EXPECTATIONS

This is your self-instructional learner module in Reading and

Writing.
All the activities provided in this lesson will help you learn and
understand:
Context of Text Development: Intertext.
CONTENT STANDARD: The learner understands the
relationship of a written text and the context in which it
was developed.
PERFORMANCE STANDARD: The learner writes a 1000-word
critique of a selected text on the basis of its claim/s,
context, and properties as a written material.
LEARNING COMPETENCY: Identify the context in which a
text was developed.
LEARNING OBJECTIVES:
1. Identify the statements as true or false;
2. Recognize the types of intertextuality used in the given the
examples;
3. Compare and contrast two or more subjects (films, songs,
poems etc.) using intertextuality; and
4. Realize the importance of environment by interpreting an
adage.

Intertextuality is the shaping of texts’ meanings by other

texts. It can refer to an author’s borrowing and transformation
of a prior text or to a reader’s referencing of one text in reading
another.
Intertextual figures include: allusion, quotation, calque,
plagiarism, translation, pastiche and parody.
 The definition of intertextuality was created by the French
semiotician Jullia Kristeva in 1960s. She created the term
from the Latin word intertexto, which means “to intermingle
while weaving.” She argued that all works of literature being
produced contemporarily are intertextual with the works that
came before it.

Another definition of intertextuality is that it is a literary

discourse strategy (Gadavanji, n.d.) utilized by writers in
novels, poetry, theatre and even in non-written text (such as
performances and digital media).

Fan fiction is a great example of intertextuality where

authors enter the fictional world of other authors and create
their own stories.

Taylor Swift’s song “Love Story” makes intertextual

references to Romeo and Juliet and scarlet letter.

“Cause you were Romeo, and I was scarlet letter

And my daddy said stay away from Juliet”

The singer-composer struggled a lot in her love life when

she was in high school. The situation that she had was
somewhat related to William Shakespeare’s “Romeo and
Juliet.” Thus, she was inspired to compose a song
connected to this novel. This is where contextualization and
intertextuality come in.

However, a twist is observed in the singer’s composition.

The novel presents a tragic ending where both of the charters
died whereas in the song

“Love Story” depicts a happy ending.

“And said: “Marry me Juliet
You’ll never have to be alone
I love you and that’s all I really know
I talked to your dad, go pick out a white dress
It’s a love story baby just say yes”
 Intertextuality have different types. These are: Accidental,
Obligatory and Optional.

Accidental intertextuality is when readers often

connect a text with another text, cultural practice or a
personal experience, without there being any tangible anchor
point within the original text (John Fitzsimmons).

Obligatory intertextuality is when the writer

deliberately invokes a comparison or association between two
(or more) texts.
In this type, you have to have an understanding of a prior
hypotext before you can compare and contrast it with its
subsequent piece of work.

Optional intertextuality expresses the intention of the

writer in paying homage to the ‘original’ writers, or rewarding
those who have read the hypotext. The use of optional
intertextuality may be something as simple as parallel
characters or plotlines.

ACTIVITIES

Activity 1

Identify the types of intertextuality used in the following

situations.

1. While watching Bird Box, you are suddenly reminded of the

movie titled A Quiet Place for it has the same plot with the
film you are currently viewing.

2. Claire has just watched the Filipino version of the

Descendants of the Sun. Now, she needs to watch the
Korean version of it to identify their similarities and
differences.

3. Zydney has been greatly influenced by the works of J.K.

Rowling. Because of this, she intends to direct a play that
 portrays sorcery and plans to proclaim that the script is
inspired from the Harry Potter series.

Activity 2

A. Directions: Tell whether the following statements are

TRUE of FALSE.

_____1. Intertextual relationship is best recognized if a reader

has a prior knowledge of the hypotext.
_____2. Hypertext is written in a non-linear manner while
intertext is both linear and non-linear.
_____3. An author could be sued for plagiarism once he/she
applies intertextual relationship in his/her work.

B. Directions: Read the following questions carefully. Then,

answer the questions that follow. Encircle the letter of the
correct answer.

1. Which of the following statements best define

intertextuality?
A. It is the copying of others work.
B. It is the allusion from one text to another.
C. It is the transaction of one text into a different
language.
D. It presents the relationship between texts.

2. Which of the following could be used as a basis for

intertextuality?
A. Films
B. Novels
C. Plays
D. All of the above

3. What type of intertextuality is manifested if a popular singer

wants to make a revival of Smokey Mountain’s song
“Paraiso.”
A. Accidental intertextuality
B. Obligatory intertextuality
 C. Optional intertextuality
D. Both A and B

4. Why do authors use the concept of intertextuality?

A. to communicate their ideas
B. to earn money
C. to feel relax
D. all of the above

5. Intertextuality can take place ______________________.

A. across cultures
B. across mediums or styles
C. within the same medium or styles
D. all of the above

Activity 3

Identify the intertextuality made between the films Snow

White and the Seven Dwarfs and Snow White and the
Huntsman. You can use the literary elements in providing at
least 3 answers.
 1. Setting:
________________________________________________
________________________________________________
________________________________________________
_______________________________________________

2. Characters:
________________________________________________
________________________________________________
________________________________________________
________________________________________________
3. Plot:
________________________________________________
________________________________________________
________________________________________________
_______________________________________________

REFLECTIONS
 Activity 1 Activity 2 Activity 3

References

Module 18 in RWS, Division of Pasig