This study reports on computer-aided investigation of salient differences in the essay idiolects of the Mexican writers Octavio Paz and Rosario Castellanos and suggests that some of them may be linked to gender. It describes use of ready-made software and computational strategies requiring no tagging and minimal ocular scan. It suggests some parameters that can be searched and in most cases quantified to explore characteristics posited by linguistic and literary scholars, taking into consideration the particular language and culture of the authors.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org.. American Association of Teachers of Spanish and Portuguese is collaborating with JSTOR to digitize, preserve and extend access to Hispania.Computers have been helping scholars study literary texts for several decades, but in the past eight years, with the advent of the microcomputer, literary computing as a discipline has become accessible to all of us. More and more colleagues, realizing that computers are here to stay, are venturing into the new technologies. Progress in the field has been so rapid that it is difficult to take stock of where we have been and where we are going. Recognizing, of course, that it is impossible to cover all aspects of the subject in a brief essay, I would like to offer, to colleagues interested in using the computer for studying literary texts, some observations based on the following questions: What has been done with computers in literature, and more specifically, in Hispanic studies? What tasks related to literature in Spanish can computers help scholars accomplish, and what off-the-shelf software is available to the non-programmer? And finally, what are some of the future prospects for literary computing?
Then and Now
This article presents an overview of educational computing for the non-specialist from the perspective of the classroom teacher as user of courseware rather than as programmer, developer, or researcher. It considers diverse terms associated with courseware and CAI and offers a working definition of courseware and a pragmatic taskrelated typology broad enough to accommodate many humanities domains. It further discusses sources for dedicated as well as "crossover" courseware products in the humanities, resources for information, and courseware interest in Computers and the Humanities as evidenced by articles, reviews, and special issues.
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