working with the article on slavery, what do you think is the author’s purpose in writing this article? Motivate your answer by quoting from the article.

B. Identify at least two examples of explicitly stated facts in the article about slavery.

C. Identify at least three examples of implicitly stated points in the article about slavery.


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SUMMATIVE ASSESSMENTS Knowledge Questionnaire

Read the article and then answer the questions that follow.


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Unit Standard 119457 Specific Outcome 1: Use a range of reading and viewing strategies to understand the literal meaning of specific tests. Assessment criterion: Unfamiliar words are identified. Their meanings are correctly determined by using knowledge of syntax, word-attack skills and contextual clues. 1. Write down at least three unfamiliar words from the article and explain the process you

followed to determine their meanings. (6)

2. List the words and their meanings. (3)

Assessment criterion: Different options for the meanings of ambiguous words are tested and selected meanings are correct in relation to the context. 3. In the paragraph about Mark Wilson, father to Aine, Mark says: ‘she was the best mistake I

ever made.” This is an ambiguous phrase, as mistakes are not usually good. What does he mean? Explain how you came to this conclusion. (3)


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Assessment criterion: The purpose of visual and/or graphic representations in texts are recognised and explained. 4. Why did they include photos of men and boys? (1)

5. Do the photos explain the topic of the article? Motivate your answer. (2)

6. Did the photos capture your attention? Motivate your answer. (2)

7. Did the photos encourage you to read the article? Motivate your answer. (2)

Unit Standard 119457 Specific Outcome 2: Use strategies for extracting implicit messages in texts. Assessment criterion: Source of text is identified and discussed in terms of reliability and possible bias. 8. Who is the author of the article? (1)

9. Do you think the author is biased? Motivate your answer with at least three quotes from the article. (4)


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Assessment criterion: Author’s attitude, beliefs and intentions are explored in order to determine the point of view expressed either directly or indirectly. 10. Does the author have a point of view about older or younger fathers? Motivate your

answer. (2)

11. Is Jason Robert’s view expressed directly or indirectly? Motivate your answer. (2)

Assessment criteria: Author’s techniques are explored and explained in terms of purpose and audience; Promotion of, or support for, a particular line of thought/cause is identified and explained with reference to selection or omission of materials 12. What is the purpose of the article? (1)

13. Who is the article aimed at? Motivate your answer. (2)

14. How does the author vary the length of the sentences? Motivate your answer by stating whether there are long and short sentences and whether there are more short sentences than long sentences. (2)

15. Does the author’s diction make the article easy to read? Motivate your answer. (1)


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Identify jargon and technical words. Give at least two. (2)

Unit Standard 119457 Specific Outcome 4: Explore and explain how language structures and features may influence a reader. Assessment criterion: The choice of words, language usage, symbols and pictures and tone is described in terms of how a point of view is shaped or supported 16. Does the author discriminate against older fathers? Motivate your answer. (2)

. 17. Do you think the author is biased? Motivate your answer with at least three quotes from

the article. (4)

Assessment criterion: Author’s attitude, beliefs and intentions are explored in order to determine the point of view expressed either directly or indirectly. 18. Does the author use repetition in the article? Motivate your answer. (2)

19. Is the author sarcastic? Motivate your answer. (2)

Unit Standard 119457 Specific Outcome 1: Use a range of reading and viewing strategies to understand the literal meaning of specific texts; Specific Outcome 3: Respond to selected texts in a manner appropriate to the context. Assessment criterion: Main ideas are separated from supporting evidence and paraphrased or summarised.


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20. Write down the main ideas of the article. (1)

Assessment criterion: Critical thinking skills are used as strategies for planning. 21. Start your first draft by drawing a mind-map. (1)

22. Write your first draft. (1)


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Assessment criteria: Corrections are an improvement on the original; Control of grammar, diction, sentence and paragraph structure is checked and adapted for consistency; There is clear evidence that major grammatical and linguistic errors are edited out in drafts; Inappropriate or potentially offensive language is identified and adapted / removed; Experimentation with different layout and options for presentation are appropriate to the nature and purpose of the task; Write the first draft of your summary. Attach the first draft to your assessment. (1) 23. Rewrite the summary. Did you check and adapt your choice of words? Attach the second

draft to your work after this page and mark it “second draft: (1)

24. Did you correct your grammar in the second draft? (1)

25. Did you identify and remove inappropriate or potentially offensive language? (1)

26. Did you experiment with the layout of your summary? (1)

Assessment criterion: Meaning is clearly expressed with a range of sentence lengths, types and complexities. 27. Write the final summary. Ensure that you make use of long and short sentences in your

summary. Attach your final summary after this page and mark it clearly “Final Summary” (2) Did you:

28. Make use of simple sentences. (1)

29. Make use of compound sentences. (1)

30. Make use of complex sentences. (1)

Assessment criterion: The use of paragraph conventions, including links between paragraphs in texts, promotes coherence and cohesion in writing.


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31. Does your summary have an introductory paragraph? (1)

32. Does your introductory paragraph introduce the main topic? (2)

33. Do your paragraphs follow each other logically? (1)

34. Which method did you use to help you arrange your paragraphs in a logical way? (1)

35. Does the first sentence of each paragraph introduce the topic of the paragraph? (1)

36. Is your conclusion clearly formulated? (1)

Unit Standard 119457 Specific Outcome 3: Respond to selected texts in a manner appropriate to the context. Assessment criteria: Text type, format and register are on the correct level of formality; Writing produced is appropriate to audience, purpose and context 37. Did you write your summary in the formal or informal register? (1)

Assessment criteria: The use of paragraph conventions, including links between paragraphs in texts, promotes coherence and cohesion in writing; Instructions and requests are acted upon; The overall structure of a piece of writing is controlled and the conclusion is clearly formulated; 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; Research skills are evident in the way data and information relevant to the context is identified, located and selected for inclusion in the final text 38. Does your summary have an introductory paragraph? (1)


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39. Does your introductory paragraph introduce the main topic? (2)

40. Do your paragraphs follow each other logically? (1)

41. Which method did you use to help you arrange your paragraphs in a logical way? (1)

42. Does the first sentence of each paragraph introduce the topic of the paragraph? (1)

43. Is your conclusion clearly formulated? (1)

Facilitator Name:__________________________

Facilitator Signature________________________Date:_____________________________


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Practical Workplace Logbook

Attach the completed workplace logbook and workbook behind this page

Acknowledgment of Receipt I ____________________________________________________________________________ (Learner) acknowledge receipt of my Workplace assignment workbook on this the _______ day of _______________________________ 20______ The process of on-the-job training has been explained to me. ___________________________________ Signature of Learner _____________________________________________________________________________ Name of Facilitator/Mentor/Supervisor: __________________________________ Signature of Facilitator/Mentor/Supervisor

Indirect Evidence

Indirect Evidence is evidence produced about the learner from another source. This is usually in the form of reports of third party sources, i.e. sources other than the assessor.

Indirect evidence can be used to verify the authenticity of other forms of evidence. In addition, it may be necessary to corroborate these forms of evidence.

Sources of indirect evidence include:

Team outputs

Work completed at an earlier stage

Performance appraisals

Training records

Testimonials

Reviews and commendations

Certificates and qualifications

Medals, prizes and trophies

Customer / client ratings

Please attach any indirect evidence you may have on the required outcomes within the PoE behind this page.


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Logbook

Workplace / Simulation Assignments Unit standard 119457 1. Look for a controversial article in a newspaper or magazine. The article must have visual or

graphic representations. Read through the article and then do the following: 2. Underline unfamiliar words and explain what you think they mean. What method did you use to

identify the words that were unfamiliar? 3. Explain the purpose of the visual representations in the article 4. What do you think the author’s attitudes, beliefs and intentions are? 5. What is the purpose of the article and who is the audience? 6. Does the author express his views directly or indirectly? 7. Explain how the author uses the following structures and features to influence readers: the choice

of words, language usage, symbols, pictures and tone is described in terms of how a point of view is shaped or supported

8. Do you think the author left some information out (omission)? 9. You have to quote from the article to motivate all your replies. 10. Attach a copy of the article to your assessment.

Logbook 119457

Date Assignment No Start Finish Total Hours


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Witness Testimony

In the workplace, or in simulated classroom activities, 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 facilitator / supervisor also provides a short comment on the form:

Learner Name Date

Did the Learner: Yes No

1. Interact successfully in oral communication?

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

3. Identify and respond to manipulative use of language?

4. Identify and solve problems: using context to decode and make meaning individually and in groups in oral, reading and written activities?

5. Work effectively with others and in teams: using interactive speech in activities, discussion and research projects?

6. Organise and manage oneself and one's activities responsibly and effectively through using language?

7. Collect, analyse, organise and critically evaluate information: fundamental to the process of growing language capability across language applications and fields of study?

8. Communicate effectively using visual, mathematical and/or language skills: in formal and informal communications?

9. Understand the world as a set of inter-related parts of a system: through using language to explore and express links, and exploring a global range of contexts and texts?

10. Contribute to the full development of oneself: by engaging with texts that stimulate awareness and development of life skills and the learning process?

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

Facilitator Name:

Facilitator Signature:

Learner Signature:


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Declaration of Authenticity of Evidence

I (Initials and Surname)

ID No:

declare/certify that the learning activities completed in the Learner Activity Workbook in its entirety is my own original and authentic work (interpreter declaration to be completed where necessary) I acknowledge that should it come to the attention/reported to the Training Provider/ SETA or relevant authorities, and there is sufficient evidence to prove that there is an irregularity regarding the authenticity of this submission the necessary steps will be taken against me which can result in one or more of the following decisions being taken:

A criminal case being opened,

Learner achievement certificate cancelled, withdrawn

Non processing of Learner Achievement submissions to the SETA pending the outcome of an investigation

De-registration as an Assessor/Moderator (where unauthorised assistance is provided by the Assessor/Facilitator)

Investigation into the accreditation status of the Training Provider if there is an irregularity on the part of the Training Provider

I know and understand the contents of this declaration: I have no objection to signing the prescribed declaration. The declaration was also explained to me by the Training Provider/Facilitator

Signature of Learner:

Date

Signature of Facilitator:

Date

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