Lesson 2
Intertextuality
Learning Identify the context in
Competency which a text was
1 developed: intertext
(EN11/12RWS-IVac-7,
EN11/12RWS-IVac-7.2).
Objectives
● define intertextuality;
● identify kinds of intertextuality, and
● create an output using intertextuality.
Essential Question
How does intertextuality deepen your ideas
and perspectives of a text?
Warm Up!
1. Fill in the first two columns of the KWL chart in your study
guide. You have 10 minutes to do this.
2. Share your second column reflections with the entire class.
3. You will return to the third column after the discussion.
What you want to
What you know What you learned
know
Review
Why is context imperative in
understanding any text?
Learn about It!
Intertextuality
It is the relationship formed between two
texts.
For a reader to understand the meaning of a
text, he or she should be able to make sense
of its connection or relationship with the
Learn about It!
Julia Kristeva, a French author, coined the
term intertextuality. In her essay “Word,
Dialogue, and Novel,” published in 1967, she
says, “Any text is constructed as a mosaic of
quotations; any text is the absorption and
transformation of another.” A text, she argues,
depends on other texts and discourses.
Learn about It!
Questions to ask:
1.Why did the author reference another
text in his or her writing?
2.How is the text incorporated into the
author’s writing? How did the author
reimagine it?
3.What effect does the text have on the
Learn about It!
Intertextuality is used
by many writers to
shape the meaning of
their work or add to it
Learn about It!
The reader is compelled to read (or
reread) the text being referenced in
order to understand its purpose in
the current text and the meaning of
the current text eventually.
Learn about It!
Allows the reader to see
the story transform and be
transformed by the text
being referenced.
Learn about It!
Allows them to tell stories
from a new perspective
and to create new
possibilities in them.
Learn about It!
Learn about It!
The writer references either a brief or
prolonged portion of a literary text in his or
her writing.
The Lord of the Flies are loosely adapted
from Treasure Island. The setting and the
storyline of the two stories are similar. Both
are adventures on stranded islands.
Learn about It!
Learn about It!
He or she mentions the title of the book, uses one of its
characters, or recreates one of its scenes. An example
is Miguel Syjuco’s novel Ilustrado, which references
Jose Rizal’s Noli Me Tangere and El Filibusterismo.
One of the novel’s protagonists is named Crispin, and
the main plot revolves around a balikbayan who
experiences the corruption and hypocrisy of his
homeland. His experience echoes of the character
Crisostomo Ibarra/Simon
Learn about It!
The writer references a media or social text in his or her
writing.
Shrek is a prominent example of how the screenwriter was able to
reference various kinds of media in the movie. The movie constantly
references fairy tales as depicted in films, such as the Disney
princesses. Because Shrek is considered part of the fantasy genre, the
scriptwriters were also able to incorporate mini-stories from the
different characters from the different fairy tales. There is one scene
wherein the princesses were actually an integral part of the plot, and
Learn about It!
Learn about It!
He or she mentions a
film, a TV show, or a
song, etc. and
becomes part of the
writing.
Learn about It!
Write true if the statement is correct and false if the statement is
incorrect.
______1. The term intertextuality is coined by William Fitzgerald, a
French writer.
______2. The goal of intertextuality is to link a text to other texts.
______3. Intertextuality confuses the readers on what the text really
means.
______4. Social and political contexts can also be shown in writing
through intertextuality.
______5. In Bridget Jones’s Diary, Bridget’s parents were referenced
from the attitudes shown by Fitzgerald Darcy.
Learn about It!
Hypertext creates a network of materials
linked because of various connections
they share. This encourages and, at times,
requires readers to go through the material
at their pace.
Learn about It!
Hypertextuality according to
Amaral, 2010 is simply a
non-linear way of presenting
information.
Learn about It!
Rather than reading or learning about
things in the order that an author, or
editor, or publisher sets out for us, readers
of hypertext may follow their own path,
create their own order – their own
meaning out the material.
Learn about It!
The term was coined by Ted Nelson around
1965. It is when you type a word and attach
a link to that word so that upon clicking on
that word, the reader is sent to the site
attached.
Learn about It!
Hypertext is the foundation of the World
Wide Web enabling users to click on link to
obtain more information on a subsequent
page on the same site orfrom website
anywhere in the world.
Learn about It!
Hypertext connects topic on a screen
to related information, graphics,
videos, and music – information is
not simply related to text.
Learn about It!
Learn about It!
Information directly/indirectly related
to the topic written may be referenced
through hyperlinks in which the reader
can access the direct source or
reference through a single click.
Learn about It!
According to French literary scholar
Gerard Genette in his book Palimpsests:
Literature in the Second Degree, hypertexts
are derived from hypotexts through a
process called transformation.
Learn about It!
Learn about It!
Write true if the sentence is correct and false if the sentence is
incorrect.
______1. Hypertexts are associated with computing. ______2.
Hypertexts are derived from hypotext through transformation.
______3. Michael Riffaterre coined the term hypertext.
______4. Readers do not have any control with what they can
experience in a text.
______5. Hypotexts elaborate and transform a hypertext.
Writing Prompts
Criteria Beginning Developing Accomplished
(0–1 pt.) (2–3 pts.) (4–5 pts.)
Content/ Not enough Substantial Comprehensive
Substance information is provided information is provided information is
to answer the prompt, to answer the prompt, provided to answer
and some of the but a detail or two are the prompt. All the
information provided is inaccurate. details are accurate.
inaccurate.
Organization The ideas are illogically Some ideas are The ideas are clearly
presented. logically presented. and logically arranged
Writing Prompts
Criteria Beginning Developing Accomplished Score
(0–1 pt.) (2–3 pts.) (4–5 pts.)
Unity The ideas are not The ideas are The ideas are related and
related to one another. somehow related to relevant to one another.
There are no one another. Some Proper transitional signals
transitional signals transitional signals are used.
used. are used.
Language There are many errors There are a few The spelling, mechanics,
(spelling, mechanics, in the spelling, errors in spelling, grammar, and word
grammar, and word mechanics, grammar, mechanics, choice are accurate.
choice) and word choice that grammar, and word
interfere with the choice.
meaning of the output.
Values Integration
What were the intertexts that you encountered in your
parents’ stories or in the lessons you learned when you
were younger?
Synthesis
1. Form four big groups. You will be assigned one of the following
regions.
a. Metro Manila
b. Luzon
c. Visayas
d. Mindanao
2. Work with three other members in your groups.
3. Conceptualize a three-minute skit to promote Philippine tourism
after doing research on your assigned region.
4. Make sure to incorporate a local myth of your region within your
skit.
Synthesis
5. Present your skit in front of the class.
6. As a wrap-up activity, answer the given questions.
a. How were you able to incorporate a myth into
your skit?
b. Do you think your group was successful in
integrating intertextuality in your skit?
Synthesis
Criteria Beginning Developing Accomplished Score
(0–1 pt.) (2–3 pts.) (4–5 pts.)
Content/Substance The presentation lacks The presentation somehow The presentation
specific, accurate, and includes related and consistently includes
meaningful meaningful specific, accurate, and
content/references. content/references. meaningful
content/references.
Voice Clarity The modulation, volume, and The modulation, volume, and The modulation, volume,
pronunciation are not clear pronunciation are somehow and pronunciation are
and appropriate. clear and appropriate. clear, understandable,
and appropriate.
Creativity The presentation lacks or The presentation somehow The presentation reflects
does not reflect the group’s reflects the group’s the group’s
resourcefulness, artistry, and resourcefulness and artistry. resourcefulness, artistry,
cooperation. and cooperation.
Assignment
1. Review the discussion of intertextuality.
2. Finish the third column of the KWL chart from the
warm-up activity.
3. Reflect as well on how intertextuality can be an
integral part of critical reading.
4. Make sure to complete the chart using complete
sentences.
Assignment
5. After accomplishing the KWL chart, write a short
paragraph about encountering intertextuality while
reading any kind of text.
6. Be sure to name the texts that you have encountered
and discuss briefly how the use of intertext affected
how you perceived the ideas in the text.
Criteria Score
Content
(The KWL chart is completed. The short paragraph contains
sufficient information about the named texts and how the use of
intertext affected one’s perception of the ideas in the text.) 2 pts.
Organization
(Logical progression of details/events; clear transitions between
ideas) 2 pts.
Language
(The spelling, mechanics, grammar, and usage are accurate.) 1 pt.
Score: /5
