Unit #1: Intertextuality
"I will not deny that language is based on difference; rather I will argue that it is also based on reference."
Robert Scholes
"Any text is constructed as a mosaic of quotations: any text is the absorption and transformation of another."
Julia Kristeva
Robert Scholes
"Any text is constructed as a mosaic of quotations: any text is the absorption and transformation of another."
Julia Kristeva
Guiding Conceptual Questions:
1. How do texts adhere to and deviate from conventions associated with literary forms or text types?
2. How do conventions and systems of reference evolve over time?
3. In what ways can diverse texts share points of similarity?
4. How valid is the notion of a classic text?
5. How can texts offer multiple perspectives of a single issue, topic or theme?
6. In what ways can comparison and interpretation be transformative?
2. How do conventions and systems of reference evolve over time?
3. In what ways can diverse texts share points of similarity?
4. How valid is the notion of a classic text?
5. How can texts offer multiple perspectives of a single issue, topic or theme?
6. In what ways can comparison and interpretation be transformative?
Key Terms & Helpful Textbook Clips:
Week #1: INTRO TO INTERTEXTUALITY
Day 1: Activity #1 Discussion Forum
Day #1 About This Course PPT | |
File Size: | 5629 kb |
File Type: | pptx |
MICROSOFT TEAMS DISCUSSION PROMPT:
What does the term "intertextuality" mean? Feel free to use the website [http://thorneslit.weebly.com/] to learn more, but please respond in your own words.
What does the term "intertextuality" mean? Feel free to use the website [http://thorneslit.weebly.com/] to learn more, but please respond in your own words.
Intertextuality & Disney | |
File Size: | 401 kb |
File Type: | pptx |
Intertextuality & Disney Rubric | |
File Size: | 53 kb |
File Type: | doc |
Day 2: Activity #2 Intertextuality in Popular Culture
Explore the relationship between the texts (in the handout) and other texts you are familiar with. Then, respond to the following questions:
- How does meaning in the texts derive from and depend on your prior knowledge of other texts?
- Is it possible to create something that is genuinely original?
- If understanding texts is dependent on prior knowledge of other texts, what does this suggest about the claim made by some that we can ‘Google everything’ we do not know?
intertextuality-in-high-and-popular-culture.pdf | |
File Size: | 211 kb |
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Intertextuality Practice | |
File Size: | 6345 kb |
File Type: | pptx |
Day 3: Activity #3 Intertextuality in Language and Literature
While this activity is similar to activity #2, this will challenge you to explore intertextuality with literary and non-literary texts. It is the IB's hope that you "experience some defamiliarization, and that this may challenge [your] ethnocentrically (a tendency to view unknown groups or cultures from the perspective of one's own) held perspectives]."
intertextuality-in-lit-and-lang-and-everyday-social-situations.pdf | |
File Size: | 143 kb |
File Type: |
Day 4: Intertextuality & Education
Read the following quotation below. It is attributed to Steve Wheeler, a professor of education at the University of Plymouth in England.
"Occasionally I hear someone saying ‘I’m glad I took Latin at school’, and then arguing that it helped them to discover the name of a fish they caught whilst out angling on holiday. Well, knowing that thalassoma bifasciatum is a blue-headed wrasse may be wonderful for one’s self-esteem. It may impress your friends during a pub quiz, but it won’t get you a job… and was it really worth all those hours learning how to conjugate amo, amas, amat simply to be able to one day identify a strange fish, when all you need to do in the digital age is Google it?
The question is, how much do children need to learn in school that is knowledge based? Do children really need to know what a phrasal verb is, or that William Shakespeare died in 1616 when what they really need be able to do is write a coherent and convincing job application or construct a relevant CV? We call this type of learning declarative knowledge, because it is ‘knowing that’ – in other words, the learning of facts… Knowing how – or procedural knowledge – will be a greater asset for most young people."
After an initial reading, please share your initial thoughts; to what extent do you agree with Wheeler?
Now, read the following prompt below.
Professor Wheeler’s sentiment enjoys great currency in contemporary debates about education. However, we have seen in the examples we have studied that in order to understand one text we often need to have knowledge of other texts. It is in this sense, at least, that understanding texts is said to be ‘intertextual’. Where we lack this prior knowledge, it can be argued that our understanding of a text will be, at best, partial. Following from this, when we do not recognise intertextuality at work we cannot readily Google that which we do not know we do not know. With this in mind, to what extent do you agree with Professor Wheeler? Write a response to Wheeler for inclusion in your learner portfolio.
"Occasionally I hear someone saying ‘I’m glad I took Latin at school’, and then arguing that it helped them to discover the name of a fish they caught whilst out angling on holiday. Well, knowing that thalassoma bifasciatum is a blue-headed wrasse may be wonderful for one’s self-esteem. It may impress your friends during a pub quiz, but it won’t get you a job… and was it really worth all those hours learning how to conjugate amo, amas, amat simply to be able to one day identify a strange fish, when all you need to do in the digital age is Google it?
The question is, how much do children need to learn in school that is knowledge based? Do children really need to know what a phrasal verb is, or that William Shakespeare died in 1616 when what they really need be able to do is write a coherent and convincing job application or construct a relevant CV? We call this type of learning declarative knowledge, because it is ‘knowing that’ – in other words, the learning of facts… Knowing how – or procedural knowledge – will be a greater asset for most young people."
After an initial reading, please share your initial thoughts; to what extent do you agree with Wheeler?
Now, read the following prompt below.
Professor Wheeler’s sentiment enjoys great currency in contemporary debates about education. However, we have seen in the examples we have studied that in order to understand one text we often need to have knowledge of other texts. It is in this sense, at least, that understanding texts is said to be ‘intertextual’. Where we lack this prior knowledge, it can be argued that our understanding of a text will be, at best, partial. Following from this, when we do not recognise intertextuality at work we cannot readily Google that which we do not know we do not know. With this in mind, to what extent do you agree with Professor Wheeler? Write a response to Wheeler for inclusion in your learner portfolio.
Day 5: Intertextuality & Cover Songs [CONCEPTUAL UNDERSTAND= TRANSFORMATIVE]
Questions to ponder:
1. Do you prefer the original or the cover? Why?
2. Can Adams' version be said to be original in its own right? Why or why not?
3. What changes make for the most interesting elements in the cover version?
4. In what ways can comparison and interpretation be transformative?
1. Do you prefer the original or the cover? Why?
2. Can Adams' version be said to be original in its own right? Why or why not?
3. What changes make for the most interesting elements in the cover version?
4. In what ways can comparison and interpretation be transformative?
Questions to ponder:
1. Do you prefer the original or the cover? Why?
2. Can Whitney Houston's version be said to be original in its own right? Why or why not?
3. What changes make for the most interesting elements in the cover version?
4. In what ways can comparison and interpretation be transformative?
1. Do you prefer the original or the cover? Why?
2. Can Whitney Houston's version be said to be original in its own right? Why or why not?
3. What changes make for the most interesting elements in the cover version?
4. In what ways can comparison and interpretation be transformative?
READ THIS BEFORE DISCUSSION: 'Respect' Wasn't A Feminist Anthem Until Aretha Made It One
Questions to ponder:
1. Do you prefer the original or the cover? Why?
2. Can Whitney Franklin's version be said to be original in its own right? Why or why not?
3. What changes make for the most interesting elements in the cover version?
4. In what ways can comparison and interpretation be transformative?
1. Do you prefer the original or the cover? Why?
2. Can Whitney Franklin's version be said to be original in its own right? Why or why not?
3. What changes make for the most interesting elements in the cover version?
4. In what ways can comparison and interpretation be transformative?
Week #2:
Day 6: Intertextuality & Art [CONCEPTUAL UNDERSTANDING: CULTURE]
Questions to ponder:
Day 7-8: Intertextuality & Fairytales [CONCEPTUAL UNDERSTANDING: CREATIVITY]
The following is a summary of the story "Cinderella" in Politically Correct Bedtime Stories: Modern Tales for Our Life and Times by James Finn Garner (1994).
Questions to Ponder:
1. What theme appears through the modified version of "Cinderella"?
2. How is the new version achieved?
3. Do you believe the them is more overt in the original or in the "politically correct" version? Why or why not?
1. What theme appears through the modified version of "Cinderella"?
2. How is the new version achieved?
3. Do you believe the them is more overt in the original or in the "politically correct" version? Why or why not?
Day 9-10: Intertextuality & Lyric Poems [CONCEPTUAL UNDERSTANDING: CREATIVITY]
Questions to Consider:
1. What are the similarities and differences between these poems, in the context of their lyric form?
2. Though these poems hail from India, the United Kingdom, the United States of America, and Australia respectively, are there elements that hint at place here? Are there elements that feel more "universal"?
3. Based on the above, how does this put these poems "in conversation" with one another? If none of the poets were familiar with one another, how might these works be connected (if at all)?
1. What are the similarities and differences between these poems, in the context of their lyric form?
2. Though these poems hail from India, the United Kingdom, the United States of America, and Australia respectively, are there elements that hint at place here? Are there elements that feel more "universal"?
3. Based on the above, how does this put these poems "in conversation" with one another? If none of the poets were familiar with one another, how might these works be connected (if at all)?
By: Alan Moore
Week #1-
Day #1: Intro to Work
watchmen.pptx | |
File Size: | 3632 kb |
File Type: | pptx |
HOMEWORK: Read Ch. 1 + answer questions
watchmen_study_questions_-_intertextuality.doc | |
File Size: | 117 kb |
File Type: | doc |
Day #2-3: Historical Context + Cold War Group Activity
"The cold war and the threat of nuclear destruction is the ticking time bomb that is prevalent throughout Watchmen and provides significant plot tension."
Group A: Avery, Elizabeth, Noah, Tre, Aiden
•You will be researching from the perspective of the Soviet Union & their allies.
•You should focus on the following elements:
•Life during the time period
•Interpretations of the "war"
•Government action/reaction + impact on civilians
•Propaganda advertisements
•Anything else you can find!!
•One poster should have WRITTEN INFORMATION.
•The other poster should have pictures and images to convey what your written information says.
Group B: Alex, Joseth, Molly, Nevaeh
•You will be researching from the perspective of the United States & their allies.
•You should focus on the following elements:
•Life during the time period
•Interpretations of the "war"
•Government action/reaction + impact on civilians
•Propaganda advertisements
•Anything else you can find!!
•One poster should have WRITTEN INFORMATION.
•The other poster should have pictures and images to convey what your written information says.
We will present our information at the START of class on Monday. All of your research & BOTH posters MUST be completed by 8/20.
If you are unsure if your source is reliable or not, please use the CRAP Detection Test.
Please LIST your sources on the BACK of EACH poster!
•You will be researching from the perspective of the Soviet Union & their allies.
•You should focus on the following elements:
•Life during the time period
•Interpretations of the "war"
•Government action/reaction + impact on civilians
•Propaganda advertisements
•Anything else you can find!!
•One poster should have WRITTEN INFORMATION.
•The other poster should have pictures and images to convey what your written information says.
Group B: Alex, Joseth, Molly, Nevaeh
•You will be researching from the perspective of the United States & their allies.
•You should focus on the following elements:
•Life during the time period
•Interpretations of the "war"
•Government action/reaction + impact on civilians
•Propaganda advertisements
•Anything else you can find!!
•One poster should have WRITTEN INFORMATION.
•The other poster should have pictures and images to convey what your written information says.
We will present our information at the START of class on Monday. All of your research & BOTH posters MUST be completed by 8/20.
If you are unsure if your source is reliable or not, please use the CRAP Detection Test.
Please LIST your sources on the BACK of EACH poster!
HOMEWORK: Read Ch. 2 + answer questions
watchmen_study_questions_-_intertextuality.doc | |
File Size: | 117 kb |
File Type: | doc |
Day #4-5: Bob Dylan Song + Allusions
BOB DYLAN ACTIVITY [allusions] | |
File Size: | 21 kb |
File Type: | docx |
BIG 5 | |
File Size: | 19 kb |
File Type: | docx |
Week #2-
Day #1-2: Watchmen Socratic Seminar
watchmen_socratic_seminar.pptx | |
File Size: | 149 kb |
File Type: | pptx |
Day #3: Discuss Ch. 1-2 Discussion questions
Day #4:
Day #5: Whole Class Discussion