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This paper analyzes Julia Kristeva's idea of intertextuality and its transformative effect on scholarly investigation. By investigating how Kristeva's hypothesis reshapes our understanding of content connections, the ponder highlights its suggestions for scholarly feedback and literary thoughts. The paper advances explores how intertextuality impacts basic hones and peruser engagement with texts.

This article examines the effects of using intertextual theories to refine writing instruction in culturally diverse contexts, in terms of transfer of learning. Within a wider, two-year intervention study in six schools, four teachers were observed for a term each to describe how intertextual theories resulted in refinements to writing instruction their Year 4-8 classes. These effective teachers of writing redesigned their writing programmes to create intertextual support for their writers. The nature of the changes resulted in writing instruction which allowed for incorporation of students' textual knowledge as well as an explicit focus on future applicability of their learning. The observed teaching practices arguably offered students a greater degree of authority over their situated textual knowledge than might otherwise exist. The results of the study offer possibilities for writing instruction to build students' knowledge through text inquiry as part of writing lessons.

This article examines the effects of using intertextual theories to refine writing instruction in culturally diverse contexts, in terms of transfer of learning. Within a wider, two-year intervention study in six schools, four teachers were observed for a term each to describe how intertextual theories resulted in refinements to writing instruction their Year 4-8 classes. These effective teachers of writing redesigned their writing programmes to create intertextual support for their writers. The nature of the changes resulted in writing instruction which allowed for incorporation of students' textual knowledge as well as an explicit focus on future applicability of their learning. The observed teaching practices arguably offered students a greater degree of authority over their situated textual knowledge than might otherwise exist. The results of the study offer possibilities for writing instruction to build students' knowledge through text inquiry as part of writing lessons.

This article examines the effects of using intertextual theories to refine writing instruction in culturally diverse contexts, in terms of transfer of learning. Within a wider, two-year intervention study in six schools, four teachers were observed for a term each to describe how intertextual theories resulted in refinements to writing instruction their Year 4-8 classes. These effective teachers of writing redesigned their writing programmes to create intertextual support for their writers. The nature of the changes resulted in writing instruction which allowed for incorporation of students' textual knowledge as well as an explicit focus on future applicability of their learning. The observed teaching practices arguably offered students a greater degree of authority over their situated textual knowledge than might otherwise exist. The results of the study offer possibilities for writing instruction to build students' knowledge through text inquiry as part of writing lessons.

This article examines the effects of using intertextual theories to refine writing instruction in culturally diverse contexts, in terms of transfer of learning. Within a wider, two-year intervention study in six schools, four teachers were observed for a term each to describe how intertextual theories resulted in refinements to writing instruction their Year 4-8 classes. These effective teachers of writing redesigned their writing programmes to create intertextual support for their writers. The nature of the changes resulted in writing instruction which allowed for incorporation of students' textual knowledge as well as an explicit focus on future applicability of their learning. The observed teaching practices arguably offered students a greater degree of authority over their situated textual knowledge than might otherwise exist. The results of the study offer possibilities for writing instruction to build students' knowledge through text inquiry as part of writing lessons.

Critical Writing and Intertextuality in the EFL Classroom Zohra Merabti & Dr. Halima Benzoukh, Kasdi Merbah University Ouargla, Algeria   The Fifth Annual International Conference on Languages, Linguistics, Translation and Literature 2-3 February 2021, Ahwaz For more information, please visit the conference website: WWW.LLLD.IR

'Vishvamitra, Intertextuality and Performance of Classical Narratives about Caste Adheesh Avinash Sathaye (Thesis)'

Political cartoons are animated through visual analogies that imply a likeness between the event portrayed in the image and the issue on which the cartoonist is making comment. Although many kinds of analogies can be used, meanings arise as the viewer is able to recognize and interpret them. This becomes difficult, though, when a cartoon's analogy is drawn from contemporary or historical events, plays on literary allusions, or uses past cultural knowledge not readily available to a viewer. The resultant intertextuality assumes an ideal viewer and a narrow cultural memory that have consequences for who is included in, and excluded from, the ongoing editorial conversation. Issues flowing from this assumed memory are discussed in relation to social studies textbooks used in British Columbia.

Political cartoons are animated through visual analogies that imply a likeness between the event portrayed in the image and the issue on which the cartoonist is making comment. Although many kinds of analogies can be used, meanings arise as the viewer is able to recognize and interpret them. This becomes difficult, though, when a cartoon's analogy is drawn from contemporary or historical events, plays on literary allusions, or uses past cultural knowledge not readily available to a viewer. The resultant intertextuality assumes an ideal viewer and a narrow cultural memory that have consequences for who is included in, and excluded from, the ongoing editorial conversation. Issues flowing from this assumed memory are discussed in relation to social studies textbooks used in British Columbia.

One of the main issues often discussed among academics is how to encourage active participation by students during classroom discussions. This applies particularly to students at the tertiary level who are expected to possess creative and critical thinking skills. Hence, this paper reports on a study that examined how these skills were demonstrated by a group of university students who employed intertextual links during a follow-up reading activity involving small-group text discussions. Thirty undergraduates who were in their fifth semester of a TESL degree programme were prescribed reading texts consisting of two chapters taken from a book. Findings reveal that intertextual links made during text discussions created successfully a "collaborative environment" where beliefs and values were shared judicially among participants. Pedagogical implications for ESL classroom practice include heightening the awareness amongst academics and students of the role of intertextuality in order to promote students' use of their critical and creative thinking skills in a supportive classroom environment.

One of the main issues often discussed among academics is how to encourage active participation by students during classroom discussions. This applies particularly to students at the tertiary level who are expected to possess creative and critical thinking skills. Hence, this paper reports on a study that examined how these skills were demonstrated by a group of university students who employed intertextual links during a follow-up reading activity involving small-group text discussions. Thirty undergraduates who were in their fifth semester of a TESL degree programme were prescribed reading texts consisting of two chapters taken from a book. Findings reveal that intertextual links made during text discussions created successfully a "collaborative environment" where beliefs and values were shared judicially among participants. Pedagogical implications for ESL classroom practice include heightening the awareness amongst academics and students of the role of intertextuality in order to promote students' use of their critical and creative thinking skills in a supportive classroom environment.

One of the main issues often discussed among academics is how to encourage active participation by students during classroom discussions. This applies particularly to students at the tertiary level who are expected to possess creative and critical thinking skills. Hence, this paper reports on a study that examined how these skills were demonstrated by a group of university students who employed intertextual links during a follow-up reading activity involving small-group text discussions. Thirty undergraduates who were in their fifth semester of a TESL degree programme were prescribed reading texts consisting of two chapters taken from a book. Findings reveal that intertextual links made during text discussions created successfully a "collaborative environment" where beliefs and values were shared judicially among participants. Pedagogical implications for ESL classroom practice include heightening the awareness amongst academics and students of the role of intertextuality in order to promote students' use of their critical and creative thinking skills in a supportive classroom environment.

Our social worlds are visually saturated. A feature of post-modern society is its relentless traffic in images, often borrowed from diverse times and places, and patched together in ever changing ways. This traffic serves commercial purposes, shapes identities, and increasingly stands in for reality itself. As a newspaper columnist noted, "most of us have seen far more images of reality than we have actual landscapes, personalities, or violence. Even an event as unique as September 11 cannot seem to stand on its own. Think of all those who said they felt they were watching a movie." Teaching students to read this flow of images is a task shared across all school subjects. For social studies educators, though, the visual is significant because it carries and interprets the social. Pictures frame the events, issues, and values of our collective experience. They show what to believe and do, and who our heroes and friends are supposed to be. They entertain, inform, comfort, disturb, and cajole. So do the images within social studies textbooks, and understanding how this works is part of learning to interpret the broader social world. A helpful tool is the concept of intertextuality as used within the literature of visual culture where authors theorize the production, circulation, uses, and changing meanings of images across time and place. The purpose of this article is to discuss three questions: (1) What is intertextuality? (2) What forms does it take? and (3) What are the implications? Such questions are important for social educators because "human experience is now more visual and visualized than ever before. In many ways, people in industrialized and post-industrial societies now live in visual cultures to an extent that seems to divide the present from the past." Intertextuality is central to this experience.

To understand literature, it is necessary for a reader to make connections between the text of the literary work and the text of the reader's life. Student autobiographical writing before reading can be used to enhance students' ability to make such connections. Autobiographical writing helps students apply relevant life experience that might not be readily evoked by a literary text. Even the most successful student readers might not otherwise apply their lives to the literature they read. They may remain submissive to literary texts, thinking it is the text's job to make any connections that need to be made. Asking students to write about their lives vests them with an authority they might otherwise not feel and demonstrates to them a teacher's belief in the importance of students' connecting their lives to the literature they read. Student writing models indicate that autobiographical writing before reading appears to have positive effects on both students' understanding of and attitude toward literature. Furthermore, a study has shown that students who engaged in autobiographical writing before reading tended to like stories better than those who did no writing, and students who did not engage in autobiographical writing liked stories less after discussion. By allowing students to reflect on their lives, teachers can help them have more meaningful transactions with literature. (Eight writing prompts are attached. (SG)

This paper stems from a study of an eighth-grade writing club in an urban school. The study asked: How would students use a community-based set of texts to create identities for themselves and each other in relation to their communities, their schooling, and writing and to examine issues of personhood? The paper theorizes about what the notions of personhood and intertextuality contribute to educators' conceptions of literacy teaching and learning. It provides a definition of personhood, reviews related research, and presents an analytical framework which includes a rationale for why personhood and literacy are productively investigated through the intertextuality heuristic. To elaborate on the theoretical ideas presented, the paper focuses on two aspects of the writing club: (1) the ways two students took up opportunities presented to them as they participated for shaping and reshaping discourse practices about personhood along the dimensions of history, music, racial and ethnic identity, and womanhood; and (2) the significance of the study's framing in providing opportunities for students to make intertextual links between their research studies and the literacy practices of community members. In addressing how the students took up their literacy practices, the paper elaborates on the discourse practices that framed the writing project, which opened up what is described as an "intertextual field" containing dynamic potential for students to create intertextual links between their inquiry into community issues and the inquiry of community members who were using research and writing to address similar issues. (Contains two tables, five transcripts, eight notes, and 92 references.) (NKA)

Intertextuality Wiki dumped with WikiTeam tools.

While Dickens used to be seen as a writer of shallow and sentimental children’s literature, as the prolific caterer to the new market of mass literature, this collection of essays shows that Dickens was not only a reader of high-brow literature, but also expected his readers to understand them in the context of contemporary scientific and economic debates. Covering a wide range of writers – from Sidney, Shakespeare, Cervantes to Swift, Smollett and Bulwer-Lytton – Dickens’s novels reveal a multi-layered cosmos and supply their readers with richly woven nets of intertextuality.

While Dickens used to be seen as a writer of shallow and sentimental children’s literature, as the prolific caterer to the new market of mass literature, this collection of essays shows that Dickens was not only a reader of high-brow literature, but also expected his readers to understand them in the context of contemporary scientific and economic debates. Covering a wide range of writers – from Sidney, Shakespeare, Cervantes to Swift, Smollett and Bulwer-Lytton – Dickens’s novels reveal a multi-layered cosmos and supply their readers with richly woven nets of intertextuality.

ABSTRACT After accepting Islam, the Persians began receiving strong influences from Arabs, in all fields of knowledge, including the religious one. One of the indicators of this particular influence is, their early interest for the contribution to the story of Yusuf, originally told in a dedicated chapter in the Qur’an (surah 12). Persians have given numerous literary works on the subject. In Persian, this story is narrated in three forms: in verse (in mathnawi rhymed couplets), in prose, and in prose and verse combined. I think it would be sufficient in this paper, just to give a clearer idea about, when the story of Yusuf and Zulaikha started to be elaborated in the Persian literature and about the most prominent authors, who have undertaken such a task. I will compare those Persian literary works– up to 30, authored by writers such as Ferdowsi, Jami, Khawari Shirazi, Balkhi, Umku Bukhari, al-Kharvi etc. – with literary works on the same theme, by Albanian authors such as Hafiz Ali Korça and Muhamed Kyçyku. I will argue that, the interest and contribution of Persians to the story of Yusuf and Zulaikha has been great. One thing that deserves attention is the fact that, in relating the story of Yusuf, Persians have paid attention to the artistic and literary aspect of it, in contrast to the Arabic works, which mainly focus on the religious and moral aspect of the story.

ABSTRACT After accepting Islam, the Persians began receiving strong influences from Arabs, in all fields of knowledge, including the religious one. One of the indicators of this particular influence is, their early interest for the contribution to the story of Yusuf, originally told in a dedicated chapter in the Qur’an (surah 12). Persians have given numerous literary works on the subject. In Persian, this story is narrated in three forms: in verse (in mathnawi rhymed couplets), in prose, and in prose and verse combined. I think it would be sufficient in this paper, just to give a clearer idea about, when the story of Yusuf and Zulaikha started to be elaborated in the Persian literature and about the most prominent authors, who have undertaken such a task. I will compare those Persian literary works– up to 30, authored by writers such as Ferdowsi, Jami, Khawari Shirazi, Balkhi, Umku Bukhari, al-Kharvi etc. – with literary works on the same theme, by Albanian authors such as Hafiz Ali Korça and Muhamed Kyçyku. I will argue that, the interest and contribution of Persians to the story of Yusuf and Zulaikha has been great. One thing that deserves attention is the fact that, in relating the story of Yusuf, Persians have paid attention to the artistic and literary aspect of it, in contrast to the Arabic works, which mainly focus on the religious and moral aspect of the story.

The most famous manāqib (hagiography) of Syaikh Abd al-Qadir al-Jailānī in Java, is an-Nūr al-Burhānī, written by Kyai Muslih al-Marāqī, a Javanese translation of al-Barzanji’s al-Lujain ad-Dānī. However, this book has its uniqueness and can be regarded as a new book because Kyai Muslih is not only a translator but also a commentator of the book. This article aims to describe the relationship between the book and other text. By intertextuality analysis, this paper finds that an-Nūr al-Burhānī is a revision of some translation books of al-Lujain ad-Dāni that have existed before, as well as constructed by quotations from 30 books, 24 verses of al-Qur'an, 50 ḥadiṣ and some poems. The relationship of intertextuality is indicated by excerpt, expansion, modification, and conversion. The excerpt is seen in Kyai Muslih’s sounding about controversial issues related to Sufism. The expansion is found when he speaks more extensively about the issues he discusses. The modification is shown by shortening a lengthy ḥadiṣ, a citation, and a title of a book. The conversion is seen when he criticizes another opinion he regards as not valid. Finally, an-Nūr al-Burhānī serves as hypotext for the subsequent works. At least, two books in the Indonesian language, namely Terjemah Manaqib Syaikh Abdul Qadir Jailani by Moh Saifulloh al-Aziz and Penuntun Manaqib Syeikh Abdul Qadir al-Jailani by Baidlowi Syamsuri are the translations of Javanese an-Nūr al-Burhānī and not a direct translation of Arabic al-Lujain ad-Dāni. These findings underline the importance of the translator's competence in order to produce good translation works, as is modeled by Kyai Muslih.

The present paper deals with  the “Theory of intertextuality in The Reluctant Fundamentalist and the White Tiger It deals with some of the narrative principles which are required to take an account of how a theme or story is organized. In this article the complex phenomenon of the theory of intertextuality is focused on in detail. The focus has been on when and why the speaker or writer feels the need to relate the other text, how they are interrelated to signify new messages in response to new situations and new positions and finally how they intensify the meaning and affect the reader.  

Julia Kristeva’s concept of Intertextuality signifies the relations of texts through their references of ideas, wording and ideological resonances. This paper investigates the intertextual dimensions of Narayan Surve’s poem Karl Marx, presenting how it integrates ideological, historical, cultural, and literary elements within the idea of class struggle. Through Mikhail Bakhtin’s dialogism theory and Marxist literary criticism, the study highlights how the poet Surve builds dialogue between past and present, representing the Marxist ideas in contemporary labour movements. The localisation of Karl Marx through oral traditions and cultural references shows how intertextuality functions as a vehicle for ideological and political solidarity. The poet Narayan Surve’s depiction of Marx as an active presence breaks the linearity of historical texts, representing class consciousness through poetic expression. Additionally, the poem’s reference to Goethe further embroils the relationship between art and revolution, signifying the role of literature in designing proletarian agency. By analysing these intertextual strategies, this paper argues that the poem Karl Marx exemplifies how poetry can be a medium for ideological resistance, linking historical materialism with lived experience.

Julia Kristeva’s concept of Intertextuality signifies the relations of texts through their references of ideas, wording and ideological resonances. This paper investigates the intertextual dimensions of Narayan Surve’s poem Karl Marx, presenting how it integrates ideological, historical, cultural, and literary elements within the idea of class struggle. Through Mikhail Bakhtin’s dialogism theory and Marxist literary criticism, the study highlights how the poet Surve builds dialogue between past and present, representing the Marxist ideas in contemporary labour movements. The localisation of Karl Marx through oral traditions and cultural references shows how intertextuality functions as a vehicle for ideological and political solidarity. The poet Narayan Surve’s depiction of Marx as an active presence breaks the linearity of historical texts, representing class consciousness through poetic expression. Additionally, the poem’s reference to Goethe further embroils the relationship between art and revolution, signifying the role of literature in designing proletarian agency. By analysing these intertextual strategies, this paper argues that the poem Karl Marx exemplifies how poetry can be a medium for ideological resistance, linking historical materialism with lived experience.

Julia Kristeva’s concept of Intertextuality signifies the relations of texts through their references of ideas, wording and ideological resonances. This paper investigates the intertextual dimensions of Narayan Surve’s poem Karl Marx, presenting how it integrates ideological, historical, cultural, and literary elements within the idea of class struggle. Through Mikhail Bakhtin’s dialogism theory and Marxist literary criticism, the study highlights how the poet Surve builds dialogue between past and present, representing the Marxist ideas in contemporary labour movements. The localisation of Karl Marx through oral traditions and cultural references shows how intertextuality functions as a vehicle for ideological and political solidarity. The poet Narayan Surve’s depiction of Marx as an active presence breaks the linearity of historical texts, representing class consciousness through poetic expression. Additionally, the poem’s reference to Goethe further embroils the relationship between art and revolution, signifying the role of literature in designing proletarian agency. By analysing these intertextual strategies, this paper argues that the poem Karl Marx exemplifies how poetry can be a medium for ideological resistance, linking historical materialism with lived experience.

In his book  The Scandal of Translation: Towards an Ethics of Difference , Lawrence Venuti vehemently asserts that translation “…entails the creative reproduction of values,” and at the same time, it is usually seen with suspicion (1). He examines a bunch of reasons which instigate this suspicion. According to him, translation domesticates a foreign text and goes through a continuous inscription process in the stages of production, circulation and reception. While a foreign text is inscribed with linguistic and cultural values of the target readers, it runs into the risk of surrendering its individual tone and voice to the target readers’ interest and thus, the target text is re-written and reproduced in the local dialects and the framework of local discourses. It is a common belief that translation causes violence to the source text because intertextuality between two distinct languages, cultures and minds gives rise to a new space where it “suffers from an institutional isolation” (Venuti,  The Scandal of Translation: Towards an Ethics of Difference , 2). If it is so, a lot of suspicion regarding the authenticity of translation immediately emerges out of this limitation. As translation contributes to the mobility and multiplicity of understanding, it goes hand in hand with ambivalence and destabilization in establishing communication while intertextualizing the source text with the target text. To reduce this ambivalence and bring about equivalence between the source text and the target text theoretical framework is followed sometimes knowingly and very often unknowingly by the translators. In Bangladesh, translation at present turns into a field of study and so it invites a critical evaluation. This paper seeks to explore from a Bangladeshi perspective how intertextuality impacts translation.

Buku ieu nganalisa nu isu kontroversial of the theory of intertext, nu categorical aparat, dianggap, ngahaja, struktural, jeung tipe séjén intertextuality. Ngagambarkeun kelas ngalaksanakeun nya téhnik, nu kategori nu kagolong pikeun rujukan nu, aplikasi, allusion, paraphrase, traveliana, parody jeung katara

The central argument of this paper is that the latest generation of women writers challenges the stereotypical female intimacy novels. Like the forefathers of African literature, women writers are producing political comments. Chimamanda Ngozi Adichie’s coming of age novel, Purple Hibiscus, allegorically documents Nigeria’s political history in the late nineties, which accounts for the relevance of women’s struggle. In this article, two of Gérard Genette’s key intertextual relations – intertextuality and hypertextuality- call to mind the changes in women’s writing.

The central argument of this paper is that the latest generation of women writers challenges the stereotypical female intimacy novels. Like the forefathers of African literature, women writers are producing political comments. Chimamanda Ngozi Adichie’s coming of age novel, Purple Hibiscus, allegorically documents Nigeria’s political history in the late nineties, which accounts for the relevance of women’s struggle. In this article, two of Gérard Genette’s key intertextual relations – intertextuality and hypertextuality- call to mind the changes in women’s writing.

This study examines how individuals detect and evaluate metaleptic references in the gospel traditions and whether the modality of presentation (reading or video performance) affects the interpretive process.

This study examines how individuals detect and evaluate metaleptic references in the gospel traditions and whether the modality of presentation (reading or video performance) affects the interpretive process.

This study examines how individuals detect and evaluate metaleptic references in the gospel traditions and whether the modality of presentation (reading or video performance) affects the interpretive process.

This study examines how individuals detect and evaluate metaleptic references in the gospel traditions and whether the modality of presentation (reading or video performance) affects the interpretive process.

This study examines how individuals detect and evaluate metaleptic references in the gospel traditions and whether the modality of presentation (reading or video performance) affects the interpretive process.

An investigation of three tenants in classical architecture challenge the homely Anglo-Saxon motto, “use before beauty.”

An investigation of three tenants in classical architecture challenge the homely Anglo-Saxon motto, “use before beauty.”

Gordon-Conwell Theological Seminary Doctor of Ministry Thesis-Project Abstract:  Bible translators can be tempted to limit their focus to a specific verse. Better translators look more broadly and use insights from discourse grammar to ensure their translation coheres and flows naturally at the paragraph level and above. However, a translation can be more illuminating if it provides its audience with effective access to much of the intertextual context that the original authors likely expected of their audiences. This research develops principles from hermeneutics, literary and communication theory, and translation studies, and then proposes textual and paratextual strategies that can be used for almost any translation style and should especially benefit communities whose only resource is a print Bible. The project includes ninety minutes of audio-visual modules that present these principles and strategies to translation consultants and educators and a survey to evaluate their effectiveness.

Gordon-Conwell Theological Seminary Doctor of Ministry Thesis-Project Abstract:  Bible translators can be tempted to limit their focus to a specific verse. Better translators look more broadly and use insights from discourse grammar to ensure their translation coheres and flows naturally at the paragraph level and above. However, a translation can be more illuminating if it provides its audience with effective access to much of the intertextual context that the original authors likely expected of their audiences. This research develops principles from hermeneutics, literary and communication theory, and translation studies, and then proposes textual and paratextual strategies that can be used for almost any translation style and should especially benefit communities whose only resource is a print Bible. The project includes ninety minutes of audio-visual modules that present these principles and strategies to translation consultants and educators and a survey to evaluate their effectiveness.

Genre analysis of texts has always been significant. The current study aimed at investigating intertextuality considering cultural variations and differences in students' discourse communities. Social studies, philosophy, and biology were chosen as the representatives of social sciences, humanities and sciences. Tehran University, one of the most prominent and oldest universities in Iran, was chosen as the source of the theses. From each discipline, eight theses were chosen randomly and the organization of the introductions was analyzed according to Samraj's revised model of Swales (2008). Next, a comparative and contrastive analysis was performed between the results obtained from this study and the ones obtained from Samraj's (2008). The results indicated that social studies and biology introductions were quite similar and followed the traditional format of thesis writing whereas philosophy introductions were different as they had a more topic-based structure.

This paper addresses the television program "Cheers" and demonstrates one way of interpreting the complexity of messages within the program. The interplay of visual messages within the "Cheers" programming is referred to as intertextuality, or the relation of one text to another to express an idea. Two basic types of intertextuality--horizontal and vertical--serve as a framework for this analysis of "Cheers." Horizontal textuality refers to relations between primary texts "along the axis of genre and content." In "Cheers," genre intertextuality means examining how the show works as a situation comedy, and in particular how it differs from other situation comedies. Content intertextuality refers to the use of specific allusions to other texts. The second type of intertextuality is vertical, defined as the relation between a primary text and those texts which refer to and discuss the primary texts. In the case of "Cheers," this includes analyses in the popular press. These secondary texts work to promote the circulation of selected meanings of the primary text. The carefully crafted comedic statements in "Cheers" carry social and cultural overtones, presenting an intellectual challenge to the viewer who actively attends to the interplay. After a description of the characters, this paper includes a general and an episode analysis. It then shows how the titles of the shows have been gleaned from classic literature and places "Cheers" in the comedic perspective with other television comedies. (Contains 18 references.) (AEF)

VOL. 4 N0. 2 (2024)

Intertextuality is a term that is defined variously and, in a sense, cannot be defined categorically and should not be. The term serves as a point of departure for engaging in an academic discourse grounded in differing theoretical and institutional frames. In the wake of poststructuralism, the classical notion of a "definition," a bringing together of scattered particulars, no longer holds together. Though initially defined by Julia Kristeva as a process of constructing a text through selection and inclusion, "intertextuality" has been appropriated by scholars in composition. Using the term to support an expressivist approach, Nancy Kline encourages her students to engage with the "presence" in the text, which in turn is engaged with other presences. James Porter uses the term to counter romantic notions of the writer as an autonomous, creative agent, like E. G. White or Joan Didion. Paul Hunter uses the term to sidestep the problematics of "intersubjectivism," the interpersonal interaction that the discourse community theory assumes; he believes the intertextual matrix is much larger than that given discourse communities. Rather than attempting to measure these theories against some primary source to determine which one qualifies as a misreading, the scholar should, according to Richard Rorty's pragmatism, accept or reject them according to their usefulness. Rorty argues that "definitions" should not be forgotten but should be done without to the extent that it is possible. (TB)

Intertextuality is a term that is defined variously and, in a sense, cannot be defined categorically and should not be. The term serves as a point of departure for engaging in an academic discourse grounded in differing theoretical and institutional frames. In the wake of poststructuralism, the classical notion of a "definition," a bringing together of scattered particulars, no longer holds together. Though initially defined by Julia Kristeva as a process of constructing a text through selection and inclusion, "intertextuality" has been appropriated by scholars in composition. Using the term to support an expressivist approach, Nancy Kline encourages her students to engage with the "presence" in the text, which in turn is engaged with other presences. James Porter uses the term to counter romantic notions of the writer as an autonomous, creative agent, like E. G. White or Joan Didion. Paul Hunter uses the term to sidestep the problematics of "intersubjectivism," the interpersonal interaction that the discourse community theory assumes; he believes the intertextual matrix is much larger than that given discourse communities. Rather than attempting to measure these theories against some primary source to determine which one qualifies as a misreading, the scholar should, according to Richard Rorty's pragmatism, accept or reject them according to their usefulness. Rorty argues that "definitions" should not be forgotten but should be done without to the extent that it is possible. (TB)

Intertextuality is a term that is defined variously and, in a sense, cannot be defined categorically and should not be. The term serves as a point of departure for engaging in an academic discourse grounded in differing theoretical and institutional frames. In the wake of poststructuralism, the classical notion of a "definition," a bringing together of scattered particulars, no longer holds together. Though initially defined by Julia Kristeva as a process of constructing a text through selection and inclusion, "intertextuality" has been appropriated by scholars in composition. Using the term to support an expressivist approach, Nancy Kline encourages her students to engage with the "presence" in the text, which in turn is engaged with other presences. James Porter uses the term to counter romantic notions of the writer as an autonomous, creative agent, like E. G. White or Joan Didion. Paul Hunter uses the term to sidestep the problematics of "intersubjectivism," the interpersonal interaction that the discourse community theory assumes; he believes the intertextual matrix is much larger than that given discourse communities. Rather than attempting to measure these theories against some primary source to determine which one qualifies as a misreading, the scholar should, according to Richard Rorty's pragmatism, accept or reject them according to their usefulness. Rorty argues that "definitions" should not be forgotten but should be done without to the extent that it is possible. (TB)

Intertextuality is a term that is defined variously and, in a sense, cannot be defined categorically and should not be. The term serves as a point of departure for engaging in an academic discourse grounded in differing theoretical and institutional frames. In the wake of poststructuralism, the classical notion of a "definition," a bringing together of scattered particulars, no longer holds together. Though initially defined by Julia Kristeva as a process of constructing a text through selection and inclusion, "intertextuality" has been appropriated by scholars in composition. Using the term to support an expressivist approach, Nancy Kline encourages her students to engage with the "presence" in the text, which in turn is engaged with other presences. James Porter uses the term to counter romantic notions of the writer as an autonomous, creative agent, like E. G. White or Joan Didion. Paul Hunter uses the term to sidestep the problematics of "intersubjectivism," the interpersonal interaction that the discourse community theory assumes; he believes the intertextual matrix is much larger than that given discourse communities. Rather than attempting to measure these theories against some primary source to determine which one qualifies as a misreading, the scholar should, according to Richard Rorty's pragmatism, accept or reject them according to their usefulness. Rorty argues that "definitions" should not be forgotten but should be done without to the extent that it is possible. (TB)

Intertextuality is a term that is defined variously and, in a sense, cannot be defined categorically and should not be. The term serves as a point of departure for engaging in an academic discourse grounded in differing theoretical and institutional frames. In the wake of poststructuralism, the classical notion of a "definition," a bringing together of scattered particulars, no longer holds together. Though initially defined by Julia Kristeva as a process of constructing a text through selection and inclusion, "intertextuality" has been appropriated by scholars in composition. Using the term to support an expressivist approach, Nancy Kline encourages her students to engage with the "presence" in the text, which in turn is engaged with other presences. James Porter uses the term to counter romantic notions of the writer as an autonomous, creative agent, like E. G. White or Joan Didion. Paul Hunter uses the term to sidestep the problematics of "intersubjectivism," the interpersonal interaction that the discourse community theory assumes; he believes the intertextual matrix is much larger than that given discourse communities. Rather than attempting to measure these theories against some primary source to determine which one qualifies as a misreading, the scholar should, according to Richard Rorty's pragmatism, accept or reject them according to their usefulness. Rorty argues that "definitions" should not be forgotten but should be done without to the extent that it is possible. (TB)