EXPERIMENTAL NATIONAL POLYTECHNIC UNIVERSITY OF THE ARMED FORCES

Academic Vice President

Semester I, 2007 PROGRAM OF STUDY Verbal Reasoning
Code: ADG-11 113
DONE BY LEVELS OF APPROVAL:
NAME Mr. Mrs. Elvia Hurtado Juan Luis Manzano Ms. Nelly Almarza Almarza Mr. Albe
rto Aguilera
CARGO Content Specialist Content Specialist Content Specialist Instructional Des
igner Specialist Writing and Style. Writing and Style Specialist. Self-managed C
oordinator Assisted Learning System (Triple A) Academic Vice President
COLLABORATION AND SUPPLIES:
Ms. Guillermina Indriago. Ms. Nelly Almarza Almarza.
REVIEWED BY: Dr. Rosa Puerta Castro APPROVED BY: Admiral Juan Carlos Torres Flor
es REVIEW
RELEASE DATE March 12, 2007
NUMBER
PAGE 11
DETAILED STUDY PROGRAM
SPECIALTY: SUBJECT: Subject common to all races verbal reasoning. ADG CODE SEMES
TER-11 113 1st. UNITS OF CREDIT: 3 DATE OF PREPARATION: March 12, 2007
PRIORITY SUBJECT:
CHARACTER EDUCATION MODE SUBJECT
::
Joint theoretical and practical
EDUCATION STRATEGY: Self-organized Assisted Learning System. • • Real Teaching D
ialogue: Live activities (learning communities), tutorials and online activities
. Simulated Teaching Dialogue: academic self-management activities and independe
nt study and student support services.
NUMBER OF HOURS PER SEMESTER (weekly)
N º OF HOURS OF TEACHING REAL DIALOGUE activities: two tutorials and activities:
electronic 2 NUMBER OF HOURS OF SIMULATED TEACHING DIALOGUE Independent Self-St
udy: 2
RESPONSIBILITIES ASSOCIATED WITH THE SUBJECT
• • • • • • • • • • Develop the analysis, synthesis and critical thinking. Organ
ize, plan and manage time. Effectively manage the oral and written language. Act
ing as a critical and self-criticism. Apply knowledge in practice. Apply the too
ls of research. Generate creative ideas and innovative. Designing and managing p
rojects. Serve low quality standards. Self-manage and develop independent study.
LEARNING OBJECTIVES OF SUBJECT
• Implement strategies for comprehension and production of texts written in Span
ish.
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JUSTIFICATION Admission to higher education in universities in the world, requir
es a previous selection process or a diagnostic test on the evaluation of knowle
dge and basic skills, in order to detect the cognitive level of those aspiring t
o enter, especially as related to the management of language in order to predict
future behavior in relation to the level of reasoning skills and the student is
expected to reach during the stage of their training. Under the urgent changes
that our society is demanding in regard to student access to higher education, t
o entry into the world of new information and communication technologies and the
growing demands of the knowledge society requires the development of our countr
y, we believe vital to language development and mastery of language in general a
nd specific contextual situations, such as enhancers quintessential components o
f cognitive skills, many of which are essentially cognitive strengths. Based on
these approaches, it is important to develop language skills within the educatio
nal process as well as the inclusion of the subject within the Verbal Reasoning
Study Program UNEFA designed for Semester I, 2007, as its implementation will co
ntribute to develop thinking skills by stimulating cognitive processes, designed
to develop skills in students to process information, all these tools help deve
lop a clear and accurate perception of the elements that support logical reasoni
ng, inductive, deductive, analogical, hypothetical analíticosintético, as well a
s creativity and inventiveness. From the viewpoint of the philosophy behind our
institution, the Mission of the UNEFA expresses the idea that education has a le
ad role, based on science, culture and society, giving special importance to the
universality of knowledge and implementation of technological innovations. This
mission includes the progressive mastery of a number of theories, practices and
processes, all mediated by language as a vehicle to new directions within the A
ssisted Self-managed learning system, which is based on a set of educational pri
nciples, including individuals holistic education and distance education.€Finall
y, in order to comply with the principles of the Constitution of the Bolivarian
Republic of Venezuela (1999), Article 103, which expresses in essence the right
to a quality education for all Venezuelans and equal opportunities. In this sens
e, the curriculum is aimed at closing one of the most important breakthroughs of
exclusion: the domain of language as a communicative tool. Similarly, Law Stude
nt Community Service in Higher Education (2005), establishes the obligation to d
evelop, by the students in their communities, projects, participatory action res
earch, where to apply and disseminate the knowledge acquired during their studie
s, therefore, this course has been designed to provide important elements for th
e development of written reports
3
as a result of the processes of collective construction.
UNIT GOALS AND STRUCTURE OF CONTENTS
UNIT 1: STRATEGIES FOR THE UNDERSTANDING OF TEXTS WRITTEN IN SPANISH
LEARNING OBJECTIVE: Applying cognitive strategies, to provide better standards o
f reading comprehension and strengthen their skills in using the method of speed
reading. CONTENTS: 1.1 Cognitive strategies: prior knowledge. The paragraph as
a unit of thought. Inference. Anticipation. Generalization. Paraphrase. 1.2 Form
s of speech: Narration, description, dialogue. Reading 1.3: Classification. Impo
rtance. Speed reading 1.4 Methods: Techniques associated with speed reading. Exe
rcises.
UNIT 2: PRODUCTION OF TEXTS WRITTEN IN SPANISH
LEARNING OBJECTIVE: Manage the formal aspects of writing to produce written text
s in Spanish. CONTENTS: 2.1 Spelling Rules: Using the spelling of Spanish. Using
 the case. Accentuation. Punctuation. 2.2 Morphology and Syntax: Synonyms and An
tonyms. Homophones and homonyms. Classes of words according to grammatical categ
ories. Basic elements of the sentence (subject, predicate, cores and accessories
). 2.3 Production of texts: Writing techniques. The test. Concept. Features. Tec
hniques and types.
4
EVALUATION STRATEGY
The assessment of student learning and therefore the approval of the subject, is
given by the mandatory assessment of a set of elements, which were assigned a p
ercentage value of the final grade for the course. Suggests some possible indica
tors and evaluation techniques and tools that you can use the teacher / tutor fo
r that purpose.
ELEMENT (What to evaluate?)
• Student's participation in the Semester Module I. Atmosphere • Student's parti
cipation in classroom activities (learning communities) of the subject. • Activi
ties stipulated mandatory evaluation by the teacher / tutor at the beginning of
the semester (apprenticeship contract). • Development of all exercises in the fr
inges of the Learning Guide.
PERCENTAGE
INDICATOR
Official certificate of approval Atmosphere Module. Cooperative and collaborativ
e work, active participation in discussions and analysis of problems, others. Ev
aluation of the content or activity by teacher / tutor (a).
TECHNICAL / ASSESSMENT TOOLS
Participation in workshops, group dynamics, seminars, etc. Self / co-evaluation,
evaluation of the teacher / tutor (a). Participation records, other. Self / co-
evaluation, evaluation of the teacher / tutor (a). Long and short written tests,
defenses work, exhibitions, debates, etc. Portfolio, which must give the studen
t the teacher / tutor (a) at a date agreed by it. Self / co-evaluation, evaluati
on of the teacher / tutor (a).
Value: 10%
Value: 5%
Value: 30%
Value: 25%
Review and defense responses to different exercises the Learning Guide.
5
ELEMENT (What to evaluate?)
• Implementation of interactive activities contained in the Compact Disc (CD).
PERCENTAGE
INDICATOR
Report of experiences.
TECHNICAL / ASSESSMENT TOOLS
Report or record of experiences, mentoring and advocacy in the classroom activit
ies. Control performance. Self, co-evaluation, evaluation by teacher / tutor (a)
. Note: If no provision in the core technology platform, the teacher / tutor (a)
assign the evaluation form of this element. Performance monitoring portfolio. S
elf, co-evaluation, evaluation by teacher / tutor (a).
Value: 5%
• Implementation of electronic activities, through technological platform (forum
s and chats).
Value: 5%
Evidence of contributions or opinions on the conduct of a forum or chat.
• Contributions of ideas to the Community (information dissemination).€• practic
al experiences in the professional area: Each student must initiate contact with
organizations or individuals related to their specialty area, in order to get a
cquainted with their future workforce. It will build on institutional connection
s made by their core assignment.
Ideas Contributions to the community: 10%
Contributed ideas to the community: Production group / individual flyers, billbo
ards or other.
Life experiences: 10%
Life experiences: reports backed by institutions or persons officially authorize
d.
Report of experiences and advocacy organizations or institutions in the area of
expertise, learning portfolio, others.
6
READING MATERIALS
UNIT 1: STRATEGIES FOR THE UNDERSTANDING OF TEXTS WRITTEN IN SPANISH Reading # 1
: The successful student. (2000). "The background", pp. 179 and 183. Barcelona,
Spain: Editorial Océano. Reading # 2: Garcia, A. (2002). "In search of effective
readers" and "Writing, reading only possibility." Kylix Literature and Art Maga
zine, No. 10. Year IV. Malaga, Spain. Reading No. 3: Manzano, J. and Medina, E.
(2005). And verbal reasoning ability. 12 teaching strategies for action. "The pa
ragraph as a unit of thought" (pp. 100-101). Valencia, Venezuela: Publications o
f the Faculty of Engineering of the University of Carabobo. Reading No. 4: Manza
no, J. (2004). "The implication: a reading strategy." Regular publication No. 35
0. The school alive. Reverse Letter Magazine. (P. 12). Valencia, Venezuela. Read
ing No. 5: Hurtado, E. (2007). Anticipation. Unpublished article. Tinaquillo, Co
jedes state. Reading No. 6: Hurtado, E. (2007). Generalization. Unpublished arti
cle. Tinaquillo, Cojedes state. Reading # 7: Hurtado, E. (2007). Paraphrase. Unp
ublished article: Tinaquillo, Cojedes state. Reading 8: Manzano, J. and Medina,
E. (2005). And verbal reasoning ability. 12 teaching strategies for action. "The
forms of linguistic expression" (pp. 90-94). Valencia, Venezuela: Publications
of the Faculty of Engineering of the University of Carabobo. Reading # 9: De Sai
nt-Exupéry, A. (2000). Night Flight. (Pp.7-9). Argentina: Plaza & Janes Editores
, S. A. Reading # 10: De Saint-Exupéry, A. (2000). The prince. [Online document]
(pp. 22-24). Available: http://www.fortunecity.es/poetas/relatos/166/. [See: 20
06, November 1921]. Chile: The electronic editions Trauko. Reading No. 11: Morle
s, S. V. (1985). Best study skills. (Pp. 60-67). Caracas: Ediciones COBO. Readin
g No. 12: Manzano, J. (2002). The mystery of reading or policy of the dark. "Why
 a national reading policy?." (Part II). Periodical No. 243. The school alive. R
everse Letter Magazine. (P. 8). Valencia, Venezuela Reading No. 13: Neruda, P. (
1976). Canto General. "He sleeps a soldier" (pp. 41-42). Caracas: Ediciones Anau
co C. A. Biblioteca Ayacucho. Reading No. 14: Einstein, A. (1932). My credo [Tal
k given by Albert Einstein to the Human Rights League Germana, in Berlin in the
fall of 1932]. Taken from: White, M., Gribbin, J. and Penguin, D. (1994). "Einst
ein" (p. 262). New York: Books USA, Inc. Reading No. 15: Gallegos, R. (1958). Ca
naima. (Pp. 13-14). Caracas: Montobar. Reading No. 16: May, W. (1994). How to re
ad, study and memorize quickly. (Pp. 11). 7
Colombia: Editorial Playor. Reading No. 17: Hurtado, E. and Manzano, J. (2006).
Recommendations to read quickly. Unpublished article (pp.1-2). Tinaquillo, Cojed
es state. UNIT 2: PRODUCTION OF TEXTS WRITTEN IN SPANISH Reading No. 18: Hurtado
, E. (2006). It's time to write well ... The playful spelling: An alternative? U
npublished article (pp.1-2). Tinaquillo, Cojedes state. Reading # 19: Almarza, N
. (2007). Using the spelling of Spanish. [Compiled instructional purposes]. Cara
cas: UNEFA. Reading # 20: Howard, E. (2007). Using the case. [Compiled instructi
onal purposes]. Tinaquillo, Cojedes state. Reading # 21: Howard, E. (2007). Acce
ntuation. [Compiled instructional purposes]. Tinaquillo, Cojedes state. Reading
# 22: Howard, E. (2007). Punctuation. [Compiled instructional purposes]. Tinaqui
llo, Cojedes state. Reading # 23: Howard, E. (2007). Synonyms and antonyms. [Com
piled instructional purposes]. Tinaquillo, Cojedes state. Reading # 24: Howard,
E. (2007). Homonyms and homophones. [Compiled instructional purposes]. Tinaquill
o, Cojedes state. Reading No. 25: Manzano, J. and Medina, E. (2005). And verbal
reasoning ability. 12 teaching strategies for action. "Word formation" (pp. 58-6
1). Valencia, Venezuela: Publications of the Faculty of Engineering of the Unive
rsity of Carabobo. Reading # 26: Hurtado,€E. (2007). Basic elements of prayer. [
Compiled instructional purposes]. Tinaquillo, Cojedes state. Reading No. 27: Hur
tado, E. (2006). Athletes of the spirit. Unpublished article (pp.1-2). Tinaquill
o, Cojedes state. Reading No. 28: Hurtado, E. (2006). Patience is a virtue. Unpu
blished article (pp.12). Tinaquillo, Cojedes state. Reading No. 29: Street, R. (
2003). 101 classic tales of India. "Be as a dead man" [Online Document] (p. 4).
Available: http://www.promineo.gq.nu/. [See: 2006, November 1925]. Reading # 30:
Gerbasi, V. (1986). The hidden colors. "Alligator" (p. 275). Caracas: Ediciones
Anauco C. A. Biblioteca Ayacucho. Reading 31: Gerbasi, V. (1986). The hidden co
lors. Colors of the jungle "(p. 275). Caracas: Ediciones Anauco C. A. Biblioteca
Ayacucho. Reading 32: Gerbasi, V. (1986). The hidden colors. "How to catch a ti
ger" (p. 275). Caracas: Ediciones Anauco C. A. Biblioteca Ayacucho. Reading No.
33: Manzano, J. and Medina, E. (2005). And verbal reasoning ability. 12 teaching
strategies for action. "Techniques of writing" (pp. 100-101). Valencia,
8
Venezuela: Publications of the Faculty of Engineering of the University of Carab
obo. Reading No. 34: Hurtado, E. (2005). The test: A gender freedom. Unpublished
article, (pp.1-2). Tinaquillo, Cojedes state. Reading No. 35: Gómez Martínez, J
. L. (1992). Theory test. "Form and classification of the trial." [Document onli
ne] (pp.1-2). Available: http://www.ensayistas.org/critica / test / gomez /. [Se
e: 2006, May 3].
REFERENCES Almarza, N. (2007). Using the spelling of Spanish. [Compiled instruct
ional purposes]. Caracas: UNEFA. Bello, J. (2004). Values essential to family li
fe and community. (Pp. 56). Caracas: Biblioteca Basic Theme. Calle, R. (2003). 1
01 classic tales of India. "Be as a dead man" [Online Document] (p. 4). Availabl
e: http://www.promineo.gq.nu/. [See: 2006, November 1925]. Cassany, D. and other
s (2000). Teaching language. Barcelona, Spain: Editorial Graó. De Saint-Exupéry,
A. (2000). The prince. [Online document] (pp. 22-24). Available: http://www.for
tunecity.es/poetas/relatos/166/. [See: 2006, November 1921]. Chile: The electron
ic editions Trauko. De Saint-Exupéry, A. (2000). Night Flight. (Pp.7-9). Argenti
na: Plaza & Janes Editores, S. A. Eco, U. (1978). The absent structure: introduc
tion to semiotics. "The meaning and cultural unity" (pp. 1-2). Barcelona, Spain:
Lumen. Einstein, A. (1932). My credo [Talk given by Albert Einstein to the Huma
n Rights League Germana, in Berlin in the fall of 1932]. Taken from: White, M.,
Gribbin, J. and Penguin, D. (1994). "Einstein" (p. 262). New York: Books USA, In
c. The successful student. (2000). "The background". (Pp. 179 and 183). Barcelon
a, Spain: Editorial Océano. Fuentes, J. and Blecua, J. (S.f.). Spelling. Rules a
nd exercises. (Pp. 15-17, 23 and 61). Barcelona, Spain: Ediciones Larousse. Gall
egos, R. (1958). Canaima. (Pp. 13-14). Caracas: Montobar. Gallegos, R. (1964). D
oña Bárbara. Caracas: Ediciones the Ministry of Education. Gerbasi, V. (1986). T
he hidden colors. "Alligators," "Colors of the Jungle" and "How to catch a tiger
." (P. 275). Caracas: Ediciones Anauco C. A. Biblioteca Ayacucho. Martínez Gómez
, J. L. (1992). Theory test. "Form and classification of the trial." [Document o
nline] (pp.1-2). Available: http://www.ensayistas.org/critica/ensayo/ gomez /. [
See: 2006, May 3].
9
Hurtado, E. (2005). The test: A gender freedom. [Article not published] (pp.1-2)
. Tinaquillo, Cojedes state. Hurtado, E. (2006). Athletes of the spirit. [Articl
e not published] (pp.1-2). Tinaquillo, Cojedes state. Hurtado, E. (2006). It's t
ime to write well ... The playful spelling: An alternative? [Article not publish
ed] (pp.1-2). Tinaquillo, Cojedes state. Hurtado, E. (2006). Patience is a virtu
e. [Article not published] (pp.1-2). Tinaquillo, Cojedes state. Hurtado, E. (200
7). Anticipation. Unpublished article (pp.1-2). Tinaquillo, Cojedes state. Hurta
do, E. (2007). Generalization. Unpublished article (pp.1-2). Tinaquillo, Cojedes
state. Hurtado, E. (2007). Paraphrase. Unpublished article (pp.1-2). Tinaquillo
, Cojedes state. Hurtado, E. and Manzano, J. (2006). Recommendations to read qui
ckly. Unpublished article (pp.1-2). Tinaquillo, Cojedes: Author. Klemath, Z. and
Londono, W. Digital Manual Spanish language spelling. New York: Digital Book Pu
blisher, Inc. Manzano, J. (2002). "The mystery of reading or the policy of the d
arkness." "Policies of reading." (Part II). Periodical No. 243. The school alive
. Reverse Letter Magazine. (P. 8). Valencia, Venezuela. Manzano, J. (2004). "The
implication: a reading strategy."€Regular publication No. 350. The school alive
. Reverse Letter Magazine. (P. 12). Valencia, Venezuela. Manzano, J. and Medina,
E. (2005). And verbal reasoning ability. 12 teaching strategies for action. (Pp
. 58-61-90-94-100-101). Valencia, Venezuela: Publications of the Faculty of Engi
neering of the University of Carabobo. Manzano, J. and Medina, E. (2005). And ve
rbal reasoning ability. 12 teaching strategies for action. (Pp. 58-61). Valencia
, Venezuela: Publications of the Faculty of Engineering of the University of Car
abobo. Mayo, W. (1994). How to read, study and memorize quickly. (Pp. 11). Colom
bia: Editorial Playor. Morles, S. V. (1985). Best study skills. (Pp. 60). Caraca
s: Ediciones COBO. Munguia, I. and others (2003). Grammar. Spanish language. (Pp
. 149-170). Mexico: Ediciones Larousse. Nazoa, A. (1968) The goat and dog. From
"Revista Venezolana del folklore" Neruda, P. (1976). Canto General. "He sleeps a
soldier" (pp. 41-42). Caracas: Ediciones Anauco C. A. Biblioteca Ayacucho. Prie
to, L. (1982). Weaving and unraveling. (Pp. 33-131-224). Mérida: Talleres Gráfic
os Universitarios. Rivers, P. (2001). The adventure of learning. (Pp. 65-75) Car
acas: Cognitus C. A.
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Romani, M. and others (2003). Spelling. Spanish language. (Pp. 175-180-247). Mex
ico: Ediciones Larousse. Salazar, W., (2001). Added wording. (Pp.183-192). D.C B
ogotá, Colombia: Universidad Javeriana. Seco, M. (1998). Essential grammar of th
e Spanish language. Madrid: Editorial Madrid Valero, No. (2001). First reading (
the reading as a social practice forming analytical and reflective readers.) (Pp
.55) Valencia, Venezuela: Fondo Editorial Premises.
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