Minnesota State University Moorhead Assessment Plan Cover Sheet Note: All programs will complete this form as part of their biennial assessment report. Degree Program: Spanish Department: Lanugages and Cultures College: Arts and Humanities Is this a new assessment plan or a revision of an existing plan? New Revision 1. Name(s) of Department Assessment Coordinator and/or Assessment Committee Members Dr. Benjamin Smith Dr. John Hall Dr. Cecilia Maftla-Bustamante Dr. Liliana C. Dobrescu-Mitrovici 2. List of All Student Learning Outcomes. (List all outcomes, placing an asterisk (*) by the outcomes you are assessing in this two-year reporting cycle.) The language proficiency of students studying Spanish in the Department of Languages and Cultures at MSUM will be measured based on their skills in the four areas judged by the American Council on the Teaching of Foreign Languages to be the Guidelines for Foreign Language Proficiency. They are as follows: 1) Listening Proficiency: Students are able to understand main ideas and most details of connected discourse on a variety of topics in different times; demonstrate emerging awareness of culturally implied meanings. 2) Reading Proficiency: Students are able to follow the main ideas or facts of written discourse. They are able to: comprehend a variety of authentic, linguistically complex and conceptually abstract literary, cultural, and expository texts on familiar and unfamiliar subjects, such as descriptions, narration, short stories and a variety of other literary texts, news items, biographical information, personal correspondence, routine business letters and simple technical material; comprehend facts and make appropriate inferences; appreciate the basic aesthetic properties of language and literary style. 3) Writing Proficiency: Students are able to meet most practical writing needs. They are able to: write simple social correspondences, take notes, compose summaries, narratives and descriptions of a factual nature; use a range of vocabulary to express intended meaning with some circumlocution; demonstrate good control of the basic syntax and morphology of the target language; organize essays to clearly develop main thesis and argumentation showing some awareness of intended audience and appropriate linguistic register. 4) Oral Proficiency: Students can initiate and maintain communication for most uncomplicated social tasks. They are able to: narrate and describe in all major time frames (past, present and future) in paragraph length discourse; successfully handle basic survival needs in the target culture; be understood by most speakers of the native language; converse with ease and confidence when dealing with most routine tasks and social situations. 3. Explain how the student learning outcomes are appropriate to department or program goals, as identified in your most recent Quality Improvement Plan. The student learning outcomes are tied to the Guidelines for proficiency of the American Council on the Teaching of Foreign Languages. This organization is the professional association related to the discipline of the teaching of languages and cultures. 4. Signatures Department Chair or Program Director Dean or Director Required Attachments: 1. Assessment Planning Forms 2. Records of department meetings when Assessment Plan was discussed and approved. For SLOAC Use: SLOAC Hearing Date: Rejected Suggestions to Department (see attached) SLOAC Decision: Approved Minnesota State University Moorhead 2006-2007 Assessment Planning Form (An electronic version of this form can be accessed at http://www.mnstate.edu/assess) Academic Program: Spanish 1. Identify Student Learning Outcome in the box below and note its number (to correspond with the list on the cover sheet): 1) Listening Proficiency- Students are able to understand main ideas and most details of connected discourse on a variety of topics . 2. Which MSUM mission goals are addressed by this learning outcome? (check all that apply) Knowledge/content Intellectual development Talents Critical thinking Oral communication Written communication Mathematics Multiculturalism/diversity Information literacy Lifelong learning Service Citizenship Responsibility and ethics Global understanding Other: Other: 3. How is this learning outcome achieved through the program’s curriculum? Identify the courses or extra-curricular opportunities that address this outcome. Students in all Spanish courses are tested for listening comprehension either in conversation or by listening to recorded samples of the language where their ability to understand spoken Spanish is assessed and measured. 4. What methods of assessment will be used for this outcome? (Specify instrument and submit electronically with plan.) Students will take a Listening comprehension exam consisting of a recorded sample of spoken Spanish and respond to the recording for tone, content, audience and culturally implied meaning. The proficiency guidelines from the ACTFL are very clearly spelled out for assessment of this skill. 5. Who is assessed? When are they assessed? All seniors graduating with a degree in Spanish (B.A. and B.S.) will be assessed in their final 400 level course at MSUM. 6. Who is responsible in the department for collecting data? How and when will the results be discussed by members of the program? Responsibility for collecting this data will rest upon the faculty member teaching the 400 level course as is outlined by Spanish section guidelines. Guidelines state that the faculty member teaching the 400 level class in which there are graduating seniors, be responsible for the assessment of students in that class. Results will be given to the Spanish section head and analyzed in May of each academic year. 7. What is level of student performance is expected for this outcome? At the Advanced Mid proficiency level, students are able to understand main ideas and most details of connected discourse on a variety of topics in different times; demonstrate emerging awareness of culturally implied meanings. It is anticipated that all Spanish Majors will reach this level. Minnesota State University Moorhead 2006-2007 Assessment Planning Form (An electronic version of this form can be accessed at http://www.mnstate.edu/assess) Academic Program: Spanish 1. Identify Student Learning Outcome in the box below and note its number (to correspond with the list on the cover sheet): 2) Reading Proficiency - Students are able to follow the main ideas or facts of written discourse. 2. Which MSUM mission goals are addressed by this learning outcome? (check all that apply) Knowledge/content Intellectual development Talents Critical thinking Oral communication Written communication Mathematics Multiculturalism/diversity Information literacy Lifelong learning Service Citizenship Responsibility and ethics Global understanding Other: Other: 3. How is this learning outcome achieved through the program’s curriculum? Identify the courses or extra-curricular opportunities that address this outcome. Students in all Spanish courses are tested for reading comprehension either in course materials and assignments or instructions where their ability to understand written Spanish at all levels is assessed and measured. 4. What methods of assessment will be used for this outcome? (Specify instrument and submit electronically with plan.) Students will take a Reading comprehension exam consisting of two authentic heretofore unseen texts of written Spanish, one from the news media and one literary. Students will write out answers to comprehension questions in English demonstrating an understanding of facts, being able to make appropriate inferences; appreciating the basic aesthetic properties of language and literary style. The proficiency guidelines from the ACTFL are very clearly spelled out for assessment of this skill. 5. Who is assessed? When are they assessed? All seniors graduating with a degree in Spanish (B.A. and B.S.) will be assessed in their final 400 level course at MSUM. 6. Who is responsible in the department for collecting data? How and when will the results be discussed by members of the program? Responsibility for collecting this data will rest upon the faculty member teaching the 400 level course as is outlined by Spanish section guidelines. Guidelines state that the faculty member teaching the 400 level class in which there are graduating seniors, be responsible for the assessment of students in that class. Results will be given to the Spanish section head and analyzed in May of each academic year. 7. What is level of student performance is expected for this outcome? At the Advanced Mid proficiency level, students are able to follow the main ideas or facts of written discourse. They are able to: comprehend a variety of authentic, linguistically complex and conceptually abstract literary, cultural, and expository texts on familiar and unfamiliar subjects, such as descriptions, narration, short stories and a variety of other literary texts, news items, biographical information, personal correspondence, routine business letters and simple technical material; comprehend facts and make appropriate inferences; appreciate the basic aesthetic properties of language and literary style. It is anticipated that all Spanish Majors will reach this level. Minnesota State University Moorhead 2006-2007 Assessment Planning Form (An electronic version of this form can be accessed at http://www.mnstate.edu/assess) Academic Program: Spanish 1. Identify Student Learning Outcome in the box below and note its number (to correspond with the list on the cover sheet): 3) Writing Proficiency-Students are able to meet most practical writing needs. 2. Which MSUM mission goals are addressed by this learning outcome? (check all that apply) Knowledge/content Intellectual development Talents Critical thinking Oral communication Written communication Mathematics Multiculturalism/diversity Information literacy Lifelong learning Service Citizenship Responsibility and ethics Global understanding Other: Other: 3. How is this learning outcome achieved through the program’s curriculum? Identify the courses or extra-curricular opportunities that address this outcome. Students in all Spanish courses are tested for writing proficiency though writing assignments tailored to their proficiency level. All writing in upper level classes is done in Spanish. Writing is assessed by individual faculy members through a preestablished rubric made known to the students before they embark upon the writing assigment so that they know what is expected of them. 4. What methods of assessment will be used for this outcome? (Specify instrument and submit electronically with plan.) Students will take a essay exam consisting of a series of questions geared to get the students thinking about their studies and allow they to form their thoughts and express themselves coherently. The proficiency guidelines from the ACTFL are very clearly spelled out for assessment of this skill. 5. Who is assessed? When are they assessed? All seniors graduating with a degree in Spanish (B.A. and B.S.) will be assessed in their final 400 level course at MSUM. 6. Who is responsible in the department for collecting data? How and when will the results be discussed by members of the program? Responsibility for collecting this data will rest upon the faculty member teaching the 400 level course as is outlined by Spanish section guidelines. Guidelines state that the faculty member teaching the 400 level class in which there are graduating seniors, be responsible for the assessment of students in that class. Results will be given to the Spanish section head and analyzed in May of each academic year. 7. What is level of student performance is expected for this outcome? At the Advanced Low proficiency level, students are able to meet most practical writing needs. They are able to: write simple social correspondences, take notes, compose summaries, narratives and descriptions of a factual nature; use a range of vocabulary to express intended meaning with some circumlocution; demonstrate good control of the basic syntax and morphology of the target language; organize essays to clearly develop main thesis and argumentation showing some awareness of intended audience and appropriate linguistic register. It is anticipated that all Spanish Majors will reach this level. Minnesota State University Moorhead 2006-2007 Assessment Planning Form (An electronic version of this form can be accessed at http://www.mnstate.edu/assess) Academic Program: Spanish 1. Identify Student Learning Outcome in the box below and note its number (to correspond with the list on the cover sheet): 4) Oral Proficiency-Students can initiate and maintain communication for most uncomplicated social tasks. 2. Which MSUM mission goals are addressed by this learning outcome? (check all that apply) Knowledge/content Intellectual development Talents Critical thinking Oral communication Written communication Mathematics Multiculturalism/diversity Information literacy Lifelong learning Service Citizenship Responsibility and ethics Global understanding Other: Other: 3. How is this learning outcome achieved through the program’s curriculum? Identify the courses or extra-curricular opportunities that address this outcome. Students in all Spanish courses are tested for oral proficiency though speaking and conversation. Speaking is assessed by individual faculy members through one on one conversations with the professor, conversations/ dialogues with other students, class debates and presentations. 4. What methods of assessment will be used for this outcome? (Specify instrument and submit electronically with plan.) Students will participate in an Oral Proficiency Interview with a Spanish Professor in the Department. The guidelines for the ACTFL OPI are very clearly spelled out for assessment of this skill. 5. Who is assessed? When are they assessed? All seniors graduating with a degree in Spanish (B.A. and B.S.) will be assessed in their final 400 level course at MSUM. 6. Who is responsible in the department for collecting data? How and when will the results be discussed by members of the program? Responsibility for collecting this data will rest upon the faculty member teaching the 400 level course as is outlined by Spanish section guidelines. Guidelines state that the faculty member teaching the 400 level class in which there are graduating seniors, be responsible for the assessment of students in that class. Results will be given to the Spanish section head and analyzed in May of each academic year. 7. What is level of student performance is expected for this outcome? At the Advanced Low proficiency level, students can initiate and maintain communication for most uncomplicated social tasks. They are able to: narrate and describe in all major time frames (past, present and future) in paragraph length discourse; successfully handle basic survival needs in the target culture; be understood by most speakers of the native language; converse with ease and confidence when dealing with most routine tasks and social situations. It is anticipated that all Spanish Majors will reach this level. Minnesota State University Moorhead 2006-2007 Assessment Planning Form (An electronic version of this form can be accessed at http://www.mnstate.edu/assess) Academic Program: Spanish 1. Identify Student Learning Outcome in the box below and note its number (to correspond with the list on the cover sheet): 1) Listening Proficiency- Students are able to understand main ideas and most details of connected discourse on a variety of topics . 2. Which MSUM mission goals are addressed by this learning outcome? (check all that apply) Knowledge/content Intellectual development Talents Critical thinking Oral communication Written communication Mathematics Multiculturalism/diversity Information literacy Lifelong learning Service Citizenship Responsibility and ethics Global understanding Other: Other: 3. How is this learning outcome achieved through the program’s curriculum? Identify the courses or extra-curricular opportunities that address this outcome. Students in all Spanish courses are tested for listening comprehension either in conversation or by listening to recorded samples of the language where their ability to understand spoken Spanish is assessed and measured. 4. What methods of assessment will be used for this outcome? (Specify instrument and submit electronically with plan.) Students will take a Listening comprehension exam consisting of a recorded sample of spoken Spanish and respond to the recording for tone, content, audience and culturally implied meaning. The proficiency guidelines from the ACTFL are very clearly spelled out for assessment of this skill. 5. Who is assessed? When are they assessed? All seniors graduating with a degree in Spanish (B.A. and B.S.) will be assessed in their final 400 level course at MSUM. 6. Who is responsible in the department for collecting data? How and when will the results be discussed by members of the program? Responsibility for collecting this data will rest upon the faculty member teaching the 400 level course as is outlined by Spanish section guidelines. Guidelines state that the faculty member teaching the 400 level class in which there are graduating seniors, be responsible for the assessment of students in that class. Results will be given to the Spanish section head and analyzed in May of each academic year. 7. What is level of student performance is expected for this outcome? At the Advanced Mid proficiency level, students are able to understand main ideas and most details of connected discourse on a variety of topics in different times; demonstrate emerging awareness of culturally implied meanings. It is anticipated that all Spanish Majors will reach this level. Oral Proficiency Test The ACTFL Oral Proficiency Interview, or ACTFL OPI as it is often called, is a standardized procedure for the global assessment of functional speaking ability. It is a face-to-face (or telephonic) interview between a certified ACTFL tester1 and an examinee that determines how well a person speaks a language by comparing his or her performance of specific communication tasks with the criteria for each of ten proficiency levels described in the ACTFL Proficiency Guidelines-Speaking (Revised 1999).2 The ten proficiency levels are: Superior Advanced High Advanced Mid Advanced Low Intermediate High Intermediate Mid Intermediate Low Novice High Novice Mid Novice Low Since the ACTFL OPI is an assessment of functional speaking ability, independent of any specific curriculum, it is irrelevant when, where, why and under what conditions the candidate acquired his/her speaking ability in the language. The ACTFL OPI takes the form of a carefully structured conversation between a trained and certified interviewer and the person whose speaking proficiency is being assessed. The interview is interactive and continuously adapts to the speaking abilities of the individual being tested. The topics that are discussed during the interview are based on the interests and experiences of the test candidate. Through a series of personalized questions, the interviewer elicits from the test candidate examples of his or her ability to handle the communication tasks specified for each level of proficiency in order to establish a clear 'floor' and 'ceiling' of consistent functional ability. Often candidates are asked to take part in a role-play. This task provides the opportunity for linguistic functions not easily elicited through the conversational format. 1 We have two certified OPI teters in the Languages and Cultures Dept – John Hall and Cecilia Mafla-Bustamante. 2 http://www.actfl.org/i4a/pages/index.cfm?pageid=3348 Reading Test Upon reading each of the following texts, answer the questions that follow. Los muertos de Oaxaca Nos afrenta la creciente lista de muertos en Oaxaca provocada por la carencia de disposición y de habilidad para negociar el problema magisterial y social de una manera pacífica. La atención mediática se centra en el cadáver de un periodista extranjero. Sin embargo, estos lamentables fallecimientos son, en realidad, los más recientes de una larga lista de muertes anteriores, no cubiertas por la prensa, pero que a diario se suscitan por hambre y carencias en una de las entidades con mayor marginación del país. No exageramos. Oaxaca es la tercera entidad más pobre de México, con un índice de marginación de 2.13, apenas arriba de Chiapas (2.31) y Guerrero (2.41). La franja sureña que va del Pacífico al Golfo tiene un fuerte componente de población indígena y viejos rezagos en alimentación, salud, educación, vivienda, empleo y comunicaciones. Oaxaca es un fresco ejemplo de estados con potencialidades económicas vastas, pero con poblaciones muy pobres, sobreexplotadas y marginadas. Ningún proyecto es factible cuando los habitantes no tienen los servicios más indispensables y, al mismo tiempo, los grupos de poder locales se enfrascan en disputas mezquinas. La solución a los problemas de Oaxaca deben hacerse entonces en dos tiempos: cambios en lo inmediato y reformas para el largo plazo. Para resolver la coyuntura se han comenzado a dar pasos con el ingreso de la Policía Federal Preventiva a la capital del estado para restablecer el orden alterado durante los últimos cinco meses, lo cual celebra una parte importante de la población oaxaqueña. También, todo parece indicar que el ciclo del gobernador Ulises Ruiz Ortiz ha terminado. No se ve que haya las condiciones para que la entidad recobre gobernabilidad bajo su mando, ni mucho menos que pueda ser él quien encabece la colosal tarea de la restauración total de Oaxaca. Legisladores de todas las bancadas en el Congreso de la Unión, incluso los senadores de su propio partido, el PRI, le han sugerido que piense en su retirada, planteamiento que debe considerar con toda seriedad. Es muy probable que el gobernador Ulises Ruiz Ortiz haga mutis, pero nada garantiza que quien lo sustituya sea mejor que él. Por eso es que hay que trabajar en las reformas para el largo plazo que el estado necesita. Los ciudadanos requieren mejores instrumentos de fiscalización y control de los gobernantes, para que no tengan que enfrentarlos ocupando los edificios públicos y levantando barricadas en las calles. Si hay alguna lección de lo ocurrido en Oaxaca es que todos los conflictos nos atañen, por pequeños o locales que parezcan, y que la mayoría de los problemas que desembocan en estallidos sociales tienen causas profundas y comunes que debieron ser atendidas a tiempo, para evitarlos. Los problemas fundamentales de la entidad están lejos de ser resueltos, y mientras ello no suceda la paz social estará en riesgo permanente, por lo que hay que empezar hoy a evitar las probables muertes de mañana. 1) Identify the type of text this is, it’s possible context (where it came from). 2) What was the general attitude of the person who wrote this text? 3) How does the author describe the Oaxacan state? 4) What solutions does the author propose for the problems in Oaxaca? 5) How would this text be received in Mexico? Comment on the following story “Una carta a dios” by Gregorio López y Fuentes: La casa —única en todo el valle— estaba en lo alto de un cerro bajo. Desde allí se veían el río y, junto al corral, el campo de maíz maduro con las flores del frijol que siempre prometían una buena cosecha. Lo único que necesitaba la tierra era una lluvia, o a lo menos un fuerte aguacero. Durante la mañana, Lencho —que conocía muy bien el campo— no había hecho más que examinar el cielo hacia el noreste. —Ahora sí que viene el agua, vieja. Y la vieja, que preparaba la comida, le respondió: —Dios lo quiera. Los muchachos más grandes trabajaban en el campo, mientras que los más pequeños jugaban cerca de la casa, hasta que la mujer les gritó a todos: —Vengan a comer... Fue durante la comida cuando, como lo había dicho Lencho, comenzaron a caer grandes gotas de lluvia. Por el noreste se veía avanzar grandes montañas de nubes. El aire estaba fresco y dulce. El hombre salió a buscar algo en el corral solamente para darse el gusto de sentir la lluvia en el cuerpo, y al entrar exclamó: —Estas no son gotas de agua que caen del cielo; son monedas nuevas; las gotas grandes son monedas de diez centavos y la gotas chicas son de cinco... Y miraba con ojos satisfechos el campo de maíz maduro con las flores del frijol, todo cubierto por la transparente cortina de la lluvia. Pero, de pronto, comenzó a soplar un fuerte viento y con las gotas de agua comenzaron a caer granizos muy grandes. Esos sí que parecían monedas de plata nueva. Los muchachos, exponiéndose a la lluvia, corrían a recoger las perlas heladas. —Esto sí que está muy malo —exclamaba mortificado el hombre —ojalá que pase pronto... No pasó pronto. Durante una hora cayó el granizo sobre la casa, la huerta, el monte, el maíz y todo el valle. El campo estaba blanco, como cubierto de sal. Los árboles, sin una hoja. El maíz, destruido. El frijol, sin una flor. Lencho, con el alma llena de tristeza. Pasada la tempestad, en medio del campo, dijo a sus hijos: —Una nube de langostas habría dejado más que esto... El granizo no ha dejado nada: no tendremos ni maíz ni frijoles este año... La noche fue de lamentaciones: —¡Todo nuestro trabajo, perdido! —¡Y nadie que pueda ayudarnos! —Este año pasaremos hambre... Pero en el corazón de todos los que vivían en aquella casa solitaria en medio del valle, había una experanza: la ayuda de Dios. —No te aflijas tanto, aunque el mal es muy grande. ¡Recuerda que nadie se muere de hambre! —Eso dicen: nadie se muere de hambre... Y durante la noche, Lencho pensó mucho en su sola esperanza: la ayuda de Dios, cuyos ojos, según le habían explicado, lo miran todo, hasta lo que está en el fondo de las conciencias. Lencho era un hombre rudo, trabajando como una bestia en los campos, pero sin embargo sabía escribir. El domingo siguiente, con la luz del día, después de haberse fortificado en su idea de que hay alguien que nos protege, empezó a escribir una carta que él mismo llevaría al pueblo para echarla al correo. No era nada menos que una carta a Dios. “Dios —escribió— si no me ayudas, pasaré hambre con toda mi familia durante este año. Necesito cien pesos para volver a sembrar y vivir mientras viene la nueva cosecha, porque el granizo...” Escribió “A Dios” en el sobre, metió la carta y, todavía preocupado, fue al pueblo. En la oficina de correos, le puso un sello a la carta y echó ésta en el buzón. Un empleado, que era cartero y también ayudaba en la oficina de correos, llegó riéndose mucho ante su jefe, y le mostró la carta dirigida a Dios. Nunca en su existencia de cartero había conocido esa casa. El jefe de la oficina —gordo y amable— también empezó a reír, pero muy pronto se puso serio, y mientras daba golpecitos en la mesa con la carta, comentaba: —¡La fe! ¡Ojalá que yo tuviera la fe del hombre que escribió esta carta! ¡Creer como él cree! ¡Esperar con la confianza con que él sabe esperar! ¡Empezar correspondencia con Dios! Y, para no desilusionar aquel tesoro de fe, descubierto por una carta que no podía ser entregada, el jefe de la oficina tuvo una idea: contestar la carta. Pero cuando la abrió, era evidente que para contestarla necesitaba algo más que buena voluntad, tinta y papel. Pero siguió con su determinación: pidió dinero a su empleado, él mismo dio parte de su sueldo, y varios amigos suyos tuvieron que darle algo “para una obra de caridad.” Fue imposible para él reunir los cien pesos pedidos por Lencho, y sólo pudo enviar al campesino un poco más de la mitad. Puso los billetes en un sobre dirigido a Lencho y con ellos una carta que tenía sólo una palabra como firma: DIOS. Al siguiente domingo, Lencho llegó a preguntar, más temprano que de costumbre, si había alguna carta para él. Fue el mismo cartero quien le entregó la carta, mientras que el jefe, con la alegría de un hombre que ha hecho una buena acción, miraba por la puerta desde su oficina. Lencho no mostró la menor sorpresa al ver los billetes —tanta era su seguridad— pero se enfadó al contar el dinero... ¡Dios no podía haberse equivocado, ni negar lo que Lencho le había pedido! Inmediatamente, Lencho se acercó a la ventanilla para pedir papel y tinta. En la mesa para el público, empezó a escribir, arrugando mucho la frente a causa del trabajo que le daba expresar sus ideas. Al terminar, fue a pedir un sello, que mojó con la lengua y luego aseguró con un puñetazo. Tan pronto como la carta cayó al buzón, el jefe de correos fue a abrirla. Decía: “Dios: del dinero que te pedí, sólo llegaron a mis manos sesenta pesos. Mándame el resto, como lo necesito mucho; pero no me lo mandes por la oficina de correos, porque los empleados son muy ladrones. —Lencho.” 1) What is the tone of this story? 2) What was so devastating to Lencho’s family? 3) What did the postal workers think of the letter? 4) What did Lencho think of the response to his letter? 5) What could you infer about rural Mexican life from this story? Examen de proficiencia escrita - Español 498 Tema: Escoge uno: 1) Un desacuerdo que has tenido con alguien. En el ensayo debes hacer las siguientes cosas, pero no necesariamente en este orden: a) Describe a las personas y la situación. b) Describe las causas de lo que ocurrió. c) Describe lo que ocurrió. d) Describe las consecuencias de lo que ocurrió. 2) La defensa de una opinión o punto de vista. Puedes escoger cualquier tema. a) Describe, con detalles y ejemplos, tu punto de vista y un punto de vista que se opone a lo que piensas. b) Con el uso de razonamientos lógicos, trata de convencer al lector que tu punto de vista es el mejor o el más razonable. Número de palabras: un mínimo de 400 palabras. Durante el examen: Puedes usar papel y lápiz (o bolígrafo). No debes consultar un diccionario ni ningún otro recurso. Si no puedes pensar de la palabra exacta, usa otra(s). Al terminar: Por favor, cuenta el número de palabras y escribe ese número al fin del trabajo.