Unit of competency details

Unit descriptor 

This unit describes the performance outcomes, skills and knowledge required to write content for a range of media.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the unit 

The person applying the skills and knowledge outlined in this unit could be expected to write both original and re-purposed non-narrative content for a range of media.

The content could include such things as information for websites; community, news and promotional announcements for radio stations; organisation newsletters and audio or visual presentations.

In larger organisations or in the development of e-learning resources, the person would usually be re-purposing material written by other writers or content experts.

This work is usually undertaken with some supervision and guidance.

The writing of narrative content is covered in:

• CUFWRT302A Write simple stories.

More complex skills associated with writing can be found in:

• CUFWRT401A Edit texts
• CUFWRT403A Write narration and current affairs material.

Prerequisite units 

Employability skills 

This unit contains employability skills.

Elements describe the essential outcomes of a unit of competency.

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

ELEMENT 

PERFORMANCE CRITERIA 

Prepare to write content

1. Identify production requirements  for content  with relevant personnel  and according to organisational procedures

2. Identify purpose  of content and other factors  that have implications for the way content will be written

3. Identify text -based content  that may be incorporated and referenced, and organise copyright clearances as required

4. Use a range of additional sources  to find information where there are perceived gaps in text-based content

5. Identify needs and perspectives of target users and audience with reference to a range of user data 

6. Generate a range of ideas relevant to purpose of the content to be written

7. In consultation with relevant personnel, evaluate and select most appropriate content ideas and writing styles 

Draft content

8. Classify, structure and sequence content so that it is easy to read or navigate

9. Draft content using writing and communication principles 

10. Draft content using writing techniques  appropriate to purpose of the content

11. Provide captions or descriptions for media assets  as required

12. Apply presentation techniques  to enhance readability

13. Refine and redraft content until it meets creative requirements

14. Proofread content and conduct readability tests  if appropriate

15. Submit final draft to relevant personnel for consideration and review

Finalise content

16. Incorporate feedback from relevant personnel into final content

17. Submit content by agreed deadline according to organisational procedures

18. Note areas for improvement in own area of responsibility and take action accordingly

REQUIRED SKILLS AND KNOWLEDGE 

This section describes the skills and knowledge required for this unit.

Required skills 

• communication, teamwork and literacy skills sufficient to:

• interpret and clarify written or verbal instructions
• write content in a style appropriate to target users and audience
• communicate information to specific audiences
• structure text-based content effectively for target audiences and delivery format
• work collaboratively in a team environment - both independently on assignment and under direction
• respond positively to constructive feedback

• conceptual skills sufficient to generate a range of text-based content ideas in response to a brief
• technical skills sufficient to:

• proficiently use word processing tools
• check and proofread written content using manual and automated systems

• self-management and planning skills sufficient to:

• prioritise work tasks
• source information and reference material in a timely fashion
• meet deadlines
• seek expert assistance when problems arise

Required knowledge 

• industry knowledge, including:

• roles and responsibilities of project team members
• issues and challenges that arise when writing content

• understanding the way readers scan and read written material
• writing and communication principles for the relevant medium
• writing and presentation techniques for the relevant medium
• sound knowledge of grammar and punctuation
• media laws sufficient to identify defamation and obscenity and seek expert advice on issues that could lead to legal action
• copyright clearance procedures
• OHS as it relates to working for periods of time on computers

EVIDENCE GUIDE 

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:

• application of the principles of writing and communication to content written for a range of purposes
• content written in a way that engages the target audience
• sound knowledge of grammar and punctuation
• collaborative approach to work
• ability to work under pressure and meet deadlines.

Context of and specific resources for assessment 

Assessment must ensure:

• practical demonstration of skills by writing a range of content within timeframes typical in an industry context
• access to:

• word processing software
• variety of information sources

• 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:

• direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance
• evaluation of content written by the candidate in response to a range of briefs
• written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.

Guidance information for assessment 

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

• CUFPPM301A Plan and prepare programs
• CUFRES201A Collect and organise content for broadcast or publication
• CUFWRT302A Write simple stories.

RANGE STATEMENT 

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.

Production requirements  may include:

• availability of staff
• budget
• confidentiality
• contractual
• copyright
• deadlines
• duration of items for on-air presentation
• editing process
• intellectual property
• location
• number of content items
• schedule
• specified number of words
• station procedures.

Content  may include:

• community service announcements
• copy for interactive media products
• copy for newsletters or other print media
• intros, outros and back announcements
• items for wikis
• news and current affairs items for community broadcasting
• on-air presentation material
• sponsorship announcements
• surveys:

• online
• print
• telephone polling.

Relevant personnel  may include:

• asset creators
• authors
• broadcasters
• clients
• content experts
• directors
• editors
• graphic designers
• information architects
• other writers
• producers
• program managers
• programmers
• volunteers' coordinators
• other technical/specialist staff.

Purposes  may include:

• audio and visual presentations
• educational
• informational
• marketing
• networking:

• social
• corporate

• promotional.

Factors  may include:

• delivery platform for interactive media content, including:

• internet
• CD
• DVD
• games console
• kiosk
• mobile telephone
• personal digital assistant (PDA)

• target audience characteristics
• type of program or product:

• lifestyle
• chat and interview
• talkback
• news
• current affairs
• music
• interactive game
• website.

Text -based content  may include:

• actual events
• articles
• documents
• dramatic material
• education and training texts
• interviews
• manuals
• news sources
• press releases
• publications.

Sources  may include:

• actual events
• colleagues
• commercial enterprises
• federal, state and local government departments
• fiction
• imagination
• industry associations and organisations
• industry practitioners and technical experts
• internet
• life experience
• media outlets
• organisational policies and procedures
• personal observations and experience
• publications:

• reference books
• newsletters and magazines
• specialist technical journals
• bulletins, press releases and letters
• manufacturer handbooks, manuals and promotional material.

User data  may include:

• audience research compiled by external bodies, such as the Australian Bureau of Statistics
• focus groups
• personas
• profiles
• site feedback
• site metrics
• surveys.

Writing styles  may include:

• conversational
• dialogue
• dramatic
• formal
• humorous
• journalistic
• plain English
• whimsical.

Writing principles  may include:

• clear and meaningful
• concise
• consistent style
• correct grammar, punctuation and spelling
• factually accurate
• logical order.

Communication principles  may include:

• communicates the message
• conveys meaning
• encourages feedback and interaction
• meets audience requirements
• promotes two-way conversation.

Writing techniques  may include:

• applying the inverted pyramid
• avoiding clichés, jargon and slang
• choosing appropriate words
• crafting paragraphs
• crafting sentences
• creating relevant hyperlinks by using accessible wording to link internal and external content
• cutting verbiage
• employing active voice
• using plain English
• using the 5 Ws: who, what, when, where and why
• writing visually for an auditory medium.

Media assets  may include:

• 2D animations
• 3D animations
• audio
• graphics
• photos
• video.

Presentation techniques  may include:

• abstracts
• blurbs
• bullet and numbered lists
• captions
• formatting
• headings and subheadings
• hyperlinks
• typography.

Readability tests  include:

• Flesch-Kinnaid index
• Gunning Fog index
• W3C Accessibility standards as they apply to text-based content for interactive media.

Unit sector 

Competency field 

Communication - writing

Co-requisite units