US 119465 - Write/present/sign texts for a range of communicative contexts (March / April 2023)

Complete this on your own. This logbook has been included to record all the time spent on the
assessment and other activities related to this skills programme:

 Time spent completing an activity should be signed off by a supervisor, mentor or witness where
possible.
 Time spent applying the new knowledge and skills.
 The logbook should show that the learner has spent at least 35 hours in acquiring.

The required knowledge and skills of this programme:

1. Write/sign for a specified audience and purpose.

 Narrative, discursive, reflective, argumentative, descriptive, expository, transactional,
business correspondence, electronic texts, multi-media presentations.
1.1. The purpose for writing/signing, the target audience and the context are clear in relation to
the learning task or activity.
1.2. The text-type, style, and register selected are appropriate to audience, purpose and context.
1.3. Language appropriate to socio-cultural sensitivities is selected and used in an appropriate
manner without compromising own values or arguments.
1.4. Writing/signing is well-structured and conveys its message clearly.
1.5. Critical thinking skills are used as strategies for planning.
 Brainstorming, mind-mapping, using spider diagrams, highlighting
1.6. Writing/signing reflects a clear point of view with sound reasons and facts to support
arguments and logical development of a clearly articulated premise.
1.7. Research skills are evident in the way data and information relevant to the context is
identified, located, selected and synthesised for inclusion in the final text.
 Accessing information from different sources, sorting, categorising, classifying, sifting for
relevance, validity and reliability, recording, reporting, formulating conclusions

2. Use language structures and features to produce coherent and cohesive texts for a wide range
of contexts.
2.1. Meaning is clearly expressed through the use of a range of sentence structures, lengths and
types.
2.2. The use of paragraph conventions and links between paragraphs in texts, promotes
coherence and cohesion in writing/signing. Their use is explained with reference to logical
progression, cause and effect and/or contrast.
2.3. The overall structure of a piece of writing/signing is controlled and the conclusion is clearly
formulated.

3. Draft own writing/signing and edit to improve clarity and correctness.

3.1. Writing/signing produced is appropriate to audience, purpose and context. Corrections are
an improvement on the original.
3.2. Control of grammar, diction/clarity of sign, sentence and paragraph structure is checked and
adapted for consistency.
3.3. Logical sequencing of ideas and overall unity are achieved through redrafting.
3.4. There is clear evidence that major grammatical and linguistic errors are edited out in
redrafts.
3.5. Inappropriate or potentially offensive language is identified and adapted/removed.
 Obfuscation, excessive use of jargon, jargon used to exclude, insensitive choice of words,
(gender, rank, hierarchies in familiar settings or organisations, family, sports, wealth)
offensive or incorrect register

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US 119465 - Write/present/sign texts for a range of communicative contexts

Number of
SO Activity Start Date Sign Off by Supervisor / Manager / Mentor / Witness Type of Evidence
Hours
Name & Relationship to
Signature
Surname Learner

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 Number of
SO Activity Start Date Sign Off by Supervisor / Manager / Mentor / Witness Type of Evidence
Hours

Running Total No. of Hours

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Classroom Theory 13 – 17
8 Irene Stavast Facilitator LG
Training March 2023
Formative Group 13 – 17 Attendance Register,
8 Irene Stavast Facilitator
Discussions, Games, March 2023 LAG
Class
Recap,room Practical,
Self-reading, 18 March –
8 LAG
Research 16 April 2023
18 March –
Summative Activities 15 LAG
16 April 2023

Classroom
Assessment 18 March –
3 Practical, Participation,
preparation 16 April 2023
1-on-1 discussions

Workplace Detail to
10 Delegate to complete workplace hours
Education (WPE) follow

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