Higher National Unit Specification

General information

Unit title: Editing and Proofreading Text (SCQF level 7)

Unit code: J2HH 34

Superclass: FJ

Publication date: August 2019

Source: Scottish Qualifications Authority

Version: 02

Unit purpose
The purpose of this unit is to develop skills in applying the conventions of the English
language and genres to edit and proofread text for creative and professional purposes. It is
aimed at learners studying communication, media and journalism who wish to develop their
editing and proofreading skills.

The unit can be delivered as part of a group award or as a stand-alone unit.

Outcomes
On successful completion of the unit the learner will be able to:

1 Edit text to meet a brief.

2 Proofread and amend text.

Credit points and level

1 Higher National Unit credits at SCQF level 7: (8 SCQF credit points at SCQF level 7)

J2HH 34, Editing and Proofreading Text (SCQF level 7) 1

Higher National Unit Specification: General information (cont)

Unit title: Editing and Proofreading Text (SCQF level 7)

Recommended entry to the unit

The unit is suitable for learners with communication skills at SCQF level 6. For example,
FA1W 12 Communication (NC), SCQF level 6, or F3GB 12 Communication (Core Skill),
SCQF level 6, or C824 76 Higher English. Ideally, learners will have some experience of
creative genres and forms from units such as FA58 12 Literature 1, SCQF level 6 or, D0YF
12 Creative Writing 2, SCQF level 6.

Core Skills
Achievement of this Unit gives automatic certification of the following Core Skills component:

Core Skill component Critical Thinking at SCQF level 6

There are also opportunities to develop aspects of Core Skills which are highlighted in the
Support Notes of this Unit specification.

Context for delivery

If this unit is delivered as part of a group award, it is recommended that it should be taught
and assessed within the subject area of the group award to which it contributes.

Equality and inclusion

This unit specification has been designed to ensure that there are no unnecessary barriers to
learning or assessment. The individual needs of learners should be taken into account when
planning learning experiences, selecting assessment methods or considering alternative
evidence.

Further advice can be found on our website www.sqa.org.uk/assessmentarrangements.

J2HH 34, Editing and Proofreading Text (SCQF level 7) 2

Higher National Unit Specification: Statement of standards

Unit title: Editing and Proofreading Text (SCQF level 7)

Acceptable performance in this unit will be the satisfactory achievement of the standards set
out in this part of the unit specification. All sections of the statement of standards are
mandatory and cannot be altered without reference to SQA.

Outcome 1
Edit text to meet a brief.

Knowledge and/or skills

 Cutting text to meet a purpose or brief

 Identifying relevant content
 Genre, form and style features
 Using editing tools and techniques
 Using methods of checking factual accuracy

Outcome 2
Proofread and amend text.

Knowledge and/or skills

 Principles, rules and conventions of usage of grammar, punctuation and syntax

 Common grammatical errors
 Spelling rules and common errors
 Formal and informal English language conventions
 Genre, form and style features
 Using proofreading tools and techniques

J2HH 34, Editing and Proofreading Text (SCQF level 7) 3

Higher National Unit Specification: Statement of standards (cont)

Unit title: Editing and Proofreading Text (SCQF level 7)

Evidence requirements for this unit

Learners will need to provide evidence to demonstrate their knowledge and/or skills across
all outcomes by showing that they can complete the tasks below.

Outcome 1

The learner should be presented with a piece of text of approximately 1,000 words. This
should include elements that could be cut, such as repetition, unnecessary adjectives or long
sentences. The learner should reduce the length to 750 words.

The edited text should be:

 Fit for purpose and publication context

 Correct and factually accurate, with no mistakes introduced into the original text
 Accurate in terms of spelling, grammar and punctuation
 Accurate in terms of conventions of the genre and form

It should retain:

 The overall meaning and key points

 The requirements of the original brief

This is a supervised, open-book assessment. Learners may have access to resources such
as dictionaries, thesauruses and technology such as checking, reviewing and tracking tools.

Outcome 2

The assessment text given to learners should be:

 Unseen
 500 words in length

It should include twenty errors. These should include several of the following: lapses in
spelling, syntax and register, misuses of commas, full stops, apostrophes and conjunctions
and others as appropriate.

Learners should be told that there are only twenty errors and that they should only make
twenty corrections. As a minimum, they should correctly amend sixteen of the included errors
(80%).

This is a supervised, open-book assessment. Learners may have access to resources such
as dictionaries, thesauruses and technology such as checking, reviewing and tracking tools.

J2HH 34, Editing and Proofreading Text (SCQF level 7) 4

Higher National Unit Support Notes

Unit title: Editing and Proofreading Text (SCQF level 7)

Unit support notes are offered as guidance and are not mandatory.

While the exact time allocated to this unit is at the discretion of the centre, the notional
design length is 40 hours.

Guidance on the content and context for this unit

The purpose of this unit is to develop skills in applying the conventions of the English
language and genres to edit and proofread text for creative and professional purposes. It is
aimed at learners studying communication, media and journalism who wish to develop their
vocational skills. They will benefit from applying what they learn in activities which lead to
publication of text and which replicate processes and practices used in industry.

The unit can be delivered as part of a group award or as a free-standing unit for learners who
want to develop editing and proofreading skills and improve the technical accuracy of their
writing.

The skills developed in this unit will help learners avoid common errors of spelling,
punctuation and grammar. The unit will also make them aware of the principles of language
usage to increase the impact of their work. They are likely to engage more fully with tasks if
these are contextualised within their vocational area.

In this unit, learners will demonstrate knowledge of English language usage and genre
conventions by editing and correcting errors in creative text. They will refine and apply their
knowledge and skills to produce accurate text that is ready for publication. Text is taken to
mean any written content produced for a creative purpose or any piece of edited writing.
Elements that could be edited or proofread are: words, sentences, paragraphs, stanzas,
captions; layout, including spacing; structure; hyperlinks; bibliographies; indexes; written
content in tables, graphs, diagrams, etc. Creative need not mean fictional.

Relevant text for study and assessment is any that has been written for distribution to an
audience, online or offline, for a particular purpose. This may include feature articles, blog
content, stories, scripts, journalistic and advertising copy or any other creative writing that is
intended for publication. It could be any piece of writing that achieves a publishable standard
and could include the work of the learner and their peers.

Both outcomes focus on the accurate use of grammar, punctuation and syntax. Learners are
required to make decisions about the application and usage of conventions. They need to be
able to identify the most widely accepted written forms, and relate these to the genre and the
inferred intentions of the writer to recognise deliberate manipulation. Awareness of
techniques of style appropriate to genre should include an understanding of the impact of
complexity of word groups, word choice, register and word order. The characteristics of
standard, colloquial, journalistic and American English could be considered.

J2HH 34, Editing and Proofreading Text (SCQF level 7) 5

Higher National Unit Support Notes

Unit title: Editing and Proofreading Text (SCQF level 7)

Some class time may have to be allocated to recapping and consolidating skills. Analysis of
a range of vocationally relevant texts will enrich understanding of language. Learners should
consider the constraints of technical ‘rules’ and conventions in creative writing, and how
form, genre, purpose and context impact on their amendments. They may also be
encouraged to develop good practice using templates, style guides and file management
systems. They should be made familiar with software which supports the checking, tracking,
sharing of content and the collaborative potential of these tools should be explored. Although
it is not essential for learners to use BSI proof correction symbols, an awareness of different
methods used in the creative industries for the correction and amendment of text, including
publishers’ proofs, should be encouraged.

At all stages, the need for accuracy should be reinforced and attention to detail encouraged.
Outcome 1 requires learners to fact-check content and Outcome 2 requires the correction of
spelling and language use. Learners should be given access to resources such as
dictionaries, thesauruses, spellcheckers and online and offline search resources. Although a
wide range of editing and proofreading tools and assistive technology is available to support
learners, they should be made aware of the limitations of these, and be encouraged to work
from hard copies with less support on occasion where possible, as this reflects industry
practice in some areas.

Reading a range of published texts to analyse writing and conventions used in the creative
industries should be encouraged throughout delivery in order to exemplify good practice. It
will be evident that the rules and conventions of English language can be manipulated to
create impact and effects when they have been mastered.

Learners should be made aware of the markets in which editors and proofreaders work and
the wide range of vocational contexts in which the skills acquired in this unit can be used.
Exposure to case studies of professionals, field trips to businesses and visits and
masterclasses from working proofreaders and editors will be motivating. If studying
communication, media and journalism, learners should be made aware of the essential
contribution to the work of the creative industries by editors who correct and modify writing to
meet specific standards. In replicating this role, they could, for instance, be assigned
journalistic roles such as sub-editor and work in teams to produce pieces for an online news
site by a given deadline. Many professional bodies and businesses publish guidance on their
house style. While learners will work towards using their skills in a specific vocational
context, they may be encouraged to note that these are transferable and there are many
openings for skilled proofreaders in freelance or paid employment. They should understand
the difference and boundaries between proofreading and copy-editing. The importance of
sticking to the brief and planning for and meeting deadlines should be clear.

At this level, the focus is on improving accuracy of language use, encouraging more concise
expression and increasing knowledge of genres and styles. Skills can be further developed in
the SCQF level 8 unit D7XK 35 Editing and Proofreading where there is fuller consideration
of how to maintain style and organise content.

The National Occupational Standard for Proofread content SKS PUB14 informed the
development of this unit. Its aim is to ensure that ‘all content is accurate and consistent’. It
can be found in the NOS Directory at www.ukstandards.org.uk

J2HH 34, Editing and Proofreading Text (SCQF level 7) 6

Higher National Unit Support Notes

Unit title: Editing and Proofreading Text (SCQF level 7)

Guidance on approaches to delivery of this unit

If the unit is being delivered as part of a group award, there are many opportunities to
integrate the delivery and assessment with other unit projects. For instance, assessments
could contribute to the completion of copy for an advertising campaign, or the publication of
an online magazine. It is recommended that it should be taught and assessed close to the
start of group award programme as it provides some of the underpinning knowledge and
skills required for effective writing. It is important that learners are clear about the difference
between editing and proofreading. Proofreading is the more basic skill and it may be helpful
to assess this before moving on. The confidence of learners and turnaround time of
assessments will be increased by the completion of short, frequent editing activities that
introduce a range of vocationally relevant genres and styles. Learners will learn most from
studying professional texts, but can also benefit from peer review. They could possibly use
appropriate standard proofreading marks to communicate suggested changes to each other.

It will be helpful to establish early in the session the varying abilities of learners in order that
differentiated tasks can be designed. It is important to deliver knowledge about English
usage and correction and editing techniques using a variety of approaches and materials.
There are many excellent websites offering interactive support, and online quizzes can be
used to good effect to test knowledge and motivate learning. Assistive technology may help
some learners to develop knowledge and apply skills prior to being assessed.

Guidance on approaches to assessment of this unit

Evidence can be generated using different types of assessment. The following are
suggestions only. There may be other methods that would be more suitable to learners.

Centres are reminded that prior verification of centre-devised assessments would help to
ensure that the national standard is being met. Where learners experience a range of
assessment methods, this helps them to develop different skills that should be transferable to
work or further and higher education.

Assessment should be carried out in supervised, open-book conditions at a time when

learners have gained sufficient experience to be assessed.

While there is some overlap in the skills required for editing and proofreading, they are
distinct activities. Therefore, it is likely that the assessment of each will be separate. This
approach may make it easier for learners to understand the difference between the roles and
associated tasks.

Across both outcomes, learners should be able to distinguish between rules and guidelines
and appreciate the limits of technical correctness in professional writing. English language
usage covers a very wide range of elements, so it would not be possible to assess
everything that is learned.

J2HH 34, Editing and Proofreading Text (SCQF level 7) 7

Higher National Unit Support Notes

Unit title: Editing and Proofreading Text (SCQF level 7)

The text used for Outcome 1 could be any that will, after editing, be of a publishable
standard. It should present reasonably complex language and contain sufficiently rich
content to enable meaningful cutting. This could include professionally published work such
as a feature article, or learner work that is intended for publication. The ability to check
factual accuracy is also assessed in this outcome. In assessing this outcome there should be
some flexibility in what is considered as acceptable or preferable usage. Learners should be
able to tell the difference between inaccuracies, valid instances of dialect or deliberately
included ‘errors’ which are features of style. A judgement on whether ‘errors’ are, in fact,
justifiable artistic license could mean objective analysis of whether a corrected version has
less impact than the original. Text edited for publication online may include style features that
break with more conventional usage.

The text for the assessment of Outcome 2 will be sufficiently demanding for this level and
include the stated number of errors. It should be a piece that has not previously been studied
in class. It should not be too complex nor allow a range of interpretations.

The range of errors selected could include:

 Words that are often confused and which would not be identified as incorrect by
software, including American variations
 Mistakes in the use of traditionally recognised parts of speech and definite and indefinite
articles
 Noun-pronoun and subject-verb disagreement
 Inconsistency of verb tense and pronoun reference
 Unacceptable comparison of adjectives and adverbs
 Misplacement of prepositions
 Omission or misuse of the full stop, comma and apostrophe
 Mismatch of singular and plural forms
 Misuse of conjunctions within compound and complex sentences
 Incorrect application of adverb modifiers
 Unattached phrases or clauses and false series in sentence parts

Achievement of Outcome 2 requires a minimum of 80% accuracy, but learners should be

encouraged to recognise that there may be professional situations where 100% accuracy is
essential.

Both assessments are supervised and open-book. It is recommended that each assessment
should take place during a single event. There should be one opportunity for remediation,
after which a new text should be issued.

It is suggested that learners should have the opportunity to edit and submit text in both print
and digital forms. It may also be appropriate to set deadlines and time limits. These
additional requirements reflect practice in some areas of industry. Accordingly, learners may
have access to online and offline resources such as dictionaries, thesauruses, search
resources and checking, reviewing and tracking tools as would be the case in the workplace.
The limitations of technology in editing and proofreading should, however, be highlighted.

J2HH 34, Editing and Proofreading Text (SCQF level 7) 8

Higher National Unit Support Notes (cont)
Unit title: Editing and Proofreading Text (SCQF level 7)
Learners are required to edit and proofread text that is written and may use assistive
technology to help them. Electronic submission of edited text would mean that learners’ work
could be authenticated using plagiarism and review software.

Opportunities for e-assessment

E-assessment may be appropriate for some assessments in this unit. By e-assessment we
mean assessment which is supported by Information and Communication Technology (ICT),
such as e-testing or the use of e-portfolios or social software. Centres which wish to use e-
assessment must ensure that the national standard is applied to all learner evidence and that
conditions of assessment as specified in the evidence requirements are met, regardless of
the mode of gathering evidence. The most up-to-date guidance on the use of e-assessment
to support SQA’s qualifications is available at www.sqa.org.uk/e-assessment

Opportunities for developing Core and other essential skills

There is no automatic certification of Core Skills in this unit. However, there are opportunities
to develop Core Skill components of Communication and Information and Communication
Technology.

The skills developed in this unit are particularly useful for learners studying media,
communication and journalism, but are transferable to many other vocational areas. There
will be significant development of skills in reading and analysing writing which will support
practical work in other units. Accuracy in the use of language, spelling, punctuation and
syntax is integral to achievement. It will also enhance general employability and the ability to
work at degree level.

Communication at SCQF level 6

The components of this Core Skill are:

Oral Communication

 Produce and respond to oral communication on a complex topic.

Written Communication (Writing)

 Produce well-structured written communication on complex topics.

Written Communication (Reading)

 Read, understand and evaluate complex written communication

The written component of the Communication Core Skill is developed in this unit. Reading
will be developed as learners study and apply language conventions. They will access,
analyse and evaluate complex texts in a variety of genres and contexts as they undertake
formative work. Learners will read, proofread and edit creative text that is complex in
structure and meaning and will make edits based on their understanding of its purpose,
context and audience. They will use industry-specific terminology and conventions to
communicate the reasons for changes. In reducing the length of text, they will develop their
summary skills. Overall, they will evaluate fitness for purpose and amend copy accordingly
for publication.

J2HH 34, Editing and Proofreading Text (SCQF level 7) 9

Higher National Unit Support Notes (cont)
Unit title: Editing and Proofreading Text (SCQF level 7)
Although they will not produce original written text, their own writing will develop as a result of
these processes which require them to check for accuracy and make demanding decisions
about structure to enhance meaning.
Oral communication is not assessed in this unit but there will be opportunities during
discussions and peer review of text to question, give information and respond constructively.
Editing decisions will have to be justified and learners may have to communicate editing
decisions with sensitivity to writers. Active listening strategies and techniques could be
explored as best practice in supportive, collaborative working.
Information and Communication Technology at SCQF level 6
The components of this Core Skill are:
Accessing Information
 Use ICT independently to carry out complex searches across a range of tasks

Providing/Creating Information
 Use ICT independently to carry out a range of processing tasks

Learners will use ICT independently and this will generally help them to develop confidence
in using tools for education and work. They will access digital and online sources for fact-
checking and use software tools to access, proofread, edit and share texts and copy. These
activities will enhance their ability to proofread and edit to a professional standard.
Essential skills
This unit is designed to encourage independent working, raise awareness of professional
practice and enhance employability skills including:

 Communication
 Creativity
 Digital competence
 Working autonomously/independently
 Using initiative and being proactive
 Research and investigation
 Planning and organising
 Time management and meeting deadlines
 Critically analysing and evaluating.

Citizenship
Texts selected for analysis and editing should raise awareness of issues involving cultural
sensitivities and representations, diversity and inclusion and highlight the learner’s role in
dealing with these sensitively.
Sustainability
The use of digital media for tutor/learner communication, editing and proofreading and the
submission of work is to be encouraged. Working practices could be reviewed to ensure
environmental sensitivity, recycling and waste reduction.

J2HH 34, Editing and Proofreading Text (SCQF level 7) 10

Higher National Unit Support Notes (cont)
Unit title: Editing and Proofreading Text (SCQF level 7)

The Critical Thinking component of Problem Solving at SCQF level 6 is embedded in this
unit. When a learner achieves the unit, their Core Skills profile will also be updated to include
this component.

J2HH 34, Editing and Proofreading Text (SCQF level 7) 11

History of changes to unit

Version Description of change Date

02 Core Skills Component Critical Thinking at SCQF level 6 16/08/19
embedded.

© Scottish Qualifications Authority 2019

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that no profit is derived from reproduction and that, if reproduced in part, the source is
acknowledged.

Additional copies of this unit specification can be purchased from the Scottish Qualifications
Authority. Please contact the Business Development and Customer Support team, telephone
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J2HH 34, Editing and Proofreading Text (SCQF level 7) 12

General information for learners

Unit title: Editing and Proofreading Text (SCQF level 7)

This information will help you to decide whether this is the unit for you by explaining what the
unit is about, what you should know or be able to do before you start, what you will need to
do during the unit and opportunities for further learning and employment.

This unit will provide you with the skills required to apply the conventions of the English
language and genres to edit and proofread text for creative and professional purposes.
These skills are important in all sectors of the creative industries and will help you to improve
your writing. It may be necessary to revise some English language knowledge, for example,
syntax and punctuation use. You will apply English language and genre conventions to a
standard that is sufficiently high for publication.

There are two outcomes. For both, you will develop your ability to apply language and genre
conventions to make amendments to text to get it ready for publication online and/or in print.

You will study how editing and proofreading is used in relevant industry and creative contexts
and learn to identify the features and conventions of a range of genres such as feature
articles, blogs, prose, scripts and journalistic and advertising copy.

You will take part in practical exercises involving the editing, proofreading and amendment of
text. To help you understand how these skills are used in vocational contexts, you may adopt
roles and follow processes like those used in journalism, publishing or other relevant sectors,
although you are not required to do so to pass the unit. You will be encouraged to follow
established editing and proofreading practice by using accepted styles and proofreading
conventions where appropriate, and will refer to guidance from professional bodies. You will
also benefit from collaborating with others in your class by commenting on each other’s work
and acting on relevant feedback.

You will be given two pieces of text to improve. In Outcome 1 you will use editing skills to
check accuracy and reduce the length of the text. In Outcome 2 you will use proofreading
techniques to correct common errors in grammar, punctuation and syntax. For both
Outcomes, you will have access to online and offline resources such as dictionaries,
thesauruses, search resources and checking, reviewing and tracking tools to help you
achieve the required level of accuracy of text and factual content.

While there are no embedded Core Skills in this unit, you will be given the opportunity to
further develop and consolidate your skills in Communication and Information and
Communication Technology (ICT).

Analysis of complex texts and the amendment of the work of others will improve your critical
reading and as a result, your own writing. You will use digital and online tools to prepare your
own work and that of others for publication that will improve your proficiency in the use of
ICT.

J2HH 34, Editing and Proofreading Text (SCQF level 7) 13

General information for learners (cont)

Unit title: Editing and Proofreading Text (SCQF level 7)

There will be opportunities to develop other key essential skills such as:

 Communication
 Creativity
 Digital competence
 Working autonomously/independently
 Using initiative and being proactive
 Research and investigation
 Planning and organising
 Time management and meeting deadlines
 Critically analysing and evaluating

The skills developed in this unit are particularly useful for learners studying Media,
Communication and Journalism, but are transferable to many other vocational areas. They
will enhance your general employability and ability to work independently. You will become
aware of the need for sensitivity in how critique is communicated and the impact of written
ideas and representations on people in society. You will be encouraged to adopt sustainable
working practices in line with best practice in communities and industry.

The Critical Thinking component of Problem Solving at SCQF level 6 is embedded in this
unit. When a learner achieves the unit, their Core Skills profile will also be updated to include
this component.

J2HH 34, Editing and Proofreading Text (SCQF level 7) 14