Relevant bibliographies by topics / Intertextualy

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Intertextualy'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Intertextualy"

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González, Rebeca Cristina López. "The Art of “Including Art” in Animation: DreamWorks’ Intertextual Games for All." Journal of Literary Education, no. 1 (December 8, 2018): 107. http://dx.doi.org/10.7203/jle.1.12209.

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Art forms become interrelated when intertextual phenomena occur. The choice of previous art forms to create humour may seem to be a playful game, but it is the result of many kinds of inserted messages. Fourteen animated feature films by DreamWorks have been analysed and classified in depth (by using Sebeok’s (1986) intertextual categories, which were also described by Hatim & Mason (1990)), in order to demonstrate how animation is an art that encompasses other artistic productions. Firstly, art and animation will be defined in order to, secondly, use the corpus to exemplify the intertextual connections from other art forms. Lastly, the final quantitative and qualitative results will substantiate the conclusion that these productions by DreamWorks are an example of artistic cinematographic intertextuality. Key words: animation, intertextuality, art forms, Children’s Literature.. Resumen Las formas artísticas se interrelacionan cuando se pone en práctica el fenómeno intertextual. El uso de formas artísticas previas para crear humor puede parecer un juego pero es el resultado de la inserción de varios tipos de mensajes en un texto/discurso. Se analizan y clasifican en profundidad catorce películas de animación creadas por DreamWorks (se emplea para ello las categorías intertextuales propuestas por Sebeok (1986) descritas, a su vez, por Hatim & Mason (1990)), con el propósito de demostrar cómo la animación es un arte que engloba a otras producciones artísticas. En primer lugar, se definen los conceptos de arte y animación para, acto seguido, mostrar mediante el corpus cuáles son las conexiones intertextuales que provienen de otras formas artísticas. Los resultados cuantitativos y cualitativos permiten concluir que las producciones animadas de DreamWorks son un ejemplo de intertextualidad cinematográfica artística. Palabras clave: arte, álbumes, museos, galerías, contexto. Resum Les formes artístiques s’interrelacionen quan es posa en pràctica el fenomen intertextual. L’ús de formes artístiques prèvies per crear humor pot semblar un joc però és el resultat de la inserció de diversos tipus de missatges en un text/discurs. S’analitzen i classifiquen en profunditat catorze pel·lícules d’animació creades per DreamWorks (s’hi empra per a això les categories intertextuals proposades per Sebeok (1986) descrites, d’altra banda, per Hatim & Mason (1990)), amb el propòsit de demostrar com l’animació és un art que engloba d’altres produccions artístiques. En primer lloc, es defineixen els conceptes d’art i animació per a, tot seguit, mostrar mitjançant el corpus quines són les connexions intertextuals que provenen d’altres formes artístiques. Els resultats quantitatius i qualitatius permeten concloure que les produccions animades de DreamWork són un exemple d’intertextualitat cinematogràfica artística. Paraules clau: animació, intertextualitat, formes artístiques, literatura infantil i juvenil.
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Ariza, Mercedes. "Donkey Xote cabalga distinto en España y en Italia: reflexiones sobre la intertextualidad audiovisual." Journal of Literary Education, no. 1 (December 8, 2018): 58. http://dx.doi.org/10.7203/jle.1.12252.

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Resumen El objetivo del presente trabajo es analizar el fenómeno de la intertextualidad en el ámbito de la traducción de la literatura infantil y juvenil en general y en el campo de la traducción audiovisual en particular. Nuestro punto de partida es el análisis de los referentes intertextuales presentes en la película Donkey Xote (José Pozo, 2007) y en su versión para doblaje en italiano. Tras identificar las dificultades y las estrategias de traducción de la “intertextualidad audiovisual” (Martínez Sierra, 2010; Chaume, 2012), presentaremos algunos referentes intertextuales añadidos en italiano para implicar de manera más directa al espectador (adulto) italiano. De hecho, la versión italiana introduce alusiones inherentes al mundo cinematográfico estadounidense e italiano inexistentes en el TO con un afán de tipo humorístico evidente. Palabras clave: intertextualidad, traducción, doblaje, literatura infantil y juvenil Abstract The aim of the present paper is to analyse the intertextuality in the field of Translation of Children’s Literature and specially in Audiovisual Translation. We analyse the presence of intertextual elements in the Spanish animated film Donkey Xote (José Pozo, 2007) and in the Italian dubbing. After the identification of the difficulties and the strategies inside the Translation of the so called “audiovisual intertextuality” (Martínez Sierra, 2010; Chaume, 2012), we propose some intertextual elements introduced in the Italian version in order to capture the interest of an adult audience. In others words, the Italian dubbing shows particular allusions regarding American and Italian films that were conceived to create humour. Key words: Intertextuality, Translation, Dubbing, Children’s Literature Resum L’objectiu del present treball és analitzar el fenomen de la intertextuatlitat en l’àmbit de la traducció de la literatura infantil i juvenil en general i en el camp de la traducció audiovisual en particular. El nostre punt de partida és l’anàlisi dels referents intertextuals presents a la pel·lícula Donkey Xote (José Pozo, 2007) i en la seua versió per a doblatge en italià. Després d’identificar les dificultats i les estratègies de traducció de la “intertextualitat audiovisual” Martínez Sierra, 2010; Chaume, 2012) presentarem alguns referents intertextuals afegits en italià per implicar de manera més directa a l’espectador (adult) italià. De fet, la versió italiana introdueix al·lusions inherents al món cinematogràfic estatunidenc i italià, inexistents en el TO amb un afany de tipus humorístic evident. Paraules clau: Intertextualitat, traducció, doblatge, literatura infantil i juvenil
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Rosa Kitzberger, Ingrid. "Love and Footwashing: John 13:1 - 20 and Luke 7:36 - 50 Read Intertextually." Biblical Interpretation 2, no. 2 (1994): 190–205. http://dx.doi.org/10.1163/156851594x00213.

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AbstractThis paper presents three intertextual readings of John 13:1-20 and/or Luke 7:36-50, starting from a feminist hermeneutic. The focus is on reader response, i.e., on the reading-process as an experience, on the effects texts have on a reader (Stanley Fish), and on the response to the response—the reflection on the reading-process. Intertextuality as applied in this paper comprises two aspects: intertextuality as a relationship between written texts, activated by a reader, and intertextuality as a dialogue between written texts and the reader as text (referring to her/his life-experience). John 13:1-20 is read intertextually by a first reader who is female, critical and informed, i.e., a woman in the Johannine community who is familiar
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Elkad-Lehman, Ilana. "Spinning a Tale: Intertextuality and Intertextual Aptitude." L1-Educational Studies in Language and Literature 5, no. 1 (January 2005): 39–56. http://dx.doi.org/10.1007/s10674-005-4953-z.

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Micheni, Brian Mugendi, and Dr Christine Atieno Peter. "Intertextuality between Pied Piper of Hamelin and Nyamgondho Wuod Ombare." Journal of English Language and Literature 10, no. 3 (December 31, 2018): 1051–64. http://dx.doi.org/10.17722/jell.v10i3.400.

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Texts borrowing from each other has been there since the existence of humankind and scholars refer to this borrowing as intertextuality. Many intertextuality scholars have gone ahead to use the phrase “no text is an island” to emphasize on the existence of intertextuality in everyday communication of humankind through spoken words or written works. The objective of the study is to determine whether there are intertextual relations between the stories, Nyamgondho Wuod Ombare and Pied Piper of Hamelin. The study aims to determine instances of intertextuality between the two stories. The study discovered that the two texts demonstrate several instances of intertextuality, especially the storyline of the texts. It discussed various manifestations of intertextual relations in the texts.
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Eremina, E. S., and N. A. Lavrova. "Phraseological Units as Intertextual Elements in Modern American Poetry." Prepodavatel XXI vek, no. 2, 2020 (2020): 340–48. http://dx.doi.org/10.31862/2073-9613-2020-2-340-348.

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The relevance of this study lies in the fact that at present the theory of intertextuality is one of the main directions of study in modern philology. Inclusion of phraseological units in a number of intertextual elements enriches the concept of intertextuality, which in turn contributes to the growth of potential of phraseologisms in modern English. Phraseologisms acting as intertextual elements are used by many authors to transfer various types of information, primarily culturological information through the activation of readers’ thesaurus knowledge. The aim of the study is to broaden the understanding of the concept of phraseological intertextuality and the role, which it plays in poetic texts, in particular, to show that phraseological intertextual elements are heterogeneous in modern American poetry and they require different degrees of activation of readers’ background knowledge. The study identifies two groups of intertextual phraseological units: they are biblical phraseological units and Shakespearean phraseological units.
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Liashko, Olha, Yan Kapranov, Olesya Cherkhava, Tamara Nasalevych, and Tetiana Riabukha. "Methodological algorithm for interpreting intertextuality within the orthodox sermon (case study of the english orthodox sermon fragment)." Revista Amazonia Investiga 10, no. 43 (August 31, 2021): 123–32. http://dx.doi.org/10.34069/ai/2021.43.07.12.

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The article represents a methodological algorithm for interpreting intertextuality in the English Orthodox sermon, which contains the following five successive stages. The first stage identifies the scientific and methodological backgrounds of the study of intertextuality, including in interdisciplinary coverage, as well as it traces the evolution of scientific views on notions of “intertextuality”; the diversity of approaches to the typology of intertextual relations have been revealed and the problem of intertextuality functions in modern texts has been outlined. The intertextual fragments have been singled out at the second stage. The types and subtypes of intertextual connections, their systematization and classification, different level means of actualization and marking of intertext in the English sermon, as well as the definition of features of semantic transformation and functional purpose of different types of intertext in the recipient text have been revealed at the third stage. The sources of intertextuality identified and systematized in the previous stages of the study have been divided into nuclear, near-peripheral and far-peripheral at the fourth stage. The functions of intertextuality in the English Orthodox sermon have been determined in view of the compositional-structural, semantic, pragmatic, linguistic and cultural and other aspects at the fifth stage.
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MiChael, Matthew. "Narrative Conjuring or the Tales of Two Sisters? The Representations of Hannah and the Witch of Endor in 1 Samuel." Journal for the Study of the Old Testament 42, no. 4 (June 2018): 469–89. http://dx.doi.org/10.1177/0309089216690382.

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The narrative of 1 Samuel opens graphically with the story of Hannah and also closes with the striking story of another woman, the ‘witch’ of Endor. These two women appear to occupy a significant place in the characterizations of 1 Samuel through the strategic locations of Hannah at the birth of Samuel, and the ‘witch’ at the death of Samuel. While past scholarship has described the individual importance of these two stories, the present study engages the intertextual connections between the two stories and the narrative importance of these two stories in the story world of 1 Samuel. Taking account of this intertextuality, the study underscores the hidden polemics inherent in their representations, especially in the staging of these two women in the same narrative space through the different literary echoes in the two stories that intertextually bind these women together as ‘literary sisters’ and mirrors of each other.
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Nazarenko, Oksana. "Intertextual units in prose of Yuri Izdryk." Culture of the Word, no. 90 (2019): 55–64. http://dx.doi.org/10.37919/0201-419x-2019.90.5.

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The article is devoted to the study of the implementation of the category of intertextuality in modern Ukrainian prose by Yu. Izdryk. An excursion into the theory of intertextuality presented in modern linguistics is made. Intertextual elements in the literary text are updated and their sources are determined. Two types of intertext in modern prose are distinguished depending on the source. The first type includes intertextual elements, the sources of which are works of literature. Among them: allusions, quotes (certified and non-certified), reminiscences, paraphrases, parades on literary texts by Ukrainian classical authors, memoirs of ancient Ukrainian literature, in particular, “The Tale of Igor’s Campaign”, works by contemporary postmodern writers. The second group of intertextual units is connected with texts of mass culture – the names of films, quotes from films, pop songs and quotes from them, allusions to cartoons. The work of Yu. Izdryk is designed for an educated reader who is able to recognize a complex of intertextual elements. It is proved that intertextuality is the main category of postmodern prose and performs a text-forming function.
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Schulze, Joshua, and J. Andrés Ramírez. "Intertextuality as Resource for Building ELLs Generic Competence: A Systemic Functional Linguistic View." Colombian Applied Linguistics Journal, no. 9 (April 4, 2011): 69. http://dx.doi.org/10.14483/22487085.3146.

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This research examines how elementary English language learners(ELLs) used intertextuality as a resource to compose informational texts. The research examines ELLs’ use of intertextuality (Fairclough, 1992, 2003; Lancia, 1997) as a resource for developing generic competence (Bhatia, 2002). Using the tools of critical discourse analysis (CDA) and systemic functional linguistics (SFL), the researchers locate instances of manifest intertextuality to evaluate the extent of reliance on intertextual resources. While findings suggest strong reliance on intertextual resources and thus the potential to see this appropriation as a form of “transgressive intertextuality” (Pennycook, 2004), the close SFL analysis revealed that students’ grammatical moves to make the text their own have the potential to increase their linguistic control over the target genre of informational text.
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Dissertations / Theses on the topic "Intertextualy"

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Machado, Alleid Ribeiro. "\"O Plantador de Naus a Haver\" sob a óptica da intertextualidade." Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/8/8150/tde-03092007-123546/.

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A presente dissertação propõe o estudo da vida e obra da autora portuguesa Júlia Nery, mais especificamente, a análise de uma de suas peças de maior cunho intertextual: O plantador de naus a haver. Para tanto, é feito inicialmente um relato de como se deu o processo de pesquisa de sua produção literária, desde o primeiro contato com a peça no curso de Pós-Graduação intitulado \"A literatura portuguesa em cena\" (FFLCH-USP), até a localização da Autora, que resultou na reunião de um material bibliográfico que serviu de base para a elaboração deste trabalho. Em seguida, é realizado um apanhado teórico em torno da intertextualidade, a partir dos estudos sobre a linguagem empreendidos por Mikail Bakhtin, e das contribuições teóricas de Julia Kristeva, além de outros pesquisadores e lingüistas contemporâneos, que têm, ao longo do tempo, pesquisado e ampliado as diretrizes bakhtinianas em torno do dialogismo e da polifonia, além dos estudos acerca dos mecanismos que promovem a intertextualidade. Posteriormente, são analisados os textos paradigmas com os quais a Autora travou diálogo para criação de sua peça. Segue-se a análise do texto dramático, utilizando-se como instrumentos intertextuais, a paráfrase e a estilização, uma vez que esses mecanismos demonstram ser, de fato, os adjuvantes para recriação do longínquo medievo português, bem como da própria biografia de D. Dinis, a personagem central. O objetivo principal de tal análise é o de trazer à tona, elementos diversos que, constantes nas entrelinhas de O plantador de naus a haver, contribuem para a revelação do ponto de vista de seu Autor em relação à personagem principal, ao contexto histórico-literário no qual se insere, além é claro, de apresentar a sua visão de mundo. Como O plantador de naus a haver também é destinado ao ensino de Literatura Portuguesa, algumas considerações sobre a relação teatro-educação também são tratadas, a fim de se investigar o intuito pedagógico da peça, que, como poderá ser visto, propõe uma gestão criativa de seu conteúdo, a partir da interação entre o texto e seu interlocutor, por meio da expressão dramática.
The present dissertation deals with the biography and work of the Portuguese author Júlia Nery, more specifically, an analysis of one of her plays with the greatest intertextual feature: The planter of ships-yet-to-be. Before localizing the author, at the very beginning, it was made a description of how the research process of her literary production takes place since the first contact with the play in a course from an academic program named \"A Literatura Portuguesa em Cena\" (FFLCH-USP). All of this has resulted in a set of bibliographical material that was used to implement this dissertation. A theoretical synthesis was made concerning the intertextuality from the language studies that were undertaken by Mikail Bakhtin and afterwards some theoretical contributions of Julia Kristeva. Other contemporaneous researchers and linguists that have studied for ages enlarged the Bakhtin\'s bases around the dialogism and the polyphony beyond the studies above the mechanisms that have promoted the intertextuality. Subsequently, the texts with paradigms, which the author established as a dialogue in the creation of her play, have been analysed. Soon, the analysis of the dramatic text follows in this dissertation based on intertextual tools, such as the paraphrase and the stylization, as the mechanisms which are being apprehended like the main attributes for a recreation of the faraway Portuguese Middle Ages, even the own biography of D. Dinis, the central character. The main goal of such analysis highlights several elements that appear in The planter of ships-yet-to-be read between the lines, contributing to the revelation of the author\'s point of view in relation to the main character, to the historical and literary context in what the work has been inserted, besides presenting the author\'s background in a contemporaneous world being inhaled by her play. As The planter of ships-yetto- be is also addressed to the Portuguese Literature teaching, some considerations intertwining theatre and education are approached in order to investigate pedagogical purposes in the play, proposing a creative operation of its content from the interaction between the text and its interlocutor through dramatic expressions.
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Oliveira, Diva de. "Os doze trabalhos de Hércules: a estilização do mito na obra Lobatiana." Universidade Presbiteriana Mackenzie, 2006. http://tede.mackenzie.br/jspui/handle/tede/2266.

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Made available in DSpace on 2016-03-15T19:46:46Z (GMT). No. of bitstreams: 1 Diva de Oliveira.pdf: 1528238 bytes, checksum: 2b3559b4885dcbcb53059c6c2d71396f (MD5) Previous issue date: 2006-09-04
The aim of this work is a dialogism approach between the basis-text, Héracles de Eurípedes, As metamorfoses de Ovídio and Os Doze de Trabalhos de Hércules by Monteiro Lobato. Firstly, it will be researched how Hercules, the Greek mith was stylised by Monteiro Lobato, throughout the gathering of signs inserted in the dialogical variety text pointing to the likeness and the difference concerning to the basis-texts. It will prosecuted, hence, the meeting between the theory about Mikhail Bakhtin s dialogism and the development about Julia Kristeva s theory related to the Bakhtin s proposals - The intertextuality. It will be still intended to demonstrate how the Taubaté s writer contributed to the formation of the Brazilian childish literature and the improvements idealized by him in several performance fields.
O objetivo deste trabalho é uma abordagem intertextual entre os textos-base Héracles de Eurípedes, As metamorfoses de Ovídio e Os doze Trabalhos de Hércules de Monteiro Lobato. Inicialmente, analisar-se-á como o mito do herói grego Hércules foi estilizado por Monteiro Lobato, através de um levantamento das marcas inseridas na variante intertextual, apontando as semelhanças e as dessemelhanças em relação aos textos-base. Para tanto, promover-se-á o encontro dos conceitos sobre dialogismo de Mikhail Bakhtin e a teoria sobre intertextualidade desenvolvida por Julia Kristeva. Pretende-se ainda demonstrar de que maneira o escritor de Taubaté contribuiu para a formação da Literatura Infantil brasileira e as inovações por ele idealizadas nas mais diversas áreas de atuação.
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Bax, Stephen. "Researching intertextual reference and intertextual reading." Thesis, University of Kent, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.409160.

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Fantin, Maria Célia Martirani Bernardi. "Sustentação instável: a intertextualidade em Alessandro Baricco." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/8/8151/tde-01082013-104034/.

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Esta tese busca fazer um levantamento das principais linhas de força na constituição das Poéticas que norteiam a trajetória do escritor italiano contemporâneo Alessandro Baricco, não só como ficcionista, mas também como ensaísta e intelectual, atilado com seu tempo. Constatamos que, a partir do corpus dos romances e ensaios que aqui escolhemos analisar, o autor privilegia a instabilidade do narrar e do ver, refletida, nitidamente, nos diversos diálogos intertextuais que leva a efeito. Daí por que a intertextualidade, enquanto um de seus procedimentos ficcionais tal como concebida e transfigurada pelo autor esteja intimamente relacionada a uma concepção de mundo que elege o afastamento das certezas, o elogio da oralidade e da narrativa (fontes inesgotáveis de vida), a multiplicidade de pontos de vista, a exaltação de tipos à margem dos sistemas, o heroísmo da derrota, a apologia da queda e da renúncia. No intuito de demonstrar como isso se opera, nosso estudo se orienta, basicamente, a partir dos seguintes tópicos: a) a gênese da intertextualidade em Baricco; b) as relações intertextuais propriamente ditas e eventuais aproximações de leitura entre algumas de suas obras e as de outros autores com os quais dialoga (tais como Herman Melville, Joseph Conrad, Rainer Maria Rilke, José Saramago e Paul Auster); c) as tendências pósmodernas sobre as quais ele se debruça, sobretudo, em sua atuação ensaística.
This thesis proposes a survey of the main forces determining the constitution of the Poetics that guide the trajectory of the contemporary Italian writer Alessandro Baricco, as a novelist, an essayist and a sagacious intellectual in our century. We note that, from the corpus of novels and essays chosen to analyze here, the author emphasizes the instability of narrating and perceiving, reflected clearly in the various intertextual dialogues that he creates. Therefore the intertextuality, as one of his fictional procedures conceived and transfigured by the author, is closely linked to a conception of the world that promotes the removal of certainties, the praise of orality and narrative (inexhaustible sources of life) the multiplicity of points of view, the exaltation of the marginalized characters, the heroism of defeat, the emphasis of the fall and the resignation. In order to demonstrate how it works, our study guides are basically from the following topics: a) the genesis of intertextuality in Baricco b) the intertextual relations and possible approaches between some of his works as well as dialogues with other authors (such as Herman Melville, Joseph Conrad, Rainer Maria Rilke, José Saramago and Paul Auster), c) the post-modern tendency, emphasized mainly on his essays.
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Gonçalves, Maria Silvia. "Leitura intertextual na escola." Universidade de São Paulo, 2004. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-27022015-111254/.

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Este trabalho é uma proposta de prática de leitura intertextual (para os terceiro e quarto ciclos do Ensino Fundamental) em que o fenômeno da intertextualidade, mostrado sob pontos de vista de vários autores, é considerado potencializador e enriquecedor da leitura, colaborando para a formação de um leitor mais proficiente e mais preparado para enfrentar as demandas do mundo letrado. Propõem-se, na exploração textual, atividades inferenciais (para as quais o aluno comparece com conhecimentos linguísticos e extralinguísticos) que podem levá-lo a estabelecer relações não só entre os elementos do texto em si, mas também entre esse texto e outros textos e entre esse texto e sua realidade. Muitas vezes a leitura do aluno não é plena por falta de conhecimentos prévios. A interferência do mediador, leitor mais maduro, torna-se, então, desejável e necessária, para melhoria no nível de adequação da leitura, ampliação do universo do leitor iniciante e aquisição de mecanismos metacognitivos. Ao clarificar zonas de intersecção (identificação do intertexto), por meio de procedimentos discursivos, propicia-se não só o reconhecimento do diálogo intertextual como também uma interpretação mais completa do texto (com a leitura dos implícitos), incluindo casos de polifonia (presença de vozes variadas no texto) e a busca da intencionalidade e do posicionamento ideológico do autor. O texto é considerado a principal matéria-prima do professor de Português. Paradoxalmente, o desempenho dos alunos das escolas públicas e particulares deixa a desejar no quesito leitura. Uma configuração do leitor-aprendiz em seus aspectos sociocognitivos e algumas considerações sobre o modo como são realizadas as atividades de leitura na sala de aula visam mostrar a necessidade de um interlocutor que proponha relações dialógicas e mais significativas no embate com o texto, ampliando, inclusive o leque de opções para gêneros variados, sem barreiras de tempo, de espaço, de estilo, de modalidade, de nacionalidade. Tendo por base a noção de mediação e de zona de desenvolvimento proximal em Vygotsky e a de interação verbal em Bakhtin; as análises de Marcuschi e Rocco sobre o papel da escola e do material didático na formação do leitor; bem como os princípios da Análise do Discurso, da Teoria da Enunciação e da Linguística Textual, sustentados por Genette, Maingueneau, Authier-Revuz, Brandão, Koch, Van Dijk e SantAnna, sugerem-se alguns exemplos de análise para demonstrar a exequibilidade da proposta. Finalmente, a intertextualidade é vinculada à interdisciplinaridade, concluindo-se que a leitura é, hoje, um poderoso auxiliar no intercâmbio de informações do mundo eletrônico-globalizado; na constituição de um leitor-sujeito consciente, ético e crítico; na transformação do aprendiz em cidadão; na conquista de um instrumento de busca interior. Procura-se provar, enfim, que a leitura, como senha para o conhecimento, pode levar ao poder e, como senha para o autoconhecimento, pode levar à sabedoria.
This essay is an intertextual reading practice proposal (for the third and fourth cycles of elementary school) in which the intertextuality phenomenon, shown by various authors opinions, enhances and enriches the reading process, contributing to develop a more proficient and prepared reader, capable of facing the literate world demands. Through textual exploration, inferential activities are proposed (for which the student has linguistic and extra linguistic knowledge) which can lead the student not only to establish relationships between elements of the text itself, but also between this text and other texts and between this text and its own reality. Often the reading process is not complete due to the lack of prior knowledge by the students. The mediator interference, a more mature reader, becomes then desirable and necessary to improve the adequacy of the reading process, to expand the beginner reader universe and to acquire metacognitive mechanisms. By clarifying intersection zones (intertext identification), through discursive procedures, there is not only the inter-textual dialogue recognition but also a more complete text interpretation (by the implicit reading) including polyphony cases (presence of various voices in the text) and the pursuit of the intentionality and the ideological positioning of the author. The text is considered the main raw material of the Portuguese teacher. Paradoxically, the performance of public and private schools students is still weak in the reading aspect. The configuration of the learner-reader in their social-cognitive aspects and a few considerations about how the reading activities are led in the classroom aim to show the need for an interlocutor who can propose dialogical and more meaningful relationships in the fight with the text, also expanding the range of options for different genres, with no time, space, style, modality, nationality barriers. Based on Vygotsky\'s notion of mediation and proximal development zone and on Bakhtins verbal interaction; Marcuschi and Roccos analysis on the role of school and didactic materials in the readers development; as well as the Discourse Analysis, the Theory of Enunciation and the Textual Linguistics principles, supported by Genette, Maingueneau, Authier-Revuz, Brandão, Koch, Van Dijk and Sant\'Anna, some examples of analysis are suggested to demonstrate the feasibility of the proposal. Finally, intertextuality is linked to interdisciplinary and the conclusion is that reading is nowadays a powerful tool to enhance information exchange in the globalized world; in the constitution of an ethical and critical reader-conscious subject; transforming learners in citizens who can conquer a tool of internal search. This document attempts to prove that reading, as a password for knowledge, can lead to power and, as the password for the self- knowledge, can lead to wisdom.
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Pausina, Melissa. ""BARTLEBY": AN INTERTEXTUAL MUSIC DRAMA." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/97443.

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Music Composition
D.M.A.
Herman Melville's Bartleby the Scrivener was published in 1853. A fictional Law Office located at "No.___Wall Street" is the setting for Melville's tale of a nameless lawyer narrator who becomes increasingly despondent over his copyist employee Bartleby's constant passive refusal: "I prefer not to." This calls into question, who is Bartleby? My aim is to answer this question by appropriating meaning to Bartleby's ambiguous behavior via the expressive emergent properties of music and the disseminative power of language. In my adaptation of the story, Bartleby, who is nearly mute in the novella, sings the words of Ralph Waldo Emerson, William Shakespeare, and William Blake in response to the uncomprehending inquiries of his employer. This leads to my discussion of the expressive logic of my integration of specific texts into Melville's original story followed by an analytical discussion of the musical language of Bartleby and its concomitant musical form.
Temple University--Theses
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Freire, Rogeria Alves. "Relações dialógicas entre O Barão, de Sttau Monteiro e o conto homônimo, de Branquinho da Fonseca." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/8/8150/tde-06022009-180206/.

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Esta dissertação visa a demonstrar como o conto O Barão, de Branquinho da Fonseca, publicado em 1942, foi estilizado por Sttau Monteiro. Para tanto, examina alguns mecanismos intertextuais presentes na peça homônima adaptada para o teatro em 1964. Inicialmente, discutimos o conceito de intertextualidade, a partir dos estudos sobre a linguagem empreendidos por Mikhail Bakhtin, e das contribuições teóricas de Julia Kristeva, além de outros pesquisadores, que têm, ao longo do tempo, pesquisado e ampliado as diretrizes bakhtinianas em torno do dialogismo. Dentro de tais princípios também serão investigadas as mensagens sugeridas pelas rubricas. Finalmente, a análise dos mecanismos intertextuais e da visão sócio-política estilizada visa a confirmar que Sttau estilizou a obra de Fonseca.
This lecture intend to demonstrate how the short-story O Barão, by Branquinho da Fonseca, published in 1942, was stylished by Sttau Monteiro. Thus, we describe some intertextual mechanisms constant in the homonymous play adapted for the theater in 1964. To start, we will discuss the concepto if intertextuality, from the Mikhail Bakhtin studies about language, and the Julia Kristevas theoric contributions, besides other Researcher, that have enlarged the bakhtian directions on dialogism. Within those principles we are also investigating the messages suggested by the directions. Finally, the analysis of the intertextual mechanisms and of the socio-political conception of the playwright intend to confirm that Sttau stylished Fonsecas work.
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McMonagle, Catherine Ann. "Dancing feminisms and intertextuality." Thesis, Cardiff University, 2006. http://orca.cf.ac.uk/56134/.

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This thesis investigates representations of dancing women in three postmodern novels, arguing that their radical revisions of traditional texts offer readers steps to be taken in the future. Resistant and troublesome dances are deployed here to address feminisms, multiple and contradictory subjectivities and intertextuality. I suggest that a consideration of a nuanced view of multiple subjectivities can benefit women more than striving towards an illusory, autonomous identity. Intertextuality invites contemplation of the dance between different texts and the meanings invoked as a result. Not only are the texts' meanings unstable, but the novels themselves dance with other texts, taking them into account and departing from them by taking different steps their instability of meaning and lack of absolute origins and authority allows them to become sites of resistance to dominant values. My research primarily draws on work by Julia Kristeva, Roland Barthes, Jean-Francois Lyotard and Jacques Derrida. Eilis Ni Dhuibhne's The Dancers Dancing is a postmodern text, which deals with the influence of nationhood on Irish women, and in which Irish subjectivity confronts irreconcilable alternatives. This chapter poses the Irish dance as a space where a new generation can come to terms with their past and reconfigure it. Jeanette Winterson's Sexing the Cherry rewrites the tale of 'The Twelve Dancing Princesses' and in the process challenges patriarchal marriage and heterosexuality as norms. The text 'dances' between traditional and postmodern historical representations of seventeenth-century England, offering readers conflicting versions of history and time. In Margaret Atwood's Lady Oracle, the secret writing of gothic romances alerts readers to the influence of art on life. The novel takes into account, but steps beyond, those narratives that have encouraged readers to believe that they will have their feet cut off if they resist tradition. All three texts offer readers resistance to convention enlisting them in a metaphorical dance, where the steps are not known in advance.
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Maurer, Bernard. "Psalm 95 and intertextuality." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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Payne, Alan Robert. "An intertextual approach for teaching literature /." Full text available from ProQuest UM Digital Dissertations, 2008. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1850458331&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1279561194&clientId=22256.

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Thesis (Ph.D.)--University of Mississippi, 2008.
Typescript. Vita. "May 2008." Major professor: Benjamin F. Fisher Includes bibliographical references (leaves 166-170). Also available online via ProQuest to authorized users.
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Books on the topic "Intertextualy"

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Intertextuality. 2nd ed. Abingdon, Oxon: Routledge, 2011.

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Graham, Allen. Intertextuality. London: Routledge, 2000.

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Reading Job intertextually. New York: Bloomsbury, 2013.

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Martinelli, Dario. The Intertextual Knot. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85273-3.

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Forstall, Christopher W., and Walter J. Scheirer. Quantitative Intertextuality. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23415-7.

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Buchanan, George Wesley. Introduction to intertextuality. Lewiston [N.Y.]: Mellen Biblical Press, 1994.

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Carter, Sarah. Early Modern Intertextuality. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68908-7.

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Akira Kurosawa and intertextual cinema. Baltimore: Johns Hopkins University Press, 1994.

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Literature and psychoanalysis: Intertextual readings. Houndmills, Basingstoke, Hampshire: Palgrave, 2001.

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Achilles in love: Intertextual studies. Oxford: Oxford University Press, 2012.

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Book chapters on the topic "Intertextualy"

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Allen, Graham. "20 Years On." In Intertextuality, 217–32. 3rd ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003223795-7.

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Allen, Graham. "Structuralist Approaches." In Intertextuality, 92–129. 3rd ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003223795-3.

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Allen, Graham. "Introduction." In Intertextuality, 1–7. 3rd ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003223795-int.

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Allen, Graham. "Intertextuality Today." In Intertextuality, 203–16. 3rd ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003223795-6.

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Allen, Graham. "Postmodern Conclusions." In Intertextuality, 169–202. 3rd ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003223795-5.

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Allen, Graham. "Situated Readers." In Intertextuality, 130–68. 3rd ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003223795-4.

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Allen, Graham. "Origins." In Intertextuality, 8–58. 3rd ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003223795-1.

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Allen, Graham. "The Text Unbound." In Intertextuality, 59–91. 3rd ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003223795-2.

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Brater, Enoch. "intertextuality." In palgrave advances in samuel beckett studies, 30–44. London: Palgrave Macmillan UK, 2004. http://dx.doi.org/10.1057/9780230504622_3.

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Slembrouck, Stef. "Intertextuality." In Handbook of Pragmatics, 1–24. Amsterdam: John Benjamins Publishing Company, 2003. http://dx.doi.org/10.1075/hop.8.int10.

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Conference papers on the topic "Intertextualy"

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Kuzmina, Luiza, and Elena Remchukova. "RUSSIAN CLASSICAL LITERATURE TEXT AS A PRECEDENT PHENOMENON OF THE MODERN MEDIA SPACE." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/18.

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The article is devoted to the functioning features of precedent texts in modern media discourse. Texts by F.M. Dostoevsky, namely, fiction, journalism and epistolary heritage, served as the research material. The relevance of the study is explained by the intertextual nature of the modern media space. The article shows that along with the use of Dostoevsky's precedent texts as signs of high culture, the modern media space also actively manifests the features of the postmodern cultural paradigm. The specifics of the latter include metatextuality, irony, various kinds of transformation, e.g., in headlines, which indicates their game foregrounding. Special attention is paid, firstly, to various types of intertextuality and ways of precedent phenomena foregrounding; secondly, to their use in various media areas (advertising, urban naming) and genres (interviews, internet blogs, etc.). The problem of recoding precedent phenomena is considered against the background of the use of signs of high culture as a form of reflection of modern mass consciousness in modern media communication, which is of research interest from an axiological point of view.
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Aktulum, Kubilay. "INTERTEXTUALITY/ INTERSEMIOTIC: Lyrical intertextuality." In Annual International Conference on Language, Literature and Linguistics. Global Science & Technology Forum (GSTF), 2014. http://dx.doi.org/10.5176/2251-3566_l314.46.

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Williandani, Mega, Amrin Saragih, and Siti Aisyah Ginting. "Techniques of Intertextuality." In The 5th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201124.041.

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Olehnovica, Ilze. "INTERTEXTUALITY IN PRINTED ADVERTISEMENTS." In 6th SWS International Scientific Conference on Arts and Humanities ISCAH 2019. STEF92 Technology, 2019. http://dx.doi.org/10.5593/sws.iscah.2019.2/s09.055.

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Ayadi, R., M. Maraoui, and M. Zrigui. "Intertextual distance for Arabic texts classification." In 2009 4th International Conference for Internet Technology and Secured Transactions (ICITST 2009). IEEE, 2009. http://dx.doi.org/10.1109/icitst.2009.5402564.

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Yu, Rong, and Wei-Yan Shen. "American Modernist Poetry under Intertextual Perspective." In International Conference on Humanity and Social Science (ICHSS2016). WORLD SCIENTIFIC, 2017. http://dx.doi.org/10.1142/9789813208506_0063.

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Anisimov, Vladislav E., and Ekatherina D. Kalinnikova. "INTERTEXTUALITY OF FRENCH MOVIE TITLES." In ADVED 2020- 6th International Conference on Advances in Education. International Organization Center of Academic Research, 2020. http://dx.doi.org/10.47696/adved.2020107.

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Mihaleva, Galina. "Intertextuality: Tracing meanings through textiles." In 2016 22nd International Conference on Virtual System & Multimedia (VSMM). IEEE, 2016. http://dx.doi.org/10.1109/vsmm.2016.7863199.

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Geßner, Annette, Christian Kötteritzsch, and Gerhard Lauer. "Biblical intertextuality in a digital world." In the 1st International Workshop. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2517978.2517985.

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Fang, Miao, Yi Jiang, Qi Zhao, and Xin Jiang. "Intertextuality Computing of Chinese Tea Classics." In 2009 Second International Symposium on Knowledge Acquisition and Modeling. IEEE, 2009. http://dx.doi.org/10.1109/kam.2009.157.

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