H HUMANITIES
H00801. REMEDIAL ENGLISH I
Skills for listening comprehension and speaking on a basic level:
natural language in different contexts. Exercises for listening
comprehension in formal and informal contexts. Interviews. Introducing
oneself. Description of events. Short speeches. Pre-listening,
listening, and post-listening strategies. Exercises for speaking:
dialogues and group activities. Language skills in reading comprehension
and writing on a basic level: pre-reading, reading, and post-reading
strategies for simple texts. Pre-writing strategies. Rhetorical
focus in writing. Basis knowledge of grammar: learning basic grammatical
structures in communicative exercises. Verb tenses. Modal forms
of the verb. parts of speech. Imperative mood.
H00802. REMEDIAL ENGLISH II
Listening comprehension and speaking skills at a low intermediate
level: natural language in different contexts. Exercises for listening
comprehension: interviews, short speeches, announcements, messages.
Pre-listening, listening, and post-listening strategies. Speaking
exercises: group discussions, presentations, debates. Strategies
for formulating inferences from contextual hints. Reading comprehension
and writing skills at a low intermediate level: reading simple
texts. Predicting the context. Establishing the context. Speed
reading. Looking for specific information. Vocabulary in context.
Identification of key words. Use of affixes. Comprehension of
main and secondary ideas. Writing simple ideas and short descriptions,
such as anecdotes, scientific texts, etc. Main clauses. Paragraph
structure. Use of transition words. Logical and coherent organization
of a paragraph. Application of rhetorical styles such as exposition,
narration, etc. Grammatical knowledge of English at a low intermediate
level: verb tenses. Comparing and contrasting verb tenses. Gerunds.
Verbs that denote a state.
H00803. REMEDIAL ENGLISH III
Listening comprehension and speaking skills on a medium intermediate
level: exercises for listening comprehension applying pre-listening,
listening, and post-listening strategies. Exercises for speaking,
such as dialogues, pair and team activities, group discussions,
guided discussions, dramatizations, etc. Language skills for reading
comprehension and writing: Applying reading strategies. Learning
vocabulary through academic strategies, such as recognition of
synonyms. Identifying instructions with academic purposes. Distinguishing
parts of speech. Recognizing related words. Recognizing adjectives
and nouns by suffixes. Comprehension of dictionary definitions.
Words with several meanings. Reading comprehension of more complex
ideas. Use and recognition of elements of writing, such as transition
words. Unity of a paragraph. Logical and coherent organization
of a paragraph. Classifying ideas by order of importance. Checking
details. Developing a topic sentence. Correcting hyperbolic phrases.
Revision of rhetoric styles: expositive, narrative, persuasive,
etc. Knowledge of the English grammar at a medium intermediate
level: learning grammatical structures through written and oral
communicative exercises focused on everyday and formal situations.
Review of verb tenses. Modal verb forms depending on linguistic
situation. Nouns with definite and indefinite articles. Comparing
and contrasting verb tenses.
H00804. REMEDIAL ENGLISH IV
Listening comprehension and speaking skills at a high intermediate level.
Exercises for listening comprehension of formal and informal conversation applying
predicting strategies. Summary of what is heard. Identifying intonation. Identifying
humor in discourse. Inferences. Generalizations. Identifying analogies. Chronological
order of events. Exercises for speaking. Language skills for reading and writing
on a high intermediate level: applying reading strategies, such as word definition
according to context, identification of structural signs, inference of a text's
content from its title, quick search, specific search, identification of meaning
from context, elaboration of synthesis and summary. Developing vocabulary through
academic strategies, such as analysis of main clauses. Consideration of one's
personal position. In-depth discussion of a subject. Analysis of dictionary
definitions. Differentiation between main and secondary ideas. Formulating the
implicit main idea. Analysis and interpretation of proverbs. Comprehension of
idioms. Written expression of more complex ideas than in lower-level courses.
Identifying the purpose and intended audience of a text. Revising and editing,
organization of sentences in a paragraph with main, secondary and supporting
ideas. Creative writing, paragraphs with comparison and contrast, etc. Reviewing
rhetoric styles, such as description of scientific topics, reports and articles,
essays, formal and informal texts. Knowledge of English grammar at a high intermediate
level: application and in-depth understanding of grammatical structures. Review
of grammatical structures. Identifying parts of speech. Determining the syntactic
order of speech. Analysis of verb tenses. Identification of auxiliary verbs.
Use of tenses for present, past, and future times. Applying modal verb forms.
Review of the passive voice. Using nouns and modifiers.
"To improve the command of the English language at an intermediate level.
To develop the skills to understand and speak the
language, as well as those of critical thinking. To enable the student with
the required methodology to write an academic paper in English. Social topics.
Environmental problems. Analysis and summarization of ideas and information.
Argumentation and debate skills. Everyday and technical vocabulary. Writing
skills. Organization and development of a topic. Textbooks: Blass, Laurie and
Meredith Pike-Baky. (1990) Mosaic I: a content-based writing book. New York:
McGraw Hill, Inc. Numrich, Carol. (In cooperation with National Public Radio.(1990)
Face the Issues. New York: Longman Publishers. Werner, Patricia K. (1990) Mosaic
I: a content based grammar. New York: McGraw Hill, Inc. The Pacific Zone will
use the book by Lannon Michael, Graham Tullis and Tonya Trappe. (1993) Insights
into business. Ed. Nelson. The Monterrey and State of Mexico campuses are using
at present the textbook Focus on Grammar: An Advanced Course for Reference and
Practice, Jay Maurer, Addison-Wesley Publishing Company, 1995. "
Observation, analysis and development of simple and complex linguistic structures. Achievement of written communication skills through practice of linguistic forms such as coordinate sentences, subordinate sentences, non-personal forms of verbs, book writing, spelling and proper punctuation. Textbooks: Ma. Eugenia Herrera Lima, ¿Redactar!, Ed. Patria, Mexico.
CAMPUS: ALL CAMPUSES
ACAD. PERIOD: SPRING & FALL
LANGUAGE OF INSTRUCTION: ENGLISH
Achievement of writing skills based on reading and proper language use. Development of observation skills. Description and modification of a linguistic-speech structure. The communication process. Basic abilities to describe a specific issue. Scarabaeus Model. Writing of lectures and speeches. Specialized forms of writing. Linguistic-speech transformation in a literary book. Textbooks: Redacción Avanzada: Un Enfoque Lingüistico, Alhambra, México, 1994.
CAMPUS: ALL CAMPUSES
ACAD. PERIOD: SPRING & FALL
LANGUAGE OF INSTRUCTION: SPANISH
H00808. ANALYSIS OF INFORMATION
Forming of self-taught critical and responsible readers through the development of skills in understanding and information retrieval. Study of cognitive reading comprehension pattern. Integrating reading and writing in an academic paper.
CAMPUS: ALL CAMPUSES
ACAD. PERIOD: SPRING & FALL
LANGUAGE OF INSTRUCTION: SPANISH
Authentic reading passages at the low-advanced level for practice of skimming, scanning, getting meaning from context, making
inferences. A variety of listening activities for practicing listening for main ideas and/or details, listening for tone, and making
inferences. Parts of a paragraph (topic sentence, supporting sentences, and concluding sentence) and parts of an essay
(introduction, body, and conclusion) for development of academic writing skills . Interactive speaking tasks for pronunciation
practice and development of fluency. Review of active and passive verb tenses and other grammatical topics, such as relative
clauses, two and three-word verbs, articles, direct and reported speech, comparatives and superlatives. Appropriate
vocabulary for this level, including idiomatic expressions. Critical thinking skills, such as inductive and deductive reasoning,
summarizing, analyzing and evaluating. Strategies for supporting opinions and disagreeing politely. Activities and policies to
promote values and attitudes, such as responsibility, honesty, tolerance and respect for human differences in culture and
opinions, and commitment to the community.
This course focuses on the student's intermediate usage of English. Understanding and speaking the language. Critical thinking skills. Provides the student with methods for developing an academic paper in English. Social themes and environmental problems will be discussed. Analyzing and synthesizing ideas and information. Reasoning and debating skills. Informal and technical vocabulary. Writing skills, development and understanding of specific issues. Textbooks: Blass, Laurie and Pike-Baky, Meredith, Mosaic I: A Content-based Writing Book, New York, McGraw-Hill, Inc., 1990. Carol Numrich, in cooperation with National Public Radio, Face the Issues, New York, Longman Publishers, 1990. Patricia K. Werner, Mosaic I: A Content Based Grammar, New York, McGraw-Hill, Inc., 1990. Campuses on the Pacific coast zone will use the following book: Michael Lannon, Graham Tullis and Tonya Trappe, Insights into Business, Ed Nelson, 1993.
El Campus Monterrey y Campus Estado de México estan utilizando actualmente como texto: Focus on Grammar: An
Advanced Course for Reference and Practice, autor Jay Maurer, casa editora Addison-Wesley Publishing Company, 1995.
CAMPUS: ALL CAMPUSES
ACAD. PERIOD: SPRING & FALL
LANGUAGE OF INSTRUCTION: ENGLISH
Greek epic poems. Homer: The Iliad and The Odyssey. Hesiod and myth systematization. Greek and lyric poetry. Tragedies: Aeschylus and Sophocles. The comedies of Aristophanes and Menandro. Greek prose. Italian classical literature. Drama. The Republican Era. Cicero. Historians. The Greek Empire. Virgil, Homer, Seneca, Latin poetry, and Petronius.
CAMPUS: ALL CAMPUSES
ACAD. PERIOD: SPRING & FALL
LANGUAGE OF INSTRUCTION: SPANISH
H00812. METHODOLOGY FOR LINGUISTIC ANALYSIS
History of linguistics. Saussure. Linguistics and semiology. Linguistics, language and speech. Linguistic symbology. Jackobson and Copenhague's circle. Functions of language. Phonetics and phonology. Hjemslev and Prague's circle. Martinet and French functionalism. American distributionalism. Bloomfield, Harris, Chomsky. Latest currents from 1970-1990. Textbooks: Jesús Tusón, Aproximación a la Historia de la Lingüistica Moderna, Universidad de Cambridge, Visor, Madrid, 1990.
CAMPUS: MTY
ACAD. PERIOD: SPRING & FALL
LANGUAGE OF INSTRUCTION: SPANISH
Research and organization of literary information. Two methodologies: Modern Language Asociation of America (MLA) and Nueva Revista de Filología Hispánica (New Magazine of Hispanic Philology {NRFH}). Literary principles and theory. Literary genres. Problems of epic structure, lyrics and drama. The function of poetry in language. Novels. Narrators, times of speech and narrative forms. Dramatic genre: language, actions and conflicts. Drama for entertainment purposes. Literature and meaning. Textbooks: Victor Manuel Aguilar y Silva, Teoría de la literatura, Gredos, Madrid, 1975. Alfonso Sánchez-Rey, El Lenguage Literario de la Nueva Novela Hispánica, Mapfre, Madrid, 1991.
CAMPUS: MTY
ACAD. PERIOD: SPRING & FALL
LANGUAGE OF INSTRUCTION: SPANISH
An approach to modern grammar. Traditional, structural and transformational generative grammar. The science of literature. Van Dijk and Tusón. Morphological analysis. Grammatical categorization. Form and function of words. Lexicography and lexicology. Incorrect use of lexicon. Syntactic, semantic, and lexical levels of communication. Textbooks: Emilio Alarcos Llorach, Gramática de la Lengua Española, Espasa-Calpe, Madrid, 1994. Teun Van Dijk, La Ciencia del Texto, Paídos, Barcelona, 1983. Jesús Tusón, Teorías gramaticales y análisis sintáctico, Teide, Barcelona, 1985.
CAMPUS: MTY
ACAD. PERIOD: SPRING & FALL
LANGUAGE OF INSTRUCTION: SPANISH
This course studies the background of semeiotics. Linguistics and Semeiotics. Symbols. Development of observation skills: the logic of form, continuity, sequence, form or structure and balance and language. The role of art in a semeiotics text. The function of semeiotics in visual messages, music and cinema. Iconography; semeiotics in theater. Importance of communication symbols. Classification of symbols. Symbols and culture. Semeiotics- its parameters, birth and goals. Saussure, Piece, Morris and Buyesens. Analysis of painting, literature, film and other forms of art and culture. Textbooks: Eco, Signo, Labor, Barcelona, 1975. Eco, Tratado de Semiótica General, Nueva Imagen, México, 1978.
CAMPUS: VERA, CHIS, CD.MEXICO, EDO. DE MEXICO, MTY, CVC, QRO, TOL.
ACAD. PERIOD: SPRING & FALL
LANGUAGE OF INSTRUCTION: SPANISH
An introduction to the analysis of narratives. Roland Barthes: functions and actions. Categories of literary narratives. Todorov: narratives as stories and narratives as speeches. Segré: the narrative as a source for communicating. Implicit author and implicit reader. Literature. Linguistics in literature. Levels of narratives. Linguistic varieties. Contextual content. Literary theories in the 20th century. Russian formalism. Structuralism. Modern critics. Textbooks: Cesare Segré, Principios de Análisis del Contexto Literario, Crítica, Barcelona, 1985.
CAMPUS: MTY
ACAD. PERIOD: SPRING & FALL
LANGUAGE OF INSTRUCTION: SPANISH
H00823. RENAISSANCE AND BAROQUE LITERATURE
Literary theories during the Renaissance: Dante Alighieri, Erasmus, Montaigne, Niccolò Machiavelli and Thomas More. The history of poetry from Petrarca to Góngora: Francesco Petrarca, Garcilaso de la Vega, Francisco de Quevedo, Luis de Góngora. Theatrical approach from 15th through 17th centuries: Fernando de Rojas, Christopher Marlowe, Lope de Vega, William Shakespeare and Calderón de la Barca. Narrative novels: Geoffrey Chaucer, Giovanni Boccaccio, François Rabelais, Miguel de Cervantes and other anonymous authors. Textbooks: José María Valverde, Historia de la Literatura Universal, Tomos IV y V, Barcelona, Planeta, 1986. Francisco Rico, editor, Historia Y Crítica La Litaratura Española, Tomos III y IV, Crítica, Barcelona, 1980.
CAMPUS: MTY
ACAD. PERIOD: SPRING & FALL
LANGUAGE OF INSTRUCTION: SPANISH
A historical-analytical study of the most outstanding medieval literary works from Spain and other parts of Europe. Epic and lyric poems as well as drama are reviewed in this course. The student is expected to analyze the following: Dulcidio, The Nibelungs, Beowulf, The Eddas, The Sagas, The Mío Cid, Perceval, Los Milagros de Nuestra Señora, Carmina Burana, El libro del buen amor, El libro de las siete partidas, Renart, Celestina, The Divine Comedy, Tristan and Iseo, and other important literary works.
CAMPUS: MTY
ACAD. PERIOD: SPRING & FALL
LANGUAGE OF INSTRUCTION: SPANISH
H00825. SPANISH LITERATURE I: FROM THE MIDDLE AGES TO
THE RENAISSANCE
"To get a general view of the Spanish literature in the Middle Ages and the Renaissance based on the study of the most representative texts of both periods and to establish the links between them considering their similarities, differences, influences and contributions. To practice critical reading and the analysis of the most representative works of these periods, applying the knowledge gained in the Literary Methodology course. The student will get familiarized with the Spanish literary production in these periods form a critical perspective in which he/she will develop reading skills, comprehension and internalization of the literary text in a way that these contribute to a better understanding of human nature."
Traditional rhetorical principles. Parts of a Spanish verse. Rhythmic analysis. Structure and function of language style of Dámaso Alonso. Words and meanings in poetry. Expressive functions of the hyperbaton and hyperbole in works by Góngora. Poetry by Roman Jackobson. Linguistics and poetry. Similarities between different sounds and meanings. Semeiotics from a literary perspective. Language style and semeiotics. Narrative programs, figurative parts, and isotopes. Textbooks: Alicia Yilera, Estilística, Poetrica y Semiótica Literaria, Alianza Editorial, México, 1983.
CAMPUS: MTY
ACAD. PERIOD: SPRING & FALL
LANGUAGE OF INSTRUCTION: SPANISH
French classics: Corneille, Racine and Molière. The encyclopedists: Voltaire. The English 18th century: Defoe and Swift. German pre-Romanticism: Göethe. Romanticism: Walter Scott, Mary Shelley, Victor Hugo. Realism: Stendhal, Balzac, Sand and Flaubert. Zolá and the naturalist movement. The Victorian era: William Thackeray, Dickens and the Brönté sisters. Escapist literature: Lewis Carrol and Verne. Russian writers: Dostoyevsky, Chekov, Ricquer and Valverde. Textbooks: Historia de la Literatura Universal, Tomos VII y VIII, Planeta. Arnold Hauser, Historia Social de la Literatura y el Arte, Tomo II, Labor.
CAMPUS: MTY
ACAD. PERIOD: SPRING & FALL
LANGUAGE OF INSTRUCTION: SPANISH
An introduction to semantics. Basic principles of semantics. Extralinguistic semantics and linguistic relativity. Universal semantics. The context of a meaning. Meanings and culture. Communicative competition: oral language/ written language, linguistic power and linguistic performance. Acts of speech: definition, pronunciation and perlocution. Types of speech. The function of language. Semantics in a word and sentence: the prepositional model. Traditional analysis vs. semantic analysis. Textbooks: Gaetano Berruto, La Semántica, Nueva Imagen, México, 1979. Angel Raimundo Fernández González, Salvador Hervás and Valeriano Baéz, Introducción a la Semántica, Cátedra, segunda edición, Madrid, 1979.
CAMPUS: MTY
ACAD. PERIOD: SPRING & FALL
LANGUAGE OF INSTRUCTION: SPANISH
H00835. DISCURSE ANALYSIS
"At first, it is intended that the students understand the functioning of the language as a tool, and to a certain extent the end of the ideological process. On the other hand, the students will know and understand the basic concepts of discourse analysis departing from different types of discursive enunciations and the implications they have in the ideological organization. Finally, the student will think over the power of ideological discourse based on the structure of the language. Textbooks: Reboul, Olivier. Ideología y Lenguaje. Foucault, Michel. El orden del discurso. Althuser, Lois de. Aparatos ideológicos del estado."
LANGUAGE OF INSTRUCTION: SPANISH
H00836. INTRODUCTION TO THE PHILOLOGICAL ANALYSIS OF
SPANISH
"To describe the role of Roman philology in regards to other philologies.
To place the Hispanic philology and the Spanish development from its origins
up to the present times. To interrelate the phenomena of historical type with
the linguistic changes. To proceed with the analysis, observing the Spanish
linguistic modalities in different texts."
H00837. SPANISH LITERATURE II: FROM BAROQUE TO REALISM
"To get a general knowledge of the Spanish Baroque, Neoclassical, Romantic and Realistic literature, based on the most representative texts of such currents and to establish the links among them, considering their similarities, differences, influences and contributions. To practice critical reading and the analysis of the most representative works of these periods, applying the knowledge gained in the Literary Theory course. The student will get familiarized with the Spanish literary production in the periods between the Baroque and Realism form a critical perspective in which he/she will develop reading skills and reading comprehension and will internalize the literary text in a way that all these contribute to a better understanding of human nature."
"The student will know the different movements and artists of modern and
contemporary art in the western world, from the very
first avant-gardist movements to the postmodern art. The student will understand
the construction of the main discourses and
aesthetic proposals of art in the 20th century. The student will be capable
of criticizing around the validity and the legitimate
discourses of modern and contemporary art."
LANGUAGE OF INSTRUCTION: SPANISH
Language and society. Linguistic diversities. Language. Society. Linguistic community. Polyformism. Changes in language. Free variation. Sociolinguistics. Sociolinguistic analysis. Social issues. Labov, Bernstein, Fishman, and Gumperz. Applied sociolinguistics. Psycolinguistics. Textbooks: Herbert Clark and Eve Clark, Psychology and Language, Harcourt Brace Jovanovich Publishers, USA, 1977. S. Bolaño, Introducción a la Teoría y Práctica de la Sociolingüistica, Trillas, México, 1993.
CAMPUS: MTY
ACAD. PERIOD: SPRING & FALL
LANGUAGE OF INSTRUCTION: SPANISH
H00842. SPANISH LITERATURE FROM 1898 TO THE POSTWAR YEARS
Historical background and general study of the generation of 1898. Miguel de Unamuno, José Martínez Ruíz (Azorín), Antonio Machado, Pío Baroja and Ramón del Valle Inclán. The grandchildren of 1898. The generation of 1927: Federico García Lorca, Diego Hernández and Alberti. Spanish novels during the postwar years. War novelists. Novelists in exile. The evolution of post-war techniques. Sociological issues of the 40's, 50's and 60's. Camilo José Cela, Laforet and Delibes. Novels of the 70's through 90's. Textbooks: Julián Marías, La Generación del 98, Colección Austral, Espasa-Calpe, Madrid, 1979. Gonzálo Sobejano, La Novela Española de Nuestro Tiempo, Editorial Prensa Española, Madrid, 1975.
CAMPUS: MTY
ACAD. PERIOD: SPRING & FALL
LANGUAGE OF INSTRUCTION: SPANISH
H00843. UNIVERSAL LITERATURE OF THE 20TH CENTURY
Avant-garde novels: Franz Kafka and André Bretón. Proustian monologue in English literature: Virginia Wolfe. Stream of consciousness flow: Ulyses by Joyce and his influence in contemporary literature. Problems faced by an artist when viewed as a hero- three perspectives: Thomas Mann, James Joyce and Herman Hesse. Existentialism: current philosophies on literature: Jean Paul Sartre and Albert Camus. The theater of the absurd: Eugène Ionesco; Samuel Beckett and Edward Abee. French neo-objectivism during the 50's: Alain Robbe-Grillet, Michel Butor, Natalie Sarroute and Marguerite Duras. Reality and discourse of some authors from the end of the century: Doris Lessing, Milán Kundera and Italo Calvino, among others. Textbooks: Benito Varela, Renovación de la Novela en el Siglo XX, Destino, 1967. Andrés Amorós, Introducción a la Novela Contemporánea. Cátedra, 1981.
CAMPUS: VERA, CHIS, CD.MEXICO, EDO. DE MEXICO, MTY, CVC, QRO, TOL.
ACAD. PERIOD: SPRING & FALL
LANGUAGE OF INSTRUCTION: SPANISH
H00844. LITERARY THEORY II
To study the present trends of Literary theory and value the importance in text analysis and interpretation. To emphasize theconstruction of poetic meaning and the systematic approach to the study of literary genres and the different poststructuralist postures. To apply the theoretical principles in the literary text analysis. To interpret and evaluate the literary work in regards to the most recent theories.
H00851. CONTEMPORARY LATIN AMERICAN LITERATURE
Magic and fantasy as non-fictional literature: Jorge Luis Borges, Julio Cortázar, Gabriel García Márquez. Latin America as viewed from a fictitious perspective: Horacio Quiroga, Mario Vargas Llosa and Luis Sepúlveda. Feminist literature- The literature of change: María Luisa Bombai, Isabel Allende, Clarice Lispector, Luisa Valenzuela. Our ample culture and its borders- literature by Chicanos: José Antonio Burciaga, Pedro Juan Soto, Sandra Cisneros. Textbooks: César Fernández Moreno, América Latina en su Literatura, Siglo XXI, México, 1980. Donald Shaw, Historia de la Literatura Hspanoamericana, Cátedra, Madrid, 1990.
CAMPUS: VERA, CHIS, CD.MEXICO, EDO. DE MEXICO, MTY, CVC, QRO, TOL.
ACAD. PERIOD: SPRING & FALL
LANGUAGE OF INSTRUCTION: SPANISH
H00853. SPANISH POST-WAR NOVEL SEMINAR
The Spanish Civil War novel: social-historical problems. Misunderstandings in a dialogue. Literary changes after the war. Actors and spectators. Actors and heroes. Technical changes in the Spanish post-war novel: the 40's, 50's and 60's. Innovations: Interior monologue, time, counterpoint and labyrinth. The post-war novels: spectators, militaries and interpreters. Existentialist novels: Camilo José Cela, Laforet and Miguel Delibes. The social novel: Rafael Sánchez Ferlosio, Jesús Fernández Santos, Juan Goytisolo, Luis Goytisolo, Juan García Hortelano, Juan Marsé, Ana Ma. Matute, Cela Trulock and Umbral. The structural novel: Luis Martín Santos, Juan Benet, Sueiro and Gelbenzu. Novels during exile: Sender and Maz Aub. Other contemporary authors, 1970-1990.
CAMPUS: MTY
ACAD. PERIOD: SPRING & FALL
LANGUAGE OF INSTRUCTION: SPANISH
H00861.CONTEMPORARY LITERATURE SEMINAR
The student is expected to do research on the most outstanding works from the boom and postboom era while considering contemporary literary critics: psychology, narratives, discourse and reception theory. Isabel Allende, Manuel Puig, Skármeta, Goldenberg, Luis Rafael Sánchez, Bryce Echenique and Luis Valenzuela, Eduardo Liendo, Luis Sepúlveda, and others.
CAMPUS: MTY
ACAD. PERIOD: SPRING & FALL
LANGUAGE OF INSTRUCTION: SPANISH
H00872. LITERATURE OF NEW SPAIN
This course is focused towards the analysis of novohispanic literature. The student is expected to consult material from the university's Biblioteca Cervantina. This course is an introduction to literary critics and philological analysis, as well as an introduction to the background of novohispanic literature. Mesoamerican literary works. Mythical narratives. Didactic books. Moral philosophical poetry. Chronicles of the conquest. Soldier chroniclers. Missionary chroniclers. Narratives by the surrendered. Evangelist theater. Amateur theater. Novohispanic poetry. Influences of the Spanish baroque period. Sor Juana. Carlos de Sigüenza y Góngora. Juan Ruiz de Alarcón. Satirical poetry. Traditional romance. Narratives. The flourishing of novels in Mexico. Fernández de Lizardi. The psychological essay. Literary critics. Textbooks: José Joaquín Blanco, La Literatura en la Nueva España, Cal y Arena, México, 1989. José Pascual Buxó, La Literatura Novohispana: Revisión Crítica y Propuestas Metodológicas, UNAM, México, 1994.
CAMPUS: MTY
ACAD. PERIOD: FALL
LANGUAGE OF INSTRUCTION: SPANISH
H00873. LITERARY CRITICS SEMINAR
A structural analysis of the mythical narrative. Semiology of a literary discourse. Sociological critics: Lukàcs and Goldman. Post-structuralism and history: Hayden White. Two psychological perspectives: Bajtín and Foucault. An hermeneutic approach: Gadamer, Rocoeur, Ingarden, Iser and Jauss. Deconstruction: Derrida and Gasché. Textbooks: Marc Angenot, et al, Teoría Literaria, S. XXI, Editores, Madrid, 1993. José María Pozuelo, Teoría del Lenguaje Literario, Cátedra, Madrid, 1988.
CAMPUS: MTY
ACAD. PERIOD: FALL
LANGUAGE OF INSTRUCTION: SPANISH
H00881. PHILOSOPHY AND SCIENCE OF EDUCATION
Towards a philosophy of education. Philosophy and science. Philosophy
and culture. Philosophy and contemporary education. Philosophical
ways of understanding the human being and pedagogical models.
The field of education sciences. Foundations of education. Theories
of education. Contributions to the theory of education. Epistemology.
Educational technology. Cybernetics and teaching. Elements of
didactics. Directions in teaching methodology. Curricular design
and development. Components of a didactic model. Textbooks: Octavio
Fullat, Filosofías de la educación, Aconcahua Ediciones
y Publicaciones, Mexico City, 1991; Jaime Sarramona, Qué
es la pedagogía, una respuesta actual, Barcelona, Ceac,
1985; Margarita Pansza et al., Fundamentos de la didáctica,
Guernika, Mexico City, 1988.
H00882. CONTEMPORARY MEXICAN LITERATURE
Antihistoric theater: Rodolfo Usigli. Demystification of history: Ibargüengoitia. Mexicans and the outcome of their history. Azuela, Fuentes and Rulfo. Historical myths. Cardenism. "La literatura de la onda." The movement of 68. Contemporary chronicles. Feminist literature. This course will study works by authors such as Elena Garro, Rosario Castellanos, José Agustín, Elena Poniatowska, Laura Esquivel, José Emilio Pacheco, Gustavo Sainz, Hector Aguilar Camín, Silvia Molina, Luis Arturo Ramos and Sara Sefchovich, among others.
CAMPUS: MTY
ACAD. PERIOD: SPRING & FALL
LANGUAGE OF INSTRUCTION: SPANISH
H00883. APPLIED LINGUISTICS SEMINAR
Introduction to the field of linguistic research. Pedagogic discourse. Discourse
analysis. Bilinguism. Languages in contact. Translation theory. Ethnography
of speech. Language acquisition. Psycholinguistics and neurolinguistics. Sociolinguistics.
Linguistic planning. Conversation analysis. Proxemics. Language and communication.
Artificial languages. Language and artificial intelligence.
H00884. EUROPEAN LITERATURE SEMINAR
The student will analyze in depth some novels of the last three decades of
the 20th century. The students will discuss the content of these form different
critical and analytical points of view. The student will practice writing an
academic essay. The students will use the knowledge gained in the Literary Theory
course and Literary Criticism Seminar.
H00891. INNOVATIVE PROJECTS
This course functions with the methodology of a seminar or workshop,
where knowledge and skills obtained in education technology and
language are integrated into the development of different innovative
projects in the educational field. The topic, design and elaboration
of these projects depends on the needs of the (public or private)
agency, the company or institution they are directed to. Students
work in teams using their own resources or with an external sponsor,
following this sequence: team integration, establishing the project's
addressee, analysis of needs, elaboration of draft project, presentation
of project, implementation, report on results, proposal for definite
implementation and publishing of the proposal.
H00892. 20TH CENTURY MEXICAN LITERATURE SEMINAR
Social-historic background of the 20th century Mexican novel.
The Mexican revolution. Mexico's independence. Towards a modern
Mexico. The literary genres: epics, lyrics and drama. Ideology,
literature and history: Yáñez, Revueltas, Rulfo,
Fuentes, Arreola, Paz, and Garro. Antiliterature and literature:
Sainz, Agustín, Elizondo, and Pacheco. The literature of
1968. Most recent tendencies: urban novel, crime novel, feminist
novel, chronicle, metafiction, disfictionalization, and other
important tendencies.