Sound Technology &

Film & TV
NQF Level 4
LEARNER GUIDE

UNIT STANDARD Level Credit US

Write texts for a range of communicative contexts Level 5 5 119465

Please report all errors and omissions to the following email address:
[email protected]

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Key to Icons

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section of the guide.

Important

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knowledge and skill.
Activities

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home by you or in a group.
Exercises
An important aspect of the assessment process is proof of competence.
This can be achieved by observation or a portfolio of evidence should
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Activities with this icon can only be completed once a learner is in the
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Workplace Activities

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 This icon indicates practical tips you can adopt in the future.

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 Learner Guide Introduction
About the Learner This Learner Guide provides a comprehensive overview of the USE WRITE
Guide… TEXTS FOR A RANGE OF COMMUNICATIVE CONTEXTS , and forms part of a
series of Learner Guides that have been developed for NATIONAL
CERTIFICATE: INFORMATION TECHNOLOGY: END USER COMPUTING ID
61591 LEVEL 3 - 130 CREDITS.
The series of Learner Guides are conceptualized in modular’s format and
developed for NATIONAL CERTIFICATE: INFORMATION TECHNOLOGY: END
USER COMPUTING. They are designed to improve the skills and knowledge
of learners, and thus enabling them to effectively and efficiently complete
specific tasks.
Learners are required to attend training workshops as a group or as
specified by their organization. These workshops are presented in modules,
and conducted by a qualified facilitator.

Purpose The purpose of this Learner Guide is to provide learners with the necessary
knowledge related to NATIONAL CERTIFICATE: INFORMATION
TECHNOLOGY: END USER COMPUTING ID 61591 LEVEL 3 - 130 CREDITS.
Outcomes Learners credited with this unit standard are able to:
• write for a specified audience and purpose
• use language structures and features to produce coherent and
cohesive texts for a wide range of contexts
• draft own writing and edit to improve clarity and correctness
Assessment Criteria The only way to establish whether a learner is competent and has
accomplished the specific outcomes is through an assessment process.
Assessment involves collecting and interpreting evidence about the
learner’s ability to perform a task.
This guide may include assessments in the form of activities, assignments,
tasks or projects, as well as workplace practical tasks. Learners are
required to perform tasks on the job to collect enough and appropriate
evidence for their portfolio of evidence, proof signed by their supervisor
that the tasks were performed successfully.
To qualify To qualify and receive credits towards the learning program, a registered

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 assessor will conduct an evaluation and assessment of the learner’s
portfolio of evidence and competency
Range of Learning This describes the situation and circumstance in which competence must
be demonstrated and the parameters in which learners operate
Responsibility The responsibility of learning rest with the learner, so:
• Be proactive and ask questions,
• Seek assistance and help from your facilitators, if required.

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 1
Write texts for a range of
communicative contexts
Learning Unit

UNIT STANDARD NUMBER : 8970

LEVEL ON THE NQF : 3
CREDITS : 5
FIELD : Communication Studies and Language
SUB FIELD : Language

Learners at this level write texts with complex subject matter and a need for various levels of
PURPOSE: formality in language and construction. They select text type, subject matter and language
to suit specific audiences and purposes. Writers can use linguistic structures and features to
influence readers. They edit own writing to meet the demands of a range of text-types. They
use language appropriate to the socio-cultural, learning or workplace/technical
environment as required.
Learners credited with this unit standard are able to:
write for a specified audience and purpose
use language structures and features to produce coherent and cohesive texts for a wide
range of contexts
draft own writing and edit to improve clarity and correctness

LEARNING ASSUMED TO BE IN PLACE:

The credit calculation is based on the assumption that learners are already competent in terms of the
following outcomes or areas of learning when starting to learn towards this unit standard: NQF Level 2 Unit
Standard.
US: FET-C/03 Write for a defined context

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1.1. INTRODUCTION.

The written form of communication is as important as the oral form of communication. It is a

record of the conversation or agreement that has taken place between people. It must be filed
in a filing system that will keep it safe until such time as it is needed.

Written communication is the most important means of providing proof in a business

environment. It helps to ensure that you handle your business in an efficient and credible
manner. What is written down and signed stands as proof in a court of law. As a business
person, you need to handle some matters in a written form e.g. a presentation to your
financiers; a letter for a specific request to the Task Team or the Dept. of Transport; an order with
a supplier – many suppliers will not supply unless they have received written notification.

1.2. FORMS OF WRITTEN COMMUNICATION

There are a number of different forms of communication used in business today. It must be
remembered that the form / medium of communication, will depend on the purpose of the
communication and who it is being addressed to.

4.2.1 Reports

A report is a document, written in a specific format, as a result of instructions given to someone

either to investigate or report on a specific matter/subject.
SO 1
Purpose: - To inform
AC 1
-Record facts AC 2

-Persuade

-Help in decision-making

-Give recommendation

Types: - Informative - it stresses the facts

- Investigative - it gives the results of an investigation and recommends action

- Feasible - it examines whether or not something can be done and

recommends actions.

Preparing a Report

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In business, the information provided in reports needs to be easy to find and written in such a
way that the person reading it, can understand the message being communicated. This is one
reason why reports are divided into sections clearly labelled with headings and sub-headings.

The structure of a business report: Title page

Report tile

Your name

Submission Date

Executive Summary

The executive summary provides the reader with an overview of the report’s essential
information. It is designed to be read by people who will not have time to read the whole report
or are deciding if this is necessary. The executive summary should briefly outline the subject
matter, the background problem, and the scope of the investigation, the method of analysis,
the important findings arguments and important issues raised in the discussion, the conclusion
and recommendations.

It is usually written last (so that it accurately reflects the content of the report) and is usually
about two hundred to three hundred words long (i.e. not more than a page).
SO 1

AC 1
The table of Contents
AC 2

Introduction

The introduction presents:

The background to the issue (i.e. why was the report commissioned),

The objective or purpose of the report

A definition of the research problem/topic

A definition of the report’s terms of reference (the what, where and when
of the research problem / topic)

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 An outline of the report’s structure

An overview of the report’s sections and their relationship to the research problem /
topic

An outline and justification of the scope of the report (the boundaries the report is
working within)

A description of the range of sources used (i.e. personal investigation, interviews,

statistics and questionnaires)

Acknowledgment of any valuable assistance received in the preparation of the report

The Body

The body section expands and develops the material in a logical and coherent way, reflecting
the structure outlined in the Introduction. It contains a description of the findings and a
discussion of them.

The body of a report will also probably contain supporting evidence such as tables, graphs or
figures.

Conclusion

This section wraps up the ideas and discoveries laid out in the main body of the report and
provides recommendations for the way forward.

Reference List

This is a list of reference material used during the research for the report.

4.2.2. Letters

Letters are the most commonly used written form of communication.

Purpose:

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Writing a letter is one means of contacting a person / people or an organisation or business
regarding certain issues, such as:

- Reporting good/bad news (giving out information)

- Making Enquiries

- Complaints

- Adjustments

- Invitation

- Application

- Resignation

- A reminder

Steps taken in writing a letter:

a) Planning stage:
b) Execution
Ask yourself the following questions:

• Why are you writing this letter?

• Who is going to read this letter?
c) Write a letter in a draft form:
d) Read it through to decide whether or not it meets the objective

If it does not, add or delete information as necessary

If it does then.
e) Re-write the letter in a final form.

f) Write in a clear style (in a business format if it is business related)

• The business format would include the following:

• today’s format (blocked form)
• written on the letterhead
• addressed to the relevant department with the name of a specific
person:
e.g. The Claims Department

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 Attention: Mr. B Smith

P O Box 320

JOHANNESBURG

2000

• heading of the subject:

E.g. RE: POLICY NO.8401245 LIFE COVER: S T MWELI

g) The tone of the letter should be in line with the content.

Example of a Business letter

Company Letterhead

Mrs. S. Dlamini

Director

S. D. Promotions

12 Berry Lane

Durban

4001

12 October 2005

Dear Mrs Dlamini

RATES AND FACILITIES - CROWN HOTEL

With reference to your telephone enquiry of today’s date, I enclose the Crown Hotel’s brochure
and rates schedule.

It may interest you that we have reduced conference packages in the months of April and
May. In addition, I have enclosed a selection of special event packages which may be
applicable for your awards evening.

Since we specialise in conferences and launches, we have considerable contacts as far as

executive gifts are concerned and would be happy to source whatever you would consider
appropriate in this regard.

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I will contact you to arrange to meet with you and discuss your requirements in greater detail.

Assuring you of our very best service.

Yours sincerely

Ms. T. Smith

CONFERENCE CO-ORDINATOR

4.2.3. Faxes

A fax is short for “facsimile”. A means of transmitting paper (and sometimes electronic)
documents over phone lines.

A fax is used when information has to reach someone quickly.

An example of a fax template:

Fax
To: From:

Fax: Pages:

Phone: Date: 2021/04/18

Re: CC:

¨ Urgent ¨ For Review ¨ Please Comment ¨ Please Reply

NOTES:

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4.2.4. Memos

The word “memo” is short for “memorandum”. It is a short “note” passed in an office.

A memorandum is a written form of communication most often employed in business

environments. It is used as a means of communication between executives and their
employees.

Memos are short reminders, quick announcements, or concise pieces of information

and are sent through the internal mail to a specific addressee. and It is a reminder to a
person of something or some event and should be used to communicate something
that is not of high confidentiality or importance.

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A memo would look like this:

MEMORANDUM

To: ___________________________________

From: ___________________________________

CC: ___________________________________

Date: ___________________________________

Subject: ___________________________________

4.2.5 E-mail

E-mail is short for Electronic Mail. This is the way in which messages are passed from one
computer user to another using a local network or by using modems over telephone
lines. The message is then delivered to the recipient’s mailbox which is a file on his / her
computer.

E-mail is quick, easy and efficient to use and is used for sending short messages to
others.

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 ACTIVITY 1
Which of the above forms of written communication have you used
before? State one example and explain why this form of communication
was chosen.

We all know that there are often mistakes in the letters that we receive.
Why do you think that it is important that such mistakes do not occur?

PREPARING THE COMMUNICATION

There are three things to consider when preparing and sending out written SO 2

communication. AC 2

1. The purpose of the communication AC 4

Before putting pen to paper, you must think about why you need to communicate?
What do you want to say and who do you want to say it to? Answering these questions
will help you to determine which form of written communication (format) to use.
For example, if you want to tell your friend about a wedding that you attended, you
can send her a letter.
If some information was urgently required by one of your colleagues at another office,
you could fax or e-mail it to him / her.
If you want to propose the launch of a new product, a multi-media presentation to
stakeholders will be appropriate.
The purpose of the communication will also determine the way in which it is written.
Depending on the purpose, a communication can be:
- written in the first person voice. (“I went to the market” or “I spoke to Tom”).
- written in the third person voice (‘this happened to Peter”. “It is recommended….”
rather than “I recommend….”
- subjective (reflecting the opinions of the writer)
- objective (focus is on facts, not opinion)
- reflective (relating past events, experienced by the author, usually subjective)
SO 3
- narrative (relating a story)
- scientific (technical) AC 1

2. The Audience AC 3

AC 4
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Think about who is going to read this communication. Writing a letter to a friend is not
the same as writing a letter to your manager. A letter written to a friend will be informal,
friendly and may contain words not used in professional communication, for example,
slang. A letter written to your manager will be formal, professional and should include
proper grammar and vocabulary.

• Use the correct tone. This is the attitude or feeling being expressed in the
writing, e.g. a sympathetic or congratulatory tone.

• Use the correct Style. This refers to the formal or informal way the message is
being written.

• Use the correct register. This is the particular style and type of language that
is used in different situations. You will have to choose between using
common or sophisticated language.

• Use the appropriate vocabulary. As mentioned above, the words you use to
communicate with a friend are different to the words used to communicate
with someone in business.

Do not use slang, swear words or cliché’s in professional communication. There is also
no need for lengthy or complicated words. Use words that are short, concise and
which will clearly explain your message/request to the recipient/audience.
SO 2
Obfuscation and jargon should also be avoided.
AC 6
Obfuscation refers to concealing the meaning of a communication by making it more
confusing and harder to interpret.
If you want your audience / recipient to understand your message and what you
require, you should explain this in your communication clearly and concisely. Confusing
the audience/ recipient will make your communication useless.
As mentioned in the previous section, jargon is the specialised or technical language
of a particular trade, profession, or group. You should not use jargon in your
communication, if the recipient does not belong to that particular field/group and will
not understand it.
Be Sensitive. The person who reads your communication has his / her own value

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system, beliefs and culture. In South Africa especially, our society is made up of people
from different backgrounds. This needs to be borne in mind when preparing written
communication. For example, there may be some words or phrases that one culture
may find offensive, but the other culture may not.
Another example, is the circulation of office e-mails. Many e-mails containing jokes are
passed on from colleague to colleague. Whilst the content of these e-mails may seem
humorous to you, they may not be humorous to someone else. If a joke contained a
racist remark and a recipient takes offence, it could hurt the person concerned and
cause bad working relations in the office.
Remember, communication, especially business communication has a purpose.
Even if you do not particularly like the recipient (audience), focus on the
SO 3
purpose, not the person. Insulting someone will not get the job done.
3. Preparing, Editing and Correcting the Document AC 1

As mentioned above, the purpose of the communication will determine which format AC 2

to use. Each of these formats has specific layouts that need to be adhered to. AC 3
Think about and source the information required for the communication. This will
depend on the purpose of the communication - some communication may not
require research at all.
For example, if you want to acknowledge receipt of someone’s e-mail, you will just
e-mail them back and state that you received their communication. There is no
research involved in this case.
However, other types of communication may require extensive research and critical
thinking on the topic, like reports.

Written communication consists of paragraphs. A paragraph is a group of words or

sentences about a particular idea or point. A new paragraph, dealing with another
SO 2
idea or point, starts on a new line and is separated from the previous paragraph.
AC 1

These paragraphs must follow a logical sequence (order). For example, if you are AC 2

writing an article about computers, the following paragraphs would be written in this AC 3
order:
1st paragraph – what a computer is and what it does
2nd paragraph – the uses of computers
3rd paragraph – how computers work

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 4th paragraph – the types of computers available
5th paragraph – the benefits and advantages of computers
6th paragraph – the disadvantages of computers
7th paragraph – conclusion
As you can see, the article introduces the reader to computers, provides the reader
with information about them (uses, how they work, advantages and disadvantages,
etc.) and then ends with a conclusion.
It will be very confusing for readers, especially for those who do not know about
computers, if the first paragraph was about the disadvantages of computers and the
last paragraph explained what a computer is.
Paragraphs must thus be written and structured in such a way that makes sense and
clearly explains the message to the reader.
Paragraphs must also be connected to each other. In the above example, the
paragraphs stating the advantages of computers and the paragraph stating the
disadvantages of computers, follow each other. It would not make sense if they were
placed apart.
Logical sequencing of paragraphs is also required when writing about “cause and
effect” topics. For example, if your topic is “The Effects of Pollution”, you must start off
by writing about the causes of pollution first. This makes more sense and will better
inform the reader.
Another tip – when comparing and explaining the differences between two or more
things (referred to as contrast) each difference and comparison must be explained in
a separate paragraph.
Paragraphs must also be written and laid out to optimise fluency. In written
communication, fluency refers to the clear, smooth and easy way in which a text is
written and read.
Using one writing style, proper language and grammar, paragraphs that flow and are
connected to each other and a certain level of words, consistently throughout the
text, creates fluency.
As mentioned above, the message and meaning of the communication must come
across clearly. Slang, swear words, clichés, jargon and confusing language must be
avoided. Do not use long sentences unnecessarily, when a short one will do.
Short and concise words must be used in order to clearly explain your message and
your requirements (if applicable) to the intended recipient.

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Depending on the type of communication you use, visuals, graphics, figures of speech
and rhetorical devices can be used to make an impact on the reader; attract and
maintain the reader’s interest; or enhance the reader’s understanding of the
communication.
(rhetorical devices have been explained in the first section; the next section will deal
with visuals and figures of speech).
Use the correct language and grammar. By this we mean:
- punctuation (refers to the marks used in writing to clarify meaning and
organise sentences for example, full stop. Question mark ? Exclamation mark
!)
- tense (refers to the time frames used in the communication. i.e. present
tense, future tense and past tense).
- tone (refers to attitude or feeling being expressed in the writing, for example,
a sympathetic tone).

- style (refers to the formal or informally way in which a message is written).

- vocabulary (refers to the choice of words used)
In the above example, a conclusion was used. A conclusion usually ends a written
communication. It can be one or more of the following:
- a summary of the communication
- a position, decision or judgement reached, after considering the information in
the
communication
- instructions or requests after considering the information in the communication
To form a certain opinion or make a certain judgement on the written information,
points in the document must logically build up to a convincing conclusion.
There is a need to edit and correct the document before it is sent to the intended
recipient. It is very unprofessional to send someone communication filled with errors.
Therefore, a draft (first version) of the document needs to be prepared and checked
for the following:
- correct layout
- correct content
- communication is structured in a logical, fluent sequence
- the message is conveyed clearly

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- if applicable, instructions or requirements for the intended recipient are clear
- spelling of words
- proper use of language and grammar
- correct details, such as dates, times, venues, contact details
- appropriate vocabulary (no offensive words used)
- the communication serves its purpose.
After reviewing the above, errors must be identified and corrections must be made.
The communication must again be reviewed thereafter. If there are no further
adjustments to be a made at this point, a final version can be prepared and sent to
the intended recipient.
It is important to have your own copy of the communication to file. This serves as a
record and can be referred to should any disputes or queries arise.
A Business Communication Checklist, like the one below, can be used before any
SO 2
written communication is sent out. It is helpful in ensuring that no details are left out
AC 7
from the communication and that the language and grammar used is correct.
BUSINESS COMMUNICATION CHECKLIST

When writing, check the following points:

YES
1. Is the company address correct?
2. Is the date written correctly?
3. Is the spelling of the reader’s name correct?
4. Is the salutation correct?
5. Is there a brief subject heading?
6. Are there separate paragraphs for each topic?
7. Does it follow in a logical order?
8. Does it give all the necessary information?
9. Is it free from errors in grammar, spelling and
punctuation?
10. Is it concise and to the point?
11. Have you used simple and positive words?
12. Is it free of technical jargon?
13. Have you used short sentences?

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 14. Is the tone correct? (Tactful /helpful /etc?)
15. Is the complementary close correct?
16. Is there a signature?
17. Is your name, marital status and designation
correct?
18. Are there any enclosures?

Institutional Assessment
The task that you have to perform is to find out more about the opinions of the
employees with regard to the establishment of a CHILD CARE centre for your
organisation. Before you can go around asking people questions, you will need
to have the permission of the manager of the labour centre allowing you to do
this.
Task
Write a formal letter to the person in charge of your centre asking for this permission
Brief: A child-care centre for head-office, Department of Labour
Members of staff at Laboria House have expressed the need for a crèche or child-care
centre on the premises or nearby. Although this issue was aired before the renovation
of Laboria House began, it had no positive outcome for the parents of young children.
Parents of young children still feel the need to establish such a facility and motivate for
it in a variety of ways. Their main concerns include the difficulty of dropping their
children off early enough for them to make the Department’s official starting time of
07h30 and fetching the children in the middle of the day, when crèche hours have
ended.
The concerns of the Department of Labour, as an employer, are several. and If the
Department provides such a facility at head-office, it forms a precedent that other
offices may have to follow – with all the related costs. The Department has, in previous
rounds of discussion, cited the fact that only certain members of staff stand to benefit
from making such a facility available. Management of the Department is also aware
(as are its members of staff) that organisations such as the Human Sciences Research
Council down the road, has a well-used child-care centre for its members of staff.
The issue of a child-care centre has come up again and this group is appointed as a
task team – their purpose is to conduct a thorough investigation and make

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recommendations to senior management.
You have some preliminary work to do in the days before your first meeting.

ACTIVITY 2
Write down a list of the things that you will need to do to be able to put forward
a good report to senior management

ACTIVITY 3
Your group has come together to have its preliminary think-tank about
researching the need for a child-care centre.
Task
Having done some thinking on the topic, plan the major steps of the project.
Task
Go back to your group. Decide HOW you are going to gather this information –
you will need to ask people questions, but HOW are you going to do this? Also,
what are you going to do with the information gathered? By the end of this
session, you must have documented the questions you are going to ask, in
whichever format you choose. This must be ready for your facilitator to assess.

As mentioned above, some types of business communication will require critical

thinking and research, to plan and prepare the document.
CRITICAL THINKING SKILLS, such as brainstorming and mind-mapping, are used as SO 4
strategies for planning.
AC 1
Brainstorming
AC 2
Brainstorming is a process for generating new ideas. It usually occurs when a group of
AC 3
people meet to generate ideas around a specific area of interest.
AC 4
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Brainstorming can be used for:

§ Determining possible causes and / or solutions to problems.

§ Planning out the steps of a project / assignment.
§ Developing a new product, process or idea

Besides solving problems and creating new ideas, brainstorming motivates and
develops teams. Brainstorming motivates because it involves all the members of a
team working together to find a good solution / idea – in this way all team members
have to contribute and will want to come up with good ideas.
Brainstorming needs to be structured and it follows brainstorming rules.
The Brainstorming process is as follows:

1. In a small or large group select a leader and a recorder (they may be the
same person).
2. Define the problem or idea to be brainstormed. Make sure everyone is clear
on the topic being explored.
3. Set up the rules for the session. They should include

o letting the leader have control.

o allowing everyone to contribute.
o ensuring that no one will insult, demean, or evaluate another participant
or his/ her response.
o stating that no answer is wrong.
o recording each answer unless it is a repeat.
o setting a time limit and stopping when that time is up.
4. Start the brainstorming. Each team member can have a turn to provide his /
her input. This is called the “round robin format”. Another way, is to allow all team
members to shout out their ideas as and when they think about them. They do not
take turns to provide input. This is called the “freewheeling format”. The leader must
encourage everyone to participate.
The recorder should write down all responses. They should preferably be recorded on
flip chart paper and placed on the walls so that everyone can see them. Do not

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criticise or analyse the ideas at this point. The aim is to get as many ideas as possible
and then review them later. If the ideas are critically evaluated and edited at this
point, it will slow down the creative process. Also, some team members may not want
to share more ideas with the group, for fear of being embarrassed or criticised.
Wild and exaggerated ideas must be encouraged. Team members can also build on
the ideas of others. For example, one team member might say something that “sparks”
another members’ idea.
The session must be ended by the leader when everyone has had a chance to
participate and no more ideas are being offered. The leader must thank the team for
their participation.
5. After the brainstorming process has ended, the ideas must be reviewed and
evaluated. Some initial qualities to look for when examining the responses
include:

o looking for any answers that are repeated or similar.

o grouping like concepts together.

o eliminating responses that definitely do not fit.

o Now that you have narrowed your list down some, discuss the remaining
responses as a group.

o An action plan with timeframes and the people responsible must be

developed, to implement the ideas.

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 Brainstorming can also be done alone. Although the group work elements will
be left out, the same principle will apply when it comes to ideas. Ideas should
be written down as you think of them and should be analysed later. It is also
important that you are not distracted and can properly focus during your
allotted time for brainstorming.
ACTIVITY 4
Do you think that brainstorming in a group always works? State Yes or No and
provide reasons for your answer.

Mind-Mapping
Developed Created by Tony Buzan in the late 1960’s, a Mind Map is a graphic
technique for representing ideas, using words, images, symbols and colour.
Mind Maps
§ summarise information

§ consolidate information from different research sources

§ assist to think through complex problems

§ present information that shows the overall structure of an idea / subject.

Thus, mind-mapping can be used for:

• Teaching and giving presentations

• Creative thought and problem solving

• Writing

• Web site design

• Planning

• Note-taking – assists with memory and learning

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 • Dialogue and group works

• Making decisions

• Design

How to do a Mind Map

Definition

Information
on Mind -
Mapping

HOW TO DO MIND-MAPS!!
Use
s

Mind mapping involves writing down a central idea and thinking up new and related
ideas which radiate out from the centre. By focusing on key ideas written down in your
own words and then looking for branches out and connections between the ideas,

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you are mapping knowledge in a manner which will help you understand and
remember new information.
Look for relationships
Use lines, colours, arrows, branches or some other way of showing connections
between the ideas generated on your mind map. These relationships will assist
grouping ideas together and structuring your work. By personalising the map with your
own symbols and designs you will be constructing visual relationships between ideas SO 4
that will assist in remembering and understanding them. AC 4
Draw quickly on unlined paper without pausing, judging or editing
AC 5
All of these things restrain creativity. There will be plenty of time for modifying the
information later on but at this stage it is important to get every possibility into the mind
map. Sometimes it is one of those “wild ideas” that may become the key to your
knowledge of a topic.
Use capitals
The idea of using capitals encourages you to get down to the key points. Capitals are
also easier to read in a diagram. You may, however, wish to write down some notes
next to your key points in small letters. This can also be done at a later stage when
going through your mind map again.
Put the main idea in the centre
Most students find it useful to turn their page on the horizontal side and do a mind map
in "landscape" style. With the main idea or topic in the middle of the page this gives the
maximum space for other ideas to radiate out from the centre.
Leave lots of space
Some of the most useful mind maps are those which are added to over a period of
time. After the initial drawing of the mind map you may wish to highlight things, add
information or add questions. For this reason it is a good idea to leave lots of space.
A spider diagram is like a mind-map - the main idea is central and branches are used
to indicate related points or ideas.
Highlighting key points in a document can also be useful in terms of memory and
focus.
Your institutional assessments required you to meet as a group, think about having a
child-care centre issue and research the need for a child-care centre. Here are some
SO 1
steps to assist you in conducting the research.
AC 7
BASIC RESEARCH

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Research is defined as the collection of information on a specific topic and the use of
that information for a specific purpose. In order to get information so that you can
learn a specific topic, so you might have to do some basic research. The information
obtained as a result of this research should be useful for you to learn from it should also
be available to others if necessary.
Research will help to identify and solve problems so that you can make responsible
decisions. In some cases one person will be responsible for doing research, especially if
the research is required as part of your personal learning. In other cases you might
have to work in a group, or with other organisations or the community, to get research
results. In each case, the research will mean collecting, analysing, organising and
critically evaluating information.
There are a number of ways in which you can conduct research and most of these will
use the same types of resources as was listed for learning in general. The problem in
research is to decide on what information to use from all these sources.
A lot information is available for free, but not all of it. It is advisable to use various
resources to conduct research in order to compare the information you found for
accuracy. This will however depend on how much time or resources you have
available for the research that you are doing.
Research can be complex or very basic, with topics that are targeted or broad. Very
often it is necessary to deliver research reports within a limited time. Research reports
require attention to detail, specific research strategies and at least basic knowledge of
and access to, a range of resources. You might have to locate public records and
legal or technical documents.
Research is a process that involves identifying and evaluating sources for your
research, using the right methodology to implement the correct research tools
regularly monitoring new sources, to replace sources which are no longer relevant,
applicable, or available.
Steps in the Research process
The different types of research are called ‘Research Methodologies’.
We generally distinguish between research that uses mostly statistics and numbers to
answer a question or prove a point, or research that uses words to express findings. The
two methods are used together for most research projects.
Whatever type of research we do, three broad steps are relevant to the research
process:

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• collection of information
• analysis of information
• interpretation of information

The way in which each step is performed will be determined by the type of research
that is conducted and the tools that are used as part of the research process.
Research planning
Good planning is essential for research to succeed, as it is important to know what,
when, how, why and with whom you are about to do a research project.
Bad planning could result in missing deadlines for work, confusing work schedules, a
lack of progress and unsatisfactory results. On the other hand, good planning will result
in the research being finished on time by the relevant people.
The following are some of the important factors that should be kept in mind during
research planning:
Clear problem definition:
The way the research is done will be determined by the research problem. The
research objectives should be stated specifically and in detail.
Well-defined context:
You should have a good idea of the context in which the research has to be
conducted, in other words which factors can influence the research process and
results. You might need to focus on specific population groups or age groups for
specific research. Or the opinion of subject experts might be more important than
what your colleagues have to say in your research.
Good documentation:
Research results will only be acceptable if you can prove your findings. It is therefore
necessary to document everything and to manage the information as you would
manage all your other information.
Effective management:
Even the most basic research project will benefit from an effective management
process. The more complicated the research, the more essential this management
becomes to ensure relevant results. It is probably a good idea to appoint a specific
person to manage any research project.
Research techniques
Once you’ve decided on the research methodology (qualitative or quantitative or a

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combination of these) that will be suitable for your specific research project, you have
to decide on research tools that will assist you to obtain the information required.
We can use a single tool or combination of research tools in order to get information.
For the purpose of this module, the most common research tools are:
Surveys: This is done through questionnaires, designed for a specific purpose for a
specific group of people, called ‘respondents’. Questionnaires can be posted, e-
mailed or faxed to these people, or can be answered through face-to-face interviews
Focus groups: These are discussions by a group of people, which are recorded by
researchers, who later report on the results of the discussions.
Literature survey / desktop study: Information for research can be obtained from similar
sources as the literature for learning, including journals, books, magazines, newspapers
and the internet. Desktop studies are often used in conjunction with other techniques.
As part of a training programme researchers will often have access to libraries and
academic experts, who can provide further information on specific topics.
Simulation: Also referred to as experimental research. A situation is set up to simulate
real life with outcomes recorded.
Selecting a research tool
In order to prevent a waste of resources, careful consideration has to be given to the
use of research tools. The choice of research tool will be determined by a number of
factors, including the following:
Area of research
The tool used in a research project has to be relevant to the topic. In learning
programmes most of the research can probably be done through literature sources.
Research objectives
The tools used will be determined by the research objectives, which could indicate
that only one specific tool is necessary, or that more than one should be used.

The context
The background to the research is important in the decision of which tools to use.
Resources available
Large scale surveys might not be possible if only one researcher with no money is
available. You have to be realistic about research that can be conducted.
Limitations due to different factors

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Research in rural areas is more difficult because of transport and postal problems.
Factors such as language and cultural differences also have to be taken into account
in choosing a research tool. Research is also generally time-consuming. Questionnaires
have to be completed by respondents and then returned.
The research team
A team of twenty researchers can conduct a bigger project with several research
tools, while a single researcher will be able to do less on his / her own.
Capturing, Coding and Editing Data For a Research Project
The capturing of data, coding of information and editing of results are part of
information gathering. The information has to be sorted through these steps before you
can determine what is useful for the purpose of your research.
The effective and correct coding of information is applicable to all aspects of the
research project, for manual as well as electronic data. Various computerised research
packages are available to simplify the process, but not all researchers will have access
to such packages. It is therefore necessary to know how to apply the basic principles
of data capturing and analysis to any kind of system.
‘Data’ is the term used for the basic information, collected as relevant to the report.
Data thus provides the ‘raw’ materials from which information is obtained. The basic
data provides the necessary information once it is organised.

Capturing of Data
This involves the collection of information from various sources. After reading textbooks
or articles and writing notes on what you read, you will capture the necessary
information in order to write a report on the topic. If a survey was conducted, you will
also write notes on the answers from respondents in order to summarise the information
gleaned through the survey.
Coding of Information
This involves the sorting of information into various categories. This would assist you in
coding the information to the most applicable and useful reporting categories.
Editing of Information
Editing involves a review of the information gathered, ensuring that the correct
information for the specific report was collected and included. Editing also involves
correction of information or documentation to ensure accuracy and consistency.
Evaluation and Analysis of Research Information

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Once all the relevant information has been gathered, the researcher has to analyse
this to answer the original research question.
This involves understanding the information and knowing what is relevant and what
not, keeping in mind the original research question and objectives.
The first step is to read through the data, to determine which sources are applicable.
You then summarise the notes gathered during reading of information before including
the findings from surveys, focus groups, etc. in the research report.
The next step of the research cycle is to write and present the findings in a research
report. The research findings as presented in the final report provide the opportunity for
other parties to give feedback on the research. This might result in further research
being conducted, if problems or further questions are discovered. It is important to
ensure that all statements and findings from a research report can be substantiated.
THE RESEARCH REPORT
In general, a research report is done according to the following format:
• Cover page with research title and name of author/s
• Table of contents
• Preface
• List of acronyms and abbreviations
• Lists of tables and figures
• Executive summary
• Introduction
• Body of report – in numbered sections covering different aspects of the
research
• Bibliography / list of references
• Appendices, including examples of questionnaires

The research report should be presented in a format useful and acceptable to the
relevant people. Reports prepared for an academic audience will therefore have a
more academic approach and more complicated language, whereas a report aimed
at providing information for the implementation of a new training programme will
contain more basic language and grammar that can be of use to trainees and
trainers.
A written report is often followed by an oral presentation and this has to also be in a
format applicable to the relevant people. In most cases the presentation will include

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power-point slides, but this will depend on the technology available and the
circumstances of the presentation.
Now that you have an understanding of research, let’s look at your institutional
assessment. How will you gather information for your report?
One way in which this could be done, is to conduct a survey.
• Identify the target audience for the survey

What this means is that you have to decide WHO the people are that you will be
speaking to. Obviously, you will have to find out information from those who think that
this is a good idea as well as those who are less sure.
For example, it is unlikely that you will want to speak to people who have no children
and who will never have children as it is unlikely that they will be interested and so the
information that they give you is not likely to be very useful.
• Identify the information you wish to gather

You will need to decide EXACTLY what it is that you need to know from the people that
you are interviewing or questioning. There is no point in discussing matters with them
that are not about the child care centre. This will waste your time and theirs and will not
help you to formulate the report that is required.
• Prepare the document(s) required for the survey

These documents will obviously depend on the WAY in which you are going to gather
information. Remember that if you are going to interview people, you might not want
to have questions where you will need to write down very detailed and lengthy
answers.
However, if you are asking people to fill in questionnaires, then their answers could be
more detailed. The problem with very detailed answers could be that people answer
MORE than you are asking….you will then have to sift through this information and
choose what is relevant to the topic.
Remember to only ask questions that will provide you with useful information.
• Use a format, tone and register suited to the task and the audience

The document chosen in the above stage MUST meet these requirements, so that the
purpose of your research is clear and respondents will be able to give you the
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AC 1
information you are looking for. Questions must also be business-like and to the point.
• Improve and edit the document before final presentation

If you hand out a questionnaire that is full of errors, people are not going to believe
that you are conducting serious research or capable of compiling the report. As a
result, they will probably not give the questions their serious attention.
To avoid any mistakes, read it a number of times and, if you are not sure that your
language (grammar, spelling, etc.) is correct, ask someone else to check the
document for you as well.
CREATIVE WRITING
In terms of writing, we have focussed on business communication. However, one can
enhance their writing skills through the use of creative writing.
Although it does not use the business formats mentioned earlier, the creative writing
process is almost the same for business writing. See “Preparing the Document” above.
The Creative Writing Process permits the author to construct through a series of well
planned out stages, a thorough piece of writing that is both organised in its
presentation and thorough in its development. Since this is a process, there are several
stages of development from the initial thoughts and ideas to the final polished product.
The Creative Writing Process
1. Choose the topic
Brainstorming allows you the freedom to put several possibilities that interest you on a
page and consider which one is the most suitable. If more than one person is
participating in this selection process with you, keep the rules of brainstorming in mind.
For example, assume you have been given the following topics:
1. My Experiences at the Labour Centre
2. Unemployment in South Africa
3. Facilities for Physically Disabled People at the Labour Centre.
Careful consideration must be given to each of these topics. Some will hold more
interest than others. It is sometimes easy to choose a topic because you have access
to a good source of information on that topic.
When you have made your choice, make a note of the topic you have chosen and
the reason for choosing it, for example:
“I chose “My Experiences at The Labour Centre”. Since I went through these
experiences myself, I have first hand information that I can use.”

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2. Use a mind-map
A mind-map can assist you to organise your essay. Start with a large circle in the centre
of a page and write down your topic in that circle. Then decide on a point to
discuss/topic for one of your paragraphs.
Put the paragraph topic in another circle. Statements radiating from that circle will
eventually form your paragraph. At this stage, they are all in point form, but will be
“fleshed” out later.

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Use this process and add more paragraph topics.
Meeting different people

Helping the community

Gaining lots of work

Highlight experience
s

My EXPERIENCES Challenge
at the labour
s
centre
3. Prepare an outline
Write down your paragraph topic with all the related points underneath. Arrange the
paragraphs in order. Remember, as mentioned above in “Preparing the Document”,
paragraphs must be placed in a logical order and connect to each other.
4. Revision
Look at all the points you have placed under each paragraph topic. Flesh them out
into sentences. Look at all the sentences and see if they make sense. Delete or
relocate the sentences that do not belong under that paragraph point.
5. The First Draft
Use your revised outline as a guide when preparing your first draft. Flesh out your
sentences and write them out in a different, more interesting way. This is the time to use
adjectives, rhetorical devices, good vocabulary, etc. However, you must ensure that
your use of these devices must be appropriate.
6. Edit and make corrections
Check spelling and grammar. Ensure that the text is fluent and the message is clear
and coherent. You may need to go back and change a few sentences or paragraphs.
It will be a good idea to let someone else read and correct your work for you.
7. Use references
If you have used someone else’s words or ideas in your work, it is important to give that
person credit. If you use someone else’s work and do not mention it, it amounts to
plagiarism (stealing another's work). This is the way in which you reference:
Name of book:
Author(s). Title of Book. Place of Publication: Publisher, Year of Publication.

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Article from a reference book
"article." Reference book. year edition
A web site
N.B. It is necessary to list your date of access because web postings are often
updated and information available at one date may no longer be available later.
Be sure to include the complete address for the site and the author’s name.

ACTIVITY 6
Following this creative writing process, write an essay on your experiences at services
of a bank personnel. Draw a mind-map with all paragraph topics and points.

Conclusion
Besides oral communication, written communication is just as important in dealing with
people professionally and personally. There are some things that need to be recorded
and for which oral communication would not be suitable.
There are different forms of written communication – each of them having their own
uses and purposes. When you need to communicate with someone in writing, you will
need to choose the format and writing style for the purpose of your communication.
It is important to bear the audience as this will determine the type of language, tone
and vocabulary to use. Before sending off any communication, it must be checked for
errors and corrections must then be made.
Bear in mind that at certain times, you will use both written and oral communication.
The critical thinking skills and research procedure explored in this section, will assist in
preparing some forms of written communication.
Critical thinking skills will also assist you in other types planning, solving problems and
making decisions. Learning how to write formal texts, such as business letters, will also
assist you in your personal matters and records. For example, applying for a business
loan or requesting the municipality to connect the electricity at your new home.

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